MEDIEVAL EUROPE

(476-1450):
CHARLEMAGNE:
EMPEROR OF THE
ROMANS 800 CE
MEDIEVAL EUROPE (476-1450):
CHARLEMAGNE: EMPEROR OF
THE ROMANS 800 CE
Description
Through the investigation of selected primary and secondary sources, students in this
lesson will identify, understand and be able to explain the importance of Charlemagne
and the Carolingian Renaissance, how the Frankish king was able to expand his lands
across Europe, and how he ultimately strengthened an already tight relationship
between the Franks and the Catholic Church to the point where the Pope had him
crowned Emperor of the Romans in 800.

Subjects
World History, European History

Grade Level
11-12

Duration
90 minutes

Tour Links
• Charlemagne Statue, Paris
• Aachen Cathedral, Aachen, Germany

Essential Questions
• Who was Charlemagne?
• How and why was Charlemagne able to carve out a substantial empire in
Central Europe during the Dark Ages?
• What was Charlemagne’s relationship with the Catholic church? How did he use
this relationship as a secular ruler?
• What happened to Charlemagne’s empire after he died?
Academic Summary

From The Life of Charlemagne by Einhard (9th century CE)

22. Personal Appearance
Charles was large and strong, and of lofty stature, though not disproportionately
tall (his height is well known to have been seven times the length of his foot);
the upper part of his head was round, his eyes very large and animated, nose a
little long, hair fair, and face laughing and merry. Thus his appearance was
always stately and dignified, whether he was standing or sitting; although his
neck was thick and somewhat short, and his belly rather prominent; but the
symmetry of the rest of his body concealed these defects. His gait was firm, his
whole carriage manly, and his voice clear, but not so strong as his size led one
to expect. His health was excellent, except during the four years preceding his
death, when he was subject to frequent fevers; at the last he even limped a little
with one foot. Even in those years he consulted rather his own inclinations than
the advice of physicians, who were almost hateful to him, because they wanted
him to give up roasts, to which he was accustomed, and to eat boiled meat
instead. In accordance with the national custom, he took frequent exercise on
horseback and in the chase, accomplishments in which scarcely any people in
the world can equal the Franks. He enjoyed the exhalations from natural warm
springs, and often practiced swimming, in which he was such an adept that
none could surpass him; and hence it was that he built his palace at Aix-la-
Chapelle, and lived there constantly during his later years until his death. He
used not only to invite his sons to his bath, but his nobles and friends, and now
and then a troop of his retinue or body guard, so that a hundred or more
persons sometimes bathed with him.
23. Dress
He used to wear the national, that is to say, the Frank, dress-next his skin a
linen shirt and linen breeches, and above these a tunic fringed with silk; while
hose fastened by bands covered his lower limbs, and shoes his feet, and he
protected his shoulders and chest in winter by a close-fitting coat of otter or
marten skins. Over all he flung a blue cloak, and he always had a sword girt
about him, usually one with a gold or silver hilt and belt; he sometimes carried a
jeweled sword, but only on great feast-days or at the reception of ambassadors
from foreign nations. He despised foreign costumes, however handsome, and
never allowed himself to be robed in them, except twice in Rome, when he
donned the Roman tunic, chlamys, and shoes; the first time at the request of
Pope Hadrian, the second to gratify Leo, Hadrian's successor. On great feast-
days he made use of embroidered clothes, and shoes bedecked with precious
stones; his cloak was fastened by a golden buckle, and he appeared crowned
with a diadem of gold and gems: but on other days his dress varied little from
the common dress of the people.
24. Habits
Charles was temperate in eating, and particularly so in drinking, for he
abominated drunkenness in anybody, much more in himself and those of his
 household; but he could not easily abstain from food, and often complained that
fasts injured his health. He very rarely gave entertainments, only on great feast-
days, and then to large numbers of people. His meals ordinarily consisted of
four courses, not counting the roast, which his huntsmen used to bring in on the
spit; he was more fond of this than of any other dish. While at table, he listened
to reading or music. The subjects of the readings were the stories and deeds of
olden time: he was fond, too, of St. Augustine's books, and especially of the
one entitled "The City of God."
He was so moderate in the use of wine and all sorts of drink that he rarely
allowed himself more than three cups in the course of a meal. In summer after
the midday meal, he would eat some fruit, drain a single cup, put off his clothes
and shoes, just as he did for the night, and rest for two or three hours. He was
in the habit of awaking and rising from bed four or five times during the night.
While he was dressing and putting on his shoes, he not only gave audience to
his friends, but if the Count of the Palace told him of any suit in which his
judgment was necessary, he had the parties brought before him forthwith, took
cognizance of the case, and gave his decision, just as if he were sitting on the
Judgment-seat. This was not the only business that he transacted at this time,
but he performed any duty of the day whatever, whether he had to attend to the
matter himself, or to give commands concerning it to his officers.
25. Studies
Charles had the gift of ready and fluent speech, and could express whatever he
had to say with the utmost clearness. He was not satisfied with command of his
native language merely, but gave attention to the study of foreign ones, and in
particular was such a master of Latin that he could speak it as well as his native
tongue; but he could understand Greek better than he could speak it. He was
so eloquent, indeed, that he might have passed for a teacher of eloquence. He
most zealously cultivated the liberal arts, held those who taught them in great
esteem, and conferred great honors upon them. He took lessons in grammar of
the deacon Peter of Pisa, at that time an aged man. Another deacon, Albin of
Britain, surnamed Alcuin, a man of Saxon extraction, who was the greatest
scholar of the day, was his teacher in other branches of learning. The King
spent much time and labor with him studying rhetoric, dialectics, and especially
astronomy; he learned to reckon, and used to investigate the motions of the
heavenly bodies most curiously, with an intelligent scrutiny. He also tried to
write, and used to keep tablets and blanks in bed under his pillow, that at
leisure hours he might accustom his hand to form the letters; however, as he
did not begin his efforts in due season, but late in life, they met with ill success.

