Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
128 Cards in this Set
- Front
- Back
|
Eight Features of Civilizations
Feature 1 - Arts and Culture |
Help people celebrate great events, remember history, and share important ideas and beliefs. How much creative freedom there is depends on the civilization. Arts and culture can include painting and sculpture, music and song, and plays and stories.
|
|
|
Eight Features of Civilizations
Feature 2 - Organized Religion |
A part of a system, much like government. It provides citizens with guidelines for behaviour. Members of the religion can agree on what is right and what is wrong. Organized religion can also give a common sense of purpose. It unifies people, and helps them feel that they belong to a larger group.
|
|
|
Eight Features of Civilizations
Feature 3 - Organized Commerce |
The buying, selling, and trading of goods and services. It needs a system of currency(money) that is managed by the government. Goods move from one region of a civilization to another, and market places develop where things are bought and sold.
|
|
|
Eight Features of Civilizations
Feature 4 - Central Government |
Without order, civilizations fall apart. All civilizations have some kind of centralized government that provides a system of laws that everyone is expected to obey. Government officials maintain the legal and educational systems. People pay taxes to the government to help keep things in order. The forms a government can take vary.
|
|
|
Eight Features of Civilizations
Feature 5 - Knowledge Transfer |
In order to function well within a civilization, you need to know about it. Transfer of knowledge is the way a civilization stores and shares information about itself. This information can involve historical records, newspapers, education, and oral histories.
|
|
|
Eight Features of Civilizations
Feature 6 - Technological Innovation |
Innovations in technology make life better. Having powerful weapons, developing a sewer system to prevent disease, and inventing new ways to communicate can help a civilization thrive.
|
|
|
Eight Features of Civilizations
Feature 7 - Public Works |
Something that the government builds to benefit the civilization. It can be practical, such as a new road, or it can be to impress, such as a large public square. All public works take time to complete and involve many workers. They are often the most enduring reminders of past civilizations.
|
|
|
Eight Features of Civilizations
Feature 8 - Social Structure |
With many people living together, often in very large cities, civilizations need ways to organize the population. All civilizations have some form of social structure. Each individual has a role to play in making the civilization work. The nature of there roles can vary widely, and life may be harder for some groups than others.
|
|
|
Main Religions of the World
Religion 1 - Buddhism |
Number of Gods: None
What Happens After Death: Rebirth(reincarnation) or enlightenment Main Practices: Living by the Five Precepts and the Noble Eightfold Path; meditation helps a person to achieve enlightenment Holy Books: Tipitaka (sutras, vinaya, abhidharma) Place of Worship: Vihara (temple) Local Religious Leader: Lama (teacher) Main Holidays: Many in the different traditions, including Buddhist New Year, Vesak (Buddha's Birthday), Ulambana (Ancestor Day) Initiation Rites: Ordination ceremony to become a monk or nun Number of Followers Today: 7% out of every 490 million people |
|
|
Main Religions of the World
Religion 2 - Christianity |
Number of Gods: One (in the form of the Trinity - Father, Son, and Holy Spirit)
What Happens After Death: Heaven or hell Main Practices: Prayer; church attendance; Eucharist ( also called Holy Communion); living by the teachings of Jesus Holy Books: Bible (Old Testament and New Testament) Place of Worship: Church or chapel Local Religious Leader: Priest or minister Main Holidays: Christmas, Good Friday, Easter, All Saints' Day; days for individual saints Initiation Rites: Baptism Number of Followers Today: 30% out of every 2 billion people |
|
|
Main Religions of the World
Religion 3 - Hinduism |
Number of Gods: Many (which are all manifestations of the One God)
What Happens After Death: Rebirth or moksha (spiritual liberation) Main Practices: Living according to one's role in life (dharma); worship of a god (puja); meditation and yoga Holy Books: Vedas (including Upanishads), Bhagavad Gita Place of Worship: Mandir (temple) Local Religious Leader: Brahmin; guru Main Holidays: Over 30 festivals in different traditions; main festivals include Janmashtami (Krishna's birthday), Dussehra (Rama's victory over evil), Divali (festival of light), Holi (spring festival) Initiation Rites: Various birth ceremonies; Upanayana (sacred thread) initiation ceremony as a child starts school Number of Followers Today: 14% of every 1 billion people |
|
|
Main Religions of the World
Religion 4 - Islam |
Number of Gods: One (Allah)
