1. A question #11 answer. This was the first Crusader Principality to be deceiptfully acquired. A crusader became king. 4. A question #6 answer. There are two words you must insert here. The first word is the term the Catholic Church uses to identify the action a wrong-doer must take to achieve forgiveness. The second word is the term used by members of the three monotheistic faiths to identify the category of actions classified as ‘Wrongs’. These were important terms used in Pope Urban’s speech. The speech did little to clear common misunderstandings by followers of the Christian faith. (2 words total) 7. A question #2 answer. 9. A question #10 answer. They used long-range… (2 words) 10. A question #3 answer. Pope issues order to send, as well as establish goals of these. 11. A question #10 answer. They fought on… 15. A question #3 answer. Pope wishes this ruler to accept papal leadership. (2 words) 16. A question #1 answer. 18. A question #3 answer. Pope calls for the formation of this. 19. A question #4 answer. May reunite the followers of this institution with The Church. (3 words)
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2. A question #4 answer. Sets a precedent for Church authority in certains areas of this segment of society. 3. A question #7 answer. A targetted group ‘other’ than that listed in the Clermont speech. 5. A question #11 answer. This Crusader Principality had a significant portion of it’s population slaughtered- including Christians. A crusader became king. 6. A question #11 answer. At Ma’arat al-Numan, crusaders resorted to this most offensive act. 8. A question #10 answer. Their horses were smaller and… 11. A question #6 answer. Automatic acceptance into this realm. 12. A question #4 answer. Rid Europe of these rowdy persons. 13. Question #1 answer. 14. A question #5 answer. Regain control of the land that this figure once resided in. 17. A question #8 answer. Crusaders often sold this most valuable feudal asset.
The accompanying presentation to this slide by slide description can be accessed by clicking the link above.
Cover Slide: The Bismillah (“In the Name of Allah, the Most Gracious, Most Merciful”). The opening phrase to all the chapters (Sura) of the Qur-an, except for one (9th). It is also uttered before special occasions. The slide shows a beautiful rendition of Arabic calligraphy. Calligraphy is a tool to elevate text to a visual beauty while the text also maintains it’s literal beauty.
Slide #2: Map of the Islamic Empire. The Prophet dies in AD 632 (born AD 570), but not before he was able to unite the peoples of the Arabian peninsula. Each succeeding Caliphate expands upon the initial political success of the rising Islamic Civilization. The map is color-coded to show how each caliphate (Orthodox and Umayyad) extended the reach of the civilization. A great benefit of this map is that it’s easy to see how Jewish and Christian peoples diffuse with the advancing Arabs. The Byzantine Empire in the North is the greatest Christian presence in the region. The final caliphate (Abbasid, AD 750) is not shown since the expansion has predominantly halted and begins a gradual decline thereafter.
Slide #3: This slide reinforces the oft repeated statement of the power of cultural diffusion and commercial activity. Wherever the merchant goes, there goes the ideas of his society. Wherever contact is made, there is transferred the ideas. North Africa, as most of the ancient world, had contact with Arab merchants.
Slide #4: This graphic is great to contextualize size and the “bridging” role played by the Islamic Civilization. This empire connected East with West. Trade traversed the length of this empire and carried ideas far beyond their place of origin.
Slide #5:The Abbasid Caliphate is commonly associated with the Golden Age of Islamic Civilization. It’s achievement in the Arts and Sciences did not reflect it’s declining political influence. This map shows how the empire is contracting under the weight of rebellious provincial governors and external incursions (Fatamid Emirate of Iberia, The Frankish Kingdom of Western Europe, and the Turks of Central Asia).
Slide #6: The list of literary accomplishments is long and this slide only touches upon a small fraction. The Qur-an is accepted as the highest poetic form in the Arabic language. When one recites a verse from it, its as if the person is singing. 1001 Arabian Nights has achieved global recognition and still entertains people today despite it’s age. Calligraphy and the poems of Omar Khayyam elevate the written word to a state of beauty, beyond the ordinary role of conveying information.
