AP Packet 9... · Web viewUnit 9: Europe During the Medieval Ages Name: _ Teacher: _ IB/AP World History 9 Commack High School Please Note:

Unit 9:Europe During the Medieval Ages

Name: _________________________________________________ Teacher: _____________________________

IB/AP World History 9 Commack High School

Please Note: You are responsible for all information in this packet, supplemental handouts provided in class as well as your homework, class webpage and class discussions.

Activator Free-Write

“Where is the senate? Where are the people? The bones are all dissolved, the flesh is consumed, all the pomp and dignities of this world is gone. The whole mass is boiled away”

- Pope Gregory600 A.D.

1. What is the message behind this quote?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What clues did you use to create this opinion?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why did feudalism develop in Western Europe during the late 5th century?Objective: Students will examine the political, economic, and social institutions of feudal Western Europe.

Social Hierarchy

The Fall of RomeWhen the western Roman empire fell in 476 CE, kings and emperors were too weak to maintain order. There was a power vacuum. A power vacuum is a condition that exists when someone has lost control and no one has replaced them. With the power vacuum in the western Roman empire, European tribes began fighting for domination. In addition to the fighting between European tribes, there were constant invasions by the Vikings, Muslims, and other groups. This was a time period of danger, violence, and instability.

Feudalism Brings ProtectionTo create a safer environment, a system of feudalism developed. Feudalism was a decentralized, or loosely organized system of rule based on land ownership. In Feudalism, kings divided up their land into fiefs and gave them to lords. Fiefs could range from a few acres to a hundred square miles. These lords gave fiefs to vassals. In exchange for the fief, the vassals pledged allegiance to their lord. This allegiance meant that they would raise armies to protect their own lands and fight for their lords. This exchange of pledges is called a feudal contract. This was an interdependent relationship with mutual feudal obligations.

Feudalism Brings Stability Feudalism created stability through the manor system which established a clear social and economic structure called manorialism. Manorialism was an economic system structured around the feudal manor, or the lord’s estate. This estate included the lord’s landholding, farming lands, and peasant villages. Most peasants were serfs, or people bound to the land. Serfs were not allowed to leave the manor

without permission. Serfs made repairs and farmed the land. In exchange for farming and repairs, serfs were protected by their lord in the event of a war or raid. The manor was self-sufficient which meant that the peasants produced most of everything they needed including food, clothing, tools and furniture. They did not need to trade with others for their basic needs.

Directions: Using the text above, complete the graphic organizer. _______________________________Using the diagrams and text above, respond to the following question: Why did feudalism develop in Western Europe in the 500s after the decline of the Roman Empire?

The Medieval Social Structure Everyone has a well-defined place in medieval society. People were born into their social

positions, and there was little chance of moving beyond them. Therefore, this was a society built around _______________________________________________________________________.

(social mobility OR a rigid social structure)

Directions: Using the text to your right, place the following social classes in the correct ranking on the social pyramid.

Serfs and Peasants: Most peasants on a manor were serfs, bound to the land. Serfs were not slaves who could be bought and sold. Still, they were not free. They could not leave the manor without the lord’s permission. If the manor was granted to a new

Serfs and Peasants Kings (Monarchs) Roman Catholic Church/Pope Knights and Vassals Lords

Text Source: Prentice Hall: World History, 2007. Elisabeth Gaynor Ellis and Anthony Esler

lord, the serfs went along with it.Kings (Monarchs):The king owned all the land and allowed the trusted nobles to govern a part of the land in return of other services.

Roman Catholic Church/Pope: In the centuries after the fall of the Roman empire, the Church hierarchy, the church carved out a unique position in Western Europe. It not only controlled the spiritual life of Christians but gradually became the most powerful secular, or non-religious, force in medieval Europe.

During the Middle Ages, the pope was the spiritual leader of the Western Christian Church, based in Rome. Declaring themselves representatives of God on Earth, medieval popes eventually claimed papal supremacy, or authority over all secular rulers, including kings and emperor.

The Church developed their own body of laws, known as canon law, as well as its own courts. [...] Anyone who disobeyed Church law faced a range of penalties. The most severe and terrifying was excommunication. Those who were excommunicated could not receive the sacraments or a Christian burial, which condemned them to hell for eternity.

Knights and Vassals: For medieval nobles, warfare was a way of life. Rival lords battled constantly for power. Many nobles began training in boyhood for a future occupation as a knight, or mounted warrior. In the later Middle Ages, knights adopted a code of conduct called chivalry.

Nobility (Lords): Below the monarchs were powerful lords such as dukes and counts who held the largest fiefs. Each of these lords had vassals.

1a. Which social class had the greatest amount of power in feudal Europe?

1b. What specific powers did this class have?

2a. Which class of people made up the bulk of the medieval population?

2b. If you were a serf, what would be your opinion of the feudal system? Why?

3a. What are the similarities between the feudal social structure and the Hindu caste system?

3b. What are the differences between the feudal social structure and the Hindu caste system?

To what extent did the Catholic church have power over secular and religious life in Medieval Europe?Objective: Students will describe the role the Medieval Catholic church played in both secular and religious life.

Document 1

Source: http://commons.wikimedia.org/wiki/File:Mittelalterliches_St%C3%A4ndebild_15._Jahrhundert.png

1a. Which claim does this document support?

Claim A: The Catholic Church was very powerful in Medieval Europe.Claim B: The Catholic Church was not very powerful in Medieval Europe.

1b. Identify a piece of textual or visual evidence from this document that supports the claim this document makes.

Document 2

Watch 01:28-02:35

http://tinyurl.com/johngreenemedievalchurch(Turn on CC - closed captioning!)

Transcript: So, during the European Middle Ages, the Catholic Church really dominated European civilization. It’s almost impossible to imagine the scope of the Church’s power in the Middle Ages, but let’s try.

First off, the Catholic Church was the caretaker of the most important thing that Christians had, their souls, which, unlike our temporal bodies, were eternal. And then there was the parish priest, who played a pivotal role throughout every person’s life, baptizing them, marrying them, hearing their confessions, providing last rites.

The church also provided all of the social services: It distributed alms to the poor, and ran orphanages, and provided what education was available. And most Europeans would in their lives meet exactly one person who could read the Bible, which was only available in Latin - their parish priest.

And, the church owned over 1/3 of all the land in Europe, which helped make it the most powerful economic and political force on the continent.

And the Pope claimed authority over all the kings of Europe, as the successor to the Roman Emperor. So this was a very powerful institution...

Source: Crash Course World History, “Luther and the Protestant Reformation: Crash Course World History #218.” https://www.youtube.com/watch?v=1o8oIELbNxE&list=PL8dPuuaLjXtNjasccl-WajpONGX3zoY4M&index=18


Claim A: The Catholic Church was very powerful in Medieval Europe.Claim B: The Catholic Church was not very powerful in Medieval Europe.2b. Identify a piece of textual or visual evidence from this document that supports the claim this document makes.

