Pu03e_The Crescent and the Cross: The 1st Crusade

The 1st Crusade

Across

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)

Down

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.

Pr03b_The Byzantine Empire was Roman with an Eastern Flavor! (Slide by Slide Description)

The accompanying presentation to this slide by slide description can be accessed by clicking the link above.

Cover Slide: The Hagia Sophia is depicted here. See slide #7 for additional information.

Slide #2: Map of Western Europe in the early 6th C. CE.
A major contributor to the collapse of the Western portion of the Roman Empire was the migration/ invasions of nomadic and semi-nomadic peoples from the North and East. For centuries the Roman imperial army was able to repel these incursions and maintain relatively stable borders. That ended in the 5th C. CE.

These invaders are referred to as ‘Barbarians’ by Western texts. However, most had extensive exposure to the former empire and had diffused with it. The stereotypical image of a barbarian as being little more than a Neolithic nomad is false.

The naming of these ‘barbarian’ peoples is quite inaccurate as well. Goths (Ostrogoths and Visigoths) is a large category of peoples and NOT a distinct people. Major groups listed on the map include: Burgundians, Lombards, Saxons, Vandals, etc.

The Eastern portion of the Roman Empire will continue to live on for another 900 years around the former Greek city of Byzantium, to be renamed Constantinople. Historians in the West will rename the empire ‘Byzantine’ to distinguish it from the former empire that included the Western half. It should be noted, however, that imperial citizens of Constantinople still referred to themselves as ‘Romans’.

Slide #3: Constantinople. It’s location controlled the water passage from the Black Sea to the Mediterannean Sea. It was also a militarily strong location to defend from attackers.

Slide #4: This image shows a surviving section of the dual-wall perimeter that protected Constantinople from a land attack coming from the West. This was part of the wall designed under the Emperor Theodosius in the 5th C.

Slide #5: Mosaic depictions of Emperor Justinian and his wife, Theodora (6th C.).

Justinian reigned as emperor for many years and was at the helm for major achievements. Among these we would include: The Hagia Sophia, Corpus Juris Civilis, and reconquest of the former Western-half of the Roman Empire (temporarily).

Slide #6: Innovation continued under the Byzantine emperors. In this image we see the use of ‘Greek Fire’ to repel a sea attack.

Slide #7-8: The Hagia Sophia is depicted here. An architectural project sponsored by the Emperor Justinian (6th C. CE). Though built to serve as a church, it has gone through additional conversions over the centuries. The four towers around the structure are minarets added by the Islamic (Ottoman) Turks that conquered Constantinople in 1454. It now serves as a museum in the heart of Istanbul (formerly Constantinople).

The use of a dome to cap churches is a Roman cultural tradition that has survived until today. This tradition of placing domes on religious structures reaches back into the Roman classical age with the Pantheon being the stereotypical example.

The European Middle Ages will witness the absence of domed churches as the plans, skill, and materials necessary to construct a dome was ‘lost’ along with the Roman Empire in the West after 476 CE. It will not be until the Renaissance when Western Europe will see its next domed structure.

Slide #9: Corpus (Body) Juris (Law) Civilis (Civil) = Body of Civil Law.
Commissioned by Justinian, this compilation of Roman law was a legal and logistical achievement. Justinian had scholars comb the legal archives of the empire to consolidate and edit the statute books of the Roman Empire dating back to the Emperor Hadrian (2nd C.) His goal was to make the legal system nombre efficient by removing laws that were no-longer useful.

Slide #10: Several significant works by one of Justinian’s secretaries- Procopius. Since Procopius’ inflammatory accounts of Justinian’s private life (The Secret History) would surely have had him imprisoned and/ or sentenced to death, he waited to publish it after the emperor’s death.

Slide #11: A map of the Byzantine Empire at it’s height of size under the reign of Justinian.

Slide #12-13: A major holy site for Christians today has it’s origin with the Emperor Constantine, who also established Byzantium as a Eastern Roman capital city in the 4th C.

The church enshrines, on one end, the traditionally accepted site of Jesus’ crucifixion (Golgotha/ Calvary) and Jesus’ tomb on the other end.

Slide #14-15: These two slides begin to show the developing differences between the Christian Church that had developed under a Christian Roman Empire.

After the empire collapsed in the West, the influence of the migrating/ invading peoples contributed to a faith that was developing differently compared to the Eastern half of the empire that remained in Constantinople.