Slide #7: Architecturally, the Islamic Civilization was able to assimilate the ideas of others (Rome’s arch) and modify/ transport them to ends of their empire (Spain- Alhumbra/ South Asia- Taj Mahal).
Slide #8: The mastery of navigation (for trade) and organize time (for prayers and rituals) turned the Islamic Culture into one of Math and Science. The requirement to read the Qur-an made the population literate (comparatively). Contact with the Indian Subcontinent expose the Arab merchant to numerals that are then carried throughout the empire. These numerals, erroneously, are known as Arabic Numerals. South Asia also contributes knowledge about the viral nature of illnesses and the tools that can combat it (Syringes).
Slide #9: Lastly, here are examples of pottery and rugs that sport the same visual beauty that adorns Arabic text. The religious prohibition to depict images of people also encourages experimentation with other artistic forms (Calligraphy, geometric shapes).
6. This Medieval scholar taught that the authority of the Bible was higher than that of the pope. This stance ultimately cost him his life when he was burned at the stake in 1415. 2 words 8. Area of a monastery where religiously significant objects are safeguarded or displayed. 9. An artistic style of expression that develops in the Gallic region of what was once the Roman Empire (Gaul). Presently, it’s the area of Europe where France and Germany are. 10. Justification for the supremacy of the Bishop of Rome over all other Christian clergymen. 2 words 12. The sector of society and personal lifestyle that is removed from religion. 15. A member of the Church, including Priest, Bishop, and Cardinal. 19. A successful military campaign conducted on the Iberian peninsula from the High to Late Middle Ages with the expressed goal of expanding Catholic Christian territory at the expense of Muslim controlled territory. (Spanish word) 20. This Englishman preached that Jesus Christ, not the pope, was the true head of the Church. He was much offended by the worldliness and wealth many clergy displayed. 2 words 22. An architectural design often applied to church buildings. From above, it resembles a cross. 24. A conceptual understanding of the Christian community as a kingdom. 25. A significant Medieval Church theologian. In his “Summa Theologiae”, he incorporated Classical Greek logic to support Church teachings. 3 words 27. The split (1054) between the Roman Catholic Church of the West (Rome) and the Eastern Orthodox Church of the East (Constantinople). 2 words 28. A task of religious significance that all observant Catholics are expected to achieve within their lifetime.
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1. An area within a monastery where monks can contemplate, pray, and tend gardens. 2. The pope who calls for the first Western-led crusade in 1092-1093. 3. This 6th C. monk established one of the earliest monastic orders. He was an Abbot and wrote a popular set of rules to organize monasteries. 2 words 4. In Medieval Europe, a military campaign with religiously inspired goals. 5. A complex of structures that served as centers for religious communities beginning in the Early Middle Ages. They were homes for monks and contributed to ‘fixing’ moving populations. 7. Area of a monastery where church objects made of precious metals are safeguarded. 10. That which is of, or associated with, the office of the Pope. 11. The selling of Church ‘offices’. 13. The Infallibility of the Pope is directly connected to this title, which reveals the Pope’s Earthly role on behalf of Jesus. 3 words 14. An empire that develops in Central Europe during the High Middle Ages and inherits the Frankish bonds with the Church. These bonds were started by Clovis, strengthened by Pepin the Short, and expanded by Charlemagne. 3 words 16. The act of awarding a Church ‘office’ by a non-clergyman (Ex.: King). 2 words 17. A venerated object used by, owned by, or part of, a religiously significant figure of the past. 18. Rules within the Roman Catholic Church carrying the weight of ‘Religious Law’. 2 words 21. An office within the Medieval Church tasked to identify and ameliorate heresies. Then, it consisted of Friars from the Dominican Order tasked to ‘Inquire’ about activities or teachings that were not in accord with official Church doctrine. Today, that office is called the “Congregation for the Doctrine of the Faith”. 23. A prescribed quantity to donate on a routine basis to the Church. 26. The secular and non-secular head of a monastery.