Document 3: Dictatus papae

Pope Gregory was elected pope in 1073 CE. He believed that as pope, he was God's "vicar [representative] on earth" and that his authority extended over religious life and secular political life. In 1075, he issued a decree forbidding a practice called lay investiture. Lay investiture was a practice whereby secular rulers like emperors or kings could select leaders of the church. Pope Gregory felt that this practice reduced his power so he ended the practice. This angered many kings and emperors. Dictatus papae is a compilation of 27 statements about the powers of the pope. It was included in Pope Gregory VII's register under the year 1075. There is debate over whether Pope Gregory wrote it or if had another authority. Regardless of these doubts about who wrote the statement, many historians have no doubt that Dictatus papae reflects the views of Pope Gregory about the power of popes.


Claim A: The Catholic Church was very powerful in Medieval Europe.Claim B: The Catholic Church was not very powerful in Medieval Europe.3b. Identify a piece of textual or visual evidence from this document

Source: http://en.wikipedia.org/wiki/Dictatus_papae#mediaviewer/File:Dictatus_Papae_complete.jpg

9. That of the pope alone all princes shall kiss the feet.

12. That it may be permitted to him [pope] to depose [remove from power] emperors.

14. That he has power to ordain a clerk of any church he may wish.

17. That no chapter and no book shall be considered canonical without his authority.

18. That a sentence passed by him may be retracted by no one; and that he himself, alone of all, may retract it.

19. That he himself may be judged by no one.

Source: http://cengagesites.com/academic/assets/sites/Spielvogel_Ch10.pdf

that supports the claim this document makes.

Document 4: The Medieval Church

The Church developed its own body of laws, known as canon law, as well as its own courts. Canon law, based on religious teachings, governed many aspects of life, including wills, marriages, and morals. Anyone who disobeyed Church law faced a range of penalties. The most severe and terrifying was excommunication. Those who were excommunicated could not receive the sacraments [sacred rites of the church] or a Christian burial, which condemned the to hell for eternity. A powerful noble who opposed the Church could face the interdict, or an order excluding an entire town, region, or kingdom from receiving most sacraments and Christian burial. Even the strongest ruler gave in rather than face the interdict, which usually caused revolts by the common people.

The Church tried to use its great authority to end warfare among nobles. It declared periods of temporary


Claim A: The Catholic Church was very

peace known as the Truce of God. It demanded that fighting stop between Friday and Sunday each week and on religious holidays. Such efforts may have contributed to the decline of warfare in Europe during the 1100s.

Source: Prentice Hall: World History, 2007. Elisabeth Gaynor Ellis and Anthony Esler

powerful in Medieval Europe.Claim B: The Catholic Church was not very powerful in Medieval Europe.4b. Identify a piece of textual or visual evidence from this document that supports the claim this document makes.

Based on the evidence from these documents, write a thesis statement in response to the questions, “Was the Catholic Church powerful in Medieval Europe?”

Remember, CLAIM + REASONS = THESIS

CLAIM REASONS

___________________________________________ +

as demonstrated by ________________________________________________________________________________________________________________________

Reminder: The Catholic Church was/was not very powerful in Medieval Europe …

Reminder: List your reasons that support the claim.

FINAL THESIS

The Age Of Faith Aim: In what ways did the Catholic Church not only influence, but dominate life during the Middle Ages?

During the Middle Ages, the Catholic Church was the one institution that remained the single most powerful organization in Western Europe. People were very religious during this time. They believed the Church represented God and held the power to send a person to Heaven or Hell. Most Europeans felt united by their common faith. The Church conducted religious services (the Mass) which Christians believed opened the gateway to heaven. The Pope ran the Church with the help of Cardinals, Bishops, Priests, Monks and Nuns risked their lives to spread Christian teachings across Europe (later missionaries would spread Christian teachings to other parts of the world). The Catholic Church controlled all aspects of life during the Middle Ages: political power, economic activity, social services, and education.

Economic Activity The Church had the vast land holdings during a

time when land equaled power & money.

Many nobles left land to the church when they died, hoping to gain entry into heaven.

The Church required all Christians to pay a tithe (church tax) in order to fund church activities.

Church money was often used to help the poor.

Social Services Because there were weak central governments, the

Church provided basic social services.

Local monasteries provided the following services:o Help for the sick (hospitals)o Charity for the pooro Help for travelers (especially Christian

pilgrims)o Ran schools for children

Education: Monks, Priests were often the only educated

people in an area; they were responsible

for preserving the classic knowledge

of Greek & Roman culture.

Monasteries became centers of learning for the few who were educated.

Many monks wrote their own scholarly works based on biblical teachings.

Church officials were usually the only people who could read and write; rulers often relied on them because they were the most educated people.

Primary Source Document:“The Creator set up two great lights in the heavens; the greater

light to rule the day, the lesser light to rule the night. In the

same way, the Church has set up two great lights on earth; the greater light, being the Pope, to rule over the souls; the lesser light, being the king, to rule over the bodies. Just as the moon’s light comes from the sun, does the power of the king come from the Pope. The more closet a king is willing to follow the Pope’s rule, the

Questions:

1. Based on the excerpt, how can you compare the power of the Pope and the King during the Middle Ages?

2. How will this impact the social, political and economic structure of the middle ages? Name: ___________________________________________________ Date: ______________ Period: ______ Political Cartoon

Political Power The power void left by the fall of

the Roman Empire allowed the Church to grow in spiritual and secular (worldly) power (politics).

The Pope & the church had vast land holdings throughout Western Europe.

Churchmen supervised the land holdings and allowed the church to grow in power.

Bishops (and other church officials) ran territories in the same way that feudal lords ran their lands.

The Church had its own set of laws (Cannon Law) which governed the behavior of church officials.

Rulers (all people) who refused to obey the Church were threatened with excommunication (kicked out of the

Directions: Using the outline from the previous page create a detailed political cartoon with an explanation below addressing the reasons why the Catholic Church remained the single most powerful organizer in Western Europe.

The Black Plague & Commercial Revolution

Title:____________________________

The Black Death

A very contagious, incurable ________ which was spread by the bite of a flea living on an infected rat.

Caused ________ bruising, swelling then death (buboes) First large outbreak was early 1300’s in ________in crowded cities. Became an “epidemic” or an outbreak that spreads quickly and

affects a large number of people. Increased ________helped the plague to spread overseas, from the

East to the Middle East, North Africa, Italy, Spain and France. Are there any modern day examples similar to the Black Death?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Effects of the Black Plague

Decrease in population – 1/3 of ____________ population was killed. As many as 7,000 died a day in one city alone.

Economic decrease – the few workers left alive were in high demand, and insisted on higher _______. Prices of good increased, Merchants took action but the peasants revolted. Trade slowed and hurt many cities

Social and Political Change – Peasant revolts weakened the power of _______ and Feudalism. Paved the way for _________.

Chaos – people questioned their religious beliefs and turned to ________for help. _______ were blamed for starting the plague by poisoning water supplies, and were

slaughtered as a result of people’s frustrations

The Rise of Cities and Towns

Commercial Revolution - Between 1000-1300 trade expanded, towns and cities grew, a new middle ______ was born

Guilds

An organization that looks out for the well being of all _______ within a specific field or trade.

o Example: A banker’s Guild would help stabilize the lives and jobs of all ________ who belonged to it.

Provided social services for it’s members and their families, regulated wages and hours, established _______ teach new workers particular skills.

What is another organization that protects the rights of workers today, similar to a guild?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Social Changes

Further declined Feudalism, as farmers and serfs paid their Lords with money rather than performing services.

