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early to Middle europe Packet Name: Date: Period: europe essential Questions 1.) What traits make up democracy? 2.) How has democracy changed over time? 3.) How does Greece’s physical environment effect its government? 4.) What were the causes and effects of the Roman Empire splitting into two? 5.) Explain the social structure of the middle ages. 6.) What were the political, social, and economic effects of the Crusades? 7.) How did the Plague and the 100 year’s war effect Europe over time? 8.) Which values helped shape the Renaissance? 9.) Why did the Reformation ultimately break down Feudalism? Page 1 Athenian Organizer Page 2 from Ancient Democracy to Today Ancient Democracy Around 510 BCE - The Ancient Athenians Invented Democracy Over 2400 years ago, the famous Greek general, Pericles, said, "It is true that we (Athenians) are called a democracy, for the administration is in the hands of the many and not the few, with equal justice to all alike in their private disputes." Only in Athens, and only for a short time, "rule by many" meant that all citizens had to be willing to take an active part in government. That was the law. Each year, 500 names were drawn from all the citizens of Athens. Those 500 citizens had to serve for one year as the law makers of ancient Athens. All citizens of Athens were required to vote on any new law that this body of 500 citizens created. One man, one vote, majority ruled. Women, children, and slaves were not citizens, and thus could not vote. After the Peloponnesian War with Sparta, which Athens lost, once again Athens was ruled by a small group of people. But for a brief period of about 100 years, Athens was a democracy. It was not a perfect democracy, but it established the roots of democracy. We owe Athens a lot! A Direct Democracy: A government in which people vote to make their own rules and laws A Representative Democracy: A government in which people vote for representatives. The representatives make rules and laws that govern themselves and the people. Directions: Draw a picture in the box below the displays democracy. Your picture must be your own as well as original and no one else’s. Page 3 Greek Movie Guide (Greeks: Crucible of Civilization) 1. Explain the events that led to the birth of democracy. 2. How did democracy change the economic patterns and distribution of wealth for the Athenians? 3. In the war with the Persian Empire, how did Themistocles convince the Athenian council to spend money to build ships? Do you think this was ethical? What might have happened if he had not convinced the council? 4. Pericles made many contributions to the culture of Greek civilization. Name three. 5. Explain the saying “The vanity of Athens was finally its downfall”. 6. How did Socrates defend himself when he was on trial? 7. How did Socrates’ death change the view of the epic hero? Page 4 The Ancient City States Annotation Athenians thought of themselves as the shining star of the Greek city-states. They were famed for their literature, poetry, drama, theatre, schools, buildings, and government. Before the Greek dark ages, Athens was a small village, home to a tribe of Ionian people. After the Greek dark ages, Athens grew rapidly until Athens was one of the two most powerful city-states in the ancient Greek world. (The other was Sparta.) The Athenian were very different from the ancient Spartans. The Spartans were famed for their military strength. Athenians were famed for their commitment to the arts and sciences. The Greeks believed that each city-state in ancient Greece had a god or a goddess in charge of it, their special patron. For Athens, the patron was Athena, goddess of wisdom. Perhaps because Athena was their patron, Athenians put a great deal of emphasis on education. Girls learned at home from their mothers. They learned how to run a home, and how to be good wives and mothers. Boys were educated quite differently. Until age 6 or 7, boys were taught at home by their mothers. From 7-14, boys attended a day school outside the home. There, they memorized Homeric poetry and learned to play the lyre. They learned drama, public speaking, reading, writing, math, and perhaps even how to play the flute. After middle school, they went to a four year high school and learned more about math, science, and government. At 18, they attended two years of military school. There was just cause for Athens to be proud of its system of education for its citizens. Each city-state chose its own form of government. Most Greek city-states were ruled by kings. In Athens, citizens (the men) met each week to discuss problems. They worked on solutions. The men of Athens experimented with government. For about 100 years, Athens was a direct democracy! Remember the Dorian people who ruled ancient Greece during the Grecian Dark Ages? Sparta began as a small village of Dorian people. Page 5 Life was very different in ancient Sparta than it was in the rest of ancient Greek city-states. The Spartans were proud, fierce, capable warriors. No great works of art came out of Sparta. But the Spartans, both men and women, were tough, and the Greeks admired strength. Sparta's government was an oligarchy. The people were ruled by a small group of warriors. The Spartans spoke Greek, wrote Greek, thought of themselves as Greeks, but they were different. In most of the other Greek city-states, the goal of education was to create a strong citizen of that city-state. In Sparta, the goal of education was to create a strong warrior. All of the ancient Greeks were warriors, but Sparta's warriors were legendary. In Sparta, boys were taken away from their parents at age 7. They lived a harsh and often brutal life in the soldiers barracks. Younger children were beaten by older children who started fights to help make the younger boys strong. Children were often were whipped in front of groups of other Spartans, including their parents, but they were not allowed to cry out in pain. Girls went to school too, to learn how to fight. They lived at home during training. Their training was not as harsh and the boy's, but it was harsh enough. Sparta women were warriors. Children, during their training process, were given very little food. They were encouraged to steal food, instead. If caught stealing, they were beaten. Spartan children learned to be cunning, to lie, to cheat, to steal, and how to get away with it! The Spartans did this to train more capable warriors. After all, warriors are not much good if they cannot stay alive to fight as long as possible. The training process was very tough for that reason. As adults, Spartan men did not live with their families. They visited their families, but men lived in the soldiers' barracks. As adults, Spartan women, unlike women in the rest of Greek world, had a great deal of freedom. Many ran businesses. Sparta women were free to move about and visit neighbors without permission from their husbands. How would they get permission? The men were often off fighting. As a coastal city-state, Corinth had a glorious history as a cultural and trade center. Corinth was a monarchy. The people were ruled by a king. The king had many advisors. Together, Corinth's government