2. This group, though normally not expected to be warriors, still satisfied feudal obligations that their land ownership placed on them. They may have acquired this land via inheritance. 4. Land granted to a vassal by a lord in return for loyalty (fealty) and service. 7. The title granted to the person who has the most land in Feudal Europe, excluding clergyman. As the feudal system evolves over the centuries, the title becomes inherited, regardless of land quantity. 10. This is a type of feudal investiture involving Church offices and performed by someone who is not a clergyman. 2 words 12. An estate from which a lord’s family gained its livelihood. It was the economic heart of Feudalism. 13. A person who earns a living via agriculture. Often, they are poor. 15. A socio-economic system based on land ownership. Bonds of loyalty/ service are formed from such ownership. 16. This group, though normally not expected to be warriors, still satisfied feudal responsibilities that their land ownership placed on them, including fighting. The Church was the largest landowner in Feudal Europe and thus added feudal obligations to the tasks of this group.
North-South
1. The ability to provide for all your basic needs, locally, without depending on external trade networks. 2 words 3. A ritual that symbolically confirms an agreement via the exchange of objects for service. 5. This Viking leader became vassal to a King from Western Europe in one of the earliest examples of a feudal investiture ceremony/ ritual. 6. Feudal European warrior. 8. In one of the earliest investiture ceremonies, between a Viking and a European king, this fief was granted. Its modern name evolved from it being known as the “Northmen’s Land” (Land of the Normans). 9. One who is bound in loyalty and service to a lord as a result of the investiture ceremony. 11. The Manorial village/ town evolved into an commercially active site over time. It was the home and work area for this group of skilled craftsmen. 14. Most peasants were classified as this in Feudal Europe. Though not slaves, they and their children were ‘tied’ to the land they toiled over.
A03_HGS-An Age of Exchange and Encounter 500 to 1500 CE (Ch.12 – Ch.15)
Purpose
Along with class lessons and activities, these assignments for Ch.12 – Ch.15 will help us address these essential questions…
How did the development of kingdoms and empires in East Asia help spread religions, culture, trade, and technological innovations?
What political and economic systems emerged in the Middle Ages and how was the Church a unifying force?
What religious, economic, and political events led to the development of Western Europe?
How did early African societies develop from hunting-gathering groups into empires?
Themes
Religious & Ethical Systems
Empire Building
Cultural Interaction
Power & Authority
Economics
Interaction with the Environment
Given
Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below. Refer to the course calendar to acquire due dates and other instructions.
Task
We will be using aCornell NotesTemplate to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.
The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. Your notes should focus on the historical significance of the vocabulary term.
These notes are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.
The vocabulary listed below are divided into their respective sections. Your notes should be compiled for each section and submitted as separate assignments.
Example: Your first reading assignment will cover A03c Section01. We label the file that your assignment is in as A03cS01(Assignment Unit03, c = chapter 12, Section01). Therefore, for this first chapter, you have five separate sections to submit into your Dropbox ‘Assignments’ folder in Cornell Notes format.
Label each submitted file in the format 2-digit Pd#_LastNameFirstName-A03cSection# (Example: 09_SmithJohn-A03cS01). In this example 9th period student, John Smith, submitted his Cornell Notes for A03cS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.
When submitting this assignment as a digital file, be sure to follow these steps: -If you hand-wrote the assignment, scan the paper and convert to a digital file (PDF). -If you are typing, convert the file into a PDF file using the same program you typed with.
A04_HGS-Connecting Hemispheres 500-1800 CE (Ch.16-Ch.20)
Purpose Along with class lessons and activities, this assignment will help us address these essential questions…
What empires and peoples existed in the Americas before the arrival of Europeans?
What new ideas and values led to the Renaissance and the Reformation?
What were the causes of the rise and decline of Muslim empires between 1300 and 1700?
What fueled the age of exploration and why did China and Japan withdraw into isolation?
What was the impact of European exploration and colonization of the Americas?
Theme
Religious and Ethical Systems
Cultural Interaction
Power and Authority
Revolution
Empire Building
Economics
Science and Technology
Given
Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below. Refer to the course calendar to acquire due dates and other instructions.
Task
We will be using aCornell NotesTemplate to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.
The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. Your notes should focus on the historical significance of the vocabulary term.
These notes are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.