Using the map above, which areas of Europe were most affected by the Plague?

_________________________

__________________________________________________________________________________________

What were the Crusades?Objective: Describe the origins of the Crusades.

Using the PPT Slides, write your notes on the Crusades below:

Based on the excerpt from Pope Urban II’s, Council of Clermont speech, what did European Christians think of the Muslims at this point in history? Why did they think of the Muslims in this way?

History Channel: The Crusades - Crescent and the Cross

Watch 00:22-12:00

https://drive.google.com/file/d/0B983HVzueTyVbzRFd1lUQ25aMGM/view?usp=sharing

Timestamp

Film Questions

0:22-2:00 What do you notice about the soldiers’ uniforms and weapons?

2:40 Who controlled the Holy Land of Jerusalem up until the 7th century? Who invaded and took over the Holy Land in the 7th century?

2:58 400 years later, what did the Europeans Christians want?

3:34 According to the historian, Dr. Thomas Asbridge, what was driving these Europeans Christians to take up arms?

6:10 Which organization dominated Europe during the 11th century?

7:24 In 1088, a new pope was selected. His name was Pope Urban II. What was his main goal?

8:55-9:20 What areas did the Seljuk Turks (Muslims) conquer?

9:25 How did the Seljuk Turk’s conquest affect the Byzantine Empire?

9:38 What did Alexis I (emperor of the Byzantine empire) ask Pope Urban II for?

11:26 Why was Pope Urban II’s speech in Clermont so important?

12:06 How did Pope Urban II speak about the Seljuk Turks/Muslims?

13:50-16:00

Tens of thousands of men, women and children took up arms to take the Holy Land from the Muslims. Besides religion, what were TWO (2) other reasons why European Christians went to fight?

What led to the Crusades?Objective: Students will investigate the tensions that arose among religious and political leaders in the Christian and Muslim worlds that led to the First Crusade.

Questions:1. How were Christians treated in the Roman Empire between 64 and 313?

2. Why did Diocletian divide the Roman Empire?

3. What was the effect of the Edict of Milan?

Questions:4. What do you think the impact of Constantine’s action in 380 was?

5. What is a schism?

6. Why was there a schism in Islam?

7. How do you think the Sunni/Shia schism impacted Muslim history?

Questions:8. Which Empire did Muslim armies conquer land from in the 600s?

9. How do you think the Byzantines felt about the Islamic Caliphates? Why?

Questions:10. Based on this timeline, what evidence is there that the Catholic Church’s power expanded in western Europe during the Middle Ages?

11. What caused the East-West schism in the Christian Church?

12. How did the Roman Catholic and Eastern Orthodox Churches differ?

13. What religion did the Seljuk Turks follow?

In the space below, explain the long and short term causes that led to Pope Urban II’s declaration of the first Crusade.

What were the effects of the Crusades?Objective: Explain the effects of the Crusades.

Directions: Examine the maps and read the passage below, then answer the questions that follow.

Source: http://miwilliamsesl.pbworks.com/f/1216579782/crusade_map.png

Though trade had existed between Europe and the Middle East for centuries, the Crusades renewed European interest in goods from the east. Crusaders returning to Europe from the holy land brought home more than war stories. They brought ideas like advances in medicine and technology, and translations of Greek and Roman works that had been largely forgotten in medieval western Europe. They also brought goods like fabrics, spices, and perfumes from the Middle East. Interactions between Christians and Muslims spurred trade and European interest in products from Asia. The increase in trade led to the development of wealthy cities like Venice in Italy. In port cities a new middle class emerged made up of merchants who became wealthy through trade.

The Eurasian and African World-System in the Fifteenth Century

Source: Philippe Beaujard in “The Indian Ocean in Eurasian and African World-Systems before the Sixteenth Century,” Journal of World History (adapted) from the NYS Global History and Geography Regents Examination, August 2012

1. Think back to your study of the Tang and Song Golden Ages, and the Golden Age of Islam (the Abbasid Caliphate). What goods and ideas from these civilizations might the Europeans have been exposed during the Crusades?

TASK: Create a drawing to show what the world was like before the Crusades and after Crusades. Please reference one PERSIAN element in each drawing.

Before After

Please fill-in the following statement:Bushido is to Chivalry like ___________________is to _________________because__________________________________________________________.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiB8aDmn5fSAhVIOCYKHRYaAV0QjRwIBw&url=http://shogun2.heavengames.com/articles/history/the-caste-system-of-feudal-japan/&psig=AFQjCNF2yz9T1WDbjEYpXxI5qzOlZ77BWw&ust=1487424910725391

JAPANESEvs.

EUROPEAN FEUDALISMRead the selection below comparing and contrasting feudalism in Japan and Europe, and complete the Venn Diagram on the other side of this reading.

Japan’s feudal culture was in many basic ways more like that of feudal Europe than China. The warriors, who were known by the generic tern of samurai "servitors," placed great emphasis on the military virtues of bravery, honor, self-discipline, and the acceptance of death. Lacking any religious injunctions against suicide, they commonly took their own lives in defeat, rather than accept torture and possible humiliation in capture. Suicide by the gruesome and extremely painful means of cutting open one’s own abdomen became a sort of ritual used to demonstrate will power and maintain one’s honor.

The prime virtue in the Japanese feudal system, as in that of Europe, was loyalty, because the whole system depended on bonds of personal loyalty. In Europe, with its background of Roman law, the lord-vassal relationship was seen as mutual and contractual – in other words, as legalistic. In Japan, the Chinese system has placed less emphasis on law and more on morality – that is, on the subordination of law to the moral sense of the ruler, since his right to rule was in theory based on his superior wisdom and morality. The lord-vassal relationship was seen as one of unlimited and absolute loyalty on the part of the vassal, not merely one of legal contract between the two.

Still, like Europe, family lineage and honor were of great importance in medieval Japanese society, because inheritance determined power and prestige as well as the ownership of property. The Japanese avoided many of the problems of European hereditary systems, by permitting a man to select among his sons the one most suitable to inherit his position and also by using adoption when there was no male heir by birth. The husband of a daughter, a young relative, or even some entirely unrelated person could be adopted as a completely acceptable heir.

Japanese feudal society differed from that of Europe in two other ways. In Japan there was no concept of chivalry (ethical code of conduct) which idealized women as though they were fragile, inferior beings. The Japanese warriors expected their women to be as tough as they were and accept self-destruction out of loyalty or family. Also Japanese warriors prided themselves on their fine calligraphy or poetic skills, unlike European knights and nobles who received limited training in such disciplines.

European Feudal System Japanese Feudal System

European Feudalism Japanese Feudalism

What was the Renaissance? Objective: Describe what the Renaissance was.

Directions: Follow along with the Renaissance Introduction Presentation, fill in the blanks, and answer questions as they come up.

[SLIDE 1]Re + naissance

Renaissance is a French word. The root, “naissance” means “a birth, an origination as that of an idea, or a movement.”

Based on the definition of naissance and the prefix “re” what do you think Renaissance means?

[SLIDE 2]

What do you remember about the feudal system, the Black Death, manorialism, and the Middle Ages in general?