Europe’s medieval period after the fall of Rome (476-1350 CE) is often seen by many
students and teachers as an era of ignorance and disorganization when the continent
was dominated by lawlessness, poverty, superstition, a lack of unity and tales of bloody
raids from Norsemen. The imagery of the so-called “Dark Ages” is a powerful one,
especially when compared to the subsequent “Renaissance” of the 14th and 15th
centuries. Even in the midst of such darkness, however, one can find short periods of
light. Many of the oldest universities were founded during this period, including the
University of Bologna (1088), Oxford (1167) and Cambridge (1209). Most fledgling
kingdoms during the medieval period were subordinate to the all-encompassing power
of the Catholic Church, but there were a few exceptional rulers who sought to challenge
the Pope’s power in secular and religious matters. The most important such ruler was
Charlemagne (also known in modern English as Charles the Great).
Charlemagne was born sometime in the 740s (the exact date of his birth is unclear) in
what is today western Germany (probably Aachen, although multiple cities lay claim).
He was the eldest son of Frankish king Pepin the Short and the grandson of the
Frankish ruler Charles Martel, family connections which ensured Charles of a direct line
to the throne. The Franks, one of the Germanic tribes to conquer Europe during the Fall
of Rome, also had a strong relationship with the papacy in Rome due to Martel’s
leadership at the Battle of Tours in 732. Charlemagne would use these advantages to
lay and enforce his claims after he took control of the throne in 768 CE after his father’s
death.
His reign is commonly referred to as the “Carolingian Renaissance”, and was a time of
renewed interest in learning. Charlemagne ordered the consolidation of his lands and
numerous administrative reforms as he tried to bring stability and prosperity to central
Europe for the first time in over 300 years. Court scholars and scribes copied many
ancient texts, ultimately preserving them for the modern age. The king even became an
early patron for artists, scientists and astronomers.
Charlemagne maintained a strong and deep relationship with the Church over his entire
lifetime. As the grandson of Charles Martel, Charles saw himself as the defender of
Christianity, a vision strengthened after he came to the Pope’s rescue in the 770s, when
Rome faced destruction at the hands of the Lombards. As Charlemagne expanded his
Frankish Empire across Europe and into the Mediterranean basin, he ran into the Moors
(Muslims centered in Iberia). Christian knights fighting for Charlemagne and his
successors would be the driving force behind the beginning of the Reconquest. By the
time of his death in 814, Charlemagne’s kingdom was the largest in Europe.
On Christmas Day in 800 CE, Charlemagne, who had come to Rome at the request of
Pope Leo III, was bestowed with the title of “Emperor of the Romans” at a coronation
ceremony held during Christmas Mass. Charlemagne thus established the Holy Roman
Empire.
Unfortunately, much of Charlemagne’s work was undone by his successors after the
emperor passed away in 814 after a 46-year reign. Louis the Pious, Charlemagne’s
only son, took over as emperor and was able to hold the empire together, but his
grandsons split it apart after Louis’s death in 840, plunging the empire into civil war.
The Treaty of Verdun (843) split Charlemagne’s empire into three separate parts, a
division which ultimately laid the foundations for the modern countries of Germany and
France. Hostilities after the split drove Europe into the Dark Ages, when many of
Charlemagne’s best efforts went by the wayside.
Through the investigation of selected primary and secondary sources, students in this
lesson will identify, understand and be able to explain the importance of Charlemagne
and the Carolingian Renaissance, how the Frankish king was able to expand his lands
across Europe, and how he ultimately strengthened an already tight relationship
between the Franks and the Catholic Church to the point where the Pope had him
crowned Emperor of the Romans in 800.