What Happens After Death: Paradise (Jannah) or hell (Jahannam) Main Practices: Living by the Five Pillars, including prayer five times a day; eating halal food; no alcohol Holy Books: Koran (also called Qur'an) Place of Worship: Mosque Local Religious Leader: Imam Main Holidays: Two main festivals: Eid al Fitr (end of Ramadan, the month of fasting), Eid al Adha (Festival of Sacrifice) Initiation Rites: Circumcision for boys before puberty Number of Followers Today: 23% in every 1.6 billion people |
|
|
Main Religions of the World
Religion 5 - Judaism |
Number of Gods: One
What Happens After Death: The World to Come (Olam ha-Ba) - heaven (Gan Eden) and hell (Gehinnom) Main Practices: Following the commandments of the Torah, including eating kosher food and praying three times a day; observing the Shabbat Holy Books: Torah (the Five Books of Moses), Talmud (interpretation of the Torah) Place of Worship: Synagogue Local Religious Leader: Rabbi Main Holidays: Five major holy days, including Rosh Hashana (New Year), Yom Kippur (Day of Atonement), and Pesach (Passover) Initiation Rites: Circumcision at 8 days old (boys); bar mitzvah at 13 (boys); bat mitzvah at 12 (girls) Number of Followers Today: 0.2% in every 14 million people |
|
|
Main Religions of the World
Religion 6 - Sikhism |
Number of Gods: One (Ik Onkar)
What Happens After Death: Rebirth until merging with the Supreme Soul Main Practices: Prayer; wearing the Five Ks (articles of faith); Langar (community meals); being mindful of God; doing good deeds Holy Books: Sri Guru Granth Sahib Place of Worship: Gurdwara Local Religious Leader: No priests Main Holidays: Holy days include Gurpurds (anniversaries of the birth or martyrdorn of Gurus(, Baisakhi (birthday of the Khalsa), Hola Mahala, Divali Initiation Rites: Amrit Sanskar ceremony (initiation or baptism) Number of Followers Today: 0.34% in every 23 million people |
|
|
How did geography affect Chinese civilization?
|
- High mountain ranges in the west and southwest
- the Tibetan Plateau in the west (the largest and highest plateau in the world) - deserts in the west and northeast - ocean to the east -jungles in the southeast (China's one weak point lay to the north, where the land consists of steppes. Theses plains gave invaders easy access into China |
|
|
Major Rivers of China
|
Yangtze River - lays in the south, flows from east to west; 6300 kilometres long; boats could travel up and down easily; used for farming.
Huang He - lays in the north, flows from east to west; 5464 kilometres long; meanders through deep glaciers of loess (made of silt); caused flooding and killed thousands; made soil fertile for farming |
|
|
Climate of China
|
- In the far north of China, the climate is subarctic. There are cold winters and dry summers. There can also be massive sandstorms.
- The south has a subtropical climate with mild temperatures and lots of rain. However, tropical storms can sweep in from the ocean and cause damaging floods. |
|
|
Shang Arts and Culture -
Silk Making |
1. The process begins when a female silkmoth lays an egg
2. About 40 days after hatching, the silkworm spins a cocoon 3. Silk makers carefully unravel the long silk strand from the cocoon 4. They make one silk thread by twisting together stands from many cocoons 5. Silk makers dye the silk threads, and weave the, into silk cloth |
|
|
Shang Beliefs -
|
- Shang Di, the High God, sent good harvests and victory in battle. He also sent bad harvests and defeat in battle, so he had to be appeased. Shang Di also controlled thunder and rain
- Nature spirits, this includes the Huang He, the wind, the stars, and Ri (the Sun) among others. (see 'animism' at vocabulary section) |
|
|
Shang Beliefs -
Yin Yang |
One of the Shang beliefs. Yin and Yang are opposites. Yin is earth, darkness, and feminine. Yang is heaven, light, and masculine. For the world to function well, Yin and Yang should not be in conflict. They are both part of life and they depend on each other.
|
|
|
Shang beliefs -
Feng Shui |
Feng means "wind" and shui means "water". The Shang would call on feng shui experts before deciding where and how to build a house. According to feng shui, the environment has a powerful effect on human well-being. Qi is the natural force that travels in wind and is held in water. Qi will not flow properly unless positioned in the right spot. Feng shui plan the positions for the buildings to have Qi in the best place.
|
|
|
Life in Shang Time
|
The upper class (kings and nobles) lived in timber or stone houses. Artisans lived in or near the capital at Anyang because only the upper class can afford to buy products from there. Most people were farmers and lived by the Huang He. They had a surplus of food and they bartered with other workers.
|
|
|
The Role of Government in Shang
|
The government did little for ordinary people. Most leaders left Shang as it is and rarely made changes. However, there were very dutiful leaders that were respected by Chinese people (for example, Emperor Yu). Peasants lived a harsh life in the Shang Dynasty.