[SLIDE 3]

THE MIDDLE AGES (476 CE- 1400s) vs. THE RENAISSANCE (1300s- 1600s)Based on the information on the slide, make a claim and support it with evidence to answer the question: How could Europe have changed so much between the Middle Ages and the Renaissance?

[SLIDE 4]The Renaissance, “________” in French, was a _______________ _______________ in

the _____ - _____ centuries during which European artists, scientists, and scholars,

were inspired by Classical achievements of the ___________ and ____________, which

they became aware of through ruins and Greco-Roman texts preserved by

________________ ______________ in the _______________ ____________.

[SLIDE 5] Based on the information on the slide, describe what a cultural movement is in your own words.

[SLIDE 6]What similarities do you notice between the Classical Greco-Roman art and architecture and the Renaissance art and architecture on the slide?

[SLIDE 8]

1. List the golden ages in the graphic above in chronological order.

2. Which civilization’s ideas were the foundation for collective learning in the Mediterranean world?

3. Identify two examples of innovation described in the chart.

4. Based on the dates and information provided, which civilization’s knowledge most directly influenced start of the Renaissance?

Why did the Renaissance start in Italy in the 14th century?Objective: Explain why the Renaissance started in Italy in the 14th century.

Directions: Continue following along with the Renaissance Introduction Presentation, fill in the blanks, and complete the “but,” “because,” and/or “so” statements.

[SLIDE 10/11]There was little economic growth in Europe after the fall of the Roman Empire, during the Middle Ages because…

There was little economic growth in Europe after the fall of the Roman Empire, during the Middle Ages, but [mention the Crusades]...

Crusaders returned to Europe from the Middle East with goods that Europeans wanted, so…

[SLIDE 12]

___________________________ was the connection between Western Europe and Islamic Empires in the Middle East.

[SLIDE 13]Trade between the Middle East brought the Black Death to Europe because…

Trade between the Middle East brought the Black Death to Europe so…

Trade between the Middle East brought the Black Death to Europe, but…

After the Black Death, _________________________ became the wealthiest people in Italy, not the ____________________________.

[SLIDE 14] Venice and the Ottoman Empire: Crash Course World History #19 (1:00- 2:45; 3:46- 4:30; 8:30- 9:12) and The Renaissance: Was it a Thing? Crash Course World History #22, transcript (3:22- 7:17)

Northern Italian cities like ___________________________ and __________________________ became very wealthy through trade because…

The Venetians and Ottomans were trade partners because….

Italy was “primed for the Renaissance” because…

Trade Routes Between Italy and the Middle East

Adapted from: http://commons.wikimedia.org/wiki/File:Late_Medieval_Trade_Routes.jpg

The Venetians exported _______________ to the Ottomans. They were usually woven in other cities like ___________ that were so valuable is because their color remained vibrant. That is because they were dyed with a chemical called alum, which was primarily found in Anatolia, located in the ______________________ _______________________.

The Ottomans could provide Italian scholars with many of the Greek and Roman texts they wanted because…

[SLIDE 15]Wealthy merchants, like the Medici family helped spur the Renaissance because…

[SLIDE 1-16]The Renaissance started in Italy in the 14th century because…

Characteristics of the RenaissanceDirections: Review the Characteristics of the Renaissance described below, then refer to them when completing the Renaissance Examples activity that follows.

Greek and/or Roman InfluenceScholars, artists, and scientists in Europe from the 1300s to the 1600s were excited about the rediscovery of Greek and Roman writings and art. They modeled everything they did on what they learned from the ancient texts and artifacts, much of which came to them from Constantinople in the Ottoman Empire.

Renaissance writers learned Greek and Latin and studied the style and grammar used by writers like Cicero, a Roman philosopher and politician.

In art, Renaissance painters and sculptors tried to match the realistic depiction of the human form that the Greeks and Romans valued. Then, the Renaissance artists pushed themselves to create idealized versions of the human form in both sculpture and painting.

Architects too were influenced by the Greeks and Romans. They studied Greek and Roman ruins to gain inspiration and to figure out how classical buildings were constructed. Renaissance architects then employed those techniques and improved upon them.

HumanismHumanism was an intellectual movement that emphasized the study of the subjects known as the liberal arts or the “humanities” including: grammar, logic, poetry, philosophy, and history.

Students of humanist teachers took classes in which they learned Greek and Latin, and studied Greek and Roman literature, philosophy, and history to learn how to be knowledgeable scholars, public speakers, and politicians.

Emphasis on the IndividualPeople in the Renaissance celebrated individuals for their achievements. They were especially impressed by homo universalis, “universal” people, or what is now known as the “Renaissance Man.” Renaissance men were well-rounded and accomplished in all fields. The ideal person was a well-educated humanist, an artist, a scientist, an inventor, a musician, and had impressive physical abilities.

The emphasis on the individual is also apparent in Renaissance art. Artists studied Greek and Roman sculpture and studied anatomy so they could create realistic, and later idealized [perfect] versions of the human form in sculptures and paintings.

Celebration of Secular AchievementsDuring the Middle Ages, Europeans were most concerned with living their lives so they would go to heaven and not hell. During the Renaissance, they studied Greek and Roman philosophers, most of whom wrote before the Catholic Church existed or before it had very much power in Europe. Renaissance writers, artists, and scientists shifted their focus from celebrating God to celebrating secular [non-religious] academic, artistic, and political achievements that were of this world and not the next. The Catholic Church was still a very important part of European culture, but whereas in the Middle Ages most art was funded by the Church, during the Renaissance artists and writers were funded by both the church and private individuals. During the Middle Ages artists created work that was about religious subjects, but during the Renaissance writers and artists explored both religious subjects and secular topics of their world like philosophy, politics, literature, and science. During the Middle Ages most art was in cathedrals, during the Renaissance, paintings and sculptures were created for churches and public spaces. Architecture in the Middle Ages was mostly building Gothic cathedrals, but during the Renaissance building projects were both religious and civic [having to do with government].

Renaissance Examples ActivityDirections: After reading through each example, refer back to the Characteristics of the Renaissance and check off which characteristics are found in the example in the table at the end of the page. Then, write down evidence from the examples that support your decision to check off that characteristic.

Renaissance Example #1: Brunelleschi’s DomeIn 1418, officials at the Florence Cathedral called on architects and engineers to submit models for a dome to finish the top of their church. The competition required that designers create the dome without the assistance of supports on the outside to hold the weight. Filippo Brunelleschi won the competition with a plan based on the years he spent examining Roman ruins, specifically the Pantheon, in Rome. To complete the project without scaffolding Brunelleschi had to invent machines to hoist materials to the top of the building and position the wood, chains, and brick used to construct it.

Directions: After examining the image(s) and reading the text above, check off which of the characteristics of the Renaissance are present in this example of a Renaissance achievement. Then, in the space below provide examples of the characteristics you checked off.

Greek and/or Roman Influence

Humanism

Emphasis on the Individual

Celebration of Secular Achievements

Evidence of Characteristic: Evidence of Characteristic:


Renaissance Example #2: The School of Athens, Raphael

The Catholic Church commissioned Raphael to paint a room in the Vatican, the city in which the Pope lives and where the church is centered. He painted both religious and secular scenes. The School of Athens is one of the secular scenes in which Raphael depicts Greek and Roman philosophers that Renaissance writers studied. He also painted himself into the scene. Raphael uses the perspective drawing that Alberti wrote about in On Painting, and depicts the philosophers realistically. He based them on real people including the artists he looked up to like Michelangelo and Leonardo da Vinci.


