How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.
Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.
As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.
Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the screen. By writing quick and simple phrases of a few words each, you maintain greater attention to film events.
Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.
Organizational Tip: Vertically divide the sheet of paper where your responses will go. On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).
When made available, contribute your response, comments, criticism, and questions (in complete sentences) to the class via the Verso application (rather than on paper). The goal is to have everyone contribute at least once in preparing a review sheet of this video. The content you share now will be required on future quizzes and exams.
SOURCE: Millennium Video Series, The 11th C.: Century of the Sword. CNN Productions, Inc. 1999. [10 Min. total]
While the focus of the film is the growth and development of Christianity in Western Europe, take time to consider the interaction between faith, politics, and economics as well. As the end of the 1st (Christian) millennium came and went, the Western (Roman Catholic) Church was still struggling with age-old issues that aggravated it’s relationship with the Eastern Orthodox Church (Constantinople). Those dividing issues contributed to a form of competition for the minds and souls of Christians.
The feudal system of Western Europe, within which the Catholic Church was a major participant, was undergoing changes by the mid-High Middle Ages (~12th C.). These changes, fueled by an agricultural revolution, permitted Western Europeans to expand their reach, and along with them came the Catholic Church
Context: Western Europe, 11th C.
1. Why would the new millennium instill fear or anxiety among Christians?
2. a. For those who visited Jerusalem, what would they notice regarding the people who lived there?
b. Why might this lead to conflict?
3. a. What was the Roman Catholic Church’s (Western Church) opinion of the Eastern Orthodox Church’s priests?
b. What did Roman Catholic religious leaders think of their own faith?
4. a. How did the Christian faith of Western Europe view the ‘deep’ forests of Northern Europe?
b. How did this image contribute to the view of Jesus as a warrior?
c. How would Christians react as a result?