|
|
|
Five Virtues of Confucius
|
1. Honest
2. Upright 3. Conscientious 4. Charitable 5. Loving in all their relationships |
|
|
Han Feizi
|
Han Feizi was a legalist. He thought people were selfish and greedy. He believed rulers had to be strong and ruthless to make society work properly. He believed the government need to keep people in control through strict laws and harsh punishments.
|
|
|
Laozi
|
Laozi led Daoism. The purpose of Daoism was to live in harmony with nature by following the Dao, or the "Way". Daoists believe studying nature could understand how it worked and live in harmony with it. If people disturbed the nature, they harmed the well-being of themselves. Daoism was opposed to rules and customs. Daoists believed people should behave naturally and avoid interfering with forces of nature. Laozi, for most of the time in arguments with Confucius, were on the upper hand. Daoism also strengthened the beliefs in Qi.
|
|
|
Shi Huangdi's Central government
|
Shi Huangdi set up a strong central government and divided the country into 36 districts. Shi Huangdi wanted all the power to himself and therefore took away all the nobles' power. He appointed nobles away from the capitals to places he could still keep an eye on. He also appointed officials who were 100% royal to replace the nobles' jobs.
|
|
|
Shi Huangdi -
Taxes and Public Works |
When the nobles lost power, the peasants had a short time of improvement in their lives until they were appointed to lands that used to belong to nobles and asked to pay taxes. Also, they had to provide free labour for public works.
(The Great Wall - The Great Wall of China was one of Shi Huangdi's most significant achievements. The Great Wall used over 500 000 conscripted workers over 2000 years. The Great Wall brought protection for people and the government. |
|
|
What conditions led to a civilization in the Mediterranean?
- The Right Climate |
The Mediterranean environment had everything that was necessary for people to thrive: fertile soil, plenty of rain and sunshine, and a climate that was neither too hot nor too cold. The long growing season produced a surplus of food.
|
|
|
What conditions led to a civilization in the Mediterranean?
- Good Transportation |
Transportation networks make military conquest, trade, and the exchange of ideas possible. The Mediterranean Sea was the highway of the Mediterranean world. The Roman army travelled in warships to conquer other peoples. Over time, the army built a vast network of roads so that its soldiers could reach, conquer, and control even more lands.
|
|
|
What conditions led to a civilization in the Mediterranean?
- A Powerful Military |
Military Strength allowed the Romans to increase their trade networks. Under the protection of the navy, Roman merchants traded goods far and wide. Merchants also made use of Roman roads to reach inland markets. The thriving trade economy made Romans wealthy. As Romans got rich, so did the Roman government, through taxation. An empire with money is able to run a stable, strong central government.
|
|
|
Romans - The Exchange of Ideas
|
The Roman military defeated the Greeks and learned philosophy, art, architecture, drama, literature, medicine, and science they developed.
|
|
|
Legacies of Ancient Rome
|
The Roman Peace (Pax Romana) was the name for the peace that existed during the first and second centuries CE. The Roman army was so powerful, enemies would not fight Rome or even each other. This peace allowed Roman society to advance and flourish, because trade, art, and ideas flowed easily.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 1 |
Germanic peoples migrated, taking land from Roman citizens and refusing to pay taxes.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 2 |
The empire grew weak because of repeated attacks by Germanic forces.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 3 |
Many people embraced new religions, and lost their will to defend Roman Religion and Rome itself.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 4 |
The empire became so large that it became impossible to defend.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 5 |
Rome had no clear system for deciding who would be emperor, which led to political upheaval.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 6 |
Roman soldiers returning to Rome brought infectious diseases, which killed thousands.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 7 |
Roman overspent on entertainment and luxuries.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 8 |
Small businesses suffered when Romans began using slaves to supply goods and services.
|
|
|
Why did Roman Civilization End? / How did Rome Fall?
Reason 9 |
Weak emperors did not have an interest in governing or defending the empire.
|
|
|
The Franks
|
After the fall of Rome, the Germanic peoples, the Franks, conquered much of the Roman province of Gaul in the late fourth and early fifth centuries. They were farmers but they loved to create wars. "Frank" means free. The Merovingian royal family ruled the Franks for almost 300 years until 768 CE when Charlemagne became the King of Franks.
|
|
|
Franks' Social Structure
|
The Franks had a clear social class. Some people were very rich and some were very poor. The majority of people at this time were peasants and poor families. They held the right to farm a piece of land on the manor where they were born. In return, they gave their lord part of their produce. This was the beginnings of the feudal system.
|
|
|
The Laws of the Franks
|
The law of the Franks was called the Salic Code. Unlike Roman Law, the Salic Code placed a monetary value on every piece of property and on every person. If a property was stolen or a person injured or killed, a fine called wergild had to be paid to the owner of the property or the victim's family. In the case of murder, the victim's family could refuse to accept the fine, and instead demand the murderer's execution. If a relative of the victim took revenge by killing the murderer, they would not be punished.