The Byzantine Empire gave birth to the Eastern Orthodox Church (Eastern Church). In this first image we see priests dressed in religious robes.

The Western half gave birth to the Roman Catholic Church (Western Church). In the second image we see a priest dressed in religious robes common to that Church.

Take note how the developing differences are showing up in the garb and the styles of Crosses (Crucifixes).

Slide #16: An image of icons in the form of small statues is shown in the upper-left. The lower-right is a modern image showing the interior of the Hagia Sofia.

A major religious rift between the two Churches was how to treat the use of icons (in the pre-Digital Age, icons were physical and in predominantly in the form of statues and paintings).

A movement referred to as ‘Iconoclasm’ (Icon Smashing) began to appear in the reign of Justinian, but shifted into significance a couple centuries later. The Western Church continued to have icons present in the churches during services, while there was a growing opposition to that practice in the Eastern Church. There were many in the Eastern Church who saw the presence of icons in religious services as a form of idol worship. Those who were against the use of icons were called ‘Iconoclasts’ (Icon Smashers). Sometimes, the dispute became so heated that violence broke out and spread from the churches to the streets of Constantinople in the form of riots.

Slide #17: Since 1054, when the Western and Eastern Churches officially split apart (The Great Schism), there have been repeated attempts by leaders of both Churches to reunify. All attempts, thus far, have failed to achieve that unity.

FilmQ03e_Cathedrals

FilmQ03e_Medieval Gothic Cathedrals

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 film. 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 your sheet of paper (where you’ll write your responses). 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).

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. While the focus of the film is the spiritual and economic forces that made the construction of Gothic Cathedrals possible, take time to consider the social and political implications as well. Rivalries of a religious and economic nature are eventually going to severely challenge feudal norms.

SOURCE: Millennium Video Series, The 12th Century: Century of the Axe ! CNN Productions, Inc. ©1999. [~8 Min. total]

___________________________________________________________________

Context: Northern Europe, 12 C.

1. What impression did you get when the narrator stated “…the light of the cathedral contrasted with the darkness of the forest…”? How would it motivate Europeans to construct more cathedrals at the expense the forests?

2. What are two characteristics of the “Gothic” style of architecture that these cathedrals exemplified?

3. How did these two characteristics contribute to an understanding of Man’s relationship to GOD?

4. What information were you able to garner that indicated a developing interest and competition among other towns?

5. Despite the criticism that such structures were expensive to build and adorn, the final product was too overwhelming a vision to criticize. What would you recommend to the local parish, community, and King as a plan to finance such efforts?

6. If I told you that this would not have been possible without the metal-blade plow and similar technology- how would you defend that?

Pu03de_The Medieval Church

Pu03de_TheMedievalChurch

Across

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.

Down

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.

FilmQ03e_Christendom Expands

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?

Key Vocabulary:
a. Millennialism
b. Anti-Christ
c. Papal Bull

AN03de_European Middle Ages- Church Authority, Challenges, and Reform.

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.

Resources
– World History: Patterns of Interaction
– Pr03deThe High Middle Ages
– The Rules of St. Benedict, c530:
– PBS’ NOVA Series: Building the Great Cathedrals. http://www.pbs.org/wgbh/nova/ancient/building-gothic-cathedrals.html.
– PBS’ NOVA Website: Physics of Stone Arches. http://www.pbs.org/wgbh/nova/physics/arch-physics.html.
– Film: CNN’s Millennium Series.
– Reference sites included (Accessed Feb. 2004)…

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).

2. A History of Papal Resignations
http://www.history.com/news/a-history-of-papal-resignations?etcid=51585593&etrid=950877813&linkid=http%3a%2f%2fwww.history.com%2fnews%2fa-history-of-papal-resignations

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.

R03de_The Petrine Doctrine

The following is excerpted from a published article. It has been minimally edited by Mr.V for clarity and brevity. The bibliographic data appears at the end of the text.

[Proper Christian Churches]

Christian religions that differ from Roman Catholicism cannot be considered “proper churches,” the Vatican said today, reaffirming the position that it is the “one, true Christian faith.” The ecclesiastical communities that have not preserved the valid Episcopate ”and do not recognize the Pope as their spiritual leader” are not Churches in the proper sense,” the Vatican said in its Declaration Dominus Iesus,… .

Roman Catholic doctrine states that St. Peter, who founded the Church, received a mission from Jesus to exclusively administer the Christian faith and passed this power on through the popes… [Petrine Doctrine].

Issued by the Congregation for the Doctrine of the Faith, the Vatican body formerly known as the Holy Office of the Inquisition, the document quickly drew criticism from Protestant church leaders. “The Church of England, and the worldwide Anglican Communion, does not for one moment accept that its orders of ministry and Eucharist are deficient in any way,” said a statement from George Carey, the Archbishop of Canterbury, the Anglican church’s leading minister. Carey said he was concerned that the Catholic Church’s position would set back recent efforts to strengthen relations among faiths.

Pope John Paul II is scheduled to meet next month with Queen Elizabeth II, the head of the Church of England, partly to apologize for wrongs committed against Britain over the last millennium “in the name of the Church.”

(…)

The document released today reiterated that the Catholic Church does recognize the baptisms of other Christian churches. “Those who are baptized in these communities are in a certain communion, albeit imperfect, with the Catholic Church,” the declaration said.

Source
Chris Staiti in the Rome bureau at cstaiti@bloomberg.net

Bloomberg World News
Tue, 05 Sep 2000, 08:20PM EST
Copyright ©2000 Bloomberg, L.P.

For Your Consideration

We have seen that the Roman Catholic Church (from here on written as The Church) has Roman roots that are visible in the Pope’s Latin title as Pontifex Maximus. In this article, we’re introduced to the Papal religious roots via the Disciple/ Apostle Peter. In terms you and your classmate can understand, explain why the current Pope (Francis I) is the Vicar of Christ?

Vocabulary
-Disciple: A student (follower) of another.
-Apostle: One charged with spreading a particular religious view or belief.
-Vicar: A representative or spokesman of a higher-ranked individual.

R03de_The Treasury of a Monastery

Medieval Monasticism- The Cloisters” as a case study.

This text is meant to serve as a guide for any visit to The Cloisters by a student. All students should, either in person or via the Internet, attempt to make comparisons with this ‘real’ monastery and the general descriptions of monasteries discussed in class.

This text was compiled by Mr.V while visiting “The Cloisters” (Metropolitan Museum of Art, New York City). It’s structure has been formatted for clarity, but not so much beyond it’s original ‘note style’ form.

The ‘Treasury’ of a Monastery

Gold & Silver Objects

These objects, as you would expect, were fashioned into items of a religious theme. Melting the objects was performed under certain circumstances:

• Funds needed by monastery
• Funds needed by the Monarch
• Seized by invading armies
• Design changes (sometimes brought about by changes in the liturgy) made older objects obsolete for the performance of rituals (i.e.. Mass).

Any disruption in the supply of these precious metals would not bode well for an established or newly found monastery. Supplies of gold and silver kept the monastery from recycling its liturgical items. Hence, many monastic objects never survived to this day because of the unpredictable precious metal supply.

Some of the objects fell within categories. A few of these were:

• Primary Church Service Objects: Chalice
• Secondary Church Service Objects: Altar Crosses
• Tertiary Church Service Objects: Censors (for incense)
• Reliquaries: Designs included Altar, Arm, Bust, and Vessel reliquaries

 

For Your Consideration

Using your computer, conduct a web search for images of objects used in Roman Catholic Church services (Ex.: Sunday Mass). Be prepared to offer the name, purpose, and material composition of that object.

Vocabulary
Liturgical: That which is dependent on a religious calendar and the performance of rituals or ceremonies associated with a date on that calendar.

Source:
Metropolitan Museum of Art
Medieval Art: The Cloisters Collection
Teachers’ Symposium
21 May 2001

Keynote Speakers included:
– Kent Lydecker, Assoc. Dir. of Education
– Peter Barnet, Curator in Charge (Dept. of Med. Art & The Cloisters)
– Timothy Husband, Curator (Med. Art & The Cloisters)
– Julien Chapuis, Ass’t Curator (Med. Art & The Cloisters)

Museum Educators included:
– Esther Morales, Frescoes from San Pedro de Arlanza
– Meredith Fluke, The Nine Heroes Tapestries
– Terry McDonald, Medieval Gardens
– Michael Norris, Medieval Paintings
– Mariah Proctor Tiffany, Pilgrimage
– Nancy Wu, Monasticism