The vocabulary listed below are divided into their respective sections. Your notes should be compiled for each section and submitted as separate assignments.
To see an example of how to label and submit the file containing your Cornell Notes, refer to the instructions for A03.
A04a (Ch.16) People and Empires in the Americas- 500 to 1500 CE
Terms, Names, Phrases
Section01 – Pueblo – Anasazi – Mississippian – Iroquois
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?
Key Vocabulary:
a. Millennialism
b. Anti-Christ
c. Papal Bull
AN03de_European Middle Ages- Church Authority, Challenges, and Reform. (Ch.13, 14)
Timeline: 6th – 15th C. FS: The Medieval Church was more than a religious Institution and it’s difficulties showed that.
Main Idea
Church leaders and political leaders competed for power and authority. Though the Church filled a void left by the collapse of the Roman Empire (West), the great burden imposed on a young institution inevitably contributed to corruption and ambiguous policies. The High and Late Middle Ages witnessed a resurgence in Church influence partially attributed to the reforms ‘pushed’ by powerful popes.
I. The Church and Challenges of the Early Middle Ages
A. Monasteries
1. Served to ‘fix’ migrating populations in Europe a century after the collapse of the Roman Empire in the West. St. Benedict and his Benedictine Rules. (1)
2. Targeted and plundered by Vikings
3. Often plundered, via taxation, by monarchs who needed funds.
4. Weakened as a place of learning.
5. Clergyman become illiterate
B. Growing pains
1. Corruption among some Church leaders
a. Simony
b. Clergy marriages
c. Land donations or pledges become the feudal holdings of Bishops and Abbots. The feudal responsibility replaces the religious obligations.
2. No standard or fair papal selection process. (The Western Schism 14th – 15th C.)
II. Scholars Offer an Interpretation
The papacy was challenged by an Englishman named John Wycliffe (WIHK•lihf). He preached that Jesus Christ, not the pope, was the true head of the Church. He was much offended by the worldliness and wealth many clergy displayed. Wycliffe believed that the clergy should own no land or wealth.
Wycliffe also taught that the Bible alone, not the pope, was the final authority for Christian life. He helped spread this idea by inspiring an English translation of the New Testament of the Bible. Influenced by Wycliffe’s writings, Jan Hus, a professor in Bohemia (now part of the Czech Republic), taught that the authority of the Bible was higher than that of the pope. Hus was excommunicated in 1412. In 1414, he was seized by Church leaders, tried as a heretic, and then burned at the stake in 1415.
III. Church Revival via Reform and Reorganization During the High Middle Ages
A. Monasteries
1. Adopt stricter rules.
2. Many pledge loyalty directly to pope.
3. Cluny, in France, becomes a model for these reformed monastic orders.
B. The College of Cardinals and the selection of Pope (11th – 14th C.) (2)
1. Its origins date to the 11th C., but its rules for papal selection are not set until the late 14th C.
2. To address 14th C. issues concerning the selection of a new pope. (3)
3. Council of Constance 15th C. ends Western Schism.
C. Movement to end these practices with stiffer penalties and enforcement.
1. Simony
2. Clergy Marriage
3. Lay Investiture
a. Favored by King
b. Opposed by Church (Pope)
c. Conflict: Gregory VII vs. Henry IV (Germany) (4)
d. Concordat of Worms (1122)
D. Religious Power develops into Secular Power
1. Excommunication
a. Removed from the community of Christians
b. Cannot enter Heaven in the after-life.
2. Interdict: Prohibits the performance of religious ceremonies and rituals within the borders of a specific area. This would include, but not be limited to: Baptism, Communion, and Last Rites.
IV. Church Initiatives in the High & Late Middle Ages
A. 11th C. ‘Church’ as ‘Kingdom’
Christendom
B. Church ‘Enemies’
1. Heresies & Church Reaction
a. Flagellant Movement
b. 1225: Office of the Inquisition
2. Challenge of Islam and Judaism
a. Crusades (1095-1292)
b. Reconquista (Iberia: 11th – 15th C.)