|
|
|
Charlemagne
|
Charlemagne, the one person most responsible for rebuilding Europe after Rome fell, came to power in Gaul in 768 CE. His father was Mayor of the Palace, a court official who had more real power than the king. Unlike other kings, Charlemagne was interested in improving the society.
|
|
|
The Carolingian Empire
|
Charlemagne was intelligent and powerful enough to make some changes. He realized he had to restore peace with his military force. He conquered his neighbours and expanded his empire in every direction. At the height of his power, he was crowned the Emperor of Romans by Pope Leo III.
|
|
|
Charlemagne's Way of Ruling -
Economic Changes |
Charlemagne understood that the success of his empire depended on a strong economy. Charlemagne knew money was important and that traders had to be able to know a coin's true value. For this reason, he brought new coins called denarius. He set severe penalties for counterfeiters. He built roads and bridges for travelling and trading. He also brought in standard weights and measurements so people would know the amount of something should be.
|
|
|
Charlemagne's Renaissance
|
Charlemagne established new schools in monasteries and insisted that his sons and daughters be educated. Charlemagne took a keen interest in reviving the practice of architecture and had many stone churches and palaces built in France and Germany. He was interested in science and literature. Charlemagne brought a rebirth of learning and arts, and historians called his time Charlemagne's Renaissance.
|
|
|
Who Were the Anglo-Saxons?
|
When the Romans left Britain in the fifth century, warriors from what is now known as Germany, the Angles, Saxons, and Jutes, moved in. The Germanic invaders began to settle the land. They pushed the Celts into Whales, Cornwall, and Scotland, and across the sea to Ireland. The Celtic language and culture disappeared from the seven kingdoms established by the invaders of Britain, who became known as the Anglo-Saxons, or English.
|
|
|
Anglo-Saxon Life
|
Although they thought of themselves as warriors, the Anglo-Saxons were farmers. They lived in small villages, men and women shared the hard work of farming. They were also skilled metal workers.
|
|
|
Beowulf
|
Beowulf was an epic tale created between the eighth and 11th centuries. It was told in the banquet halls of Anglo-Saxon kings. Beowulf tells of a hero's battles against three monsters. Grendel, Grendel's mother, and a fire-breathing dragon. The story represents a struggle against threats of the most frightening kind.
|
|
|
The Vikings
|
The Vikings made their first rain in Lindisfarne, on the northest coast of England. The Anglo-Saxons then endured Vikings raids for more than 200 years. The Vikings would kill, steal anything they could carry, and burn what they could not carry. They attacked coastal communities, monasteries, and churches. Alfred the Great, an Anglo-Saxon ruler, lost many battles to the Vikings. He only beat the Vikings once when he gathered a huge army. He then used another strategy where he let the Vikings settle in England as long as they did not invade.
|
|
|
Viking at Home -
Comfortable Life |
Vikings developed ways of ensuring their comfort. For example, they preserved foods, made tools, and built homes. Extended families lived together.
|
|
|
Viking at Home -
Farming |
Virtually all Vikings were farmers. They grew crops and raised animals, as did people all over Europe and elsewhere.
|
|
|
Viking at Home -
Code of Honour |
Every Viking was measured against an unwritten code of honour that included generosity with friends and hospitality with strangers.
|
|
|
Viking at Home -
Law and Order |
Children could play safely in their communities because of Viking laws that kept the peace. If wronged, a freeman was permitted the option of revenge to restore his honour. So people tried not to offend one another.
|
|
|
Viking at Home -
Community Government |
Roads connected farming families, in part so that every freeman could attend community meetings called the Thing. here laws were read, and the Vikings chose their kings.
|
|
|
Vikings on Raids -
Protecting a Belief System |
Vikings had different values and belief systems than Christian society. To protect their own beliefs, they targeted churches and monasteries in the hope of frightening Christians away.
|
|
|
Vikings on Raids -
The Goal: Silver and Gold |
Unlike robbers from Christian communities, Vikings were not afraid of stealing from the church. Churches and monasteries were the Vikings' favourite targets because they contained objects made from silver and gold.
|
|
|
Vikings on Raids -
The Usefulness of Terror |
Vikings used terror tactics to intimidate their victims, including killing or enslaving anyone who stood in their way. They hoped that people would simply run away, leaving their valuables behind.
|
|
|
Vikings on Raids -
Perspective |
Almost all of the written accounts of Viking raids come from Christian monks. They would have described the Vikings as ruthless and evil, leaving them with a fierce reputation.