Greek and/or Roman Influence Humanism Emphasis on the

IndividualCelebration of Secular Achievements



Renaissance Example #3: David, MichelangeloMichelangelo’s statue David (pictured to the left) is the most famous example of high Renaissance sculpture. It depicts David from the Old Testament of the Bible who goes to battle against Goliath, a giant that others were too afraid to fight, to defend the Israelites. According to the story, he defeated Goliath with only a slingshot, rocks, and the help of God.

Michelangelo, like most Renaissance sculptors, modeled David on Greek and Roman statues. You can see the similarities between David and The Hermes from Atalante (pictured on the right). Both are realistic, and idealized depictions of the human form. Both are also in contrapposto, a relaxed standing position in which more weight is on one leg than the other.

Michelangelo was able to create such a realistic sculpture because he, like many other Renaissance artists and scientists, studied anatomy by dissecting human bodies and drawing their skeletal and muscular structures. Source: “Michelangelo, David Video.” Khan Academy.






Renaissance Example #4: Brief Biography of Leonardo da Vinci (1452- 1519)text adapted from biography.com, please find a related video also on the site

Leonardo da Vinci was born on April 15, 1452, in Vinci, Italy. By the age of 20, he was qualified as a master artist skilled in metalworking, leather arts, carpentry, drawing and sculpting and established his own workshop.

In 1482, Lorenzo de' Medici, a man from a prominent Italian family, commissioned da Vinci to create a silver lyre and bring it to the Duke of Milan, as a gesture of peace. Da Vinci did so and then wrote Ludovico a letter describing how his engineering and artistic talents would be of great service to Ludovico's court. From 1482 until 1499 Ludovico commissioned Leonardo to work on a great many projects. It was during this time that da Vinci painted "The Last Supper." “The Last Supper” depicts the scene from the New Testament in the Holy Bible when Jesus reveals to his disciples that one of them, Judas, will soon betray him and lead to his arrest and execution.

Da Vinci's most well-known painting, and arguably the most famous painting in the world, the "Mona Lisa," was a privately commissioned work and was completed sometime between 1505 and 1507. For da Vinci, the "Mona Lisa" was forever a work in progress, as it was his attempt at perfection. The painting was never delivered to its commissioner; da Vinci kept it with him until the end of his life.

Da Vinci’s talents inarguably extended far beyond his artistic works. Like many leaders of Renaissance humanism, he did not see a divide between science and art. His observations and inventions were recorded in 13,000 pages of notes and drawings, including designs for flying machines, plant studies, war machinery, anatomy and architecture. Source: Leonardo da Vinci. (2015). The Biography.com website. Retrieved 4/28/15.

Mona Lisa, Leonardo Da Vinci, 1503-1506.http://commons.wikimedia.org/wiki/ Studies of Embryos, Leonardo da Vinci,

The Last Supper, Leonardo da Vinci, 1495-1498

http://commons.wikimedia.org/wiki/File:%C3%9Altima_CenaII.jpg

File:Mona_Lisa,_by_Leonardo_da_Vinci,_from_C2RMF_retouched.jpg 1510-1513. http://commons.wikimedia.org/wiki/File:Da_Vinci_Studies_of_Embryo

s_Luc_Viatour.jpg






Niccolo MachiavelliExcerpt from The Prince (1513)

One of the most important works of the Renaissance was “The Prince” by the Italian author and statesman Niccolo Machiavelli. In this book Machiavelli explained his political philosophy, which remains controversial even today. According to Machiavelli, a ruler must be motivated solely by self-interest and must place the survival of his regime above all other considerations. Machiavelli developed his theories on the bases of humanist ideals. Humanists set out to revive the culture of ancient Greece and Rome, which they considered the pinnacle of human achievement before the fall of the Roman Republic in the 4th and 5th centuries.

Things to Remember While Reading Excerpts from “The Prince” “Prince” was the term used in the Renaissance to refer to a ruler. Machiavelli’s chief innovation in The Prince was to view politics as a separate field. Since

ancient times scholars and historians, including the humanists, had treated politics as a branch of moral philosophy.

Fundamental to Machiavelli’s theory were the concepts of fortune and virtue. Fortune, or chance, often determines a political leader’s opportunity for decisive action. Yet Machiavelli, like others in the Renaissance, believed in virtue (the human capacity to shape destiny.) This view contrasted sharply with the medieval concept of an all-powerful God and the Ancient Greek notion that humans are powerless against fate. Machiavelli stressed the importance of virtue, which is unlike Christian virtue, or goodness, in that it is a combination of force and cleverness.

According to Machiavelli, the inborn “badness” of human beings requires that the prince instill fear rather than love in his subjects. When necessary the prince must also break his pledge with other princes, who will be no more honest than he. Machiavelli was attempting to describe, rather than invent, the rules of political success. For him, the needs of the State are greater than the individual interest of its citizens.

Machiavelli believed that man will do “bad” as long as he knows he can get away with it. He is not concerned with what is right, rather what works.

Many people criticize The Prince without considering the state Italy was in when Machiavelli wrote it. The Prince was written help save Italy from constant foreign invasions. According to those who knew Machiavelli, he was a religious and moral man.

The following is an excerpt from Machiavelli’s book, “The Prince.”Chapter XVII: Of CRUELTY AND CLEMENCY, AND WHETHER IT IS BETTER TO BE LOVED

OR FEARED

1. Why did Machiavelli write “The Prince?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What traits and characteristics does Machiavelli consider important for a ruler to have?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. According to the excerpt above, does Machiavelli think it is better for a ruler to be loved or feared? Why?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Do you agree with Machiavelli’s philosophy? Why or why not?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HOW MACHIAVELLIAN ARE YOU?TASK: Circle the point on the scale that most closely represents your feeling about the statement given.

“And here comes in the question whether it is better to be loved rather than feared, or feared rather than loved. It might perhaps be answered that we should wish to be both; but since love and fear can hardly exist together, if we must choose between them, it is far safer to be feared than loved.

Moreover, men are less careful how they offend him who makes himself loved than him who makes himself feared. For love is held by the tie of obligation, which because men are a sorry breed, is broken on every whisper or private interest; but fear is bound by the threat of punishment which never relaxes its grasp.” – Machiavelli -

DISAGREE AGREEA Lot A Little

NEUTRAL A Lot A Little

1. The best way to handle people is to tell them what they want to hear.

1 2 3 4

52. When you ask someone to do something for you, it is best to give them the real reason for wanting it rather than giving reasons which might carry more weight.

