High medieval europe

Chapter Introduction

Section 1 Peasants, Trade, and Cities

Section 2 Christianity and MedievalCivilization

Section 3 The Culture of the High Middle Ages

Section 4 The Late Middle Ages

Chapter Summary

Chapter Assessment

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The Impact TodayThe events that occurred during this time period still impact our lives today.

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• The revival of trade brought with it a money economy and the emergence of capitalism, which is widespread in the world today.

• Modern universities had their origins in medieval Europe.

• The medieval history of Europe can be seen today in Europe’s great cathedrals.

• bourgeoisie

People to Identify

• Venice

Places to Locate



• Flanders

• patricians

Peasants, Trade, and Cities

• What changes during the High Middle Ages enabled peasants to grow more food?

Preview Questions



• What were the major features of the manorial system?


Preview of Events




The New Agriculture• The number of people almost doubled in

Europe between 1000 and 1300, from 38 to 74 million people.



• One reason is that increased stability and peace enabled food production to rise dramatically.

• Food production increased also because a climate change improved growing conditions and more land was cleared for cultivation.

• Europe had more farmland in 1200 than it does today.

(pages 315–317)(pages 315–317)



The New Agriculture (cont.) • Technological changes also aided

farming.

• Water and wind power began to do jobs once done by humans or animals.

• Also, iron was used to make scythes, axes, hoes, saws, hammers, and nails.

• Most importantly iron was used to make the carruca, a heavy, wheeled plow with an iron plowshare pulled by animal teams.

(pages 315–317)(pages 315–317)



• A new horse collar, which distributed the weight throughout the horse’s shoulders, and the horseshoe allowed horses to replace the slow oxen to pull the extremely heavy carruca.

• The shift from a two-field to a three-field system of crop rotation also increased food production.

The New Agriculture (cont.)

(pages 315–317)(pages 315–317)

Click the mouse button or press theSpace Bar to display the answer.


Why does crop rotation enrich a field’s soil?

Using different crops and letting fields lie fallow allow the soil’s nutrients to be replenished or not be used up so fast.

The New Agriculture (cont.)

(pages 315–317)(pages 315–317)



The Manorial System• Medieval landholding nobles were a

military elite who needed the leisure to pursue the arts of war.

• Peasants worked the lords’ landed estates on the fiefs of the vassals.

• These estates provided the needed economic support for the nobles.

(pages 317–318)(pages 317–318)



Daily Life of the Peasantry• European peasant life was simple with

little privacy.

• The peasants’ one- or two-room cottages were built with wood frames surrounded by sticks.

• Spaces between the sticks were filled with straw and rubble, and then plastered over with clay.

• Roofs were thatched.

• A central hearth was used for heating and cooking.

(pages 318–319)(pages 318–319)



Daily Life of the Peasantry (cont.) • There were few windows and no

chimney.

• Smoke escaped out cracks and through the thatch.

(pages 318–319)(pages 318–319)



• Meat was preserved with salt.

• February and March brought plowing for spring planting.

• Summer was a time for lighter work on the estates.

Daily Life of the Peasantry (cont.)

(pages 318–319)(pages 318–319)



• A peasant’s life was not all labor because of the numerous Catholic feast days, or holidays.

• The three great feasts were Christmas, Easter, and Pentecost.

• Other feast days were dedicated to saints or the Virgin Mary.

• More than 50 days a year were essentially holidays.


(pages 318–319)(pages 318–319)



• The village church was a crucial part of the manorial system.

• The priests taught the basic Christian ideas to enable peasants to achieve salvation.

• However, most priests were peasants who could not read, so just how well the Christian message was communicated to the serfs is not known.

• Probably they saw God as a force to be appeased to help with the harvest.


(pages 318–319)(pages 318–319)



• Women had a difficult but important role in manorial life.

• They worked the fields and had children.

• Their ability to manage the household could determine if the family survived hard times.


(pages 318–319)(pages 318–319)



• The peasant’s diet was adequate.

• The staple was bread baked in community ovens.

• The dark, heavy bread was nutritious because it contained wheat, rye, barley, millet, and oats.

• Peasants usually ate meat only on feast days such as Easter and Christmas.

• Peasants raised vegetables and fruit, and made cheese.

• Chickens provided eggs.


(pages 318–319)(pages 318–319)

• Grains were important also for making ale, the most common drink of the poor in northern Europe.


(pages 318–319)(pages 318–319)

The Revival of Trade• In the eleventh and twelfth centuries, a

revival of trade and the associated growth of towns and cities changed the economic foundation of Europe from being almost exclusively agricultural.

(pages 319–320)(pages 319–320)

• Italian cities took the lead.

• Venice developed a mercantile fleet and became a major trading center by the end of the tenth century.

• The Italian cities traded mainly in the Mediterranean area.





The Revival of Trade (cont.) • The towns of Flanders–the area along the

coast of present-day Belgium and northern France–traded in northern Europe.

• These were most known for woolen cloth.

• Flemish towns like Bruges and Ghent became centers for the trade and manufacture of this cloth.

(pages 319–320)(pages 319–320)



The Revival of Trade (cont.) • To encourage exchange between

Flanders and Italy, the counts of Champagne in northern France held six trade fairs a year.

• Northern merchants exchanged furs, woolen cloth, tin, and honey for the cloth and swords of northern Italy and the silks, sugar, and spices from the East.

(pages 319–320)(pages 319–320)



• Demand for gold and silver arose at trading fairs and markets.

• A money economy–an economic system based on money rather than barter–arose.

• Trading companies and banks began to manage the exchange and sale of goods.

• These new practices were part of the rise of commercial capitalism–an economic system in which people invested in trade and goods to make profits.

The Revival of Trade (cont.)

(pages 319–320)(pages 319–320)

What are the advantages of a money economy over a barter economy?