|
|
|
Viking Arts and Culture
|
The Vikings had a rich culture. They were highly skilled woodworkers and smiths, and many of their works of art have been found in the gravesites of wealthy and powerful Vikings. Vikings art shows gods and goddesses such as Odin, Thor, and Freya, as well as scenes from everyday life.
|
|
|
The End of Viking Age
|
Gradually European monarchs grew stronger and more organized. English monarchs gave half of England, the Danelaw, to Viking lords who then protected their new lands from other Vikings. The king of France gave the Viking Rollo the province of Normandy to rule and protect. Eventually, many Vikings also became Christian. By the middle of the 11th century, the Viking Age was over.
|
|
|
The Feudal System
|
The feudal system was based on the three Fs: fief (land), fealty (loyalty), and faith (religion). Under feudalism, land was the basis of wealth. The king granted fiefs to faithful nobles, such as barons and lords. In return, the nobles promised the king their loyalty and became his vassals. Nobles had the right to their monarch's protection and justice. The king defended his nobles from attack and settled disputes that arose among them .
|
|
|
Obligations of Loyalty
|
- The nobles had to serve in the king's army for a certain number of days each year, usually around 40.
- The nobles had to supply the king with additional knights in time of war. - The nobles were expected to serve in the king's court and to give him advice on political matters. - The nobles were required to give the king money on certain occasions, such as when his oldest son was knighted or when his daughter got married. |
|
|
Keeping it Within the Family
|
One duty of all nobles was to marry and have children. If a lord died childless, then his tenant-in chief could take back the manor. Parents usually arranged the marriages of their children. Young men and women rarely had any say in choosing their life partner. Marriages among nobles were much more about land and power than romance. The good of the family was considered more important than an individual's wants or needs.
|
|
|
What was life like on a medieval manor?
|
It was a self-sufficient community where most people lived out their entire lives as peasants. Each manor had farmlands, woodlands, common pasture, and at least one village. The manor usually provided enough food for everyone who lived on it. The lord of the manor always kept some land for his own use and personal profit. Called the demesne, this land consisted of the gardens and orchards around the manor house and some strips of land in the manor fields.
|
|
|
Women's Rights
|
As the children of the lord of the manor and the nobles grew up, boys found that their rights increased dramatically. Girls did not. Before marriage, a girl's life was controlled by her father. After marriage, her life was controlled by her husband.
|
|
|
How did the Church affect people's lives?
Effect 1 |
Medieval people accepted their position within society, because they saw it as God's plan. They saw evidence of God's work in their everyday lives, bringing them success or failure, sickness or health, rain or drought. When things went badly, they believed they were punished for their sins.
|
|
|
How did the Church affect people's lives?
Effect 2 |
In the medieval calendar, every day was dedicated to a different saint, or holy person. Today,= only a few of those days were marked. For example, St. Valentine and St. Patrick. Every medieval ceremony had a religious aspect, and no important event could proceed without God's blessing.
|
|
|
How did the Church affect people's lives?
Effect 3 |
Because Christians could practise their religion only through the Catholic Church during the Middle Ages, the Church had great power over the lives of everyone from serfs to kings. One of the worst things that could happen to a person was excommunication. They believed excommunication would cause them to go to hell.
|
|
|
How did the Church affect people's lives?
Effect 4 |
Almost every village had at lease one church and access to a priest, who provided for people's religious needs. The priest performed marriages and burials, and witnessed agreements. The local church also helped people in need. Local churches were supported by a tax on villagers, a tithe.
|
|
|
Monastic Life
|
People took their religious faith so seriously that many men and women joined religious orders. They became monks or nuns, and took vows of poverty, chastity, and obedience. Monks and nuns spent their lives studying religious texts, praying, and working. They also grew and prepared food for the order, taught children, cared for the sick and poor, and fed the hungry. Monks and nuns could read and write unlike most people.
|
|
|
Trial by Ordeal
|
A person would be subjected to a torture. This could include being immersed in water, being forced to swallow poison, or having to carry a red-hot piece of iron for a certain distance. If a person died from the ordeal or the injury resulted in infection, the judge would rule the person guilty. This was outlawed by the 16th century.
|
|
|
Trial by Battle
|
The person charged with a crime would fight the person accusing them of the crime. These fights were carried out with weapons such as swords or axes. Whoever won the fight was declared in the right. The loser, if still alive, was hanged. Only nobleman had the right to trial by battle. A noblewoman could select a champion to fight on her behalf.
|
|
|
Manor Court
|
Crimes - mostly farming and property disputes; assault, public drunkenness, petty theft, and other small crimes.