3. Challenges to Church Authority by Secular Leaders (Monarchs)
V. Battle for the minds & souls of Men: Increasing Role of Friars
A. Catholic Order of Priests
1. Monks: Sequestered in Monasteries
2. Friars: Travel and live among the people.
B. Role of the new (Friar) Orders of the 13th C.
1. Dominican Order (Scholarly) (5)
a. John of Paris: Thought and wrote about of Papal (Church) authority vs. Monarchial (Royal) authority.
b. (St.) Thomas Aquinas: Used logic to answer philosophical questions regarding the faith (Summa Theologiae).
2. Franciscan Order (6)
a. Devoted to serve the needs of the poor and ill.
b. (St.) Francis of Assisi: Viewed nature as full of God’s divinity.
VI. Architecture reflects the local view of Man’s relationship with God via Gothic Cathedrals.
A. 11th – 12th C. => Romanesque B. 12th – 13th C. => Gothic
VII. Summary: Why it matters now.
The Catholic Church represents the faith of the largest Christian community on Earth. It’s reforms, even today, will impact many people.
Teacher Note: Information on Monasteries and their role in Medieval society was predominantly derived from notes taken at a teachers’ symposium sponsored by the Metropolitan Museum of Art, 21 May 2001. The focus was Medieval Art: The Cloisters Collection.
Footnotes
1. Benedict was a monk and leader in the establishment of religious communities. His ‘Rules’ brought order and structure to the lifestyles of monks. The order of priests that bears his name is the Benedictine order. The floor plan of Medieval monasteries showed that there was a space dedicated for quiet contemplation (The Cloister), storage for objects made of ‘valuable materials’ used in rituals (The Treasury), and storage for objects of great ‘religious value’ (The Reliquary).
3. In 1305, Philip IV, king of France, persuaded the College of Cardinals to choose a French pope. The newly selected pope moved from Rome to the city of Avignon, France. The move to Avignon badly weakened the Church. When reformers tried to move the papacy back to Rome matters were made worse. In 1378, Pope Gregory XI died when visiting Rome. The College of Cardinals met in Rome to choose a successor. The body was influenced by the population’s desire for a “Roman” pope. The cardinals announced that an Italian had been chosen: Pope Urban VI. Urban VI’s passion for reform and his arrogant personality caused the cardinals to elect a second pope a few months later. They chose Robert of Geneva, who spoke French. He took the name Clement VII. Now there were two popes. Each excommunicated the other. In 1414, the Council of Constance attempted to end the Great Schism by choosing a single pope. By now, there were a total of three popes: the Avignon pope, the Roman pope, and a third pope elected by an earlier council at Pisa. With the aid of the Holy Roman Emperor, the council forced all three popes to resign. The Council chose a new pope, Martin V, in 1417 ending the schism but leaving the papacy severely weakened.
4. Bans Lay Investiture in 1075 leading to the showdown at Canossa with Henry IV, Holy Roman Emperor.
5. Dedicated to the scholarly study of the faith. They became the Church’s ‘professors’ and were early instructors within Europe’s fledgling medieval universities. This order dominated the roles within the Holy Office of the Inquisition. They wore white robes. Ex.: John of Paris, St. Thomas Aquinas, Fr. Torquemada.
6. Dedicated to a life of poverty and charitable work to Christian communities in need. They wore plain brown hooded robes with a rope belt.
Vocabulary(Refer to Pu03de_The Early Church for pertinent vocabulary on this topic)
1. Basilicas were structures within which meetings and gatherings occurred during the Roman period. They could often be found in the Forum. As the pagan era gave way to the Christian, an effort to disassociate the structure (which would now be used for gatherings of the faithful) from its pagan origins called focus to the distinctive shape. The structure had a cross-like shape that became increasingly pronounced as the architectural design evolved in the Christian era. By the 5th C. basilicas and the ‘cross’ shape were a marriage of form and faith. Myths developed that strengthened Christian origins of the basilica design (eg. involving the spice Basil).
2. Relic: To classify as a relic, the object must be closely associated with a significant religious figure from the past. An example would be The Shroud of Turin. This object is believed to be Jesus’ burial cloth.