solved many problems that face cities today. Page 6 For example, Corinth had a problem with unemployment. To solve this, they created a huge and successful public works program. This gave people work, like building new aqueducts, while solving other city problems, such as the need for an additional source of drinking water. To solve the problem of foreign money pouring into their polis, the government of Corinth created its own coinage. They forced traders to exchange their coins for Corinth's coinage at the bank of Corinth, for a fee of course. Corinthians were very good with money. Although Corinth's schools were not as fine, perhaps, as those of Athens, their boys were educated in the arts and the sciences. As a child, kids were taught at home. From age 7-14, boys attended a nearby day school, where they studied poetry, drama, public speaking, accounting, reading, writing, math, science, and the flute. Boys attended a higher school if their parents could afford it. All boys went to military school for at least two years. Literature, culture, art, and businesses thrived in Corinth. Corinth was a highly respected city-state in the ancient Greek world. Page 7 Spartan Organizer Classical Sparta Early History Geography Agoge Syssitia Krypteia Homoioi Helots Phalanx Page 8 Male Spartans Life Birth Sparta was above all a militarist state, and emphasis on military fitness began virtually at birth. Shortly after birth, the mother of the child bathed it in wine to see whether the child was strong. If the child survived it was brought before the Gerousia by the child's father. The Gerousia then decided whether it was to be reared or not. If they considered it "puny and deformed", the baby was thrown into a chasm (man made hole) on Mount Taygetos (Mountain in Sparta). Education When male Spartans began military training at age seven, they would enter the Agoge system. The Agoge was designed to encourage discipline and physical toughness and to emphasise the importance of the Spartan state. Boys lived in communal messes and were deliberately underfed, to encourage them to master the skill of stealing food. Besides physical and weapons training, boys studied reading, writing, music and dancing. Special punishments were imposed if boys failed to answer questions sufficiently 'laconically' (i.e. briefly and wittily). At the age of twelve, the Agoge obliged Spartan boys to take an older male mentor, usually an unmarried young man. The older man was expected to function as a kind of substitute father and role model to his junior partner. At the age of eighteen, Spartan boys became reserve members of the Spartan army. On leaving the Agoge they would be sorted into groups, whereupon some were sent into the countryside with only a knife and forced to survive on their skills and cunning. This was called the Krypteia, and the immediate object of it was to seek out and kill any helots as part of the larger program of terrorising and intimidating the helot population. Less information is available about the education of Spartan girls, but they seem to have gone through a fairly extensive formal educational cycle, broadly similar to that of the boys but with less emphasis on military training. In this respect, classical Sparta was unique in ancient Greece. In no other city-state did women receive any kind of formal education. Military Life At age twenty, the Spartan citizen began his membership in one of the syssitia (dining messes or clubs), composed of about fifteen members each, of which every citizen was required to be a member. Here each group learned how to bond and rely on one another. The Spartan exercised the full rights and duties of a citizen at the age of thirty. Only native Spartans were considered full citizens and were obliged to undergo the training as prescribed by law, as well as participate in and contribute financially to one of the syssitia’s. Spartan men remained in the active reserve until age sixty. Men were encouraged to marry at age twenty but could not live with their families until they left their active military service at age thirty. They called themselves "homoioi" (equals), pointing to their common lifestyle and the discipline of the phalanx, which demanded that no soldier be superior to his fellow soliders. Insofar as hoplite warfare could be perfected, the Spartans did so. Thucydides (Greek Historian) reports that when Spartan men went to war, their wives (or another women of some significance) would customarily present them with their shield and say: "With this, or upon this", meaning that true Spartans could only return to Sparta either victorious (with their shield in hand) or dead (carried upon it). If a Spartan hoplite were to return to Sparta alive and without his shield, it was assumed that he threw his shield at the enemy in an effort to flee; an act punishable by death or banishment. A soldier losing his helmet, breastplate or greaves (leg armour) was not similarly punished, as these items were personal pieces of armour designed to protect one man, whereas the shield not only protected the individual soldier but in the tightly packed Spartan phalanx was also instrumental in protecting the soldier to his left from harm. Thus the shield was symbolic of the individual soldier's subordination to his unit, his integral part in its success, and his solemn responsibility to his comrades in arms — messmates and friends, often close blood relations. According to Aristotle, the Spartan military culture was actually short-sighted and ineffective. He observed: It is the standards of civilized men not of beasts that must be kept in mind, for it is good men not beasts who are capable of real courage. Those like the Spartans who concentrate on the one and ignore the other in their education turn men into machines and in devoting themselves to one single aspect of city's life, end up making them inferior even in that. Even mothers enforced the militaristic lifestyle that Spartan men endured. There is a legend of a Spartan warrior who ran away from battle back to his mother. Although he expected protection from his mother, she acted quite the opposite. Instead of shielding her son from public shame, she and some of her friends chased him around the streets, and beat him with sticks. Afterwards, he was forced to run up and down the hills of Sparta yelling his cowardliness and inferiority. Page 9 Directions/Requirements: Page 10 events Discus throw To make a throw, the competitor starts in a slightly recessed concrete-surfaced circle of 2.5 metres (8 feet 2½ inches) diameter. The thrower typically takes an initial stance facing away from the direction of the throw. He then spins counter-clockwise (for right-handers) around one and a half times through the circle to build momentum, then releases his throw. Long Jump After investigating the surviving depictions of the ancient event it is believed that unlike the modern day event, athletes were only allowed a short running start.