Process - Jury of villagers; lord or his representative acting as judge; witnesses called to give evidence Sentences - Fines, time in the stocks, the removal of an ear or finger, or expulsion from the manor |
|
|
Royal Court
|
Crimes - Serious crimes, including murder, treason, and hunting or cutting trees in a royal forest
Process - Used common law (law based on custom and previous cases), which was the same throughout the kingdom Sentences - Execution, seizing of property |
|
|
Church Court
|
Crimes - Crimes committed by Church officials or those in religious orders; witchcraft, blasphemy, and heresy
Process - Followed Church law, also called canon law Sentences - Excommunication or interdict |
|
|
Henry II and Thomas Becket
|
King Henry was angered by Thomas Becket after his refusal to sign document about giving church power to the king. Becket fled to France for safety. After Thomas returned years later, he irritated the king again. Four knights overheard Henry II's complaints and killed Thomas Becket.
|
|
|
Magna Carta
|
- The monarch was obligated to treat his subjects according to the laws of the land.
- The monarch was himself subject to the laws of land, and was not above them. - Taxes had to be approved by a Great Council made up of lords and clergy. - The church would be free of royal interference. |
|
|
Medieval Worldview
|
- People are born into a particular level of society and that this is their rightful place
- Religion is central to life and God controls a person's fate - Israel is the centre of the world - A monarch's power comes from God |
|
|
Crusades
|
The Crusades were wars in which the Christians of Europe fought against Muslims for control over the Holy Land, the area in and around modern-day Israel, where Jesus lived and died. The Crusades began in 1096 and lasted on and off for hundreds of years
|
|
|
Eleanor of Aquitaine
Marriages and Cusades |
Eleanor married Louis VII of France. She went to the Holy Land during the Second Crusade, and dressed in knight armour, which shocked many. Louis ended the marriage, and Eleanor married his rival, Henry II of England.
|
|
|
Eleanor of Aquitaine
Patron of Arts |
Eleanor and Henry had a troubled marriage. In 1168 she moved back to France. She drew together poets, writers, musicians, artists, and philosophers, and became a great supporter of the arts.
|
|
|
Eleanor of Aquitaine
Political Power |
After Henry's death, Eleanor helped rule England when her son, King Richard the Lion-heart, went to the Crusades. When Eleanor died she was buried next to Henry.
|
|
|
Consequences of the Crusades
Changes to Society |
Millions of lives were lost during the Crusades. Most of the people killed were young men, leaving feudal lands without workers. Nobles who died without and heir left their lands to their king. Others had sold or leased their lands in order to pay for their crusader armies. As a result, the feudal system weakened. Many monarchs became more powerful and less dependent on their barons. Those who returned and came home with new ideas and a wider knowledge of other cultures. They shared their experiences with others.
|
|
|
Consequences of the Crusades
Knowledge and Trade |
The Crusades indirectly brought about contact and an exchange of knowledge among Muslims, Jewish, and Christian scholars. Western Europe learned that the Muslims world was a highly advanced civilization. The Crusades also sparked trade between Europe and the Middle East. Crusades brought back fabrics, spices, and perfumes to Europe, and these items were soon demanded. This increased in trade and opened up European economy.
|
|
|
Trade and Growth of Town
|
Ordinary people realized they could exchange goods and make money at the markets. Many people escaped serfdom. The markets and fairs were soon crowded with finely crafted goods. Eventually the fairs could not satisfy all the needs of traders and consumers. Permanent shops were built in towns, which increased population.
|
|
|
Craft Guilds
Level 1 - Apprentice |
The apprentice learned the craft in stages, beginning with the simplest tasks. Apprentices as young as eight or nine years old went to live and work under a master of the trade.
|
|
|
Craft Guilds
Level 2 - Journeyman |
After years of work and learning, an apprentice took a test to become a journeyman. Those who passed became guild members.
|
|
|
Craft Guilds
Level 3 - Master |
After several more years of study and practice, the journeyman created a "master piece" that was judged by a panel of masters for quality. If the piece was accepted, the journeyman became a master.
|
|
|
New Freedoms
|
People were able to do as they wished, marry whom they pleased, and make money as they could. Even some serfs escaped the life into which they were born. According to the law, runaway serfs could gain their freedom by staying in town for a year and a day without being discovered. Women gained more rights. The wealthier families could afford a good education or even luxuries.