1 2 3 4

5

3. Anyone who completely trusts anyone else is asking for trouble.

1 2 3 4

54. It is hard to get ahead without cutting corners here and there.

1 2 3 4

55. It is safest to assume that all people have a vicious streak and it will come out when given the chance.

1 2 3 4

5

6. One should take action only when sure it is morally right.

1 2 3 4

57. Most people are basically good and kind.

1 2 3 4

58. There is no excuse for lying to someone else.

1 2 3 4

59. People will more easily forgive the death of their father than a loss of their property.

1 2 3 4

510. Generally speaking, people will not work hard unless forced.

1 2 3 4

5

To find your score add your scores for the question numbers below:#1 ____ + #3 _____ + #4 _____ + #5 _____ + #9 _____ + #10 _____ = ________

For questions 2, 6, 7, 8, reverse your score (5=1, 4=2, 3=3, 2=4, 1=5)#2_____ + #6_____ + #7_____ + #8_____ = ________

Finally, add the scores in both boxes above. This is your Machiavellian score. ________/50

What your Machiavellian number means:0-10 You are overly trusting…a “push over”11-20 You are trusting but are weary of giving new people trust initially21-30 You question often and it takes people a long time to gain your trust31-40 You rarely trust and see most people as having the potential to hurt you.41-50 You believe all people are evil and trust should be given as sparingly as possible.

CAUSES OF THE PROTESTANT REFORMATION

People were dissatisfied with the Catholic Church for the following reasons:

1. Worldliness: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Simony: __________________________________________________________________________________

3. Nepotism:__________________________________________________________________________

People were also dissatisfied with the Catholic Church because of the sale of ___________________________________________

An indulgence was:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PROTESTANT REFORMATION

Why are they protesting? What needs to be reformed?

What do you think the message of this drawing is?

How did reformers and counter-reformers impact political unity in Europe?Objective: Analyze the effect key individuals like Martin Luther, John Calvin, Elizabeth I and Ignatius Loyola had on political unity in Europe.

Who challenged the Catholic Church before Martin Luther?

Before Martin Luther came on the scene, John Wycliffe and Jan Hus were REFORMERS who criticized the Catholic Church. They were called

____________________, or people who held views that were contrary the Catholic Church’s views.

Martin Luther

Source: http://www.biography.com/people/martin-luther-9389283Martin Luther was a German friar, priest and professor of theology who sparked the Protestant Refor

Vocabulary indulgences: a prominent Catholic practice in as

early as the 1200's where a Catholic parishioner could pay money to the church in exchange for the forgiveness of sins

95 Theses: a list of 95 arguments against indulgences and church abuses nailed to the door of the Wittenberg Castle church

critique: an analysis or commentary defiance: open resistance or bold disobedience recant: to say that you no longer have certain views

or beliefs scripture: sacred writings of Christianity found in

the Bible excommunication: to be condemned and forced

out of the Church community forever papacy: the office of the Pope heretic: someone who holds views contrary to the

Church Lutheranism: a new branch of Christianity that

follows the beliefs of Martin Luther fractured: break apart sects: smaller religious communities that break off

from larger communities.

In 1517, Pope Leo X announced a new round of indulgences to help build St. Peter’s Basilica. On October 31, 1517, Martin Luther angrily nailed a sheet of paper with 95 theses on the university’s chapel door. Though he intended these to be discussion points, the Ninety-Five Theses laid out a devastating critique of the indulgences as corrupting people’s faith. Luther also sent a copy to Archbishop Albert Albrecht of Mainz, calling on him to end the sale of indulgences.

Aided by the printing press, copies of the Ninety-Five Theses

What did the Church do that angered Martin Luther?

What actions did Martin Luther take against the Catholic Church?

spread throughout Germany within two weeks and throughout Europe within two months. The Church eventually moved to stop the act of defiance. In October 1518, at a meeting with Cardinal Thomas Cajetan in Augsburg, Martin Luther was ordered to recant his Ninety-Five Theses by the authority of the pope. Luther said he would not recant unless scripture proved him wrong. He went further, stating that he didn’t believe the papacy had the authority to interpret scripture. The meeting ended in a shouting match and initiated his ultimate excommunication from the Church.

Throughout 1519, Martin Luther continued to lecture and write in Wittenberg. In June and July of that year he publicly declared that the Bible did not give the pope the exclusive right to interpret scripture, which was a direct attack on the authority of the papacy.

In January 1521, Martin Luther was officially excommunicated from the Roman Catholic Church. In March, he was summoned before the Diet [general assembly] of Worms, a general assembly of secular authorities. Again, Luther refused to recant his statement [...]

On May 8, 1521, the council released the Edict [decree] of Worms, banning Luther’s writings and declaring him a “convicted heretic.” This made him a condemned and wanted man. Friends helped him hide out at the Wartburg Castle [in Germany]. While in seclusion, he translated the New Testament into the German language to give ordinary people the opportunity to read God’s word.

Though still under threat of arrest, Martin Luther returned to Wittenberg Castle Church, in Eisenach, in May 1522. Miraculously, he was able to avoid capture and began organizing a new church, or the Lutheran Church. He gained many followers and got support from German princes.

[...]

Some works contained strident and offensive language against several segments of society, particularly Jews and Muslims.

[...]

Martin Luther was one of the most influential and controversial figures in the Reformation movement. His actions fractured the Roman Catholic Church into new sects of Christianity and set in motion reform within the Church. A prominent theologian, his desire for people to feel closer to God led him to translate the Bible into the language of the people, radically changing the relationship between church leaders and their followers.Source: http://www.biography.com/people/martin-luther-9389283#later-year

What technology allowed Martin Luther to spread his views against the Church?

How did the church respond to Martin Luther’s actions toward the Catholic Church?

What were Martin Luther’s views about the Bible?

Why did the Church ex-communicate Martin Luther?

What effect did the Edict of Worms have on the life of Martin Luther?

What did Martin Luther do when he was in seclusion? Why did he do this?

What is the Lutheran Church?

In addition to speaking out against the Church, who else did Martin Luther criticize?

What were the two major

long-term effects of Martin Luther’s actions?

Name _____________________ Date __________________________ Period _______

Lutheranism vs. Catholic Church Comparison Activity: Dialogue

What would Martin Luther Say? On the back of this handout write a brief debate between Martin Luther and Pope Leo X. Think about the following questions:

1. What would Luther say to the Pope?2. How would the Pope react to Luther?

Use all the information that you have collected in this lesson on Martin Luther and your background knowledge on the role of the Pope and church in Europe. (You must have at least 5 items for each person).

Justification by faith- Christ’s sacrifice atones for all sins, and it is only necessary to believe in it to be saved. Humans are saved by faith alone

Faith makes all people priests and priestesses. The priesthood of all believers- all believers have equal access to God and no other people in between are needed. There are no special sacramental functions belonging to any particular class

The scriptures are the only source of true doctrine- studying and understanding the Bible is therefore important to all believers. Translating the Bible into common languages and making it available to all is necessary

The bible only documents two sacraments; baptism, and the Lord’s Supper (so called to distinguish the Protestant practice from the Catholic Eucharist)

Edited from: http://www.lepg.org/religion.htm

Both faith and good works (acts of devotion, charity, the sacraments, etc) are necessary for salvation

The Catholic priesthood is necessary as only priests can perform the sacraments necessary for spiritual health and correctly interpret the meaning of scripture

Only the priesthood of the church can correctly interpret the meaning—Do not try this at home

There are seven sacraments: baptism, Eucharist, penance- confession, confirmation, marriage, holy orders, and last rites. Of these baptism can be performed by anyone in an emergency, and marriage is (a historical newcomer to the list) is technically bestowed by the two partners on one another. – all the

Luther:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Pope:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Luther:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Pope:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Luther:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Pope:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Luther:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Pope:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Luther:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Pope:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Luther:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Pope:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: _______________________________________ Date: __________________________Period: ___________

World History 9 pre-AP Luther

LutherDiscussion Questions

Luther is the story of Martin Luther, the monk and reformer whose personal struggle set about significant changes for the Christian church. The film begins with Luther, the law student, pleading with God to spare his life in a thunderstorm and takes us on his spiritual journey from monk to his defiant 95 theses, to his trial in Rome, excommunication and translation of the Bible for the common people.

