• Sergei R. Grinevetsky • 1 • Igor S. Zonn • 2 • 3 • Sergei S. Zhiltsov • 4 • 5 • Aleksey N. Kosarev • 6 • Andrey G. Kostianoy • 2 • 7 • 1. Parliament of Ukraine Kiev Ukraine • 2. Vitte Moscow University Moscow Russia • 3. Engineering Scientific-Production Center for Water Economy Reclamation & Ecology Moscow Russia • 4. Peoples’ Friendship University of Russia Moscow Russia • 5. Diplomatic Academy of the Russian Ministry of Foreign Affairs Moscow Russia • 6. Oceanology Lomonosov Moscow State University Faculty of Geography Moscow Russia • 7.

Shirshov Inst. Oceanology Russian Academy of Sciences Moscow Russia About this chapter.

This course will introduce you to the history of the European Middle Ages and Renaissance. You will learn about the major political, economic, and social changes that took place between the fourth century and 1500. The course is structured chronologically. Each unit includes representative primary-source documents that illustrate important overarching political, economic, and social themes, such as the collapse of the Roman Empire, the rise of the Christian Church, the emergence of the feudal system, the advent of the Renaissance in Italy and northern Europe, and the significance of the European Age of Exploration.

By the end of the course, you will understand how Europe transformed from a collection of barbarian kingdoms into a continent with a sophisticated cultural and economic life that would later come to dominate the globe. Learning Outcomes Upon successful completion of this course, the student will be able to: • Identify major events and milestones in the political, social, and cultural history of Europe from the fourth century to approximately 1500 C.E. • Identify, articulate, and assess the main arguments used by historians to explain the decline and fall of Roman power in the west. • Describe the origins of the Byzantine Empire, compare and contrast its political and cultural features with those of the Roman Empire in the west, and identify some of the factors used by historians to explain its longevity. • Identify and describe some major milestones in the development of Christian doctrine over the course of later Roman history, the manner in which this faith spread into surrounding lands, and the schism that led to the creation of the Catholic and Orthodox Churches. • Identify and distinguish the major Germanic kingdoms that occupied the lands formerly ruled by the Western Roman Empire and their political and social customs. • Explain how the collapse of Roman power affected the Christian Church in the west and describe the actions taken by ecclesiastical leaders to gain converts among the pagan groups that settled throughout the area.

• Describe some of the meanings associated by scholars with the term “Middle Ages,” as well as the manner in which these views have evolved over time. • Identify and describe some of the factors used by historians to explain how Frankish kings such as Pepin and Charlemagne consolidated their power and created what became known as the Carolingian Empire. • List and describe some of the major developments in culture and thought scholars have associated with the rise of the Carolingian Empire and specifically, the steps taken by Charlemagne to encourage progress in these areas. • Identify and describe the role of the Christian Church in medieval social, cultural, and political affairs. • Describe the diverse interactions among Christians, Jews, and Muslims over the course of the medieval era, as well as the events that historians count as particularly influential in shaping the relationships between followers of these faiths.

• Describe how historians have assessed the causes and outcomes of the Crusades. • Identify and describe the general meanings historians have associated with the terms “feudalism” and “manorialism,” their distinguishing features, and some of the factors used to explain how the social and political customs connected with these systems gained precedence in Europe. • Compare and contrast the types of political relationships between kings, nobilities, and local authorities across Europe during the High Middle Ages.

Stages of the barbarian culture; as, for instance, in feudal Europe or feudal Japan. In such communities the. Employments in any feudal community is warfare; and priestly service is commonly second to warfare. Incentives to acquisition and accumulation than this desire to excel in pecuniary standing and so gain the. That “there were only a few countries that were distinguished by the same excel- lence as this mountain belt”. The subtropical Mediterranean climate is favorable for climate therapy of chronic respiratory diseases. Was subjugated by the feudal lords from neighboring Persian Empire and Ottoman Empire.

• Identify and describe major developments in the history of the medieval economy, including the rise of urban centers and new patterns of internal and external European trade. • Identify the major cultural, scientific, and economic achievements of medieval civilization. • Identify and describe some of the major doctrinal developments and reforms that took place within the medieval Catholic Church as well as the causes of the serious conflicts that broke out between the papacy and secular rulers over the later middle ages. • Describe the origins of key concepts and medieval institutions, such as the Holy Roman Empire, Magna Carta, and Parliament, that influenced the political history and culture of Europe into the modern era. • Identify and describe key events in the formation of European kingdoms such as France, England, Portugal, and Spain that would dominate political affairs on the continent and larger world in subsequent centuries. • Describe the various meanings historians have associated with the term “Renaissance”; identify and articulate the intellectual and artistic values that are often held to distinguish Renaissance culture from medieval.

• Identify some key Renaissance artists, thinkers, and scientists and their contributions; compare and contrast variations in Renaissance art, literature, and culture across northern and southern Europe. • Describe the economic and social changes in Europe that coincided with the rise of Renaissance culture and identify some of the ways in which historians have attempted to connect developments in these two realms of human life and experience.

• Analyze and interpret primary source documents from the fourth century to 1500, and demonstrate an understanding of the difference between primary and secondary sources. Course Requirements In order to take this course, you must: √ Have access to a computer. √ Have continuous broadband Internet access. √ Have the ability/permission to install plug-ins or software (e.g. Adobe Reader or Flash). √ Have the ability to download and save files and documents to a computer.

√ Have the ability to open Microsoft files and documents (.doc,.ppt,.xls, etc.). √ Have competency in the English language. √ Have read the √ Have completed or and. Course Information Welcome to HIST302. Below, please find some general information on the course and its requirements.

Course Designer: John Radzilowski, PhD and Primary Resources: The web resources available for medieval history are increasingly rich and varied. The course draws from a wide range of sources, but relies heavily on the following materials: • Fordham University’s and • The ORB: • Yale University’s Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials.

Pay special attention to Unit 1, as this unit lays the groundwork for understanding the more advanced, exploratory material presented in the latter units. You will be assessed on what you have learned in this course with a multiple choice Final Exam. Note that you will only receive an official grade on your Final Exam.

In order to “pass” this course, you will need to earn a 70% or higher on the Final Exam. Your score on the exam will be tabulated as soon as you complete it. If you do not pass the exam, you may take it again. Time Requirements: This course should take about 133 hours to complete, not counting the Final Exam. Each unit includes a “time advisory” that lists the amount of time you are expected to spend on each subunit.

These should help you plan your time accordingly. It may be useful to take a look at these time advisories and to determine how much time you have over the next few weeks to complete each unit, and then to set goals for yourself.

For example, Unit 1 should take you 10 hours. Perhaps you can sit down with your calendar and decide to complete subunit 1.1 (a total of 3.5 hours) on Monday and Tuesday nights; subunit 1.2 (a total of 3.5 hours) on Wednesday and Thursday nights; etc. Tips/Suggestions: The syllabus is organized by units with relevant material under each subsection.

It is recommended but not required to complete the units in the order they are presented. It is recommended that you take detailed notes as you work through the materials in each unit.

You may also choose to write down the answers to any study questions in the instructions section for each resource. Having these answers and your notes readily available will serve as a good reference to study from as you prepare to take the Final Exam. Course Overview.

• Unit 1: The End of the Roman Empire The Roman Empire reached its zenith during the second century. However, the problems of administering such a vast territory and its diverse peoples, the lack of a coherent means of imperial succession, and a succession of weak emperors resulted in a series of crises. In order to better manage the sprawling territory in the Mediterranean, Emperor Diocletian split the Roman Empire into eastern and western halves in 285. Forty-five years later, this division was further entrenched when Emperor Constantine founded a new capital city—Constantinople—in the eastern empire. During the next several centuries, the western Roman Empire was plagued by financial problems, a shrinking army, and barbarian invasions. In 410, Rome was invaded by the Visigoths—a Germanic tribe in Spain—and in 476 Emperor Romulus Augustulus was deposed by the Germanic leader Odoacer. While Justinian I, emperor of the eastern Roman Empire, was able to regain power over many territories in the West, the western Roman Empire continued effectively ceased to exist.