|
|
|
Social Changes
Top Level - Aristocracy |
- High Church officials
- Rulers or lords of large manors - Old noble families |
|
|
Social Changes
Middle Level - Middle Class |
- Merchants and business owners
- Craftspeople and guild members - Shopkeepers - Bankers - Priests and lower Church officials |
|
|
Social Changes
Bottom Level - Lower Class |
- Peasants
- Rural labourers - Town labourers - Servants - The unemployed |
|
|
Castles
|
Early fortifications were built out of wood and earth and the castles were built out of stones. Castles were fortified with high walls, towers, and drawbridges over wide moats. Some castles were fortresses when troops stayed in times of war to fight off invaders. Others were vast complexes that included large residences for the lord and his family, quarters for their servants and soldiers, stables, a chapel, and an armoury where weapons were stored. When under attack, people from the surrounding areas might seek shelter inside castle walls. Castle dwellers stored food and water so they could withstand a siege.
|
|
|
Medieval Weaponry and Armour
1. Swords |
Swords became longer, stronger, and lighter in the Middle Ages as metalworking technology improved. These swords could be used with either one or two hands. A longsword was about one metre long and had a straight, double-edged blade.
|
|
|
Medieval Weaponry and Armour
2. Crossbow |
The crossbow was a useful and deadly weapon. The disadvantage of the crossbow is that it took a long time to load and fire.
|
|
|
Medieval Weaponry and Armour
3. Longbow |
The longbow could be fired very quickly. Hails of arrows slaughtered knights, horses, and infantry.
|
|
|
Medieval Weaponry and Armour
4. Armour |
Armour in the late Middle Ages could weigh as much as 20 kilograms. Knights were protected, but could not move quickly. Some armour could not withstand crossbow or longbow fire. The armour mainly consists of helmet, visor, gorget, pauldron, breastplate, beasgew, elbow plate, vambrace, gauntlet, skirt, cuisse, knee-piece, greave, and solleret.
|
|
|
Medieval Weaponry and Armour
5. Trebuchets |
Trebuchets were a kind of catapult developed in the late Middle Ages. The most powerful of the siege weapons, the wooden trebuchet was light and easy to build. It could hurl a boulder weighing hundreds of kilograms against a castle wall. Modern reconstructions can launch full-sized cars hundreds of metres.
|
|
|
Medieval Weaponry and Armour
6. Cannons |
Cannons were being used by the 1300s, but they were too heavy and expensive to be practical. Improvements in metalworking made for lighter, cheaper cannons and cannonballs. Cannons were used in both sieges and pitched battles.
|
|
|
The Hundred Years' War
|
The war began as a disagreement about who should be king of France. The French side supported a cousin of the decreased king of Franc. The English king, Edward II, believed he had a stronger claim therefore he invaded France. The French knights did not fight as well as the English and the English had better weapons, however, the English had better strategies and tactics.
|
|
|
Joan of Arc
|
A peasant who claimed angelic voices had commanded her to drive the English out of France. However, Joan was captured by enemies of King Charles and sold to the English. She was put into a church court and burned for heresy and witchcraft because she wore men's clothes. She dies at the age of 19. He death was an inspiration to the French.
|
|
|
The Black Death
|
A bubonic plague that was believed to be spread by fleas. The diseased person quickly developed buboes (swollen lymph glands) and was covered with dark blotches on the skin. The victim would cough up blood and swell in the neck, armpits, and groin. A high fever and vomiting would follow. Most victims died within one to three days.
|
|
|
Effects of the Black Death
|
The Black Death killed 30 to 60 percent of the population of Europe. It killed many people and damaged the feudal system. After the Black Death, labour was in such short supply that workers could travel from manor to manor and ask for higher wages. Serfs also began to leave manors. This caused many feudal estates to go bankrupt.
|
|
|
Peasants' Revolt -
France |
In 1358, the serfs of the northern countryside broke into open revolt against their lords. Peasant armies finally banded together to burn manor houses throughout northern France. Many lords were killed.
|
|
|
Peasants' Revolt -
England |
After the Black Death, peasants demanded an increase in wages. However, not only did the government ignore the demand, it asked for poll tax to support the Hundred Years' War. This double blow enraged the serfs. Two leaders, Wat Tyler (a formal soldier), and John ball (a stirring preacher)led the peasants' revolt which was unsuccessful.
|
|
|
Faith Through Pilgrimages
|
The church encouraged people to undertake pilgrimages. This caused barriers between social classes to break. Rich and poor, men and women all travelled together. Pilgrims believed that by praying at these shrines, they would have a better chance at going to heaven. Many also made a journey in the hope of being cured of a disease by touching or kissing a relic. The shrine charged money to view relics, and thousands of pilgrims became a source of money for the Church.
|
|
|
Purpose of Cathedrals
|
They were constructed over long periods, sometimes hundreds of years. The decorative carvings, lofty ceilings, and stained glass symbolized the power and majesty of God. This made people more faithful. Cathedrals are also evidence of the wealth and power of the medieval Church.