[2] The athletes carried a weight in each hand, which were called halteres(between 1 and 4.5 kg). These weights were swung forward as the athlete jumped in order to increase momentum. It is commonly believed that the jumper would throw the weights behind him in mid-air to increase his forward momentum; however, halteres were held throughout the duration of the jump. Swinging them down and back at the end of the jump would change the athlete's center of gravity and allow the athlete to stretch his legs outward, increasing his distance. Chariot Races The races themselves were held in the hippodrome, which held both chariot races and riding races.[7] The hippodrome was situated at the southeast corner of the sanctuary of Olympia. The race was begun by a procession into the hippodrome, while a herald announced the names of the drivers and owners. The tethrippon consisted of twelve laps around the hippodrome,[9] with sharp turns around the posts at either end. Various mechanical devices were used, including the starting gates (hyspleges, singular: hysplex, Greek: ὕσπληγξ-ὕσπληγγες) which were lowered to start the race. Pankration regulated full-contact fighting, similar to today's UFC or mixed martial arts. There were neither weight divisions nor time limits in pankration competitions. However, there were two or three age groups in the competitions of antiquity. In the Olympic Games specifically there were only two such age groups: men and boys. The pankration event for boys was established at the Olympic Games in 200 B.C.. In pankration competitions, referees were armed with stout rods or switches to enforce the rules. In fact, there were only two rules regarding combat: contestants were allowed all except to gouge eyes or to bite. Stadion The stadion (or "stade") race, a short sprint measuring between 180 and 240 meters, or the length of the stadium. The length of the race is uncertain, since tracks found at archeological sites, as well as literary evidence, provide conflicting measurements. Runners had to pass five stakes that divided the lanes: one stake at the start, another at the finish, and three stakes in between. Diaulos The diaulos, or two-stade race, was introduced in 724 BC, during the 14th Olympic games. The race was a single lap of the stadium, approximately 400 metres, and scholars debate whether or not the runners had individual "turning" posts for the return leg of the race, or whether all the runners approached a common post, turned, and then raced back to the starting line. Pale Wrestling was the first competition to be added to the Olympic Games that was not a footrace. It was added in 700 B.C. (Miller, 46). During the competitions, the competitors were sorted into pairs by a lottery drawing. They would compete in an elimination tournament format until one wrestler could be crowned the victor. This event was also part of the pentathlon. Wrestling was regarded as the best expression of strength out of all of the competitions and was represented mythologically by Herakles. Page 11 Directions: You are a Greek promoter trying to get everyone all over Greece to come to the Olympic games. As a promoter your job is to create a poster promoting one of the events. This poster must include: At least one image of one of the events; a title in Koine Greek including at least 4 words (be careful. Not every English letter is in the Greek alphabet); and color. References The Starting Line, used for running races. Discuss Throw Chariot Race Halters, used for long jump Wrestling Running Long Jump Page 12 Pankration / Mixed Fighting Greek to English Alphabet Page 13 Page 14 Romans Vs. Greeks Quiz Homework Directions: Read the information below for homework and be ready to have a quiz on it on ______________. The ancient Romans were very different from the ancient Greeks. The ancient Romans were realists, not idealists. You can see this in their statues. The Greeks made statues of perfect people. The Romans created real life statues. A statue of one of the Roman emperors is a good example. His nose is huge! The ancient Greeks would never have done that. The Romans built roads all over the empire, and all roads led to Rome. The ancient Greeks had roads, but they were not built nearly as well, and the Greek's roads did not connect in any particular order. Connect to what? Each Greek city-state was its own unit. In ancient Rome, Rome was the heart of the empire! In both Roman and Greek culture, women had the responsibility of the home. But women's freedoms were very different. Greek Women: In ancient Greece, except in Sparta, women had no rights. They were the property of their husband. They had to ask their husband's permission to leave the house or to talk to a neighbor who came visiting. As time went on, rights for women remained the same. Roman Women: During the 200 years that Rome was a Kingdom, rights for women in ancient Rome were similar to rights for women in ancient Greece. But as time went on, things began to change. During the 500 years that Rome was a Republic, Roman women could go to the Forum to shop, chat with friends, and visit a temple, all without asking their husband for permission. During the 500 years that Rome was an Empire, women gained even more freedom. Under the Empire, it was legal for women to own land, run businesses, free slaves, make wills, inherit wealth, and get a paid job. In ancient Rome, only free adult men were citizens. Although women were not citizens of ancient Rome, they enjoyed considerably more freedom than did women in ancient Greece. Page 15 The Solution The provinces were putting a great financial strain on Rome It was getting difficult to manage the empire effectively. Why the Roman Empire Was Powerful The Roman empire Splits in Two Organizer Page 16 The Western Roman Empire: The Eastern Roman Empire Split Empire Map Directions: Using the map below distinguish the Eastern and Western Empires using two separate colors. Be sure to complete the key to show which color belongs to which empire by coloring in the rectangles. Split Empire Map Key Eastern Empire The Start of the Dominate East Western Empire Page 17 Assign # ______ Name ____________________________________ Due Date __________ Pts ______ The Byzantines Engineering an Empire 1. Why was the site of Byzantium chosen? 2. What does “Byzantine” mean today? 3. What did Constantine do six weeks after assuming power? Hagia Sophia in Constantinople 4. As a Roman emperor, what was Constantine's “major distinction”? 5. What was Constantinople's major problem in the mid 4th century? 6. How long was Valen's aqueduct? 7. How was water stored in Constantinople? 8. Who were the Huns? 9. How were Constantinople's walls made? WHY? 10. Describe the walls' defenses. 1 www.arminsaysno.us Assign # ______ Name ____________________________________ Due Date __________ Pts ______ 11. Constantinople was the _________________________ city in the world. 12. What was Justinian's background? 13. What was the hippodrome? 14. What happened there in 532 A.D? WHY? 15. What was the Hagia Sophia? 16. What was the “power of pendentives”? 17. Describe the dome of the Hagia Sophia. 18. What was Basil II's greatest strength? Who were his greatest enemies? 19. What is a trebuchet? 20. What did Basil II do to captured Bulgarian soldiers? WHY? 21. In 1453, the Muslim Ottoman Turks were able to capture Constantinople with what new weapon? 22. In a paragraph, explain why The Byzantine Empire was a cultural power? How could it be a center of cultural diffusion? 