During this time, the eastern empire—also known as Byzantium—was plagued by its own problems. Though Justinian I—the last Latin-speaking emperor—had enlarged the empire and codified legislative power, his death marked the beginning of a period of political turmoil and the arrival of the bubonic plague. Invasions from the Persians in the east and from the Lombards in the west created an uncertain future for Byzantium.

Struggles against the Muslim world, including the siege of Constantinople in 717-718, plunged Byzantium into a period known the “dark ages.” Although Byzantium did regain much of its former prestige under Macedonian rule, challenges from the Turks, internal conflicts, and skirmishes precipitated by the Crusades eventually brought the empire to its knees in the thirteenth century. In this unit, we will consider the divergent paths of the western and eastern portions of the Roman Empire between the fourth and the fourteenth centuries. We will study how the end of antiquity paved the way for the emergence of the medieval world. Unit 1 Time Advisory. Upon successful completion of this unit, the student will be able to: • Identify and articulate the arguments made by historians to explain the importance of the Roman legacy to the development of medieval Europe. • Identify and describe the causes deemed critical by historians to explain the decline and fall of the Roman Empire in western Europe.

• Explain the importance of the Byzantine Empire in the political and cultural history of early medieval Europe and the Middle East. • Identify and describe important milestones in the development of Christian theology and the manner in which these were incorporated into the legal, political, and cultural lifeof early medieval Europe. • 1.1 The Roman World • 1.1.1 Unity of the Classical World • Reading: Fordham University’s Internet Ancient History Sourcebook: Professor Paul Halsall’s version of Pliny the Elder’s “The Grandeur of Rome” and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Roman Empire at Its Height”.

Links: Fordham University’s Internet Ancient History Sourcebook: Professor Paul Halsall’s version of Pliny the Elder’s (HTML) and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read “The Grandeur of Rome” and Lynn Nelson’s “The Roman Empire at Its Height” for an understanding of the late Roman world. As you read, ask yourself the following questions: 1) How did the engineering achievements of the Empire enhance its unity? Uni En Iso 12100 Pdf Printer more. 2) What effect did the physical infrastructure of the Roman Empire have on later European cultures? 3) What legacies did the Roman Empire leave for later medieval civilization?

Pliny the Elder lived in the first century CE and wrote his Natural History during the reign of the emperor Vespasian (69–79). Here he describes the marvels of the empire’s capital city. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • Web Media: CosmoLearning’s “The Roman Empire at Its Greatest Extent”. Link: CosmoLearning’s (HTML) Instructions: Please view the map “The Roman Empire at Its Greatest Extent” to supplement your understanding of the late Roman world. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

• 1.1.2 Germanic Invasions • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Salvian’s “Romans and Barbarians” and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Germanic Invasions”. Links: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Salvian’s (HTML) and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read Salvian’s “Romans and Barbarians” and Lynn Nelson’s “The Germanic Invasions” for a view of the relationship between the Romans and the Germanic tribes and the effect that the Germanic migrations had on Europe. As you read, ask yourself the following questions: 1) Why does Salvian see the barbarians as better than the Romans? How does this reflect the attitude of earlier Roman writers, such as Tacticus, who wrote on the same topic? 2) In what ways were the barbarian invasions relatively peaceful? Consider how historians’ views of the barbarians have changed over time. 3) What were the main effects of the barbarian invasions on ordinary Roman citizens?

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 1.1.3 Fall of Rome • Reading: Fordham University’s Internet Ancient History Sourcebook: Professor Paul Halsall’s version of Procopius of Caesarea’s “Alaric’s Sack of Rome (410)”. Link: Fordham University’s Internet Ancient History Sourcebook: Professor Paul Halsall’s version of Procopius of Caesarea’s (HTML) Instructions: Read Procopius’ “Alaric’s Sack of Rome” for an understanding of the attack of 410 and what it meant to the Romans and the Germans. As you read this text, make sure to also review the map linked in this subunit.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • Web Media: Mappery.com: “Germanic Invasions Map, 378-439”. Link: Mappery.com: (HTML) Instructions: While reading Procopius of Caesarea’s “Alaric’s Sack of Rome,” view Mappery.com’s “Germanic Invasions Map” to see the routes the various Germanic tribes took during their westward migration.

As you read and examine the map, ask yourself: 1) What did the sack of Rome mean for citizens of the empire? 2) How did it affect the Germanic tribes? Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 1.1.4 Constantine I • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Eusebius’ “The Conversion of Constantine” and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Later Roman Empire”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Eusebius’ (HTML) and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read Eusebius’ “The Conversion of Constantine” and Lynn Nelson’s “The Later Roman Empire” for an overview of Constantine’s reign as Roman emperor and an understanding of his relationship with Christianity. Eusebius was Bishop of Caesarea from 314 to 339, which brought him into close contact with the emperor Constantine I (306–337). In “The Conversion of Constantine,” Eusebius describes the emperor and his reasons for favoring Christianity.

What were the advantages of the reforms brought about by Diocletian and Constantine? How did legalization of Christianity affect its expansion?

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 1.1.5 The Development of Christianity • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “The Nicene Creed”.

Link: The Saylor Foundation's ' (PDF). Instructions: Please read 'The Development of Christianity' in order to learn how the Roman government influenced Christianity in the early fourth century. To what extent did Constantine view himself as a Christian ruler after 313? The Council of Nicaea (325) was a general meeting of bishops from throughout the Roman Empire called by the emperor Constantine. Its primary goal was to standardize Christian belief and practice.

• 1.2 Byzantium • 1.2.1 Eastern Roman Empire • Reading: The Saylor Foundation's 'Eastern Roman Empire'. Link: Fordham University’s Internet Ancient History Sourcebook: Professor Paul Halsall’s version of Sozomen’s (HTML) Instructions: Read Sozomen’s “Constantine Founds Constantinople,” and think about how this new city was different from the Rome described by Pliny in section 1.1.1 above. Sozomen was a Christian historian who lived in Constantinople in the fifth century, about a century after the events he describes in his Ecclesiastical History. In this text, he recounts the foundation of the second Roman capital. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 1.2.3 The Christian Church • Reading: Fordham University’s Internet Ancient History Sourcebook: Professor Paul Halsall’s version of “The Codex Theodosianus: On Religion”. Link: Fordham University’s Internet Ancient History Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read this excerpt from The Codex Theodosianus for an understanding of Christianity in the late fourth and early fifth centuries.

In 429 the emperor Theodosius II had a committee of scholars compile The Codex Theodosianus, a law code that included imperial law since the reign of Constantine I. This section includes laws regarding religion. Each law ends with the name of the emperor or emperors who promulgated that particular law. As you read, ask yourself the following study questions: 1) What was the significance of compiling a law code during this era? 2) How did the codes speak to the question of religion?

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 1.2.4 Emperor Justinian • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Justinian’s Code” and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Reign of Justinian”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read “Justinian’s Code” and Lynn Nelson’s “The Reign of Justinian” to learn about Justinian’s importance in the development of the Byzantine Empire. This code is a collection of fundamental works in jurisprudence, originally written in Latin, and issued by Justinian I, Eastern Roman Emperor, between 529 and 534 C.E. The document did not contain any new laws; it instead codified all existing imperial Roman pronouncements, dating back to the time of Hadrian in the second century.

The code spurred a new interest in Roman law that would last until the end of the Middle Ages. As you read, ask yourself the following study questions: 1) What were the main achievements of Justinian’s rule? 2) How did Justinian’s campaigns in Italy, and the Byzantine influence that followed, affect later medieval culture?