3. Christendom is a territorial conception of the Christian community. It is a secular expression of the authority that Church leaders can exercise over land inhabited by the faithful. The implication here is that the head of the Church (Pope) can exercise authority like a king over his kingdom.
4. Petrine Doctrine: This doctrine, developed and strengthened from as early as the 2nd century, is formerly presented by Leo I (4th C.). It becomes the justification for the supremacy of the Bishop of Rome (the future Pope) over all other clergymen in Christendom. The title of Pope isn’t routinely used until after the 6th C.
5. The Great Schism: ‘Schism’ means to divide or split. In 787, 7th ecumenical council, convened by Byzantine Empress Irene, is called to refute iconoclasm. The council declared that images ought to be venerated (but not worshiped) and ordered them restored in churches. Practically the only Western delegates were the papal legates, but popes have confirmed the conciliar canons. It is the last council accepted by both the Roman Catholic Church and the Eastern Orthodox Church as ecumenical. In 1054, the Pope of the Roman Catholic (Western) Church excommunicates the Patriarch of the Eastern (Greek) Orthodox Church and vice-versa. The split (Schism) remains to this day.
This should not be confused with The Great Schism of the 14th – 15th C. (also referred to as the Western Schism to distinguish it from the 1054 split) That rift was a crisis resulting from Cardinals choosing a second pope after becoming disappointed with the pope originally chosen. Two popes now claimed the position. The crisis did not end until the Council of Constance (1414 – 1418) settled the dispute by electing a new pope and asking for (and receiving) the resignations of the other two popes.
AN03d_European Middle Ages: The Medieval Period- An Overview of The Early Middle Ages (Ch.13)
Timeline: 5th – 8th C
FQ: In what ways was the European Dark Age truly ‘Dark’?
Main Idea
The Early Middle Ages marks a period of time immediately following the collapse of the Roman Empire in the West. The absence of a central authority and all the societal structure it provided plunges Europe into a tumultuous period.
I. The Medieval Period
Europe’s medieval period can be divided into three smaller periods. Each period or “phase” had its own distinct characteristics that differentiated it from the others. One common characteristic that linked all the phases were unsettling events causing turmoil and then the subsequent quest for stability.
II. ‘The Dark Ages’ (Early Middle Ages/ Early Medieval Period, ~5th – 9th C.)
The absence of a central authority changes urban lifestyle.
a. Lack of Security (ex. law enforcement & fire)
b. Unenforced Standards
B. Population Plummets
1. 2nd Century Rome => ~1,000,000 inhabitants
2. 6th C. Rome => ~30,000 inhabitants.
The countryside becomes the destination of many seeking sustenance and security.
C. Institutions Weakened or Disappear (Judicial, Religious, Education)
1. Local loyalties based on kinship replaces loyalty to a central authority.
2. Laws are not codified, but influenced greatly by custom & tradition.
3. Houses of worship experience shrinking congregations. Negative impact on ability to offer services and maintain the facility.
4. Learning becomes decentralized and provincial (based on local history & customs)
D. Christianity flourishes as it spreads among the Germanic tribes
1. Clovis, the Frank, converts to Christianity.
2. Spread of Monasteries and increase in the popularity of Monastic life. St. Benedict and the Benedictine Rules
3. Increasing secular power of the Church Gregory I and the concept of ‘Christendom’ ()
E. The Rise of the Franks
1. The Franks unite many of the Germanic Tribes. When Clovis converts he also “encourages” the Franks to do so.
2. The Franks and Papacy join in an alliance. Pepin the Short is anointed
King by the Pope. The Franks vow to subdue non-Christian tribes (eg. Lombards).
3. Charlemagne continues unifying leadership of his father (Pepin the Short). Despite his illiteracy, he paves the way for a rebirth in learning.
F. Collapse Of The Frankish Kingdom
1. Rivalry among the sons and grandchildren of Charlemagne fractures the kingdom.
2. Treaty of Verdun ends the warfare; the kingdom is permanently divided.
3. Viking Invasions. “Save us, Oh God, from the fury of the Northmen”
4. Creation of Viking Kingdoms (eg. Normandy).
US Citizenship 