2 www.arminsaysno.us Assign # ______ Name ____________________________________ Due Date __________ Pts ______ Constantinople Crossroads of Europe & Asia About 650 B.C. a Greek named Byzas wanted to establish a new Greek colony. He consulted the oracle at Delphi for advice on where to locate his settlement. Byzas was told to establish a city “opposite the blind.” He took this to mean “blind people.” Searching for a site, Byzas reached the Bosporus. This strait is 20 miles long and 2,000 feet wide. It separates Europe from Asia and connects the Black Sea and the Sea of Marmara. Byzas noted that a Greek colony, Chalcedon, had already been established on the Asian side of the Bosporus. He felt, however, that the European side was far superior. Here, seven hills rise above the waters of the Bosporus. An inlet creates a natural harbor. Byzas believed that the people of Chalcedon must have been blind not to recognize this geographic advantage. He realized then that he had found his site “opposite the blind.” Byzas’ city, Byzantium, was soon established on the European shore. Byzantium prospered immediately, thanks to its commanding geographic position. It collected tolls from those who sailed beneath the city walls through the Bosporus. It made the most of its location and became an important trading center. As artisans opened busy shops, the city also became a major producer of goods. It is no wonder that the Emperor Constantine chose Byzantium to be the capital of the Eastern Roman Empire in A.D. 330. He was attracted by its location on a peninsula that could be fortified. Also the city’s location assured its control of the navigation through the Bosporus from the Black Sea to the Aegean and Mediterranean seas. Constantine wanted to make Byzantium a capital worthy of a great empire. He ordered the building of more walls around the city. This would make it, he thought, an “impregnable fortress enclosing the sea.” He also gave Byzantium a new name in his honor— Constantinople. By the 900s, Constantinople had become one of the world’s largest cities. Located at the crossroads of the world, Constantinople was subject to attack from both east and west. The inhabitants therefore mounted bronze tubes on the walls of the city. When Constantinople was under attack, a substance called “Greek fire” was poured down the tubes onto the invaders. This devastating weapon was a flammable mixture of sulfur, naptha, and quicklime. When ignited, it became liquid fire. Constantinople was able to defeat all invaders until 1204. Copyright © by Holt, Rinehart and Winston. 1 www.arminsaysno.us Assign # ______ Name ____________________________________ Due Date __________ Pts ______ 1. What geographic features made Constantinople highly defensible? 2. What is the name of the inlet that helps to form Constantinople’s natural harbor? 3. Through what strait would ships have to pass after leaving Byzantium for the Mediterranean? 4. What information on the map indicates that the city expanded over time? 5. How did Constantinople’s location make it a “crossroads of Europe and Asia”? Write at least a paragraph. Copyright © by Holt, Rinehart and Winston. 2 www.arminsaysno.us The Middle Ages Organizer European History: Middle Age Historians: How did Charlemagne unite the Germanic Kingdoms? (Pgs 353-357) Page 22 Time Periods: Early Middle Ages: The High Middle Ages: Late Middle Ages: Page 23 Feudalism in Europe After the Treaty of Verdun, Charlemagne’s three feuding grandsons broke up the kingdom even further. Part of this territory also became a battleground as new waves of invaders attacked Europe. The political turmoil and constant warfare led to the rise of European feudalism, which, as you read in Chapter 2, is a political and economic system based on land ownership and personal loyalty. Invaders Attack Western Europe From about 800 to 1000, invasions destroyed the Carolingian Empire. Muslim invaders from the south seized Sicily and raided Italy. In 846, they sacked Rome. Magyar invaders struck from the east. Like the earlier Huns and Avars, they terrorized Germany and Italy. And from the north came the fearsome Vikings. The Vikings Invade from the North The Vikings set sail from Scandinavia (SKAN•duh•NAY•vee•uh), a wintry, wooded region in Northern Europe. (The region is now the countries of Denmark, Norway, and Sweden.) The Vikings, also called Northmen or Norsemen, were a Germanic people. They worshiped warlike gods and took pride in nicknames like Eric Bloodaxe and Thorfinn Skullsplitter. The Vikings carried out their raids with terrifying speed. Clutching swords and heavy wooden shields, these helmeted seafarers beached their ships, struck quickly, and then moved out to sea again. They were gone before locals could mount a defense. Viking warships were awe-inspiring. The largest of these long ships held 300 warriors, who took turns rowing the ship’s 72 oars. The prow of each ship swept grandly upward, often ending with the carved head of a sea monster. A ship might weigh 20 tons when fully loaded. Yet, it could sail in a mere three feet of water. Rowing up shallow creeks, the Vikings looted inland villages and monasteries. A sketch of a Viking longboat The Vikings were not only warriors but also traders, farmers, and explorers. They ventured far beyond western Europe. Vikings journeyed down rivers into the heart of Russia, to Constantinople, and even across the icy waters of the North Atlantic. A Viking explorer named Leif (leef) Ericson reached North America around 1000, almost 500 years before Columbus. About the same time, the Viking reign of terror in Europe faded away. As Vikings gradually accepted Christianity, they stopped raiding monasteries. Also, a warming trend in Europe’s climate made farming easier in Scandinavia. As a result, fewer Scandinavians adopted the seafaring life of Viking warriors. Magyars and Muslims Attack from the East and South As Viking invasions declined, Europe became the target of new assaults. The Magyars, a group of nomadic people, attacked from the east, from what is now Hungary. Superb horsemen, the Magyars swept across the plains of the Danube River and invaded western Europe in the late 800s. They attacked isolated villages and monasteries. They overran northern Italy and reached as far west as the Rhineland and Burgundy. The Magyars did not settle conquered land. Instead, they took captives to sell as slaves. The Muslims struck from the south. They began their encroachments from their strongholds in North Africa, invading through what are now Italy and Spain. In the 600s and 700s, the Muslim plan was to conquer and settle in Europe. By the 800s and 900s, their goal was also to plunder. Because the Muslims were expert seafarers, they were able to attack settlements on the Atlantic and Mediterranean coasts. They also struck as far inland as Switzerland. The invasions by Vikings, Magyars, and Muslims caused widespread disorder and suffering. Most western Europeans lived in constant danger. Kings could not effectively Page 24 defend their lands from invasion. As a result, people no longer looked to a central ruler for security. Instead, many turned to local rulers who had their own armies. Any leader who could fight the invaders gained followers and