The chief advantage is that to barter, one must find a person who has what you want and wants what you have, which is quite economically inefficient.

The Revival of Trade (cont.)

(pages 319–320)(pages 319–320)



The Growth of Cities • Expanding trades led to a revival of

cities.

• Merchants began to settle in the old Roman cities.

• Artisans followed. They brought skills to make goods that merchants could sell.

(pages 320–321)(pages 320–321)



The Growth of Cities (cont.) • New cities and towns were founded,

especially in northern Europe.

• Typically, a group of merchants built a settlement near a castle for the trade and the lord’s protection.

• If the settlement prospered, walls were built to protect it.

• The merchants and artisans of these cities later came to be called burghers or bourgeoisie, from the German word burg, which means “a walled enclosure.”

(pages 320–321)(pages 320–321)



• Medieval cities were comparatively small.

• A large trading city would have only about five thousand inhabitants.

• In the late 1200s, London had more than 40,000 people.

• The large Italian cities had more than 80,000 inhabitants.

• Constantinople and the major Arab cities were much larger, however.

The Growth of Cities (cont.)

(pages 320–321)(pages 320–321)



• The towns were tied to the lords and land around them.

• Lords wanted to treat the townspeople as vassals or serfs, but the inhabitants saw things differently.

• By 1100, townspeople had the right to buy and sell property, freedom from military service to the lord, and laws guaranteeing their freedom.


(pages 320–321)(pages 320–321)



• Some towns had the right to govern themselves.

• Over time the cities developed their own governments.

• Only males born in the city or who had lived there a long time were citizens.

• These often elected a city council, who served as judges and local legislators. Elections were carefully rigged to make sure only the patricians, members of the wealthiest and most powerful families, won.


(pages 320–321)(pages 320–321)

Why do you think elections were rigged to elect the patricians?



The elections were rigged so that the interests of the wealthy and powerful were protected.


(pages 320–321)(pages 320–321)



Daily Life in the Medieval City • Medieval towns were surrounded by

stone walls, which were expensive.

• Therefore, the space inside was filled tightly.

• Houses were close to one another, and the streets were narrow.

(pages 321–322)(pages 321–322)



Daily Life in the Medieval City (cont.) • Fire was a great danger because houses

were wooden up to the fourteenth century.

• It was also a constant threat because candles and wood fires were used for light and heat.

• Once a fire started, putting it out was difficult.

(pages 321–322)(pages 321–322)



• The physical environment of the towns was unpleasant.

• The cities and towns were dirty and smelled of human and animal waste.

• Air pollution from the ubiquitous wood fires was a problem.

• Blood from slaughtered animals and chemicals from such activities as tanning went into the rivers.

• Cities relied on wells for drinking water.

Daily Life in the Medieval City (cont.)

(pages 321–322)(pages 321–322)



• Medieval cities had private and public baths.

• The great plague closed them in the fourteenth century.


(pages 321–322)(pages 321–322)



• There were many more men than women in medieval cities.

• Women could lead quite independent lives even though they were expected to fulfill the usual roles of taking care of the house and raising children.

• They could lead fairly independent lives because they helped their husbands at their trades and sometimes carried on his trade after his death.


(pages 321–322)(pages 321–322)

What would bother you most about living in a medieval town or city?


(pages 321–322)(pages 321–322)



Industry and Guilds • Medieval cities became important

manufacturing centers for such goods as cloth, metalwork, shoes, and leather goods.

• Beginning in the eleventh century, craftspeople organized into business associations called guilds.

• They played a leading role in urban economic life.

• Almost every craft had a guild, as did some kinds of merchants.

(page 322)(page 322)



Industry and Guilds (cont.) • Craft guilds directed almost every aspect

of the production process.

• They set quality standards, specified methods of production, and fixed the prices for the finished products.

• Guilds determined how many people could enter a guild and the procedure for entering.




• A person who wanted to learn a trade first became an apprentice to a master craftsperson at around age 10.

• Apprentices received room and board, but no pay.

• After learning for five to seven years, apprentices became journeymen. They worked for wages for other masters.

• To become masters, the journeymen had to produce a masterpiece, a finished product in their craft.

Industry and Guilds (cont.)


• The journeyman was admitted to the guild based on this work.



What contemporary institution resembles the medieval guild in some ways?



The contemporary union bears a resemblance to the medieval guild. Unions look out for the interests of workers, and many unions have apprenticeship programs.



Explain the process of becoming a master in a guild. What do you think motivated people to participate in and endure this demanding process?

Checking for Understanding

The process of becoming a master in a guild includes starting as an apprentice to a master, then becoming a journeyman, then a master. People did this for financial security.






List the economic developments of the Middle Ages that allowed for the emergence of commercial capitalism.

A money economy, new trading companies, and banking firms allowed for the emergence of commercial capitalism.

Critical Thinking



Explain Why were the three-field system and heavy iron plows so important to increased food production?

They were important because one-third, rather than one-half, of the land lay fallow, and they allowed more land to be cultivated.

Analyzing Visuals



Examine the illustration of peasants working in a field shown on page 319 and the chart shown on page 318 of your textbook. Use the illustration and chart to help you describe the major characteristics of the economic system of manorialism.

Manorialism depended on agriculture. The serf’s livestock provided food and clothing for the manor. Excess could be traded or sold.

Close

Summarize how the focus of medieval life gradually shifted from the feudal manor to the towns.

Preview of Events

Christianity and Medieval Civilization





The Papal Monarchy • The papal control of the Papal States in

central Italy kept the popes involved in politics, often at the expense of their spiritual duties.

• The Church became increasingly involved in the feudal system.

• Bishops and abbots came to hold their offices as grants from nobles, and so were vassals.

• These bishops and abbots often cared little about spiritual duties.

(pages 323–325)(pages 323–325)



The Papal Monarchy (cont.) • By the eleventh century Church leaders

realized the need to be free from the interference of lords in the appointment of Church officials.