Objectives
1. Students will identify, understand and be able to explain the importance of
Charlemagne and the Carolingian Renaissance.
2. Students will identify, understand and be able to explain how the Frankish king
was able to expand his lands across Europe.
3. Students will identify, understand and be able to explain how Charles was able
to strengthen an already solid relationship between the Franks and the Catholic
Church to the point where the Pope would crown him Emperor of the Romans in
800 CE.

Procedure
I. Anticipatory Set
• Writing / Question: Discuss the lack of European unity in the decades after the
Fall of Rome. (5 min)
• Handouts – Copies of documents and readings from the websites listed. (5 min)

II. Body of Lesson

• Lecture / PPT – Charlemagne (20 min)
• Video – Charlemagne (15 min)
• Independent Activity – Students read the articles and sources on Charlemagne,
taking notes as appropriate. (30 min)
• Suggestion: AP / Advanced students should focus on primary sources.
• Group Activity – Socratic Seminar: Discussion on Charlemagne (15 min)

III. Closure
• Assessment / DBQ – Essay: Explain in detail the importance of Charlemagne
and the Carolingian Renaissance, how the Frankish king was able to expand his
lands across Europe, and how he ultimately strengthened an already tight
relationship between the Franks and the Catholic Church to the point where the
Pope had him crowned Emperor of the Romans in 800 CE.
Extension
On tour: Aachen Cathedral, Aachen, Germany
While on tour, students in Aachen can visit the Aachen Cathedral, where they can see
for themselves the Throne of Charlemagne and the emperor’s final resting place.
Aachen, today the westernmost city in Germany, was Charlemagne’s capital. Inside the
Aachen Cathedral, built on Charlemagne’s orders beginning in 796 CE, students will
see the emperor’s throne. One legend says that the marble plates that make up the
throne were taken from the Church of the Holy Sepulcher in Jerusalem, while another
says they come from the steps of Pilate’s palace. Either way, Charlemagne no doubt
used these stories to give legitimacy to his reign and to cement his relationship with the
Catholic Church. Students should be reminded that the cathedral isn’t just a historical
monument. It is also a working church. Although the cathedral is designated as a
UNESCO World Heritage Site, tourist visits are not allowed during religious services.
There are daily tours in English at 2pm. Be sure to look for the different Charlemagne
relics found in the church. Please see the website below in the links section.
Web Links
Lesson Plan Websites
• www.fordham.edu/Halsall/basis/einhard.asp
Einhard: The Life of Charlemagne (primary source) – full text of the book (33
chapters) from the Medieval History Sourcebook at Fordham University. Each
“chapter” is only a paragraph or two, so the work does not take long to read.
Full reading is highly recommended for all AP/Advanced students.
• www.fordham.edu/Halsall/sbook1h.asp
Selected Sources: The Carolingians and After (primary sources) – from the
Medieval History Sourcebook at Fordham University. Great resource for any
students needing sources for a research paper.
• www.fordham.edu/halsall/mod/1630galileo.asp