political strength. A New Social Order: Feudalism In 911, two former enemies faced each other in a peace ceremony. Rollo was the head of a Viking army. Rollo and his men had been plundering the rich Seine (sayn) River valley for years. Charles the Simple was the king of France but held little power. Charles granted the Viking leader a huge piece of French territory. It became known as Northmen’s land, or Normandy. In return, Rollo swore a pledge of loyalty to the king. Feudalism Structures Society The worst years of the invaders’ attacks spanned roughly 850 to 950. During this time, rulers and warriors like Charles and Rollo made similar agreements in many parts of Europe. The system of governing and landholding, called feudalism, had emerged in Europe. A similar feudal system existed in China under the Zhou Dynasty, which ruled from around the 11th century B.C. until 256 B.C. Feudalism in Japan began in A.D. 1192 and ended in the 19th century. The feudal system was based on rights and obligations. In exchange for military protection and other services, a lord, or landowner, granted land called a fief. The person receiving a fief was called a vassal. Charles the Simple, the lord, and Rollo, the vassal, showed how this two-sided bargain worked. Feudalism depended on the control of land. The Feudal Pyramid The structure of feudal society was much like a pyramid. At the peak reigned the king. Next came the most powerful vassals—wealthy landowners such as nobles and bishops. Serving beneath these vassals were knights. Knights were mounted horsemen who pledged to defend their lords’ lands in exchange for fiefs. At the base of the pyramid were landless peasants who toiled in the fields. (See Analyzing Key Concepts on next page.) Social Classes Are Well Defined In the feudal system, status determined a person’s prestige and power. Medieval writers classified people into three groups: those who fought (nobles and knights), those who prayed (men and women of the Church), and those who worked (the peasants). Social class was usually inherited. In Europe in the Middle Ages, the vast majority of people were peasants. Most peasants were serfs. Serfs were people who could not lawfully leave the place where they were born. Though bound to the land, serfs were not slaves. Their lords could not sell or buy them. But what their labor produced belonged to the lord. Manors: The Economic Side of Feudalism The manor was the lord’s estate. During the Middle Ages, the manor system was the basic economic arrangement. The manor system rested on a set of rights and obligations between a lord and his serfs. The lord provided the serfs with housing, farmland, and protection from bandits. In return, serfs tended the lord’s lands, cared for his animals, and performed other tasks to maintain the estate. Peasant women shared in the farm work with their husbands. All peasants, whether free or serf, owed the lord certain duties. These included at least a few days of labor each week and a certain portion of their grain. A Self-Contained World Peasants rarely traveled more than 25 miles from their own manor. By standing in the center of a plowed field, they could see their entire world at a glance. A manor usually covered only a few square miles of land. It typically consisted of the lord’s manor house, a church, and workshops. Generally, 15 to 30 families lived in the village on a manor. Fields, pastures, and woodlands surrounded the village. Sometimes a stream wound through the manor. Streams and ponds provided fish, which served as an important source of food. The mill for grinding the grain was often located on the stream. The manor was largely a self-sufficient community. The serfs and peasants raised or produced nearly everything that they and their lord needed for daily life— crops, milk and cheese, fuel, cloth, leather goods, and lumber. The only outside purchases were salt, iron, and a few unusual objects such as millstones. These were huge stones used to grind flour. Crops grown on the manor usually included grains, such as wheat, rye, barley, and oats, and vegetables, such as peas, beans, onions, and beets. The Harshness of Manor Life For the privilege of living on the lord’s land, peasants paid a high price. They paid a tax on all grain ground in the lord’s mill. Any attempt to avoid taxes by baking bread elsewhere was treated as a crime. Peasants also paid a tax on marriage. Weddings could take place only with the lord’s consent. After all these payments to the lord, peasant families owed the village priest a tithe, or church tax. A tithe represented one-tenth of their income. Serfs lived in crowded cottages, close to their neighbors. The cottages had only one or two rooms. If there were two rooms, the main room was used for cooking, eating, and household activities. The second was the family bedroom. Page 25 Peasants warmed their dirt-floor houses by bringing pigs inside. At night, the family huddled on a pile of straw that often crawled with insects. Peasants’ simple diet consisted mainly of vegetables, coarse brown bread, grain, cheese, and soup. Piers Plowman, written by William Langland in 1362, reveals the hard life of English peasants: P R I M A RY SOU R C E What by spinning they save, they spend it in house-hire, Both in milk and in meal to make a mess of porridge, To cheer up their children who chafe for their food, And they themselves suffer surely much hunger And woe in the winter, with waking at nights And rising to rock an oft restless cradle. For most serfs, both men and women, life was work and more work. Their days revolved around raising crops and livestock and taking care of home and family. As soon as children were old enough, they were put to work in the fields or in the home. Many children did not survive to adulthood. Illness and malnutrition were constant afflictions for medieval peasants. Average life expectancy was about 35 years. And during that short lifetime, most peasants never traveled more than 25 miles from their homes. Yet, despite the hardships they endured, serfs accepted their lot in life as part of the Church’s teachings. They, like most Christians during medieval times, believed that God determined a person’s place in society. 1.) Define all the underlined terms in the reading below in the space provided (7 terms total): 2.) What groups invaded Europe in the 800s? 3.) What obligations did a peasant have to the lord of the manor? 4.) What were the three social classes of the feudal system? 5.) How was a manor largely self sufficient both militarily and economically during the early Middle Ages? Page 26 Assign # ______ Name ____________________________________ Due Date __________ Pts ______ Chapter or Section _____ Outline Using the assigned reading, complete the following. The title of this chapter or section is ______________________________________________________ ___________________________________________________________________________________ Write the title of this chapter as a question._________________________________________________ ___________________________________________________________________________________ 1. List the section or subsection headings on the lettered lines. 