• Pope Gregory VII decided to fight the practice of lay investiture.

(pages 323–325)(pages 323–325)



• When an individual became a Church official he was given a ring and a staff as symbols of the authority he was invested with.

• Secular, or lay, officials began granting this investiture.

• Pope Gregory VII saw the need to stop this practice.

• Only then could the Church regain its freedom, the sole right to appoint clergy and run its own affairs.

The Papal Monarchy (cont.)

(pages 323–325)(pages 323–325)



• If secular rulers did not accept this, the pope would remove them.

• Gregory VII believed the pope’s authority extended over all rulers.


(pages 323–325)(pages 323–325)



• Gregory VII found himself in conflict with Henry IV, the German king, over his views.

• The German kings had appointed high-ranking Church officials for years and made these officials vassals, to fight the power of the nobles.

• Gregory finally issued a decree forbidding lay investiture.


(pages 323–325)(pages 323–325)



• The struggle between Gregory VII and Henry IV became known as the Investiture Controversy.

• In 1122 a new German king and a new pope reached an agreement called the Concordat of Worms.

• Church officials first elected the German bishop.

• The new bishop then paid homage to the king as his lord, and the king invested him with the symbols of earthly office.


(pages 323–325)(pages 323–325)

• A representative of the pope then invested the bishop with symbols of his spiritual office.


(pages 323–325)(pages 323–325)



• The twelfth-century popes were most interested in strengthening papal power and building a strong administrative system.

• The Catholic Church reached the height of its political power during the papacy of Pope Innocent III.

• He believed the pope was the supreme judge and ruler of European affairs.


(pages 323–325)(pages 323–325)



• To exercise his power, Innocent III especially used the interdict.

• An interdict forbids a priest to give the sacraments (Christian rites) to a particular group of people.

• People under interdiction lost the comforts and blessing of religion, and so they exerted pressure against their ruler to follow the pope’s wishes.


(pages 323–325)(pages 323–325)

On what basis might Gregory VII and other popes have believed they had authority over secular monarchs?



Their argument was that they were the representative of God’s power and authority, and God’s power and authority outweighed human power and authority.


(pages 323–325)(pages 323–325)

• A wave of religious enthusiasm seized Europe in the first half of the twelfth century and led to a spectacular growth in the number of monasteries and new orders.

New Religious Orders

(pages 325–327)(pages 325–327)



New Religious Orders (cont.) • The most important new order was the

Cistercians, founded by a group of disgruntled Benedictine monks in 1098.

• The order spread rapidly throughout Europe.

• Cistercians were strict. They had only one robe and ate a simple diet; their churches and monastic buildings had no decorations.

(pages 325–327)(pages 325–327)



• Cistercians were more active in the world than Benedictine monks.

• They took their religion to the people outside of the monastery.

New Religious Orders (cont.)

(pages 325–327)(pages 325–327)



• The number of women joining religious houses grew dramatically.

• Most nuns came from the landed aristocracy.

• Female intellectuals like Hildegard of Bingen found convents a haven for their activities.

• Hildegard of Bingen became abbess of a convent, and she was also one of the first women composers.

• She contributed to the genre called Gregorian chant.


(pages 325–327)(pages 325–327)

• She was also sought out for her advice as a mystic and prophetess.


(pages 325–327)(pages 325–327)



• The Franciscans and Dominicans emerged in the thirteenth century.

• Each had a strong impact on the lives of ordinary people.

• Saint Francis of Assisi founded the Franciscans.

• Born into wealth, he had a series of spiritual experiences that led him to abandon material pursuits and preach poverty.

• His simplicity, joy, and love attracted followers.


(pages 325–327)(pages 325–327)



• Franciscans rejected all property and lived by working and begging for food.

• The Franciscans became popular with the poor, among whom they lived and whom they helped.

• Unlike many other religious orders, the Franciscans lived in the world and undertook missionary work.


(pages 325–327)(pages 325–327)



• The Spanish priest Dominic de Guzmán founded the Dominicans to defend Church teachings from heresy–the denial of basic Church doctrines.

• People who denied Church doctrines were called heretics.

• Dominic believed that the best way to combat heresy was to have an order of men who lived in poverty and preached effectively.


(pages 325–327)(pages 325–327)



• The Church’s wish to discover and deal with heretics led to the Inquisition, or Holy Office.

• This court was instituted to try heretics, and it developed a regular way to deal with them.

• Heretics who confessed performed public penance and were punished, for example by flogging.


(pages 325–327)(pages 325–327)



• From 1252 on, those who did not confess voluntarily were tortured until they confessed.

• Many who did not confess were considered guilty and were executed by the state.

• Relapsed heretics were also subject to execution.

• For Christians of the thirteenth century, using force to save souls was the right thing to do.

• Heresy was a crime against God, and people’s salvation hung in the balance.


(pages 325–327)(pages 325–327)

Why did most nuns in the High Middle Ages come from the aristocracy?



Convents were convenient for families who were unable or unwilling to find husbands for their daughters, for aristocratic women who did not wish to marry and had the option not to, or for widows.


(pages 325–327)(pages 325–327)



• The sacraments of the Catholic Church, such as baptism, marriage, and Communion, were very important to ordinary people.

Popular Religion in the High Middle Ages

• The sacraments were a means for receiving God’s grace and were necessary for salvation.

• Only clergy could give the sacraments, which made people dependent on the clergy.

(pages 327–328)(pages 327–328)



Popular Religion in the High Middle Ages (cont.)

• Saints had a special position in Heaven and could ask for favors before the throne of God.

• The apostles were recognized throughout Europe as saints.

• Local saints such as Saint Nicholas, the patron saint of children and the inspiration for Santa Claus, sprang up.

• Venerating saints was also important to ordinary people.

