Identify the political, economic, and social impact of the Crusades on European and Middle Eastern societies; understand features of the theological and cultural conflict between the Muslim world and Christendom and the resulting competition in the Mediterranean region; examine religious influence in historic and contemporary world events.

In 1095, Pope Urban II called for the Christian people of Europe to band together to seize control of Middle East holy lands from the Muslim Turks. A series of Crusades took place over the next 200 years, in which forced conversion of “infidels” to Christianity often resulted in violence and bloodshed. Although warfare in the name of religion prevailed, the Crusaders never succeeded in controlling Jerusalem for more than brief periods at a time. The Third Crusade was perhaps the most famous; featuring legendary battles between English King Richard the Lionhearted and Turkish leader Saladin, it ultimately ended in a truce. The legacy of the Crusades included the splitting of the Christian faith into Roman Catholic and Eastern Orthodox sects, as well as an increased hostility between Christians, Muslims, and Jews. However, the Crusades also resulted in a greater volume of trade between Europe and the Middle East.

• CA  Historical Research: 1, 2, 3
• TX  113.33(3): c; 113.33(19): b; 113.38(1): b
• FL  SS.A.2.4: 6
• NCSS   V(HS): e; VI(HS): d, f

1 class period

• Activity Sheet, The Crusades
• Timeline, Chronology of the Medieval World 
• Graphic Organizer, 2-Column Table (2 copies)
• Debate Rubric

Students have the opportunity to write an Analytical Essay (see Extension below).

What were the causes and effects of the European Crusades?

Point of View Students will hold a panel discussion in which they discuss and debate the causes and effects of the Crusades. Students will research the issues surrounding the Crusades, and their influence on culture, religion, and political life.

Have students research the topic using the provided links. Encourage them to use the suggested graphic organizer as they read the articles.

The holy king endeavoured with all his power—as you shall here be told—to make me believe firmly in the Christian law, which God has given us. He said that we ought to believe so firmly the articles of faith that neither from fear of death, nor for any mischief that might happen to the body, should we be willing to go against them in word or deed.

To start students thinking about the ideological origins of the Crusades, have them read the excerpt.

Key questions students should answer are:

• What is King Louis IX urging European soldiers to do as they fight in the Crusades?
• How is King Louis IX using religion to motivate crusading soldiers?

Distribute the Student Activity sheet. Divide the class into groups, with each group assigned to one of the questions below. Explain that you will moderate a panel discussion in which groups discuss and debate issues surrounding the Crusades.

• Should the popes who ordered the Crusades be considered immoral?
• Why were European men so eager to fight and possibly die on a crusade?
• Were the Crusades all well-planned, successful military ventures?
• Were Muslim forces able to effectively defend themselves from European invaders?
• Were there possible non-religious ulterior motives for European leaders ordering the Crusades?
• Do you think that the legacy of the Crusades can still be seen in the modern world?

Allow groups time to prepare arguments and evidence for their discussion. Tell students that each group will have five minutes to discuss their question in front of the class.

Use the Debate Rubric to assess students’ performance.

Have students reflect on their performance and use the list of expectations to judge how well they met the criteria.

Ask students: What was the historical legacy of the Crusades?

Expository Writing Have students use Daily Life through History to research and write about the impact and influence of the Crusades on modern life.

Critical Thinking: ANALYZE