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The Middle Ages WHAP/Napp Cues: Objective: To identify and describe feature of Medieval life in Western Europe Do Now: Define feudalism and describe the medieval class hierarchy. Notes: I. Collapse of the Western Roman Empire A. Internal decay in combination with external pressures 1. Sheer size of the empire and the huge expense of maintaining it 2. A succession of weak, inefficient, and corrupt leaders 3. A series of epidemics 4. On its borders, Rome faced external pressuresGerman invaders a) In defense, Roman authorities put Germanic peoples such as the Visigoths (had adopted Roman law and Christianity) on the borders b) But in the early fifth century, Attila and his Huns began to press on the Germanic tribescrossed the border into Roman territory c) The Visigoths sacked Rome in 410 CE d) By 476 CE, the Roman emperor had been deposed e) West collapsed/East survived as Byzantine Empire II. Comparison to fall of Gupta and Han A. Romans, Gupta, Han faced invasions by or conflict with nomadic invaders B. Romans, Gupta, and Han also experienced difficulties regarding taxation III. After the Fall of Rome A. Most of Germanic tribes converted to Christianity relatively quickly, though politically they continued to act independently B. The Medieval Church 1. Provided a sense of unitythe only Christian Church in western Europe during the Medieval period 2. Yet Germanic tribes often came into conflict with each other though sometimes they formed alliances and expanded 3. Frequent fighting among Germanic tribes made the early Medieval period a difficult time for people IV. Franks Most significant of early kingdoms A. Germanic tribe-united under leadership of King Clovis in late fifth century 1. Clovis converted to Roman Catholicism and established capital in Paris 2. After he died, his empire was divided among his sons 3. Yet the empire did help the various peoples of western Europe solidify under a common culture a) Made it easier for them to unify against Muslim invasions, which in the eighth century took over parts of Spain and Italy b) Charles Martel led the revolt against the advancing Muslim armies 1) In 732, defeated them at the Battle of Tours, not far from Paris 2) Martel then founded the Carolingian Dynasty 3) Son, Pepin, chose to have succession certified by pope, a clear signal that an empire’s legitimacy rested on Church approval Summaries: Cues: 4) In the centuries following the breakup of the Roman Empire, no true empire existed in western EuropeThe Franks had built a large kingdom, but it could hardly be considered an empire B. Charlemagne (“Charles the Great”) 1. Pepin’s son, Charles (747-814 CE), revitalized concept of empire 2. Was crowned by the Pope in 800 and became known as Charlemagne V. The Holy Roman Empire A. The empire Charlemagne builtcalled the Holy Roman Empire upon the coronation of Otto the Great in 962 B. However, had little in common with the original Roman Empire, other than the fact that power was once again centralized C. Size of the Holy Roman Empire, in comparison to its namesake, was relatively smallNorthern Italy, Germany, Belgium, and France D. Under Charlemagne, a strong focus on arts/education but religious emphasis centered in monasteries and under direction of church E. But as strong as Charlemagne was, his rule was not absolute Society was structured around Feudalism Empire was divided among his three grandsons after death of his son VI. Feudalism A. At topking, who had power over an entire territory called his kingdom B. Beneath him were the nobles, who in exchange for military service and loyalty to the king were granted power over sections of the kingdom 1. Nobles divided lands to lesser lords called vassals C. Below the vassals were peasants, who worked the land D. For this system to work, everyone had to fulfill obligations to others at different levels in the hierarchy E. The estates that were granted to the vassals were called fiefs, and these later became known as manorsself-sufficient F. As manorial life evolved, an increasing number of peasants became tied to the land literally needed protection which lord provided became serfs G. Advances in agriculture Three-field system with rotation of three fields: one for the fall harvest, one for the spring harvest, and one not-seed fallow harvest (the latter allowing the land to replenish its nutrients) H. Most lords followed the code of chivalry, an honor systemAnd the feudal system was male-dominatedLand equaled power, and males inherited land, so women were pretty much powerless I. When a lord died under the feudal system his land and title passed down via primogeniture to his eldest son 1. Women could inherit a fief, but they could not rule it 2. But religious opportunitiesNuns J. The Vikings 1. developed highly maneuverable multi-oared boats around 800 2. They raided well beyond their bordersfrom Scandinavialimited resources and population pressures led to their periodic raiding of lands and monasterieseven raided as far as Constantinopleconverted to Christianity Summaries: Questions: Why did the Western Roman Empire collapse? Discuss similarities between Roman, Han, and Gupta. Discuss the class hierarchy of the medieval period. Discuss the status of women during the medieval period. What impact did the Vikings have on the medieval period? What impact did the Franks have on the medieval period? 