(pages 327–328)(pages 327–328)



• Many European churches in the twelfth and thirteenth centuries were dedicated to her.

Popular Religion in the High Middle Ages (cont.) • The Virgin Mary was the most highly

regarded saint of the High Middle Ages.

(pages 327–328)(pages 327–328)



• They were worshipped because it was believed that they offered a connection between the earthly world and God, they could heal, or they produced other miracles.

Popular Religion in the High Middle Ages (cont.) • Emphasis on the saints was tied to the

use of relics, usually bones of saints or objects connected with the saints.

(pages 327–328)(pages 327–328)



• The Holy City of Jerusalem was the greatest such site.

• Rome, with its relics of Saints Peter and Paul, and the Spanish town of Santiago de Compostela, supposedly where the Apostle James is buried, were also important pilgrimage destinations.

Popular Religion in the High Middle Ages (cont.) • Medieval Christians also believed that a

pilgrimage to a holy shrine produced a spiritual benefit.

(pages 327–328)(pages 327–328)



Medieval Christians believed that relics produced miracles, especially of healing. What is a miracle in the religious sense?

In the religious sense a miracle is an event that occurs but does not adhere to the laws of the realm of nature. The event’s cause must be divine grace, it is believed.

Popular Religion in the High Middle Ages (cont.)

(pages 327–328)(pages 327–328)

Explain the use of the interdict.


The Interdict deprived people of sacraments and pressured rulers to submit to the pope.






List the new religious orders created during the Middle Ages.

Cistercian, Franciscan, and Dominican were the new religious orders created during the Middle Ages.

Critical Thinking

Explain Why was the Catholic Church such a powerful influence in lay people’s lives during the Middle Ages?

The Church and sacraments were essential to salvation.



Identify the figures pictured in the cathedral window shown on page 328 of your textbook. What central ideas of the Roman Catholic Church does the window from Chartes illustrate?

Analyzing Visuals

The window illustrates the mediating role of the Virgin Mary and saints.



Close

Discuss the dominant role of the Church in the lives of medieval people. How dominant are the major religions today in people’s lives?



• An intellectual revival led to the formation of universities.

Main Ideas

The Culture of the High Middle Ages

Key Terms• theology

• scholasticism

• vernacular

• In the High Middle Ages, new technical innovations made it possible to build Gothic cathedrals, which are one of the great artistic triumphs of this age.



• Aristotle

People to Identify

• Bologna

Places to Locate

• Paris

• Oxford

• St. Thomas Aquinas


• What were the major cultural achievements of European civilization in the High Middle Ages?

Preview Questions



• What role did theology play in the European intellectual world?


Preview of Events






• The modern-day university is a product of the High Middle Ages.

The Rise of Universities

• The word university comes from the Latin universitas, meaning “corporation” or “guild.”

• Medieval universities were guilds that produced educated and trained individuals.

(pages 329–330)(pages 329–330)



The Rise of Universities (cont.) • The first university appeared in Bologna,

Italy.

• A great teacher of Roman law named Irnerius attracted students there from all over Europe.

• To protect their rights, students at Bologna formed a guild, which was chartered in 1158.

• The charter gave the guild the right to govern its own affairs.

(pages 329–330)(pages 329–330)



• The first university in northern Europe was the University of Paris.

• In the second half of the twelfth century, some students left Paris and went to England, founding a university at Oxford.

• There were 80 European universities by 1500.

The Rise of Universities (cont.)

(pages 329–330)(pages 329–330)



• Students began their university education with the traditional liberal arts: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy.

• Medieval universities taught through the lecture method.

• Teachers read from the few existing copies of books and added their commentary.

• There were no written exams. To graduate, the student had an oral examination with a committee of teachers.


(pages 329–330)(pages 329–330)



• The student would receive a bachelor of arts and later might earn a master of arts, if he passed.

• No women attended these universities.

• A student could go on to study law, medicine, or theology–the study of religion and God.

• A student who passed the oral exam in one of these received a doctoral degree.

• Universities provided the teachers, administrators, lawyers, and medical doctors for medieval society.


(pages 329–330)(pages 329–330)



In 1500, there were 80 universities in all of Europe. Thousands of universities now exist in the United States. What accounts for the difference?

Possible answers: A larger population, democratization, and the need to train a large workforce account for the thousands of universities in the United States today.


(pages 329–330)(pages 329–330)



• Theology was the most highly regarded subject at medieval universities.

The Development of Scholasticism

• The philosophical and theological system known as scholasticism became very important in the twelfth century.

• The main point of scholasticism was to harmonize Christian teachings with Greek philosophy, especially Aristotle.

(pages 330–331)(pages 330–331)



The Development of Scholasticism (cont.)

• The works of Aristotle were introduced to Europe in the twelfth century, largely through the work of Muslim and Jewish scholars.

• Aristotle had arrived at his conclusions through rational thought, however, not faith, and some ideas contradicted Church teachings.

(pages 330–331)(pages 330–331)



• Saint Thomas Aquinas made the most important attempt to reconcile Aristotle with Christianity, or to reconcile the knowledge through Scripture with the knowledge gained through reason and experience.

• Aquinas is best known for his Summa Theologica (a summa was a summary of all knowledge on a given subject).

• This masterpiece was organized by the logical method of investigation used by scholasticism.


(pages 330–331)(pages 330–331)



• Aquinas first posed a question, then cited sources offering opposing opinions on the question, and then reconciled them and arrived at his own conclusions.

• Aquinas believed that the truths of reason and the truths of faith did not contradict.

• Reason and experience could arrive at truths about the physical universe, but reason and experience unaided by faith could not grasp spiritual truths.


(pages 330–331)(pages 330–331)



What was the main goal of scholasticism?

The main goal was to harmonize Christian teachings with the works of the Greek philosophers and to show that what was accepted through faith was in harmony with what could be learned through reason and experience.