|
|
|
Role of Italy's Geography In the Birth of the Renaissance
1. Mountains and Rivers |
Mountains make communication and travel difficult. Mountainous countries usually have only a few well-established, busy trade routes. In Italy, old Roman roads developed into trade routes. Cities located on these routes, such as Siena and Assisi, grew rich from trade. Navigable rivers were also very important corridors of trade, but they are not common in mountainous regions.
|
|
|
Role of Italy's Geography In the Birth of the Renaissance
2. Climate |
The climate of Italy was milder than that of countries north of the Alps. Therefore, the winter weather did not disrupt travel, trade, and commerce as much. The long growing season produced such crops as olives and grapes, which were important trade items. They were made into wine and oil which were commonly used.
|
|
|
Role of Italy's Geography In the Birth of the Renaissance
3. Location |
Italy was closest t the port cities of northern Africa and the eastern Mediterranean Sea. As a result, trade with these lands was easier and cheaper for Italy than other countries. With trade came wealth, which funded the artistic boom of the Renaissance.
|
|
|
Learning From the Past
- Classical Writing |
- People could shape their lives though their own efforts and talents
- Questioning and learning were important - Human beings should used reason to find truth for themselves |
|
|
Renaissance Women
|
They managed the family and household and generally stayed close to home, although some women joined guilds or worked in their husband's business. Women were expected to marry and have children. Unmarried women sometimes became nuns.
|
|
|
Children of the Renaissance
|
They were expected to fulfill certain roles. Boys tended to be more highly valued, and the sons of wealthy families were carefully educated. Girls were expected to care for their siblings and learn household duties from their mother. Some children were apprenticed at a young age in order to learn a craft.
|
|
|
The Wedding Feast
|
Middle-class and poor people gave their children some freedom when it came to choosing a partner, but wealthy people arranged the marriages of their children carefully. For them marriage had more to do with money and connections than with romantic love. Wedding among wealthy people were flashy occasions when they displayed their finery and spent vast sums on clothing and entertainment. A wedding gown of this period might have been decorated with peacock feathers, pearls, or flowers.
|
|
|
Commerce During the Renaissance
|
- Merchants made money by purchasing goods in one place and then selling them for a higher price in another place. They also sold resources to be manufactured into goods.
- Backers also brought wealth to their city states. They established banking houses across Europe. Florence's economy became so powerful, its golden "florin" became the most important currency in Europe. - Usury, the practice of charging interest when lending money to someone played an important part in creating wealth. |
|
|
Prosperity and Arts
|
Merchants, nobles, popes, and monarchs supported the work of hundreds of artists. Wealthy citizens wanted to be known for their generosity. They helped make their cities more beautiful by spending huge sums to fund new buildings. Many also gave to charities.
|
|
|
Humanism and Humanists
|
Humanists were more concerned with the goals of human beings than with spiritual matters. They believed in using the power of reason to find truce instead of relying on the Bible or other religious teachings. Humanists also believed that each person had the ability to choose and create his or her own destiny. This viewpoint represented a great change from the medieval worldview, which put people's fates in God's hands.
|
|
|
Niccolo Machiavelli
|
He was a civil servant for the Public of Florence. He was frequently sent on diplomatic missions to foreign courts where he saw first-hand the treachery and dishonesty of Italian politics. Based on his personal experiences and his studies of ancient history, Machiavelli concluded that results mattered the most. Some people believed that Machiavelli was simply applying reason to think ing about human nature and politics , but others condemned his ideas as evil. The term "Machiavellian" has come to refer to the use of dishonesty or trickery to stay in power.
|
|
|
Driving the Demand for Change
1. Greed |
The Church raised money by charging for services and taxing people. The Church taxed every person, even when times were tough.
|
|
|
Driving the Demand for Change
2. Simony |
In the 16th century, people could buy a position in the Church and then collect the salary. Some church officials were paid even if they did not do the work. The practice, called simony, created much resentment.
|
|
|
Driving the Demand for Change
3. Living in Luxury |
Bishops and cardinals used the money they received from taxes and fees to build themselves fine palaces and collect works of art.
|
|
|
Driving the Demand for Change
4. Scandals |
Some Renaissance popes led scandalous private lives. The pope was not supposed to marry, but some had children. Pope Alexander VI had several children and was famous for the wild parties he threw in the papal place.
|
|
|
Driving the Demand for Change
5. Nepotism |
Some church officials practised nepotism by giving jobs to their relatives, even when these family members were unqualified or undeserving.
|
|
|
Driving the Demand for Change
6. Unqualified Priests |
Many parish priests were poorly educated and knew little about the Bible. Although some priests worked hard to provide comfort and spiritual guidance, others did not.
|