1. Which group was most likely to be literate in the period of European history often called the Dark Ages? (A) Aristocrats (B) Peasants (C) Monks (D) Knights (E) Monarchs 2. Which of the following terms matches this definition: “agricultural laborer tied to an estate with rights including military protection, heritable ownership of a plot of land, and owing obligations to share crop yields each season with his or her lord.” (A) Peasant (B) Slave (C) Proletarian (D) Serf (E) Plebeian 3. Which of the following possessed the greatest unified organizational capacity across the largest land area in Western Europe in the centuries immediately following the fall of the Roman Empire? (A) Holy Roman Empire (B) Islamic caliphates (C) Catholic church (D) Carolingian monarchy (E) Mongol Empire 4. Which of the following regions of Western Europe remained most insulated from the general trend toward disorder following the fall of the Roman Empire? (A) France (B) England (C) Germany (D) Spain (E) Italy 5. Which best characterizes the impact of the Magna Carta? (A) The principle of limited monarchy and representative bodies was established. (B) More accurate maps were produced. (C) Universal manhood suffrage became the norm in feudal societies. (D) Parliamentary rule replaced monarchy across the West. (E) Increasingly, females came to wield political power. 6. By which route would medieval women have been most likely to find an alternative path in life outside of marriage? (A) Practicing witchcraft (B) Joining a crusade (C) Becoming a nun (D) Entering banking (E) Joining the priesthood Excerpt from csupomona.edu …Those from the nobility or wealthier classes were sometimes educated either privately, or in the home schools that were established for male members of the family. In the 9th century C.E. Charlemagne established a palace school that was directed by the English scholar Alcuin….With the rise of the Medieval University, households were able to employ poor university students as tutors and on such occasions girls were sometimes permitted to join the tutoring sessions of their brothers. The subject of education for women, however, was a hotly debated issue throughout the Middle Ages. As education was directly connected with the church it was inevitable that the church's views of women should have predominated. St. Thomas of Aquinas,1225-1274, who was perhaps one of the great teachers of the period declared…:"The woman is subject to man on account of the weakness of her nature . . . Man is the beginning of woman and her end, just as God is the beginning and end of every creature. Children ought to love their Father more than they love their mother." Medieval society, and particularly the powerful domains of church and state, clearly had no place for well-educated women. What "education" women did receive was likely to be one with a view of their future roles as wives and mothers. In his treatise De educatione liberorum written in 1440 Matteo Veggio advocated that girls "be raised on sacred teachings." He enjoined them to lead "regular, chaste, and religious lives and to devote all [their] time to female labors." If girls were allowed to learn to read and write, it was not for the purpose of making them literate. Vincent of Beauvais, writing in 1256, advises noble parents to allow their daughters to learn to read and write so that in "keeping busy they will escape the harmful thoughts, the pleasures and vanities of the flesh." For Vincent and other clerics with advice on the education of young girls, the inculcation of good morals was of the first importance…. For girls wishing to become nuns, learning to read and write was part of the training. Some even studied Latin. For the most part, marriage, motherhood and child rearing were the principle goals for most girls. As transmitters of morality and religious dogma, they were to be "raised on sacred teachings to lead a regular, chaste, and religious life." Furthermore, according to clerics such as Francesco Barbaro and Maffeo Vegio, they were to devote their time primarily to "female labors" and prayers. Despite the restrictive social codes a number of women did assert their talents in as writers, poets, composers and artists. One of the most remarkable women of the time was the poet Christine de Pizan. Not only was she able to earn her living as a writer, but her arguments with the leading clerics of her day on the rights of women represent one of the first declarations of feminism to be articulated. Thesis Statement: Change Over Time: Status of Women from 476 C.E. to Present ______________________________________________________________________________ ______________________________________________________________________________