(pages 330–331)(pages 330–331)



• Latin was the universal language of medieval civilization.

Vernacular Literature and Architecture

• In the twelfth century, new literature was being written in the vernacular–the everyday language of particular regions, such as Spanish or English.

• Educated people at courts and in the cities took an interest in vernacular literature, often as a new source of entertainment.

(pages 331–333)(pages 331–333)



Vernacular Literature and Architecture (cont.) • The most popular vernacular literature

was troubadour poetry, chiefly the product of nobles and knights.

• It told of a knight’s love for a lady who inspired him, usually from afar, to be a braver knight.

(pages 331–333)(pages 331–333)



• The earliest and finest example is the Song of Roland, which appeared written in French around 1100.

• Heroic epics describe battles and political contests.

• The epic world was one of combat.

• Women played little or no role in this literature.

Vernacular Literature and Architecture (cont.) • The chanson de geste, or heroic epic,

was another type of vernacular literature.

(pages 331–333)(pages 331–333)



• Initially, these cathedrals were in the Romanesque style, built in the basilica shape favored in the late Roman Empire.

• The Romanesque basilica was topped with a long, round, stone-arched structure called a barrel vault.

Vernacular Literature and Architecture (cont.) • In the eleventh and twelfth centuries, an

explosion of building in medieval Europe, especially of churches, took place.

(pages 331–333)(pages 331–333)



• The Romanesque churches, therefore, were dark and resembled fortresses.

• In the twelfth century, a new Gothic style appeared.

• The Gothic cathedral is one of the artistic triumphs of the High Middle Ages.

• Two innovations made it possible.

Vernacular Literature and Architecture (cont.) • Because stone roofs were so heavy, the

churches needed massive pillars and had little space for windows.

(pages 331–333)(pages 331–333)



• The Gothic cathedrals rose higher, therefore, creating an impression of the building reaching towards God.

Vernacular Literature and Architecture (cont.) • One innovation was replacing the barrel

vault with ribbed vaults and pointed arches.

(pages 331–333)(pages 331–333)



• This distributed the weight of the church’s vaulted ceilings and eliminated the thick, heavy walls of the Romanesque style.

• Since Gothic cathedrals had fairly thin walls, they could have windows, which were filled with magnificent stained glass.

Vernacular Literature and Architecture (cont.) • The other innovation was the flying

buttress–a heavy, arched, stone support on the outside of the building.

(pages 331–333)(pages 331–333)



• With its soaring towers and light-filled interior, the Gothic cathedral testifies to an age when most people believed in a spiritual world.

Vernacular Literature and Architecture (cont.) • The windows also created a play of

natural light inside the cathedral; natural light was believed to be a symbol of the divine light of God.

(pages 331–333)(pages 331–333)



Troubadour poetry was the dominant form of love poetry for its time. Where do we principally get something like love poetry in modern culture?

Today’s popular music is similar to love poetry.

Vernacular Literature and Architecture (cont.)

(pages 331–333)(pages 331–333)

__ 1. a medieval philosophical and theological system that tried to reconcile faith and reason

__ 2. the study of religion and God

__ 3. the language of everyday speech in a particular region

A. theology

B. scholasticism

C. vernacular

Define Match each definition in the left column with the appropriate term in the right column.

B

A

C


Click the mouse button or press theSpace Bar to display the answers.Click the mouse button or press theSpace Bar to display the answers.

Explain the origin of universities in Europe.


Universities were created as educational guilds to produce educated, trained men.






Describe the possibilities open to a student who had completed the liberal arts curriculum at a medieval university in Europe.

Students could go on to study law, medicine, or theology.

Critical Thinking



Explain How did the architecture of the Gothic cathedral reflect medieval religious values?

Pointed arches and ribbed vaults focused upward toward God. Sunlight through stained glass symbolized God’s light.

Analyzing Visuals



Examine the image on page 331 of your textbook. What does it convey about the role of the troubadour in European society during the Middle Ages?

Troubadours performed for wealthy, private audiences.

Close

Discuss how Christian Europeans of the Middle Ages demonstrated their faith and spirituality through their architecture.



• Europe in the fourteenth century was challenged by an overwhelming number of disastrous forces.

Main Ideas

The Late Middle Ages

Key Terms• Black Death • new monarchies

• taille• anti-Semitism • Great Schism

• European rulers reestablished the centralized power of monarchical governments.



• Pope Boniface VIII

People to Identify• Henry V • Isabella • Ferdinand

• Avignon

Places to Locate• Agincourt

• Orléans


• Crécy

• King Philip IV • John Hus

• How did the Black Death impact European society?

Preview Questions




• What were the “new monarchies”?

Preview of Events






• In the fourteenth century, some catastrophic changes took place in Europe.

The Black Death

• The worst was the Black Death. • It was the most devastating natural

disaster in European history.

• It horrified people and seemed an incomprehensible evil force.

(pages 335–336)(pages 335–336)



The Black Death (cont.) • Bubonic plague was the most common

form of the Black Death.

• Black rats infested with fleas carrying a deadly bacterium spread it.

• Italian merchants brought it from Caffa, on the Black Sea.

(pages 335–336)(pages 335–336)



• Usually, the Black Death followed trade routes.

• Between 1347 and 1351, it ravaged most of Europe.

• Possibly as many as 38 million people died in those four years, out of a total population of 75 million.

• The Italian cities were hit hardest, losing 50 to 60 percent of their population.

The Black Death (cont.)

(pages 335–336)(pages 335–336)



• Many people believed the plague was a punishment sent by God for their sins or was caused by the devil.

• The plague led to an outbreak of anti-Semitism–hostility toward Jews.

• Persecution was the worst in Germany.

• Some people thought that the Jews had caused the plague by poisoning their towns’ wells.

• Many Jews fled eastward, especially to Poland, where the king protected them.