2. After writing all the section or sub-section headings, turn each into a question on the same line. Read the chapter or section and list under these headings three details from the section that will help you answer your section heading questions. 3. Answer the question you wrote about the title in a complete sentence._________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ A. _________________________________________________________________________________ 1. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ B. _________________________________________________________________________________ 1. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 1 www.asn.am Assign # ______ Name ____________________________________ Due Date __________ Pts ______ C._________________________________________________________________________________ 1. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ D. _________________________________________________________________________________ 1. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ E. _________________________________________________________________________________ 1. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2 www.asn.am Bubonic Plague Letter Directions: Pretend as though you are visiting Constantinople with a friend during the time of the Byzantine Empire. Justinian is king and times have been great with in your first few weeks of staying in the city. Suddenly you start to become very ill and soon realize that you have Bubonic Plague. Being that you are aware you do not have much time to live write a letter home to a friend, family member, or loved one describing your condition. Also describe your surroundings and those who are either dead or ill around you. Your paper must be school appropriate and at least one FULL page in length. Be sure to refer to the symptoms below for assistance with your letter. Attach your letter to this page and turn in on the due date. The most famous symptom of bubonic plague is painful, swollen lymph glands, called buboes. These are commonly found in the armpits, groin or neck. Due to its bite-based form of infection, the bubonic plague is often the first step of a progressive series of illnesses. Bubonic plague symptoms appear suddenly, usually 2–5 days after exposure to the bacteria. Symptoms include: Severe swelling in the anus Chills General ill feeling High fever (102 degrees) Muscle pain Severe headache Explosive diarrhea Seizures Smooth, painful lymph gland swelling called a bubo, commonly found in the groin, but may occur in the armpits or neck, most often at the site of the initial infection (bite or scratch) Pain may occur in the area before the swelling appears Other symptoms include heavy breathing, continuous blood vomiting, urination of blood, aching limbs, coughing, and extreme pain. The pain is usually caused by the decaying or decomposing of the skin while the person is still alive. Additional symptoms include extreme tiredness, lenticulae (black dots scattered throughout the body) and coma. Page 29 __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Page 30 Renaissance Crossword Puzzle B R A L U C A N R E V J G E B W F L U Q T S G J B R D A N N U L B C X M D V C H Anabaptist Anglican Annul Calvinism Gutenberg Humanism Indulgence F H Q M X G R N B U F I T N P G R Z H O H A U K Z R O O Q T P I R E E J O V R G A K Y D E E H I J O R U U G R I L V E N T E T R P B T T T P E N Q L S D D Z N Z P S S Y R N N A H I D H H U P H Q V A C Y P I X O E C M E A E A C D E P B K I S N E T X T T E R O V S N L N C R B L S E G A P S E U G O C H T G V I T E L J S C A R A M S G J F R U I L P L I S Y Y A U Jesuits Lutheran Perspective Predestination Presbyterian Protestant Reformation U E B H T O P E A M N I M J V B N O N L M R A R A Y E R C A A C S O E Y E B C A B F N M N I A T Y N T A I F N T E G E R Z P A V T M Q W G I I N N X K E X J X L X Q C X U T B W U S O I I K E R K F K X M Q Z B N L T J U M N T V W R I C V F B M H Y G J E S U I T S C L Z E A X H R D S W N L U T H E R A N R A K F N S M T G H E A A A T E W Y F I G C F Q K E V H O Renaissance Secular Shakespeare Theocracy Utopia Vernacular DON’T FORGET THE BACK Page 31 USING THE TEXT, INTERNET, OR DICTIONARY DEFINE THE FOLLOWING WORDS AND USE THE WORDS IN A COMPLETE SENTENCE IN THE SPACES POVIDED. 1.) Anabaptist: 2.) Anglican: 3.) Annul: 4.) Calvinism: 5.) Humanism: 6.) Indulgence: 7.) Jesuits: 8.) Lutheran: Page 32 9.) Perspective: 10.) Predestination: 11.) Presbyterian: 12.) Protestant: 13.) Reformation: 14.) Renaissance: 15.) Secular: 16.) Theocracy: 17.) Utopia: 18.) Vernacular: Page 33 The Medici: Godfathers of the Renaissance. Episode 1 Answer the following using complete sentences. 1.) Why were men searching for ancient teachings in a church from the ancient world? 2.) What was Florence during the Renaissance? 3.) How did Pope John the 23rd become Pope? What was he before? Explain. Page 34 4.) Why was the Medici family so interested in finishing the Florence Cathedral? Why wasn’t anyone able to finish it before? 5.) Who was the architect Filippo Brunelleschi and who made him famous? What famous structure did he construct? 6.) Who was the Albizzi Family and what did they want? Why? 7.) Describe Cosimo’s return to Florence. How and why was he able to return? 8.) How were artists treated back then? Could anyone be an artist like today? Explain using examples. 9.) What does Cosimo do after the dome is complete? What does he organize and how are the people able to afford the trip to this organized event? Page 35 Leonardo da Vinci Notes _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Page 36 Luther Leads the Reformation SETTING THE STAGE By the tenth century, the Roman Catholic Church had come to dominate religious life in Northern and Western Europe. However, the Church had not won universal approval. Over the centuries, many people criticized its practices. They felt that Church leaders were too interested in worldly pursuits, such as gaining wealth and political power. Even though the Church made some reforms during the Middle Ages, people continued to criticize it. Prompted by the actions of one man, that criticism would lead to rebellion. By 1500, additional forces weakened the Church. The Renaissance emphasis on the secular and the individual challenged Church authority. The printing press spread these secular ideas. In addition, some rulers began to challenge the Church’s political power. In Germany, which was divided into many competing states, it was difficult for the pope or the emperor to impose central authority. Finally, northern merchants resented paying church taxes to Rome. Spurred by these social, political, and economic forces, a new movement for religious reform began in Germany. It then swept much of Europe. Criticisms of the Catholic Church Critics of the Church claimed that its leaders were corrupt. The popes who ruled during the Renaissance patronized the arts, spent extravagantly on personal pleasure, and fought wars. Pope Alexander VI, for example, admitted that he had fathered several children. Many popes were too busy pursuing worldly affairs to have much time for spiritual duties. The lower clergy had problems as well. Many priests and monks were so poorly educated that they could scarcely read, let alone teach