The Crime of Galileo (primary source) – from the Modern History Sourcebook at
Fordham University
• www.fordham.edu/Halsall/mod/galileo-tuscany.asp
Galileo: Letter to the Grand Duchess Christina, 1615 (primary source). This
letter spells out Galileo’s observations and the reasons he gives in support of
the heliocentric model. This copy is from the Modern History Sourcebook at
Fordham University.
• www.bbc.co.uk/history/historic_figures/charlemagne.shtml
Charlemagne (website) – from the BBC, this article contains enough information
on Charles the Great, but is still short enough to be used in all classes. Great
place to start for all students.
• www.history.com/topics/charlemagne
Charlemagne (website) – from the History Channel
• www.thehistoryblog.com/archives/date/2014/01
Charlemagne’s Bones (web article)
• www.aachendom.de/
Aachen Cathedral Official Website (website) – website is in German, but online
translations work well.
• http://online-history.org/wc1-docs/Charlemagne.ppt
Charlemagne (PowerPoint) – from Edrene McKay, history professor at
Northwest Arkansas Community College
• www.slideshare.net/gsill/rise-of-charlemagne
Rise of Charlemagne (PowerPoint) – from Greg Sill, social studies teacher in the
Smithtown School District (NY)
• www.teachingchannel.org/videos/choosing-primary-source-documents?fd=1
Reading Like a Historian: Primary Source Documents (video). Great 2-minute
video on how to incorporate primary sources into the Common Core and history
classes. From Shilpa Duvoor of Summit Preparatory Charter High School in
Redwood City, CA. Highly recommended for teachers.
• www.youtube.com/watch?v=VEtbdUvGW1c
Charlemagne (video) – 10-minute video cut from the History Channel’s Dark
Ages. Highly recommended for in-class showings.
• www.youtube.com/watch?v=hnFctcpZIKM
 Dark Ages – The Carolingians (video). This 40-minute video is probably too
long for most in-class showings, but is highly recommended for students to see
on their own as an out-of-class assignment.
• www.learner.org/resources/series58.html?pop=yes&pid=836#
The Western Tradition #18: The Age of Charlemagne (video). This 25-minute
video, although perhaps too long for most in-class showings, is well worth
watching. It is part of a much larger (52-part) series produced by WGBH TV in
Boston in 1989 and features Dr. Eugen Weber, former history professor at UCLA
and one of the foremost experts in Western History before his death in 2007.
The series, called “The Western Tradition” consists of 52 lectures of 30 minutes
each, and covers subjects from the Dawn of History to the Twentieth Century.
Highly recommended for students and teachers.

Background Information
• http://en.wikipedia.org/wiki/Charlemagne
Charlemagne – Wikipedia article
• http://en.wikipedia.org/wiki/Holy_Roman_Empire
Holy Roman Empire – Wikipedia article
• http://en.wikipedia.org/wiki/Carolingian_Empire
Carolingian Empire – Wikipedia article
• www.passports.com/group_leaders/on_the_road/the_benelux_countries/
brussels_to_cologne
On the Road: Brussels to Cologne – from Passports Educational Travel

Key Terms
• Aachen (also known as Aix-la-Chapelle)
• Carolingian
• Charlemagne
• Franks
• Holy Roman Empire
• Imperial
• Lombards
• Moors
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