(pages 335–336)(pages 335–336)



• The death of so many people had strong economic consequences.

• Trade declined.

• The shortage of workers made the price of labor rise.

• The lowered demand for food resulted in falling prices.


(pages 335–336)(pages 335–336)



The Black Death caused some people to persecute Jews. Some say that AIDS is a similar epidemic of our time. Has it caused persecution or something comparable?

Possible answer: AIDS has not caused widespread persecution like that of the Jews during the Middle Ages, but it has caused widespread discrimination.


(pages 335–336)(pages 335–336)



• The Roman Catholic popes reached the height of their power in the thirteenth century.

The Decline of Church Power

• A series of problems in the next century lessened the Church’s political position.

• European kings grew unwilling to accept the papal claims of supremacy over both religious and secular matters, as the struggle between Pope Boniface VIII and King Philip IV of France shows.

• Their struggle had serious consequences for the papacy.




The Decline of Church Power (cont.) • Philip claimed he had the right to tax the

clergy.

• The pope said that in order to pay taxes, the clergy would need the pope’s consent.

• Philip rejected this position and sent troops to bring Boniface to France for trial.

• The pope escaped but soon died from shock.

• Philip then engineered to have a Frenchman, Clement V, elected pope in 1305. (page 337)(page 337)



• The new pope established himself at Avignon, not Rome.

• The popes lived there from 1305 to 1377.

• The pope not living in Rome seemed improper, as did the splendor of how the popes lived in Avignon.

• Pope Gregory XI recognized the decline in papal prestige and returned to Rome in 1377. He died soon after his return.

The Decline of Church Power (cont.)




• The citizens of Rome told the cardinals to elect an Italian pope or fear for their lives.

• The terrified cardinals elected one–Pope Urban VI.

• Soon a group of French cardinals declared the election invalid and chose a Frenchman as pope. He went to Avignon.

• There now were two popes, beginning what has been called the Great Schism of the Church.





• The Great Schism lasted from 1378 to 1417 and divided Europe politically.

• It also damaged the Church.

• Each pope denounced the other as the Antichrist, and people’s faith in the papacy and the Church was shaken.

• At a council in 1417, a new pope acceptable to all parties was elected, ending the Great Schism.





• This crisis in the Catholic Church led to cries for an end to the clergy’s corruption and the papacy’s excessive power.

• One protesting group was the Czech reformers led by John Hus.

• He was accused of heresy and burned at the stake in 1415.





• By the early 1400s, then, the Church had lost much of its political power.

• The pope no longer could assert supremacy over the state.

• The papacy and Church also lost much of their spiritual authority.





How could the French king have engineered the papal election?

Possible answer: The king engineered the election through intimidation and through promising rewards like power and position.





• In addition to economic crises, plague, and the decline of the Church, political instability was also a problem for the late Middle Ages.

The Hundred Years’ War

• In the thirteenth century, England still had a small possession in France, the duchy of Gascony.

• King Philip VI of France tried to take it back, and King Edward III of England declared war on Philip in 1337.

• Thus began the Hundred Years’ War between England and France. It continued until 1453. (pages 337–339)(pages 337–339)



The Hundred Years’ War (cont.) • The war began in an explosion of knightly

enthusiasm.

• However, the war was a turning point in the history of warfare because peasant foot soldiers won the chief battles in this war.

• The English foot soldiers were armed not only with pikes, but the deadly longbow, which replaced the formerly favored crossbow.

• The longbow had great striking power, long range, and a rapid rate of fire.

(pages 337–339)(pages 337–339)



• The war’s first major battle was at Crécy in 1346.

• The arrows of the English archers devastated the French cavalry.

• The English king, Henry V, was eager to conquer all of France even though the English did not have the resources.

• At the Battle of Agincourt (1415), 1,500 French nobles died on the battlefield.

• The English were masters of northern France.

The Hundred Years’ War (cont.)

(pages 337–339)(pages 337–339)



• Joan of Arc, a French peasant woman, stepped in to aid France and the timid ruler of southern France, Charles.

• Joan of Arc was born in 1412. She was deeply religious and experienced visions.

• She believed her favorite saints commanded her to free France.

• In 1429 Joan’s sincerity and simplicity convinced Charles to let her accompany the French army to Orléans.

• Inspired by Joan’s faith, the army captured the city.


(pages 337–339)(pages 337–339)



• Joan was captured in 1430.

• The Inquisition tried her for witchcraft.

• She was condemned as a heretic and executed.

• Even so, she inspired the French army, which, after defeats of the English at Normandy and Aquitaine, won the war in 1453.

• The French success was also helped by the use of the cannon, made possible by the invention of gunpowder.


(pages 337–339)(pages 337–339)



What weapons significantly changed warfare in the twentieth century, as the longbow once did?

Possible answers: The airplane, because of bombing, and the automatic weapon, because of how many rounds it can shoot in a row, significantly changed warfare in the twentieth century.


(pages 337–339)(pages 337–339)



• The fourteenth-century European monarchies experienced many difficulties over succession and finances.

Political Recovery

• The fifteenth century saw a recovery of the centralized power of monarchies, however.

• Some historians refer to these reestablished states as the new monarchies.

• This term applies especially to France, England, and Spain.

(pages 339–340)(pages 339–340)



Political Recovery (cont.) • The Hundred Years’ War left France

exhausted.

• Even so, the kings used the new French national feeling to reestablish royal power.

• King Louis XI, who ruled from 1461 to 1483, greatly advanced the French state.

• He strengthened the use of the taille–an annual direct tax on property or land–as a permanent tax imposed by royal authority.

(pages 339–340)(pages 339–340)

• This gave Louis the income that helped create a strong foundation for the monarchy.

Political Recovery (cont.)

(pages 339–340)(pages 339–340)



• The Hundred Years’ War also strained England’s economy.