1. In what ways has the film developed your understanding about the history of the Christian Church?

2. What did you think was the most important scene in the film?

3. The poster for Luther had the subtitle ‘Rebel, Genius, Liberator’. Which word best describes Luther for you and why?

4. Luther’s actions brought about religious freedom and social change. Would you agree with this statement? Why or why not?

5. What was the message of John Tetzel?

6. What effect do you think his message would have had on the people of the time?

7. Why were the Pope and Cardinals so resistant to change within the Church?

8. When the Princes refuse to stop the spread of Protestantism, during the final scene, it showed the completion of Luther’s work. What do you feel was his greatest legacy?

Name:_______________________________________________________ Date:________________________ Period:______World History 9 Pre-AP Luther, Calvin, and Henry VIII

Using the summaries below, create a pamphlet on the “Influential Men of the Reformation”. Your pamphlet will be split into 6 different sections:

1- Cover: Your cover must contain and visual and title which depicts the influence of these three individuals on Europe.

2-4Luther, Calvin, and Henry VIII: Each individual will have their own page. One paragraph biography describing the life and basic beliefs and practices of the

individual. Answer the question: What impact did this individual have on the Roman Catholic

Church? Re-write the quote and interpret it in your own words.

5- Your last page should address which person you feel had the most significant impact on society. Be sure to use specific examples from the summaries below to support your answer

MARTIN LUTHER

German monk (1483-1546)

Believed salvation came through faith in God, not through good works

Nailed 95 Theses (arguments) on a Church door in Wittenberg, Germany

Attacked the sale of indulgences

Believed that followers should read and interpret the Bible for themselves

Wanted changes in Church services

Believed that the clergy should marry

Excommunicated by the Pope

Later translated the New Testament into German, increasing its popularity among the people.

JOHN CALVIN

French religious scholar (1536)

Believed that the Bible is the supreme authority in matters of faith (not the clergy who interprets it)

Attacked the abuses of the clergy, such as the selling of indulgences

Believed in salvation through faith alone

God is sovereign - nothing can happen without God wanting it to happen

Believed in PREDESTINATION- certain people were chosen by God or predestined for salvation

The elect were the chosen one from God to be saved

Created a harsh and repressive theocracy (government headed by religious leaders) in Geneva

Strict religion:-no gambling, no dancing, no noise during Church services, no singing “outrageous songs,” must know prayers

Not everyone approved of Calvin’s changes but were tortured and killed if they were caught

HENRY VIII

1520: some English clergy were even thinking about Protestant ideas

The final break of the Catholic church came from the English King- Henry VIII

For political reasons, Henry wanted to end papal control over the English church

At first he stood boldly against the Protestant revolt; however an issue arose that set Henry at odds with the Catholic Church

After 18 years of marriage to Catherine of Aragon, they had only one daughter named Mary Tudor

He wanted to remarry because he felt only a son could take over the throne; he asked the pope to annul, or cancel his marriage to Catherine

Popes had annulled marriages before but he did not want to insult the Holy Roman Emperor Charles V (who was Catherine of Aragon’s nephew)

Henry decided he would stir up English feelings against the pope and would take over the English church

Through Parliament, Henry had a series of laws passed that would place the church under Henry’s rule

Act of Supremacy: 1534; made Henry “the only supreme head on Earth of the Church of England”

Henry appointed Thomas Cranmer as the archbishop who then annulled the king’s marriage to Catherine

Henry married Anne Boleyn, and had one daughter Elizabeth

Henry married four more times and only had one son, Edward

1536-1540: Henry shut down all convents and monasteries in England and seized their lands

New church of England: Anglican Church (combined Catholic and Protestant ideas)

Allowed use of the English bible and kept most Catholic forms of worship

1547: Henry died and his son Edward VI inherited the throne, religious turmoil swept England

QUOTE MATCHING:Determine who said each quote based on the information from today’s lesson and the notes on the previous pages.

John Calvin Martin Luther Henry VIII

“It behooves us to accomplish what God requires of us, even when we are in the greatest despair respecting the results”

- ________________________________________________

“For here in the sacrament [Communion] you receive from Christ’s lips the forgiveness of sins, which contains and conveys God’s grace and Spirit with all his gifts, protection, defense, and power aginst death and the devil and all evils.”

- ________________________________________________

"We are, by the sufferance of God, King of England; and the Kings of England in times past never had any superior but God."

- ________________________________________________

“To put it most simply, the power, effect, benefit, fruit, and purpose of Baptism is to save. No one is baptized in order to become a prince, but as the words say, to ‘be saved’. To be saved, we know, is nothing else than to be delivered from sin, death, and the devil and to enter into the kingdom of Christ and live with him forever.”

- ________________________________________________

Name: _________________________________ Date: __________________ Period: _____ World

Counter ReformationTASK: In groups, summarize your assigned reading on the chart below, and then create a poster according to the task on the other side; when you move around during the museum walk fill in the summaries for the other topics.

Reading Summary Notes Section

Definition of Catholic/Counter

Reformation

• Attempted to halt the spread of ____________________________

• Reaffirmed the beliefs of the _____________ _________ and the supreme authority of the _________.

Council of Trent

• Council of ______________ that clarified the _________________ teachings.

• Forbade the sale of __________________.

• Created stricter rules for the __________.

Inquisition

Church court set up to convict ________________ – non-Catholics

Ignatius of Loyola

• Created ________________ – Society of Jesus

• Spread Catholicism to the _______________ and _____________ by any means necessary

• Created stricter guidelines for ___________• Created universities to teach ____________

Reading Summary Notes Section

Witch Hunts

Believed witches were agents of the _______ and saw them as _______________________

Jews in the Reformation

• Many were placed on segregated cities called ________________- many wore __________________________________ for identification

Results of the Reformation

• End of __________________________ in Europe (North –Protestants, South- Catholics)

• Religious _______________

• Halted the spread of ______________ in Europe

How did the invention of the printing press impact the Protestant Reformation?Objective: Analyze the role of the printing press in the Protestant Revolution.

The earliest books were written on scrolls. From the Second Century A.D. to the present time, however, most books have been produced in the familiar codex format—in other words, bound at one edge. During the Middle Ages, manuscript books were produced by monks who worked with pen and ink in a copying room known as a scriptorium. Even a small book could take months to complete, and a book the size of the Bible could take several years. . . .

Source: www.hrc.utexas.edu/exhibitions/permanent/gutenberg/2a.html

According to these documents, how were books made before the development of the Gutenberg printing press?

By 1300, papermaking and printing technology reached Europe from China.

Source: Aramco World, May/June, 1999 (adapted) from the NYS Global History and Geography Regents Examination, June 2005

The invention of movable type in the 1400s allowed Johann Gutenberg to create the printing press in 1455 in Germany.