people. Others broke their priestly vows by marrying, and some drank to excess or gambled. Early Calls for Reform Influenced by reformers, people had come to expect higher standards of conduct from priests and church leaders. In the late 1300s and early 1400s, John Wycliffe of England and Jan Hus of Bohemia had advocated Church reform. They denied that the pope had the right to worldly power. They also taught that the Bible had more authority than Church leaders did. In the 1500s, Christian humanists like Desiderius Erasmus and Thomas More added their voices to the chorus of criticism. In addition, many Europeans were reading religious works and forming their own opinions about the Church. The atmosphere in Europe was ripe for reform by the early 1500s. Martin Luther’s parents wanted him to be a lawyer. Instead, he became a monk and a teacher. From 1512 until his death, he taught scripture at the University of Wittenberg in the German state of Saxony. All he wanted was to be a good Christian, not to lead a religious revolution. The 95 Theses In 1517, Luther decided to take a public stand against the actions of a friar named Johann Tetzel. Tetzel was raising money to rebuild St. Peter’s Cathedral in Rome. He did this by selling indulgences. An indulgence was a pardon. It released a sinner from performing the penalty that a priest imposed for sins. Indulgences were not supposed to affect God’s right to judge. Unfortunately, Tetzel gave people the impression that by buying indulgences, they could buy their way into heaven. Luther was troubled by Tetzel’s tactics. In response, he wrote 95 Theses, or formal statements, attacking the “pardon-merchants.” On October 31, 1517, he posted these statements on the door of the castle church in Wittenberg and invited other scholars to debate him. Someone copied Luther’s words and took them to a printer. Quickly, Luther’s name became known all over Germany. His actions began the Reformation, a movement for religious reform. It led to the founding of Christian churches that did not accept the pope’s authority. Luther’s Teachings Soon Luther went beyond criticizing indulgences. He wanted full reform of the Church. His teachings rested on three main ideas: • People could win salvation only by faith in God’s gift of forgiveness. The Church taught that faith and “good works” were needed for salvation. • All Church teachings should be clearly based on the words of the Bible. Both the pope and Church traditions were false authorities. • All people with faith were equal. Therefore, people did not need priests to interpret the Bible for them. Page 37 Luther was astonished at how rapidly his ideas spread and attracted followers. Many people had been unhappy with the Church for political and economic reasons. They saw Luther’s protests as a way to challenge Church control. The Pope’s Threat Initially, Church officials in Rome viewed Luther simply as a rebellious monk who needed to be punished by his superiors. However, as Luther’s ideas became more popular, the pope realized that this monk was a serious threat. In one angry reply to Church criticism, Luther actually suggested that Christians drive the pope from the Church by force. In 1520, Pope Leo X issued a decree threatening Luther with excommunication unless he took back his statements. Luther did not take back a word. Instead, his students at Wittenberg gathered around a bonfire and cheered as he threw the pope’s decree into the flames. Leo excommunicated Luther. The Emperor’s Opposition Holy Roman Emperor Charles V, a devout Catholic, also opposed Luther’s teaching. Charles controlled a vast empire, including the German states. He summoned Luther to the town of Worms (vawrmz) in 1521 to stand trial. Told to recant, or take back his statements, Luther refused. A month after Luther made that speech, Charles issued an imperial order, the Edict of Worms. It declared Luther an outlaw and a heretic. According to this edict, no one in the empire was to give Luther food or shelter. All his books were to be burned. However, Prince Frederick the Wise of Saxony disobeyed the emperor. For almost a year after the trial, he sheltered Luther in one of his castles. While there, Luther translated the New Testament into German. Luther returned to Wittenberg in 1522. There he discovered that many of his ideas were already being put into practice. Instead of continuing to seek reforms in the Catholic Church, Luther and his followers had become a separate religious group, called Lutherans. The Peasants’ Revolt Some people began to apply Luther’s revolutionary ideas to society. In 1524, German peasants, excited by reformers’ talk of Christian freedom, demanded an end to serfdom. Bands of angry peasants went about the countryside raiding monasteries, pillaging, and burning. The revolt horrified Luther. He wrote a pamphlet urging the German princes to show the peasants no mercy. The princes’ armies crushed the revolt, killing as many as 100,000 people. Feeling betrayed, many peasants rejected Luther’s religious leadership. Germany at War In contrast to the bitter peasants, many northern German princes supported Lutheranism. While some princes genuinely shared Luther’s beliefs, others liked Luther’s ideas for selfish reasons. They saw his teachings as a good excuse to seize Church property and to assert their independence from Charles V. In 1529, German princes who remained loyal to the pope agreed to join forces against Luther’s ideas. Those princes who supported Luther signed a protest against that agreement. These protesting princes came to be known as Protestants. Eventually, the term Protestant was applied to Christians who belonged to non-Catholic churches. Still determined that his subjects should remain Catholic, Charles V went to war against the Protestant princes. Even though he defeated them in 1547, he failed to force them back into the Catholic Church. In 1555, Charles, weary of fighting, ordered all German princes, both Protestant and Catholic, to assemble in the city of Augsburg. There the princes agreed that each ruler would decide the religion of his state. This famous religious settlement was known as the Peace of Augsburg. The Catholic Church soon faced another great challenge to its authority, this time in England. Unlike Luther, the man who broke England’s ties to the Roman Catholic Church did so for political and personal, not religious, reasons. Henry VIII Wants a Son When Henry VIII became king of England in 1509, he was a devout Catholic. Indeed, in 1521, Henry wrote a stinging attack on Luther’s ideas. In recognition of Henry’s support, the pope gave him the title “Defender of the Faith.” Political needs, however, soon tested his religious loyalty. He needed a male heir. Henry’s father had become king after a long civil war. Henry feared that a similar war would start if he died without a son as his heir. He and his wife, Catherine of Aragon, had one living child—a daughter, Mary—but no woman had ever successfully claimed the English throne. By 1527, Henry was convinced that the 42-year-old Catherine would have no more children. He wanted to divorce her and take a younger queen. Church law did not allow divorce. However, the pope could annul, or set aside, Henry’s marriage if proof could be found that it had never been legal in the first place. In 1527, Henry asked the pope to annul his marriage, but the pope turned him down. The pope did not want to offend Catherine’s powerful nephew, the Holy Roman Emperor Charles V. Page 38 The Reformation Parliament Henry took steps to solve his marriage problem himself. In 1529, he called Parliament into session and asked it to pass a set of laws that ended the pope’s power in England. This Parliament is known as the Reformation Parliament. In 1533, Henry secretly married Anne Boleyn (BUL•ihn), who was in her twenties. Shortly after, Parliament legalized Henry’s divorce from Catherine. In 1534, Henry’s break with the pope was completed when Parliament voted to approve the Act of Supremacy. This called on people to take an oath recognizing the divorce and accepting Henry, not the pope, as the official head of England’s Church. The Act of Supremacy met some opposition. Thomas More, even though he had strongly criticized the Church, remained a devout Catholic. His faith, he said, would not allow him to accept the terms of the act and he refused to take the oath. In response, Henry had him arrested and imprisoned in the Tower of London. In 1535, More was found guilty of high treason and executed. Consequences of Henry’s Changes Henry did not immediately get the male heir he sought. After Anne Boleyn gave birth to a daughter, Elizabeth, she fell out of Henry’s favor. Eventually, she was charged with treason. Like Thomas More, she was imprisoned in the Tower of London. She was found guilty and beheaded in 1536. Almost at once, Henry took a third wife, Jane Seymour. In 1537, she gave him a son named Edward. Henry’s happiness was tempered by his wife’s death just two weeks later. Henry married three more times. None of these marriages, however, produced children. After Henry’s death in 1547, each of his three children ruled England in turn. This created religious turmoil. Henry’s son, Edward, became king when he was just nine years old. Too young to rule alone, Edward VI was guided by adult advisers. These men were devout Protestants, and they introduced Protestant reforms to the English Church. Almost constantly in ill health, Edward reigned for just six years. Mary, the daughter of Catherine of Aragon, took the throne in 1553. She was a Catholic who returned the English Church to the rule of the pope. Her efforts met with considerable resistance, and she had many Protestants executed. When Mary died in 1558, Elizabeth, Anne Boleyn’s daughter, inherited the throne. Elizabeth Restores Protestantism Elizabeth I was determined to return her kingdom to Protestantism. In 1559, Parliament followed Elizabeth’s wishes and set up the Church of England, or Anglican Church, with Elizabeth as its head. This was to be the only legal church in England. Elizabeth decided to establish a state church that moderate Catholics and moderate Protestants might both accept. To please Protestants, priests in the Church of England were allowed to marry. They could deliver sermons in English, not Latin. To please Catholics, the Church of England kept some of the trappings of the Catholic service such as rich robes. In addition, church services were revised to be somewhat more acceptable to Catholics. Elizabeth Faces Other Challenges By taking this moderate approach, Elizabeth brought a level of religious peace to England. Religion, however, remained a problem. Some Protestants pushed for Elizabeth to make more farreaching church reforms. At the same time, some Catholics tried to overthrow Elizabeth and replace her with her cousin, the Catholic Mary Queen of Scots. Elizabeth also faced threats from Philip II, the Catholic king of Spain. Elizabeth faced other difficulties. Money was one problem. In the late 1500s, the English began to think about building an American empire as a new source of income. While colonies strengthened England economically, they did not enrich the queen directly. Elizabeth’s constant need for money would carry over into the next reign and lead to bitter conflict between the monarch and Parliament. You will read more about Elizabeth’s reign in Chapter 21. In the meantime, the Reformation gained ground in other European countries. 1.) Define all of the underlined words in the text using complete sentences. Page 39 Answer the following below using complete sentences: 2.) What political, economic, and social factors helped bring about the Reformation? 3.) From where did the term Protestantism originate? 4.) What impact did Henry VIII’s actions have on England in the second half of the 1500s? 5.) Explain how Elizabeth I was able to bring a level of religious peace to England. 6.) Do you think Luther or Henry VIII had a better reason to break with the Church? Provide details to support your answer. 7.) How did the Catholic Church respond to Luther’s teachings? Why do you think this was so? Page 40 (1483 – 1546) 1.) What was the only storey that was aloud to be told in Martin Luther’s home town growing up? How was it told? 2.) Luther’s father did what for a living? What did he want Martin Luther to be when he grew up? What was Luther’s relationship like with his parents? 3.) In 1505, what happened? How did this effect Martin Luther? 4.) Describe the event in which Luther decided that he wanted to become a monk. 5.) Describe the life of catholic monks. What were they required to do? Describe their lives. 6.) In 1510, what was Luther ordered to do? What did he conclude from his trip? 7.) Who put these greedy priests and popes in power? Page 41 8.) What was purgatory? How did the Catholic Church prophet from it? 9.) What was Luther’s job at Vintenberg’s University? What did he learn through his preparations for his job? 10.) What was salvation to Martin Luther? What was it to the pope? 11.) What was the 95 thesis? What was the purpose of it? 12.) Describe Luther’s most powerful weapon. How did he spread his works across Europe? 13.) Who was Fredrick the Wise and why was he protecting Luther? Page 42 Unit Self Assessment Early to Middle Europe Check List: Please answer in all honesty using complete sentences Overall this unit….. I am most proud of…… I could’ve improved upon….. The most interesting thing I learned….. What really made me think…. My packet had the following items completed to the best of my ability: Page Number Assignment 1 Europe Essential Questions 2 Athenian Organizer 15 3 From Ancient Democracy to Today 10 4 Greek Movie Guide 25 5-7 The Ancient City States Annotation 20 8 Spartan Graphic Organizer 15 9-10 11-14 15 Male Spartans Life Olympics Poster Hand Outs Romans Vs Greeks Quiz Homework 20 30 0 16-17 The Roman Empire Splits in Two Organizer 15 18-19 byzantines-engineering-empire 20 20-21 constantinople-crossroads (HW) 20 22-23 The Middle Ages Intro Organizer 15 24-26 Feudalism in Europe 25 27-28 France Vs. England Reading Outline 25 29-30 Bubonic Plague Letter 25 31-33 Renisance Crossword 40 34-35 The Medici Godfathers of the Renaissance 25 36 Leonardo da Vinci Notes 15 37-40 Luther Leads Reformation 25 41-42 Luther Movie Questions 20 43 Early to Middle Europe Check List 15 Totals >>> Totals >>> 430 Page 43 Points Possible 10 Points Earned Points/Teachers Initials/ Date Graded.