• England faced more turmoil when the civil conflicts known as the War of the Roses broke out.

• Noble factions tried to control the monarchy until 1485, when Henry Tudor (Henry VII) established a new dynasty.


(pages 339–340)(pages 339–340)



• Henry VII tried to establish a strong royal government.

• He abolished the nobles’ private armies.

• He won support for his monarchy by his thrift and by not overtaxing the nobles and middle class.


(pages 339–340)(pages 339–340)



• A strong national monarchy also emerged in Spain.

• Muslims had conquered much of Spain by 725.

• During the Middle Ages, several Christian rulers had tried to win back Spain.

• Two of the strongest kingdoms were Aragon and Castile.

• When Isabella of Castile married Ferdinand of Aragon in 1469, it was a big step towards unifying power in Spain.


(pages 339–340)(pages 339–340)



• The two rulers also had a policy of adhering strictly to Catholicism.

• In 1492, they expelled all Jews from Spain.

• Muslims were “encouraged” to convert to Catholicism.

• Within a few years, all professed Muslims were also expelled from Spain.

• To be Spanish was to be Catholic.


(pages 339–340)(pages 339–340)



• The Holy Roman Empire did not develop a strong monarchical authority.

• After 1438, the Hapsburg dynasty held the position of Holy Roman emperor.

• By the mid-fifteenth century, these wealthy rulers were playing an important role in Europe.


(pages 339–340)(pages 339–340)



• Religious differences made it hard for rulers in eastern Europe to unify their states.

• In Poland, the nobles established the right to elect their king, which weakened the monarchy.

• Since the thirteenth century, Russia had been under the control of the Mongols.

• Gradually the princes of Moscow gained power by using their relation with the khan to increase their wealth and landholdings.


(pages 339–340)(pages 339–340)



• The great prince Ivan III established a new Russian state.

• By 1480, he had thrown off the yoke of the Mongols.


(pages 339–340)(pages 339–340)



Which religions were so much at odds with each other in eastern Europe that a strong monarchy did not develop in the area?

The three principal religions were Catholicism, Eastern Orthodoxy, and Islam.


(pages 339–340)(pages 339–340)

Describe the origins of the Hundred Years’ War.


Philip VI of France seized Gascony.






List the religious groups in conflict in eastern Europe.

Roman Catholics, Eastern Orthodox Christians, and Muslims were in conflict in eastern Europe.

Critical Thinking



Analyze What were the economic and social results of the Black Death in Europe?

Economic results of the black death were loss of labor, a decline in trade, falling prices, and a decline of rent income. Social results included anti-Semitism and the decline of serfdom.

Analyzing Visuals



Identify the two armies pictured in the illustration on page 338 of your textbook. How can you tell the two armies apart? What details did the artist include to describe the outcome or significance of the battle?

The French army is on the left with crossbows, and the English army is on the right with longbows. The artist included images of fallen warriors, and weapons.

Close

Discuss some of the consequences of the Black Death, especially the destruction of the stable social order and the end of the feudal state.

Chapter Summary

The Middle Ages was a period marked by cultural diffusion, innovation, and conflict.

History How did the Great Schism divide Europe?

Reviewing Key Facts

France and its allies supported the pope in Avignon, while England and its allies supported the pope in Rome.



Reviewing Key Facts



Culture What was the role of women in medieval cities?

Women supervised the household, raised the children, managed the family’s finances, and helped or took over their husbands’ trade.

Reviewing Key Facts



Science and Technology Why was the longbow superior to the crossbow?

The longbow had greater power, range, and speed.

Reviewing Key Facts



Government What steps helped Spain to become a strong centralized monarchy?

The marriage of Ferdinand of Aragon and Isabella of Castile was a step toward the reunification of Spain. They worked to strengthen royal control of the government and pursued a policy of conformity to Catholicism.

Reviewing Key Facts



Geography What impact did geographic factors have on the population of the High Middle Ages?

Climate change led to increased food supply and population growth. Farmland expanded as trees were cut and swamps were drained.

Critical Thinking



Analyzing What forces led to Europe’s economic growth during the Middle Ages?

The development of a money economy, improved agriculture methods, and increased trade led to Europe’s economic growth.

Critical Thinking



Evaluating How did the continual conflict between England and France strengthen the monarchies of those two countries?

In France, animosity toward a common enemy reestablished royal power. In England, civil conflict led to a strong Tudor dynasty.

Analyzing Maps and ChartsStudy the chart below and answer the questions on the following slides.

Select an event or invention from each category on the chart. What was the effect of that event or invention?

Items in the first category led to population increase. Items in the second category led to growth of cities. Items in the third category led to the decline of the feudal system.



Analyzing Maps and Charts



Analyzing Maps and Charts

How did farming practices affect population?

As a result of farming practices, there was a greater food supply, so population grew.

The longbow was as tall as the man who carried it. He would draw it by stooping over the bow parallel to the ground and then straighten up, using his leg and back muscles. The arrow was drawn to the ear. Bowmen could drive a thirty-inch shaft tipped with a dagger through three inches of oak. In battle, the arrow storm was reported to darken the sky.

Book of Hours

Trade Fairs

Click on a hyperlink to view the corresponding slide.Click on a hyperlink to view the corresponding slide.

Book of Hours One of the most famous works of the Middle Ages, the Très Riches Heures du Duc de Berry (Very Rich Hours of the Duke of Berry), is a book of hours, or devotional prayer book. It includes a beautiful painting for each of the twelve months of the year.

Trade Fairs Fairs served as centers of trade in medieval Europe, attracting merchants from all over the continent. There were four major fair seasons per year: one in the winter, one at Easter, one in midsummer, and one in October.

Hildegard of Bingen

Giotto

Click on a hyperlink to view the corresponding slide.Click on a hyperlink to view the corresponding slide.