One of the first books produced by the printing press was the Bible.

. . . Gutenberg’s methods spread with stunning rapidity. By 1500 an estimated half million printed books were in circulation: religious works, Greek and Roman classics, scientific texts, Columbus’s report from the New World. An acceleration of the Renaissance was only the first by-product of the Gutenberg press. Without it, the Protestant movement might have been stillborn [failed], as well as the subsequent political and industrial revolutions. Gutenberg, however, got none of the glory. His brainchild [idea] bankrupted him; the year his Bible was published, a creditor took over his business. Little more is known of the inventor — in part because he never put his own name into print. . . .

Source: Robert Friedman, ed., The Life Millennium: The 100 Most Important Events & People of The Past 1,000 Years, Time, 1998 from NYS Global History and Geography Regents Exam, August, 2005

1. What impact did the printing press have on the production and circulation of books in Europe?

2. What impact did the printing press have on the Protestant Reformation?

Person / Event Discovery made/ Achievement How did this person/event/ or discovery threaten the Catholic Church’s absolute authority

Background on Scientific

Revolution: Group 1

Copernicus:Group 2

Galileo: Group 3

Isaac Newton: Group 4

Scientific Method:Group 5

Scientific Revolution

BACKGROUND OF THE SCIENTIFIC REVOLUTION

During the Renaissance, Humanists turned to ancient classical ideas. Scholars, artists, and scientists relied on the classic ideas presented by the ancient Greeks and Romans. A change occurred in the field of science beginning in the middle of the 1500s. This change is often referred to as the scientific revolution. Up until the 1500s, scholars accepted the

idea of an ancient Greek astronomer Ptolemy. Ptolemy’s idea was that the earth was fixed in the center of the universe and all planets, stars, and other heavenly bodies rotated around the stationary planet earth. Most accepted this mistaken idea as it seemed to make sense, and followed the teachings of the Catholic Church. Some

startling discoveries changed the way Europeans viewed the physical world during the 1500s. Scientists challenged what ancient writers and the Catholic Church had said about the earth, and the sun. These scientists looked around them. They observed

nature, saw how people lived, and learned that that the earth moved around the sun. They asked questions, and would not accept things that they could not prove.

1. Prior to the Scientific Revolution what were the two sources of knowledge for most people? (i.e. Where did people get their understanding of the world?)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How did scientists come up with new understandings of the world they lived in?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. If the teachings of famous scientists and trusted authorities are proven wrong what might this cause people to think or do?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Copernicus 1473- 1543Copernicus is said to be the founder of modern astronomy. In 1543, Nicolaus Copernicus published “On the Revolutions of the Heavenly Spheres.” In this book he presented the

idea that the universe was actually Heliocentric- or sun centered. According to Copernicus’s’ findings, the sun stood at the center of the universe, and all planets

rotated around it. The discoveries made by Copernicus contradicted the bible and the teachings of Ptolemy. In the dedication section of his book, he pleaded for the Popes protection. Copernicus was fearful that he would be considered a heretic (one who

commits crimes against the church) and wanted the pope to protect him. Copernicus did not live to see the impact his book had on the world as his own fear prohibited its

publication until after his death.

1. What field of science did Copernicus work in? ____________________________________________________________________________________________________________________________________________________________________________________

2. What was the major discovery made by Nicolaus Copernicus? ____________________________________________________________________________________________________________________________________________________________________________________

3. Did Copernicus’s discoveries lead to problems between him and the Catholic Church, why or why not? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Galileo 1564- 1642

In an effort to expand and prove the Copernican theory of Heliocentrism Galileo Galilee used a newly advanced technology, the telescope, to begin regular observations of the

universe. Galileo modified the telescope, making it significantly stronger, this modification allowed him to observe (for the first time) mountains on the moon. With the telescope Galileo observed the four moons of Jupiter moving slowly around that planet- in the same manner that Copernicus described the rotation of the Earth around the sun.

His discoveries proved the Copernican system which states that the earth and other planets revolve around the sun. Prior to the Copernican system, it was believed that the universe was geocentric (meaning the sun revolved around the earth). Galileo's belief in the Copernican system eventually got him into trouble with the Catholic Church. Galileo

was found guilty of heresy (crimes against the Catholic Church), and was sent to his home near Florence where was to be under house arrest for the remainder of his life.

1. What invention did Galileo improve upon? What did this allow him to do?

______________________________________________________________________________________________________________________________________________________________________________________________________

2. What did Galileo observe that help proved Copernicus’s theory? ________________________________

______________________________________________________________________________________________________________________________________________________________________________

3. Did Galileo’s discoveries lead to problems between him and the Catholic Church? Why or why not? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sir Isaac Newton (1643-1727)

Newton was an English physicist, mathematician, astronomer, theologian, and natural philosopher. His book, Philosophiæ Naturalis Principia Mathematica published in

1687, and said to be the greatest single work in the history of science, described universal gravitation and the three laws of motion, laying the groundwork for classical mechanics, which dominated the scientific view of the physical universe for the next

three centuries and is the basis for modern engineering. He used the Latin word gravitas (weight) for the effect that would become known as gravity. Newton is credited with

removing the last doubts about heliocentrism [sun-centered model of the universe] and advancing the scientific revolution.

In optics, he invented the reflecting telescope and developed a theory of color based on the observation that a prism breaks down white light into a visible spectrum. In

mathematics, Newton shares the credit for the development of the calculus.Although the laws of motion and universal gravitation became Newton's best-

known discoveries, he warned against using them to view the universe as a mere machine. He said, "Gravity explains the motions of the planets, but it cannot explain who set the planets in motion. God governs all things and knows all that is or can be done."

1. What does Newton discover?____________________________________________________________________________________________________________________________________________________________________________________

2. How do Newton’s discoveries still influence the world today?____________________________________________________________________________________________________________________________________________________________________________________

3. Did Newton’s discoveries lead to problems between him and the Catholic Church? Why/why not? (HINT: see quote)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Scientific Method

This method refers to the body of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge. It is based on gathering observable, empirical and measurable evidence subject to specific principles of reasoning. A scientific method consists of the collection of data through observation and experimentation, and the formulation and testing of hypotheses.

Scientific researchers propose hypotheses as explanations of phenomena, and design experimental studies to test these hypotheses. These steps must be repeatable in order to predict dependably any future results. This in turn may help form new hypotheses or place groups of hypotheses into context.

A basic expectation is to document, archive and share all data and methodology so it is available for careful scrutiny by other scientists, thereby allowing other researchers the opportunity to verify results by attempting to reproduce them.

1. How does a scientist collect data by using the Scientific Method?____________________________________________________________________________________________________________________________________________________________________________________

2. Why is it important to document and share findings with the scientific community?____________________________________________________________________________________________________________________________________________________________________________________

3. How did this method validate the findings during the Scientific Revolution?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Documents

AP Packet 9... · Web viewUnit 9: Europe During the Medieval Ages Name: _____ Teacher: _____ IB/AP World History 9 Commack High School Please Note:

AP Packet 9... · Web viewUnit 9: Europe During the Medieval Ages Name: _ Teacher: _ IB/AP World History 9 Commack High School Please Note: