MidMidddle Agesle Ages

OverviewOverview

Reading Quiz pp. 379-387Reading Quiz pp. 379-387

1. The Bubonic Plague first 1. The Bubonic Plague first significantly struck Europe in significantly struck Europe in which centurywhich century A. 13A. 13thth

B. 14B. 14thth

C. 15C. 15thth D. 16thD. 16th

2. True or False2. True or False

The Amazing thing about the The Amazing thing about the bubonic plague was that it bubonic plague was that it struck Europe at a time of great struck Europe at a time of great prosperity and good health.prosperity and good health.

3. True or False3. True or False

From an economic standpoint, From an economic standpoint, those who survived the plague those who survived the plague saw a tremendous drop in their saw a tremendous drop in their standard of living.standard of living.

4. Flagellants responded to 4. Flagellants responded to the Plague by:the Plague by:

A. Making pilgrimages to Holy A. Making pilgrimages to Holy sitessites

B. By participating in the B. By participating in the crusadescrusades

C. By whipping their bodiesC. By whipping their bodies D. By reforming the ChurchD. By reforming the Church

5. Which of the following 5. Which of the following statements is most supported by statements is most supported by the reading:the reading: A. The bubonic plague was viewed A. The bubonic plague was viewed

by Europeans of that time as God’s by Europeans of that time as God’s wrath upon their sinful society.wrath upon their sinful society.

B. the bubonic plague had a B. the bubonic plague had a tremendous social, economic and tremendous social, economic and psychological impact on Europe.psychological impact on Europe.

C. The literature and art of the 14C. The literature and art of the 14 thth century reveal a terribly morbid century reveal a terribly morbid concern with death.concern with death.

6. Which of the following was not 6. Which of the following was not a heading in the reading section?a heading in the reading section?

A. pathology and careA. pathology and care B. Social, economic and cultural B. Social, economic and cultural

consequencesconsequences C. The wrath of God comes to C. The wrath of God comes to

FlorenceFlorence D. Prelude to disasterD. Prelude to disaster

Reading check 387-393Reading check 387-393

The Hundred years war lasted The Hundred years war lasted from roughlyfrom roughly A. 1150-1250A. 1150-1250 B. 1250-1350B. 1250-1350 C. 1350-1450C. 1350-1450 D. 1450-1550D. 1450-1550 E. 1550-1650E. 1550-1650

2. Flemish merchants depended 2. Flemish merchants depended heavily on English ______ for heavily on English ______ for their economy.their economy. A. woolA. wool B. cottonB. cotton c. ironc. iron D. steelD. steel E. muttonE. mutton

3. In the painting of the siege of 3. In the painting of the siege of the castle of Mortagne most of the the castle of Mortagne most of the soldiers are using this as a soldiers are using this as a weapon.weapon. A. CannonA. Cannon B. pistolsB. pistols C. longbowsC. longbows D. catapultsD. catapults E. flame throwersE. flame throwers

4. True or False4. True or False

Most of the fighting in the Most of the fighting in the hundred years war was done in hundred years war was done in France.France.

5. Which of the following would be 5. Which of the following would be considered a cause of the considered a cause of the hundred years war?hundred years war? A. The English and French A. The English and French

dispute over the territory of dispute over the territory of AquitaneAquitane

B. The urging of Joan of Arc to B. The urging of Joan of Arc to attack the Englishattack the English

C. The dominance of the French C. The dominance of the French in the trade of cottonin the trade of cotton

6. Most important of all the Hundred 6. Most important of all the Hundred Years war was popular with most Years war was popular with most people because it presented unusual people because it presented unusual opportunities for:opportunities for:

A. Retribution by the French A. Retribution by the French against the Englishagainst the English

B. The chance for the Flemish B. The chance for the Flemish merchants to destroy their merchants to destroy their economic rival, the Englisheconomic rival, the English

C. Unusual opportunities for C. Unusual opportunities for wealth and advancementwealth and advancement

D. women to participate in D. women to participate in warfarewarfare

7. True or False7. True or False

The English archers could send The English archers could send off three arrows to the French off three arrows to the French crossbowmans one.crossbowmans one.

8. As a consequence of the 8. As a consequence of the Hundred years war, which of the Hundred years war, which of the following countries most following countries most developed a national developed a national representative assembly?representative assembly?

A. FrancA. Franc B. EnglandsB. Englands C. FlandersC. Flanders D. SpainD. Spain

Benefits of the Roman EmpireBenefits of the Roman Empire

Roman Empire provided:Roman Empire provided: SecuritySecurity CommunicationCommunication TradeTrade CultureCulture

Roman Empire 120 ADRoman Empire 120 AD

Rome falls 476 A.D.Rome falls 476 A.D.

Barbarian InvasionsBarbarian Invasions Destruction of larger social Destruction of larger social

institutionsinstitutions Empire Divides into 3 parts:Empire Divides into 3 parts: Latin Christendom (Western Latin Christendom (Western

Europe)Europe) Byzantium (Eastern Europe-Byzantium (Eastern Europe-

Constantinople)Constantinople) Arab WorldArab World

Roman Empire after BreakupRoman Empire after Breakup

Dark Ages in Latin Dark Ages in Latin ChristendomChristendom500-1000A.D.500-1000A.D. Loss of SecurityLoss of Security Trade diedTrade died Chaos- roaming bands of Chaos- roaming bands of

thugsthugs Disintegration of social Disintegration of social

InstitutionsInstitutions

High Middle AgesHigh Middle Ages1000-1300 A.D.1000-1300 A.D.

Last invasions (Viking and Last invasions (Viking and Magyar) end in 10Magyar) end in 10thth Century Century

Greater security leads to Greater security leads to the resumption of society on the resumption of society on a larger scalea larger scale

Corporate life begins to Corporate life begins to growgrow

Key Concept:Key Concept:

Medieval thought began with the Medieval thought began with the existence of God and the truth of existence of God and the truth of his revelation as interpreted by his revelation as interpreted by the Church. The Medieval mind the Church. The Medieval mind rejected the fundamental rejected the fundamental principle of Greek Philosophy-the principle of Greek Philosophy-the autonomy of reason. Without the autonomy of reason. Without the guidance of revealed truth, guidance of revealed truth, reason was seen as feeble. reason was seen as feeble.

Scholastic PurposeScholastic Purpose

Provide rational explanation for what Provide rational explanation for what was believed on faithwas believed on faith

Prove reason and faith were Prove reason and faith were harmoniousharmonious

Reconciled traditional Christian Reconciled traditional Christian teaching and the new body of teaching and the new body of information recovered from the information recovered from the Ancient Greeks after 12Ancient Greeks after 12thth Century Century

Use human reason (Aristotle) to Use human reason (Aristotle) to understand the supernatural content understand the supernatural content of Christian revelationof Christian revelation

Key Term: DogmaKey Term: Dogma

Definition:Definition: A doctrine or body of doctrines A doctrine or body of doctrines

concerning faith or morals formally concerning faith or morals formally stated and authoritatively stated and authoritatively proclaimed by a Churchproclaimed by a Church

Influences on ScholasticismInfluences on Scholasticism

AristotleAristotle Translation of Aristotle into Latin Translation of Aristotle into Latin

opened up new world of opened up new world of information that could not be information that could not be ignoredignored

Aristotle was the Authority on all Aristotle was the Authority on all areas other than religionareas other than religion

Scholastic PhilosophyScholastic Philosophy

Convinced of fundamental harmony Convinced of fundamental harmony between reason and revelationbetween reason and revelation

When conflicts arose between faith When conflicts arose between faith and reason faith was supremeand reason faith was supreme Philosophy was the servant to theologyPhilosophy was the servant to theology Theology defined as the intellectual Theology defined as the intellectual

study of religionstudy of religion Theology known as the “Queen of the Theology known as the “Queen of the

sciences”sciences”

Scholastic MethodScholastic Method

Reliance on authorityReliance on authority Use of precision in languageUse of precision in language Use of Deductive LogicUse of Deductive Logic

From large accepted truth to From large accepted truth to smaller truthssmaller truths

Not at all like the scientific Not at all like the scientific methodmethod

Scholastic PhilosophersScholastic Philosophers

Peter Abelard 1079-1142Peter Abelard 1079-1142 Wrote Wrote Sic et non Sic et non “Yes and No” “Yes and No” Utilized systematic doubtingUtilized systematic doubting ““By doubting we come to By doubting we come to

questioning and by questioning we questioning and by questioning we perceive the truth”perceive the truth”

Use of dialectics: Any systematicUse of dialectics: Any systematicreasoning that juxtaposes reasoning that juxtaposes

two two contradictory ideas and contradictory ideas and seeks toseeks to resolve their conflictresolve their conflict

Scholastic Philosophers Scholastic Philosophers (cont.)(cont.) St. Thomas Aquinas 1225-1274St. Thomas Aquinas 1225-1274 Summa TheologicaSumma Theologica Foremost Scholastic PhilosopherForemost Scholastic Philosopher Created a synthesis of western Created a synthesis of western

philosophies and attempted to reconcile philosophies and attempted to reconcile to Christian beliefto Christian belief

Drew distinction between faith and Drew distinction between faith and reasonreason Reason can demonstrate many basic Reason can demonstrate many basic

principles such as the existence of principles such as the existence of God, Trinity can’t be proved by logicGod, Trinity can’t be proved by logic

Medieval ArchitectureMedieval Architecture

From From RomanesqueRomanesque to Gothic to Gothic

Romanesque ArchitectureRomanesque Architecture

Viking invaders had burned Viking invaders had burned wooden Churches in the 9wooden Churches in the 9thth and and 1010thth Centuries Centuries

After 1000 AD Church building After 1000 AD Church building increased dramaticallyincreased dramatically

Fire proofing was essentialFire proofing was essential Stone replaced wood buildingStone replaced wood building Romanesque-heavy roof, thick Romanesque-heavy roof, thick

walls, little lightwalls, little light

Fontenay- Fontenay- RomanesqueRomanesque

Gothic ArchitectureGothic Architecture

Pointed arch, flying buttressPointed arch, flying buttress Thinner walls, Stained glassThinner walls, Stained glass Uninterupted lightUninterupted light Built Cathedrals to glorify GodBuilt Cathedrals to glorify God Huge time and $ investmentHuge time and $ investment

Gothic Architecture cont.Gothic Architecture cont.

Main alter faced East, toward Main alter faced East, toward JerusalemJerusalem

West faced setting sun-Last West faced setting sun-Last judgmentjudgment

North-least light; old testamentNorth-least light; old testament South-most light; new testamentSouth-most light; new testament

Chartres Cathedral 1145-1220Chartres Cathedral 1145-1220

Paris, France

ChartresChartres

Chartres- Flying ButtressChartres- Flying Buttress

Notre Dame 1163-1250Notre Dame 1163-1250

Notre DameNotre Dame

Medieval ArtMedieval Art

Art in the Middle Ages served a Art in the Middle Ages served a religious function which was to religious function which was to lift the mind toward God. lift the mind toward God.

It depicted a spiritual universe in It depicted a spiritual universe in which the supernatural was the which the supernatural was the supreme realitysupreme reality

Left side of painting depicted the Left side of painting depicted the damned, right side the saveddamned, right side the saved

Medieval ArtMedieval Art