Hildegard of Bingen For women like Hildegard of Bingen, entering a convent was the only means of acquiring an education and pursuing a life as a writer. Hildegard composed musical plays and wrote treatises on natural history and medicine. Her influence extended to advising bishops, popes, and kings. Compare Hildegard’s story with that of Sor Juana Inés de la Cruz, who joined a convent in Mexico when she was refused university admission in the seventeenth century.

Giotto Florentine painter Giotto (c.1266–c.1337) painted a series of frescoes based on the life of Saint Francis of Assisi. The frescos are in the cathedral at Assisi, Italy. In September 1997, a severe earthquake damaged the cathedral and some of the frescoes. The one on page 326 of your textbook is called “Preaching to the Birds.”

Not until the early 1900s were rats carrying bacteria-infected fleas identified as the carriers of bubonic plague. Today, knowledge of disease prevention and the development of vaccines have largely isolated plague outbreaks and reduced their devastating impact on societies.

What changes have you noticed in your town the past few years? Has the corner bank been replaced by an ethnic restaurant? Would a map of your town that was drawn today look different from one drawn 15 years ago?

Analyzing Historical Maps

Why Learn This Skill?

Changes take place on a larger scale across nations and continents. Wars, economic troubles, and natural disasters change borders and landscapes; once-powerful nations crumble; displaced people move from one country to another, taking their language and their culture with them. These political, social, and cultural changes can be clearly traced and interpreted through the use of historical maps.

This feature can be found on page 334 of your textbook.Click the mouse button or press the Space Bar to display the information.


Follow the steps below to learn how to analyze a historical map.

Learning the Skill

• Read the title of the map to identify its theme. • Read the map’s key, labels, and captions to determine what

time periods and changes appear on the map. • Identify the chronology or order of events on the map.

Many historical maps show changes over time. For example, a map may use colors to show land acquisitions of different rulers over a period of time. On the map of France on page 334 of your textbook, however, the colors represent areas controlled by different rulers at the same time.




Learning the Skill• To compare historical maps of the same region in different

time periods, first identify the geographic location and time period of each map. Identify the features that have remained the same and those that have changed. For example, has the country’s size changed over time?

• After analyzing a map, draw conclusions about the causes and effects of the changes it shows.




Practicing the Skill

This feature can be found on page 334 of your textbook.This feature can be found on page 334 of your textbook.

Analyze the map on the right and answer the questions on the following slides.


What geographic region and time period are represented in the map?


France in the 1400s is represented in this map.


This feature can be found on page 334 of your textbook.Click the mouse button or press the Space Bar to display the answer.


What information is shown in the map’s key and labels?


Battles, Burgundian lands, French lands, and English possessions are shown in the map’s key and labels.




Find a present-day map of this region to compare with the map on page 334 of your textbook. How has the region changed since the 1400s?


Possible answer: Borders and countries have changed.




Read Life in London on page 314 of your textbook. Then answer the questions on the following slides.


This medieval manuscript page shows a London scene

Somersaulting was done for entertainment and leisure in medieval London

What qualities make London such a “happy” place to William Fitz-Stephen?

Healthy fresh air, Christianity, strong defenses, its site on the river, and the activities and honor of its citizens make London such a happy place.

This feature can be found on page 314 of your textbook. Click the mouse button or press the Space Bar to display the answer.


Why do you think Fitz-Stephen fails to mention London’s foul air, overcrowding, epidemics, and fires?


Click the image on the right to listen to an excerpt from page 341 of your textbook. Read the information on page 341 of your textbook. Then answer the questions on the following slides.

This feature can be found on page 341 of your textbook. Click the Speaker button to listen to the audio again.

This feature can be found on page 341 of your textbook. Click the Speaker button to listen to the audio again.

Who was blamed for causing the Black Death? Were these charges economically motivated? Why or why not?

The Jews became the scapegoats in many areas, blamed for causing the Black Death. Yes, the charges were economically motivated. If the feudal lords had not been in debt to them, the Jews would have been spared.



Can you provide examples of discrimination today that are similar to what the Jews experienced in medieval times?


Harnessing the Power of Water and WindWatermills use the power of running water to do work. The watermill was invented as early as the second century B.C. It was not used much in the Roman Empire because the Romans had many slaves and had no need to mechanize. In the High Middle Ages, watermills became easier to build as the use of metals became more common. In 1086, the survey of English land known as the Domesday Book listed about six thousand watermills in England.

Read the excerpt on page 316 of your textbook and answer the question on the following slide.


Comparing How are water and wind power used today?

Dams harness water for hydroelectric power, and windmills are used to produce electricity.



Chaucer’s England

After viewing “Chaucer’s England,” you should:

Objectives

• Realize that studying the art and architecture of past ages tells us much about the lives and values of the people who lived in those times.

• Understand that surviving architecture from the Middle Ages attests to the great influence of Christianity in medieval Europe.

• Recognize the value of Chaucer's Canterbury Tales as a record of English life in the Middle Ages.

Click the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of the World History video.

Click the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of the World History video.

Chaucer’s England

What social institution was central to life in medieval Europe?

The Roman Catholic Church was the focal point of life in this devout period.

Click the mouse button or press the Space Bar to display the answer.


Chaucer’s England



What is the overall structure of The Canterbury Tales?

The Canterbury Tales tells about a group of people making a pilgrimage, or a religious journey, to visit a shrine.

Click the mouse button or press theSpace Bar to display the answers.

450600 to avoid wearing

out the soil

three-field


1. Mayor, Justice of the Peace; 2. local government, private institutions; 3. vocational schools, apprenticeship; 4. printers, publishers


Most were administrators of kings and princes.

study 4 to 6 years and pass an oral examination question, sources with

opposing opinions, reconciliation, and conclusions


People would not know whom to believe; how could two or three popes each be an absolute authority?

People might not accept either pope.

The clergy were corrupt and too fond of worldly power and wealth.