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 1.2.5 Art and Architecture • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Procopius’ “De Aedificis”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Procopius’ (HTML) Instructions: Read Procopius’ “De Aedificis” for an understanding of Byzantine architecture and its importance in the empire. Procopius was the official historian at Justinian’s court and wrote two authorized histories of Justinian’s reign, “De Aedificis” and “The Italian Wars,” and one unauthorized history, “The Secret History.” Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 1.2.6 Invasions and the End of Justinian’s Rule • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Anctiochus Strategos’ “The Sack of Jerusalem (614)”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Anctiochus Strategos’ (HTML) Instructions: Read “The Sack of Jerusalem” to learn about the relationship between the Byzantines and the Persians and about the forces that nearly destroyed the Byzantine Empire in the seventh century.

After Justinian’s death in 565, the Byzantine government pulled out of the west largely because of military conflicts in the Balkans and on the Persian frontier in the east. This source describes the fall of Jerusalem, a city important to Christianity, to the non-Christian Persians in 614.

Later in the century, the Persians would lose the city to a new group, the Muslims. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 1.3 Late Byzantium • 1.3.1 Heraclius and the Byzantine Theme System • Reading: The Saylor Foundation's 'Heraclius and the Byzantine Theme System'.

Link: Fordham University’s Internet Medieval Sourcebook: Muir’s Historical Atlas: Instructions: View the “Map of Byzantine Themes” as a supplement to the reading above. What were the Byzantine themes, and why were they an important political development? Please note that this map was originally published in Muir's Historical Atlas and is in the public domain.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 1.3.2 Arab Invasions and the Attack of Constantinople • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Accounts of the Arab Conquest of Egypt, 642”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “Accounts of the Arab Conquest of Egypt” for an understanding of Byzantine-Muslim conflict in the seventh century. Islam was founded by the prophet Muhammad in 610 in the city of Mecca on the Arabian peninsula.

Only thirty-two years later, the fledgling Islamic empire had reached the shores of the Mediterranean and was attacking Alexandria, one of the great seats of learning and religion in the Byzantine Empire. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • Web Media: “The Spread of Islam 622-750 CE” Map.

Link: The Saylor Foundation's ' (PDF). Instructions: Instructions: Please read 'The Dark Ages.'

As you read, try to answer the following study questions: 1) What social, economic, and cultural changes characterize the Dark Ages? 2) How did Irene come to and maintain power, and what were her major accomplishments? Reading and answering the questions above should take approximately 30 minutes to complete. • 1.3.4 Iconoclasm • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of John of Damascus’ “In Defense of Icons”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of John of Damascus’ (HTML) Instructions: Read John of Damascus’ “In Defense of Icons” for a discussion of the place of icons in Orthodox Christianity and the Byzantine world. As you read, ask yourself the following study questions: 1) How did the conflict over icons weaken the Byzantine Empire?

2) How did iconoclasm affect relations between the Eastern and Western halves of the Church? Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 1.3.5 The Macedonians • Reading: The Saylor Foundation's 'The Macedonians'. Link: The Saylor Foundation's ' (PDF) Instructions: Please read 'Byzantine Collapse.' As you read, try to answer the following study questions: 1) How did the internal conflict between the civil aristocracy and the military aristocracy weaken the Byzantine Empire?

2) How did the religious schism of 1054 represent a break between the Eastern and Western Christian churches? 3) How did the Battle of Manzikert in 1071 affect Byzantine dominance in Asia Minor? • Web Media: CosmoLearning: Perry-Castaneda Library, Map Collection at the University of Texas at Austin’s “The Byzantine Empire (1265)”. • Unit 2: Formation of Latin Christendom After the fall of the Roman Empire, a number of diffuse Germanic kingdoms—the Visigoths, Ostrogoths, Burgundians, and Lombards—filled the power vacuum left by the bureaucratic Roman regime.

Christianity, too, filled the void left by the Roman Empire as the Germanic kings began to convert from paganism. But it was the Frankish Empire that emerged as the dominant state in medieval Western Christendom. Beginning in the ninth century, Charlemagne formed the Carolingian Empire by uniting much of modern-day France and also extended his holdings into western Germany and northern Italy. Scholarship and learning flourished under Charlemagne’s rule and ushered in the period known as the “Carolingian Renaissance.” However, the empire collapsed in the 840s as a result of Viking and Magyar invasions. One of the lasting impacts of the Carolingian world was manoralism—the system wherein peasants held land from the lord of an estate in exchange for money or agricultural goods—which was an important component in the development of feudalism. In this unit, we will consider the many barbarian kingdoms that flourished in western, central, and eastern Europe.

We will also consider the spread of Christianity and monasticism among these peoples. Specifically, we will study the rise and fall of the Carolingian Empire, the most important state to emerge in the Early Middle Ages. Unit 2 Time Advisory. This unit should take you approximately 17 hours to complete. Upon successful completion of this unit, the student will be able to: • Explain the importance of the barbarian invasions and their various effects on Europe’s development. • Identify the Germanic kingdoms that formed in various parts of the European continent and their geographical extents. • Chronicle and describe major milestones in the creation and development of the Carolingian Empire.

• Identify key events and explanations for the growth of Christianity during the early medieval period. • 2.1 Germanic, Slavic, and Magyar Peoples • 2.1.1 Origins • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Tacitus’ “Germania” Excerpts.

Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Tacitus’ Excerpts (HTML) Instructions: Read Tacitus’ “Germania” for an early Roman view of the Germanic tribes and their origins. Tacitus, a prominent Roman historian, conducted an ethnographic study of the Germanic peoples at the end of the first century. His account gives one of the earliest descriptions of the culture of the Germanic tribes—ancestors of modern Teutonic nations—during the period when they first came into contact with the Mediterranean civilization of the Roman Empire. However, Tacitus warned that his work was as much a commentary on Germania as it was on his native Rome. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 2.1.2 Visigoths, Ostrogoths, and Lombards • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Theodoric’s “Letters”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Theodoric’s (HTML) Instructions: Read these excerpts from Theodoric’s “Letters” for an understanding of Gothic government. Theodoric was the grandson of the Ostrogoth Alaric, who sacked Rome in 410. Theodoric was King of the Ostrogoths from 493 to 526 and was very different from his grandfather. As a child, Theodoric had been given to the Romans as a hostage, and he grew up in Constantinople and took on Roman culture and understandings of government. As king, he used Roman institutions and traditions of rule.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 2.1.3 The Franks and Gaul • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “The Conversion of Clovis: Two Accounts (496)”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “The Conversion of Clovis,” and compare Clovis’ conversion to Constantine’s, which you read about in section 1.1.4. Think about why Clovis converted and how that changed the Franks. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 2.1.4 Anglo-Saxons • Reading: The ORB: Online Reference Book for Medieval Studies: Steven Muhlberger’s Medieval England: “The Invaders”. Link: The Saylor Foundation's ' (PDF) Instructions: Please read 'Effect on Western Europe.' As you read, consider the following questions: what factors characterized early migration patterns of Slavic peoples? What effects did conversion to Christianity have on Slavic communities in Eastern Europe? Reading and answering the questions above should take approximately 15 minutes to complete. • 2.2 Roman Church and Monasticism • 2.2.1 Christianity in the West • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Gregory the Great’s “The Book of Pastoral Rule”.

Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Gregory the Great’s (HTML) Instructions: Read Gregory the Great’s “The Book of Pastoral Rule” to learn about the role of the Christian Church in the west after the split of the Roman Empire. Gregory I was pope from 590 to 604 and wrote prolifically about the role of Christianity and the papacy. Before his elevation to the papacy, Gregory had been a monk, and he tried to invest monastic discipline and values in the secular clergy. How did Gregory I influence the development of the Papacy in the centuries after his pontificate?

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 2.2.2 The Papacy • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Leo I’s “The Petrine Doctrine” and The ORB: Online Reference Book for Medieval Studies: Yuri Koszarycz’ Ecclesiology: “The Growing Authority of the Roman Bishops”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Leo I’s (HTML) and The ORB: Online Reference Book for Medieval Studies: Yuri Koszarycz’ Ecclesiology: (HTML) Instructions: Read Leo I’s “The Petrine Doctrine” and Yuri Koszarycz’ “The Growing Authority of the Roman Bishops” to learn about the rise of papal power and the bases for the authority of the Pope in early western Christianity. Leo I was pope from 440 to 461 and is perhaps best known for convincing Attila the Hun to end his sack of the city of Rome in 452.

Leo, however, was also a prolific author and fought with secular authorities and the eastern Patriarchs about the primacy of the Roman bishop. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 2.2.3 Theology • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Creed of the Council of Toledo”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read the “Creed of the Council of Toledo” for an overview of Catholic belief in the seventh century. The Eleventh Council of Toledo (675) was a local synod, a gathering of Spanish bishops convened to deal with ecclesiastical reform. The creed created by these bishops, however, became a model for other statements of faith in the Middle Ages. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 2.2.4 Monasticism • Reading: The ORB: Online Reference Book for Medieval Studies: Yuri Koszarycz’ Ecclesiology: “The Growth and Influence of Western Monasticism”.

Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read the selections from “The Rule of Saint Benedict” for an understanding of the origins of the Benedictine Order. Benedict of Nursia (480-547) was a Roman who left the city to dedicate himself to a life of meditation and prayer in solitude.

He gathered a following, which included his sister Scholastica, and created a set of rules for his followers. Benedict and Scholastica thus founded the male and female branches of the Benedictine Order of monastics. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • Lecture: YouTube: Jone442’s “Women as Leaders in the Medieval Church: Saint Scholastica”. Link: YouTube: Jone442’s (YouTube) Instructions: Please view “Women as Leaders in the Medieval Church: Saint Scholastica” to supplement the reading above (5:22 minutes). Consider the following study questions as you read: 1) What was the effect of Benedictan monasticism on the Western Church? 2) How did monasticism provide new venues of piety and leadership for women in the Church?

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 2.3 The Carolingians • 2.3.1 Frankish Kingdoms • Reading: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Rise of the Franks”.

Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “Feudal Capitularies” for an understanding of the importance of face-to-face relationships in Frankish administration. Capitularies were royal acts or laws issued by Frankish kings and could cover any aspect of law.

These particular capitularies from the ninth century are concerned with the relationships between nobles. How did royal capitularies change relationships among nobles and between nobles and other classes in society? Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 2.3.3 Pepin the Short • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “The Annals of Lorsch”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “The Annals of Lorsch” for a description of how and why Pepin became King of the Franks in 751.

Annals were year-by-year accounts of important events. This particular Annal records Pepin’s elevation to the throne and its relationship to papal/Lombard conflict. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 2.3.4 Charlemagne and the Carolingian Empire • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Einhard’s “Life of Charlemagne” and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Carolingian Empire”. Links: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Einhard’s (HTML) and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read Einhard’s “Life of Charlemagne” and Lynn Nelson’s “The Carolingian Empire” for an overview of the Carolingian dynasty and an understanding of Charlemagne’s importance in its development. Written by Einhard, a Frankish courtier and devoted servant of Charlemagne, this text draws upon the Annals of the Frankish Kingdom and paints an exalted picture of the life and achievements of Charlemagne I.

Einhard produced the work at the request of Charlemagne’s son and successor, Louis the Pious; it remains a seminal text in western European history. As you read, try to answer the following study questions: 1) What were the major achievements of Charlemagne’s reign? 2) What cultural developments did Charlemagne foster and why? Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

• 2.3.5 Carolingian Government and Culture • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Charlemagne’s “General Capitulary of the Missi” and Charlemagne’s “Capitulary of 802”. Links: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Charlemagne’s (HTML) and Charlemagne’s (HTML) Instructions: Read these two capitularies of Charlemagne for an understanding of his governmental reforms.

The missi mentioned in these documents are the missi dominici, who inspected local governments and churches to ensure that they were carrying out Charlemagne’s orders and following his laws, that Lynn Nelson discussed in section 2.3.4. As you read, try to answer the following study questions: 1) How would you describe Charlemagne’s relationship with the Frankish Church? 2) How did Charlemagne use the Church to administer his empire? Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 2.4 Collapse of the Carolingian World • 2.4.1 Division of Charlemagne’s Empire • Web Media: Fordham University’s Internet Medieval Sourcebook: Muir’s Historical Atlas: “Map of the Partitions of Verdun (843) and Mersen (870)”.

Link: Fordham University’s Internet Medieval Sourcebook: Muir’s Historical Atlas: (HTML) Instructions: View the “Map of the Partitions of Verdun (843) and Mersen (870)” to understand how Charlemagne’s grandsons divided his empire. Note that this map was originally published in Muir’s Historical Atlas and is now in the public domain. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 2.4.2 Viking, Muslim, and Magyar Invasions • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Three Sources on the Ravages of the Northmen in Frankland”.

Link: Dudo of St. Quentin’s “” (HTML) Instructions: Read Dudo of St. Quentin’s “Gesta Normannorum: Rollo of Normandy” to learn how a Viking leader became Duke of Normandy and how the Viking incursions affected feudal Europe. Think about Rollo’s relationship to the king, who is his feudal lord.

Rollo was a Dane who had been attacking the northern coast of the Frankish kingdom when the Frankish king, Charles the Simple, offered to make Rollo a duke. The area granted to Rollo in 910 became known as Normandy, the land of the Northmen, because Rollo and his Vikings came from the north. How did the impact Viking and Magyar invasions differ from the earlier waves of barbarian invasions and their impact on Europe?

What accounts for these differences? Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • Unit 3: Resurgence of Latin West By the tenth century, medieval empire-building had reached new heights and Germanic and Frankish monarchs held considerable power and prestige. The Catholic Church also extended its power during this period; church reforms and the threat of Islamic expansion renewed the Church’s authority in European politics and society. The Crusades—a series of religious wars launched to restore Christian control of the Holy Land—which began in 1096, were the most conspicuous sign of the rise and expansion of Christian Europe. In this unit, we will examine the early medieval era in the wake of the collapse of the Carolingian Empire. We will study the relative political and economic stability of the eleventh and twelfth centuries and the rising tensions between Islam and Christianity.

Unit 3 Time Advisory. Upon successful completion of this unit, the student will be able to: • Describe the causes behind the period of recovery that led to the civilization of the high Middle Ages. • Describe the origins of early medieval states and the variety of political structures found in Europe during the eleventh and twelfth centuries. • Describe the ways in which trade was conducted in the High Middle Ages and the institutions and social changes that coincided with the growth of commerce. • Identify major doctrinal developments within the Catholic Church and sources of friction in the relationship between the church and secular authorities.

• Assess the economic, social, and institutional context of feudal Europe. • Identify the arguments given by historians to account for the start of the Crusades. • 3.1 New Stability in the Medieval World • 3.1.1 Year 1000 • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Ralph Glaber’s “On the First Millenium”. Links: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) and Fordham University’s Internet Medieval Sourcebook: “” (HTML) Instructions: Read Lynn Nelson’s “The Rise of Feudalism” and “Feudalism?” in Fordham University’s Internet Medieval Sourcebook for an overview of the feudal system. To access “Feudalism?” click on the hyperlink for the title in the “Contents” section at the top of the webpage, or scroll down the webpage about half-way. As you read, consider answering the following question: Why have scholars had difficulty in defining feudalism? Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

• Web Media: CosmoLearning: Map, “Central Europe (919-1125)”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Liudprand of Cremona’s (HTML) Instructions: Read Liudprand of Cremona’s “Embassy to Constantinople” to learn about the Holy Roman Empire under the Ottonian dynasty and its relationship to the Byzantine Empire. As you read, try to answer the following study questions: 1) Why did the Byzantines view western Europeans as backward?

2) How did western Europeans view Byzantium? Liudprand of Cremona (c.

922-972) was the bishop of Cremona in Italy and served in the administration of the Holy Roman Emperor Otto I. In 963, Liudprand went to Constantinople to try to secure a marriage between Otto’s son and a Byzantine princess. As Liudprand recounts, his mission was unsuccessful, largely because the Byzantine emperor and his family saw Otto as an upstart. Liudprand returned home humiliated. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • Web Media: CosmoLearning: Perry-Castaneda Library, Map Collection at the University of Texas at Austin’s “Central Europe (919–1125)”.

Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “The Domesday Book” to learn how William I became King of England and how he organized his administration. “The Domesday Book” was a general accounting of land and wealth in England in 1086, twenty years after the Battle of Hastings, created in order that William I would know how much income he could expect from each part of England. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • Reading: The Saylor Foundation's 'England: the Norman Conquest'. Link: The Saylor Foundation’s “” (PDF) Instructions: Please read “England: The Norman Conquest.” As you read, ask yourself the following questions: what were the immediate effects of the Norman Conquest of England? In what ways did the Norman Conquest alter England’s political orientation? Reading and answering the questions above should take approximately 30 minutes to complete.

• 3.1.6 Italy: City-States • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “The Chronicles of Venice: How the Doges Were Chosen”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “The Chronicles of Venice” for an understanding of how Italian civic government differed from northern European royal government. The Doge was the chief magistrate of the Venetian government, and the Venetians developed an elaborate form of election in order to avoid corruption and rigged elections. Why did Italy’s politics differ from the rest of Europe?

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 3.2 Growth of Commerce, 1000-1300 • 3.2.1 Medieval Economy • Reading: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Development of Towns” and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Tables on Population in Medieval Europe”.

Link: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read Lynn Nelson’s “The Development of Towns” and review “Tables on Population in Medieval Europe” for an understanding of why and how urban centers developed in the high Middle Ages. What accounted for the growth of Europe’s population during the Middle Ages? Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

• 3.2.2 Agriculture • Reading: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Peasants”. Link: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read Lynn Nelson’s “The Peasants” for an overview of peasant life at the beginning of the second millennium.

What was the yearly cycle of activities in the life of a peasant? Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 3.2.3 Rise of Commerce • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “A Promissory Note Secured by Collateral,” “An Order to Purchase,” and Thomas Aquinas’ “On Usury”.

Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) (HTML), and Thomas Aquinas’ (HTML) Instructions: Read the two business documents and Thomas Aquinas’ “On Usury” for an understanding of medieval attitudes toward commerce and commercial methods. Think about the difference between Aquinas’ opinion of investments and what medieval merchants actually did.

Thomas Aquinas was a Dominican who taught theology at the University of Paris in the middle of the thirteenth century. He, therefore, looked at the question of commerce from the point of view of religion. The other two documents, the promissory note and the purchase order, are actual records of medieval business transactions. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 3.2.4 Trading Hubs • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Innocent III’s “License to Venice to Trade with the Saracens”.

Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Innocent III’s (HTML) Instructions: Read Innocent III’s “License to Venice to Trade with the Saracens” to learn about the extent of Venetian trade routes and the relationship between the commercial urban centers of northern Italy and the papacy. Innocent III, pope from 1198 to 1216, was an Italian by birth and had lived in Rome, Paris, and Bologna by the time he was elected pope.

Thus, he was very familiar with the commercial culture of Europe’s large urban centers, but he also developed a concern about the economic relations between Christian Europe and the Islamic world. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 3.2.5 Urbanization • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “The Arte della Lana & the Government of Florence, 1224”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “The Arte della Lana & the Government of Florence” to learn about the relationship between the guilds and civic governments. The Arti in this document are the guilds, associations of masters of specific trades. Each major industry in the city would have its own guild. In Florence, for example, there were seven major guilds and fourteen minor ones.

The Arte della Lana was the Florentine wool guild, which held a great deal of power in the city because the wool trade was the mainstay of the Florentine economy. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 3.3 The Medieval Church • 3.3.1 Problems and Issues • Reading: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Feudalization of the Church”. Link: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read Lynn Nelson’s “The Feudalization of the Church” for an overview of developments in the Catholic Church leading up to the Investiture Controversy. Then, try answering the following study questions: 1) What were the major goals of the Cluny reforms? 2) To what extent did the highly decentralized administrative structure of the Church contribute to feudalization? Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 3.3.2 Monastic Reforms • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Foundation Charter of Cluny”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read the “Foundation Charter of Cluny” to learn about the types of monastic reform that took place in the period leading up to the Investiture Controversy. Count William of Auvergne founded the monastery at Cluny in France in 910 with the intention of reforming the Benedictine Order and returning it to its roots. William took the novel step of releasing the monastery from all feudal obligations; this meant that Cluny Abbey answered only to the pope and not to a secular, or “lay,” lord.

He and the monks believed that this arrangement would give the monks the freedom to follow Benedict’s Rule in its original form without outside interference. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • Tamil Love Sad Songs Collection Free Download. 3.3.3 Gregorian Reforms • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Decree of 1059: On Papal Elections” and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Owl, the Cat, and the Investiture Controversy”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read the “Decree of 1059” and Lynn Nelson’s “The Owl, the Cat, and the Investiture Controversy” to gain an understanding of the issues involved in the Investiture Controversy. The “Decree of 1059” was meant to reform papal elections by giving the right to elect the pope to the College of Cardinals, a body of the most eminent members of the Catholic clergy. Before this, the College acted primarily as a group of advisors to the pope. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 3.3.4 Church and Empire • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Gregory VII’s “Lay Investitures Forbidden,” Henry IV’s “Letter to Gregory VII,” Gregory VII’s “Deposition of Henry IV,” and “The Concordat of Worms”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Gregory VII’s Henry IV’s Gregory VII’s and Note: All the above links are in HTML format.

Instructions: Read these letters between Pope Gregory VII and the Holy Roman Emperor Henry IV to understand the developments of the Investiture Controversy. Read “The Concordat of Worms” and think about the ways in which it solves the problems of lay investiture. Also, as you read, consider the ways in which Pope Gregory’s action during the Investiture Controversy helped to create the independence of the Church from the state. Henry IV became King of Germany on his father’s death in 1056, when Henry was only six years old. When Henry became an adult, Gregory VII refused to crown him Holy Roman Emperor, because Henry insisted on his right to choose the bishops within the empire, and Gregory actually deposed Henry in 1076. The resulting conflict outlived both Henry and Gregory and was not resolved until the Concordat of Worms of 1122. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

• 3.3.5 Papal Government and Canon Law • Reading: The ORB: Online Reference Book for Medieval Studies: Yuri Koszarycz’ Ecclesiology: “The Pontificate of Innocent III and the Tragedy of the Great Schism” and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Fourth Lateran Council”. Link: The ORB: Online Reference Book for Medieval Studies: Yuri Koszarycz’ Ecclesiology: (HTML) and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read Yuri Koszarycz’ “The Pontificate of Innocent III and the Tragedy of the Great Schism” and the selections from the canons of the Fourth Lateran Council for an understanding of papal government at the beginning of the thirteenth century. Innocent III, pope from 1198 to 1216, studied law at the University of Bologna, Europe’s pre-eminent legal faculty, before becoming pope. As pope, he used canon law (church law) to bolster his arguments and his position. In 1215 he called an ecumenical council, the Fourth Lateran Council, to rule on issues and problems of the church. What was the significance of the Fourth Lateran Council?

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 3.4 The Crusades • 3.4.1 Origins of the Crusades • Reading: The Saylor Foundation's 'Origins of the Crusades'. Link: The Saylor Foundation’s “” (PDF) Instructions: Please read 'Origins of the Crusades.' As you read, ask yourself the following questions: what sparked the first crusade?

What were the motivations of the crusaders, and how did they proceed? Reading and answering the questions above should take approximately 30 minutes to complete.

• 3.4.2 Christianity and Islam • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “The Great German Pilgrimage of 1064–65”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “The Great German Pilgrimage of 1064-65” for an understanding of Christian-Muslim relations in the period before the First Crusade. A pilgrimage is a religious journey, often to a place of religious significance or to visit religious objects.

In the eleventh century, Europeans became increasingly interested in going on pilgrimages to the Holy Land, most of which was under Islamic control. As you read, keep the following questions in mind: 1) Why did European interest in pilgrimages increase in the 1000s? 2) How did conflicts in the Islamic Middle East make pilgrimages more difficult? Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 3.4.3 Call for Crusade • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Urban II’s “Speech at Clermont: Five Versions”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read Pope Urban II’s speech to learn about why he called for the First Crusade.

Think about how and why the accounts of the speech differ from each other. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 3.4.4 Early Crusades • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Fulk of Chartres’ “The Capture of Jerusalem” and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The First Crusade”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Fulk of Chartres’ (HTML) and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read Fulk of Chartres’ “The Capture of Jerusalem” and Lynn Nelson’s “The First Crusade” for an overview of the events of the First Crusade and the fall of Jerusalem to the crusaders. In what ways did the First Crusade change European views toward the Middle East?

During the First Crusade in 1099, the Christian armies captured Jerusalem. In this text, Fulk of Chartres, who participated in the storming of the city, describes the fighting between the Frankish army and the Saracens, or Muslims. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 3.4.5 Later Crusades • Reading: The ORB: Online Reference Book for Medieval Studies: E. Knox’ The Crusades: “The Fourth Crusade”. • Unit 4: The High Middle Ages Between the eleventh and thirteenth century, Europe entered a period known as the High Middle Ages. The absence of the bubonic plague and the rise of commerce created an environment for many changes in politics and society.

Many European kingdoms became more stable polities after the period of “barbarian invasions;” kings centralized and Christianized their territories. This unit presents a geographic overview of Europe from Spain to the Urals during this crucial period of the 1200s and early 1300s. Unit 4 Time Advisory.

Upon successful completion of this unit, the student will be able to: • Identify and describe key events in the political and constitutional history of the English and French kingdoms during the High Middle Ages. • Identify major milestones in what historians have called the “reconquista” and describe the challenges faced by the Christian rulers of the new Iberian kingdoms. • Identify and explain major contemporary political events in Central and Eastern Europe, including the Mongol invasion and conquest of Russia.

• Describe political events and structures in smaller principalities such as Flanders, which indicate the variety of relationships between rulers and ruled in medieval Europe. • 4.1 England and France • 4.1.1 Magna Carta • Reading: U.S. Naval Academy: Professor Richard Abels’ “Annotated Excerpts of Magna Charta, 1215”.

Naval Academy: Professor Richard Abels’ “ (HTML) Instructions: Please read all of this text which describes the circumstances leading up to King John’s (r. 1199-1216) signing of the Magna Charta in 1215, an event which is considered to be one of the most momentous in English political history. In this reading, Professor Richard Abel of the United States Naval Academy provides a valuable introduction to the political conflict between the king and landed elites within the realm that led to the drafting of the Magna Charta, the claims and rights expressed in its clauses, and some of the implications of these agreements for future generations of rulers and ruled. After reading Abel’s introduction, please proceed to the final segment of the text and read the set of clauses from the Magna Charta selected by the author.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 4.1.2 Manner of Holding Parliament • Reading: Yale University’s The Avalon Project: “Manner of Holding Parliament”. Link: Fordham University’s Internet Medieval Sourcebook: Peter of Blois’ (HTML) Instructions: Read Peter of Blois’ “Letter to Queen Eleanor” to understand women’s legal position in the twelfth century and how important Eleanor’s divorce and remarriage were to the political climate of northern Europe. Note on the text: Eleanor, Duchess of Aquitaine, lived from 1122 to 1204 and was perhaps the single most powerful person in Europe in the twelfth century. She was definitely the wealthiest.

She inherited a third of France from her father, and in 1137 she married the future Louis VII, King of France. In 1152, Eleanor met Henry, Count of Anjou, the heir apparent to the English throne, and divorced Louis to marry Henry, taking the Aquitaine and all of her other feudal possessions with her. In this letter Peter of Blois tries to dissuade Eleanor from divorcing Louis.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 4.2 Germany and the Rhine • 4.2.1 Barbarossa • Reading: Yale University’s The Avalon Project: The Gelnhausen Charter (April 13, 1180). Link: The Saylor Foundation’s “” (PDF) Instructions: Please r'ead 'Flanders. As you read, ask yourself the following questions: how would you characterize the relationship between counts and town councils in Flanders? What role did economics play in this relationship? Reading, taking notes, and answering the questions above should take approximately 25-30 minutes to complete.

• 4.3 Central and Eastern Europe • 4.3.1 The Golden Age of Kiev • Reading: Eastern New Mexico University: Dr. Rollinson’s “Selections from the Primary Chronicle”.

Link: John Radzilowski’s “” (PDF) Instructions: Casimir the Great ruled Poland from 1333–70 and transformed his country from a recently reunited collection of local princes into a regional powerhouse. Read the except above to understand how Casimir shaped the history of east-central Europe. Terms of Use: This material has been reposted with the kind permission of John Radzilowski. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder. • 4.4 Europe’s Peripheries • 4.4.1 Iberia • Reading: The Saylor Foundation's 'Iberia'. Link: The Saylor Foundation's ' (PDF).

Instructions: Please read 'Iberia.' In the eighth century, nearly all of the territory encompassed today by the states of Spain and Portugal was conquered by Muslim armies, an event which presaged a long period of conflict between Carolinian and Muslim forces. The strength of Christian principalities in the north of the peninsula also grew in time and by the thirteenth century—the period covered in the present reading—powerful kingdoms had emerged in the form of Castile, Aragon, and Portugal.

The final stages in the growth of these powers and their efforts simultaneously to conquer the remaining Muslim territories in the peninsula while developing their internal systems of authority is described in the present reading. • 4.4.2 Ireland • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Gerald of Wales’ “The Norman Conquest of Ireland (12th Century)”. • Unit 5: Medieval Science, Technology, and Culture The Middle Ages were once termed the “dark ages,” but in recent decades, scholars have increasingly challenged this popular belief as outdated.

We now know that the Middle Ages was a period of brilliant cultural and intellectual achievement that laid the foundation for the Renaissance and the rise of Western Civilization. Supported by the Church and the universities it founded, medieval scholars pioneered the scientific method of offering rational proofs to explain natural phenomenon. Cistercian monks developed and spread new methods of agriculture including selective breeding of plants and animals. The great Gothic cathedrals of Europe illustrate this era’s achievements in engineering and architecture.

Monks and nuns copied and spread the works of their Greek and Roman predecessors as well as countless religious texts. In the visual arts, music, theater, and literature medieval men and women expressed themselves and their vibrant, passionate lives. Unit 5 Time Advisory. Upon successful completion of this unit, the student will be able to: • Describe the efforts and accomplishments of medieval thinkers and scholars in the realms of science, technology, and culture. • Identify major educational initiatives of the period; describe the origins and spread of medieval universities as well as the types of scholarship carried on within them. • Describe the role of the Church and Christian theology in the intellectual pursuits of the period as well as the methods used by scholars to attain new knowledge.

• Identify and describe the problems and ideas that especially attracted medieval thinkers, including those which generated controversy and conflict. • Compare and contrast major developments in secular culture, specifically art, literature, and music, across the European continent. • 5.1 Science and Learning • 5.1.1 Elite Culture • Reading: Reading: The Saylor Foundation’s “Elite Culture”. Link: The Saylor Foundation’s “” (PDF). Instructions: Please read 'Elite Culture.' As you read, answer the following questions: what were the main cultural developments of the twelfth century?

Why do scholars refer to this period as the “Flowering of the Middle Ages?” What codes of behavior characterized new genres of literature? Reading and answering these questions should take approximately 30 minutes to complete. • 5.1.2 Intellectual Life • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Peter Abelard’s “Sic et Non”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Peter Abelard’s (HTML) Instructions: Read the selection from Peter Abelard’s “Sic et Non” to understand the methods of early scholasticism. Peter Abelard (1079–1142) taught theology at the University of Paris, where he was instrumental in introducing scholastic method to the curriculum. Scholasticism uses Aristotelian logic to explain known truths, but in “Sic et Non,” Abelard’s scholastic masterpiece, he presents both sides of an issue and expects his students to use logic to determine which side has the better case. Because it left out the answers, Abelard’s book became controversial and open to attack, and eventually, it was condemned by the papacy.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 5.1.3 Universities • Reading: Reading: The Saylor Foundation’s “Universities”. Link: The Saylor Foundation’s “” (PDF). Instructions: Please read 'Universities.' As you read, consider the following questions: what challenges did masters and students face in towns where their schools were located? In what ways did the growth of secular and ecclesiastical bureaucracies influence the rise of universities?

What legal status did students and masters gain with the designation universitas, and how did they organize the new institutions? Reading and answering the questions above should take approximately 20 minutes to complete.

• 5.1.4 Science • Reading: Reading: The Saylor Foundation’s “Science and Philosophy”. Link: The Saylor Foundation’s “” (PDF). Instructions: Please click on the link above, and read the entire text.

As you read, answer the following questions: what were the primary goals of scholars in the twelfth and thirteenth centuries? What methods did they use to meet these goals? In what ways does this approach reflect an optimistic view of the world? Reading and answering these questions should take approximately 15-20 minutes to complete. • 5.2 Technology • 5.2.1 Overview of Technology • Web Media: New York University: Professor Paul Gans’ “Timeline of Medieval Technology”. Link: The Saylor Foundation’s “” (PDF).

Instructions: Please read 'The Development of Agriculture.' As you read, answer the following questions: what were the major innovations of the period referred to as the Agricultural Revolution? What were the immediate and long-term effects of these innovations? Reading and answering these questions should take approximately 15-20 minutes to complete. • 5.2.3 The Stirrup Controversy • Reading: New York University: Paul Gans’ “The Great Stirrup Controversy” and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of John Sloan’s “The Stirrup Controversy”. Links: New York University: Paul Gans’ “” (HTML) and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of John Sloan’s “” (HTML) Instructions: Read Gans’ and Sloan’s discussions of the “stirrup controversy,” and consider how scholars’ view of the importance of the stirrup to the development of feudalism have changed over time. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

• 5.2.4 Origins of Industry • Reading: New York University: Paul Gans’ “Iron Working” and “The Horizontal Loom”. Link: The Saylor Foundation’s “” (PDF) Instructions: Please read 'Military Technology.'

As you read, try to answer the following questions: what improvements contributed to the rise of the mounted knight? In what ways did new technologies in weaponry impact the role of the mounted knight on the battlefield? Reading and answering the questions above should take approximately 15 minutes to complete. • 5.3 Art and Architecture • 5.3.1 Overview of Medieval Architecture • Reading: The Saylor Foundation’s “Overview of Medieval Architecture”.

Link: The Saylor Foundation’s “” (PDF) Instructions: Please read 'Overview of Medieval Architecture.' As you read, try to answer the following questions: what are the main differences between the Romanesque and Gothic styles of architecture? What were the motivations for the boom in church construction between 1050 and 1350? Reading and answering the questions above should take approximately 15-20 minutes to complete. • 5.3.2 Gothic Cathedrals • Reading: The Saylor Foundation’s “Gothic Cathedrals”. Link: The Saylor Foundation's “” (PDF). Instructions: Please read 'Visual Arts.'

As you read, ask yourself the following questions: What themes are represented in Gothic painting and sculpture? What types of surfaces did painters use and how were these surfaces prepared? What are the main artistic innovations in style associated with painters such as Giotto di Bondone? This should take you approximately 20 minutes. • 5.3.4 Illuminated Manuscripts • Reading: The Saylor Foundation's 'Illuminated Manuscripts”.

Link: You Tube: NicolasBreezeWood: “” (Thirteenth Century, French) and Lumina Vocal Ensemble: “” (Thirteenth Century, English) Instructions: Listen to the selections of secular music (about 2 minutes each), and consider how these pieces differ from each other and from the examples of sacred music you heard previously. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 5.5 Literature and Theater Note: This topic is covered in the readings under sub-subunits 5.5.1-5.5.4. • 5.5.1 Sagas • Reading: Readings: Icelandic Saga Database’s version of George W. DaSent’s (trans.) Brennu-Njal’s Saga: Chapters 41–45 and Project Gutenberg’s version of Beowulf: Chapters III and IV. • Unit 6: Medieval Society Medieval society was characterized by three “estates:” the nobles, the clergy, and the commoners.

As one author of the time put it: “some pray, others fight, still others work.” This ideal often masked deep inequities, but medieval estates were not social classes in the modern sense. They represented status and rights rather than wealth so that there were wealthy commoners and poor nobles, rich clergy, and poor clergy. Social mobility was limited by modern standards, but estates were not fixed and many people of high ability were able to better themselves and their families through luck and hard work. Chivalry—the culture of knighthood—became an important component of medieval society. And feudalism—a hierarchical system of lords, vassals, and serfs—became a more formal socio-political regime in Europe during this time. Faith played a central role in the lives of medieval men and women. The Cluny reforms stimulated a growth in lay piety that was reflected in new cultural forms such as Gothic art and architecture as well as an intellectual flowering.

For example, scholasticism, the attempt to reconcile Christian theology with ancient classical philosophy, emerged in the twelfth century. In this unit, we will study the rise of feudal society in many European kingdoms. We will also consider the cultural renaissance of the High Middle Ages. [1] Bishop Adalbero of Laon, qtd. Steven Kreis’s “*” * Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Upon successful completion of this unit, the student will be able to: • Identify and define the three “estates” which composed medieval society. • Identify, compare, and contrast the social status, duties, and privileges of the three medieval estates in the political and economic affairs of the period. • Describe some of the general conditions of life in medieval European towns and villages as well as contemporary conceptions of gender roles and responsibilities. • Identify and describe the values and customs of contemporary European nobilities. • Describe some of the ways in which religion was transmitted and practiced among the larger public and the manner in which medieval society policed religious deviance. • 6.1 Lords and Peasants • 6.1.1 Medieval Society • Reading: The Saylor Foundation's 'European Society in the High Middle Ages'. Link: The Saylor Foundation's ' (PDF).

Instructions: Please read 'European Society in the High Middle Ages.' As you read, consider what political institutions emerged during the high Middle Ages, and how did they shape the ways in which rulers made decisions? What are the main characteristics of urban culture? In what ways did urban populations express religious devotion? Reading the text and answering the questions above should take approximately 15-20 minutes to complete.

• 6.1.2 The Medieval Manor • Reading: The Saylor Foundation’s “Medieval Manor”. Link: The Saylor Foundation’s “” (PDF) Instructions: Please click on the link above, and read the entire text. As you read, answer the following questions: what did the lord provide to laborers? What did laborers provide to the lord? Describe the relationship between landlords and laborers on a manor. What physical and geographical features were included on a manor?

Reading the text and answering the questions above should take approximately 15-20 minutes to complete. • 6.1.3 Peasants • Reading: The Saylor Foundation’s “Peasants”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Andreas Capellanus’s (HTML) Instructions: Read Andreas Capellanus’s “On the Art of Courtly Love” to learn about chivalry and the development of noble mannerisms in the twelfth century. Andreas Capellanus wrote this work for Marie de Champagne, the daughter of Louis VII of France and Eleanor of Aquitaine, as a guide to manners at court. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 6.1.6 Women • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Peter of Blois’s “Letter to Queen Eleanor”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read “The Seven Sacraments” to gain an understanding of the sacramental system developed by the medieval Catholic Church. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 6.2.3 Philosophy and Faith • Reading: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “Medieval Philosophy” and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Thomas Aquinas’ “Reasons in Proof of the Existence of God”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Caesarius of Heisterbach’s (HTML) Instructions: Read Caesarius of Heisterbach’s “Medieval Heresies” for a medieval definition of heresy.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 6.3.2 Intellectual and Popular Heresy • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “The Fourth Lateran Council: Canon 3 on Heresy (1215)”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) Instructions: Read the Fourth Lateran Council’s canon on heresy to understand why heresy was such a problem for the Catholic Church and what steps they took to end it. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 6.3.3 The Cathars and Waldensians • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “The Conversion of Peter Waldo” and Bernard Gui’s “Manual of the Inquisitor: On the Cathars”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of St. Francis of Assisi’s (HTML) and The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read Francis of Assisi’s “Testament” and Lynn Nelson’s “The Mendicant Friars” for an overview of the mendicant movement in the thirteenth century.

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 6.3.5 The Inquisition • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Bernard Gui’s “Inquisitorial Technique” (HTML). • Unit 7: The Late Middle Ages While historians usually characterize the High Middle Ages as a period of prosperity and social advancement, the Late Middle Ages, by contrast, was a marked by pandemic disease, famine, death, and recurrent warfare. The Great Famine of 1315-1317 wreaked havoc over Europe but the arrival of the Black Death unleashed unparalleled devastation. Perhaps as much as half the European population succumbed to the pandemic by 1420. While the disease was originally thought to be a bacterium transmitted by fleas and rats from Asia, new research suggests that “The Great Plague” might instead have been a viral hemorrhagic fever. The late medieval period was also witness to problems within the Catholic Church.

During the Great Schism, from 1378 to 1417, two men—one in Rome and one in Avignon, France—simultaneously claimed to be the true Pope. The schism divided Europe and undermined the authority of the papacy. And the Hundred Years’ War broke out when France attempted to confiscate English lands in the duchy of Aquitaine; the conflict dragged on for 116 years, ending only when France finally expelled England from the continent. In this unit, we will consider the death and dislocation unleashed during the late medieval period. We will also study how political, social and religious turmoil caused massive changes in medieval society.

Unit 7 Time Advisory. Upon successful completion of this unit, the student will be able to: • Identify and describe the causes of the Great Plague that spread throughout the European continent over the late middle ages; explain and assess some of the arguments developed by historians to indicate the long-term economic and political effects of this calamity.

• Explain and assess the reasons given by historians for the turmoil within the Catholic Church and the causes of the “Great Schism” of the fourteenth century. • Identify and describe the causes of the Hundred Years’ War and some of the major events that affected the outcome of the conflict.

• 7.1 The Black Death • 7.1.1 Origins • Reading: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Great Famine and the Black Death” and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Johannes of Trowkelowe’s “On the Famine of 1315”. Link: The ORB: Online Reference Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) and Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Johannes of Trowkelowe’s (HTML) Instructions: Read Lynn Nelson’s “The Great Famine and the Black Death” and Johannes of Trowkelowe’s “On the Famine of 1315” for an overview of the period leading up to the Black Death of 1348-1350 and of its course. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 7.1.2 The Disease Cycle • Reading: The Centers for Disease Control: “Information on Plague”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Giovanni Boccaccio’s (HTML) Also available in: Instructions: Read Giovanni Boccaccio’s “The Decameron” to learn how the initial wave of plague affected people in southern Europe. A merchant ship returning to Italy from the Crimea in 1347 carried a deadly disease that would devastate Europe—the Black Death.

The plague reduced the European population by one-third to one-half by 1400. In this text, Boccaccio describes the social and psychological effects of the plague in Florence. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 7.1.4 Economic and Cultural Effects • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Jean Froissart’s “On the Jacquerie” and Niccolo Machiavelli’s “History of Florence: The Ciompi Revolt”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Jean Froissart’s (HTML) and Niccolo Machiavelli’s (HTML) Instructions: Read Jean Froissart’s “On the Jacquerie” and Niccolo Machiavelli’s “History of Florence: The Ciompi Revolt” to learn about popular responses to post-plague pressures. After the plague, many governments tried to force peasants and urban workers to accept pre-plague wages and working conditions. The Jacquerie in France and the Ciompi Revolt in Italy were workers’ responses to these governmental actions. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

• 7.2 The Weakening of the Church • 7.2.1 Rising Power of European States • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of William of Hundlehy’s “The Outrage at Anagni” (HTML). Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of William of Hundlehy’s (HTML) Instructions: Read William of Hundlehy’s “The Outrage at Anagni” to learn about the decline in papal power and the rise in royal power at the end of the thirteenth century. Pope Boniface VIII (1294-1303) tried to control kings and emperors as his predecessor Innocent III (1198-1216) had, but the situation had changed a great deal over the course of the thirteenth century. When Boniface tried to punish Philip IV of France for taxing the clergy, Philip simply put the pope on trial and convicted him of blasphemy and sorcery, among other trumped-up charges.

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 7.2.2 The Avignon Papacy • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Petrarch’s “Letter Criticizing the Avignon Papacy” and The ORB: Online References Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Avignon Papacy”. Links: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Petrarch’s (HTML) and The ORB: Online References Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read Lynn Nelson’s “The Avignon Papacy” and Petrarch’s letter for an overview of the Avignon Papacy and the problems that it posed for Europe.

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 7.2.3 The Great Schism and Conciliarism • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of “Manifesto of the Revolting Cardinals” and The ORB: Online References Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Great Schism”.

Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of (HTML) and The ORB: Online References Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: (HTML) Instructions: Read the “Manifesto of the Revolting Cardinals” and Lynn Nelson’s “The Great Schism” for an overview of the papal schism. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 7.2.4 Popular Religion • Lecture: YouTube: Stanford University: Caroline Walker Bynum’s “Christian Materiality: Miracles in the Later Middle Ages”. Link: YouTube: Stanford University: Caroline Walker Bynum’s (YouTube) Instructions: View Caroline Walker Bynum's “Christian Materiality: Miracles in the Later Middle Ages” to learn about late medieval religiosity (about 1 hour and 11 minutes).

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 7.3 War and Peace • 7.3.1 Hundred Years’ War • Reading: The ORB: Online References Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: “The Hundred Years’ War”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Charles IV’s (HTML) Instructions: Read Charles IV’s “Golden Bull” to learn about the methods of electing a Holy Roman Emperor in the late medieval period.

During the Middle Ages, the Holy Roman Emperor was chosen by a panel of electors. The number of electors was finally set at seven in the thirteenth century. After the disastrous Italian wars of the emperor Frederic II and the interregnum that followed, Charles IV issued these laws concerning the election of emperors. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 7.3.3 Impact of Widespread Conflict • Reading: The ORB: Online References Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: 'The National Monarchies'. Link: The ORB: Online References Book for Medieval Studies: Lynn Nelson’s Lectures for a Medieval Survey: ' (HTML) Instructions: Read Lynn Nelson's 'The National Monarchies' to learn about the outcomes of the dynastic conflicts of the fourteenth and fifteenth centuries.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 7.3.4 The Rise of the Ottoman Empire • Reading: Sam Houston State University: Professor Nicholas J. Pappas’s version of Paul Pittman’s Turkey: A Country Survey: “Rise of the Turks and the Ottoman Empire”. Link: Sam Houston State University: Professor Nicholas J. Pappas’s version of Paul Pittman’s Turkey: A Country Survey: “” (HTML) Instructions: The Ottoman Empire not only extinguished the last remnants of the Byzantine Empire but dominated the eastern Mediterranean and began long series of conquests in southeastern Europe. Read the selection linked above to learn more about the origins of Ottoman power.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 7.3.5 The Defeat of Teutonic Order • Reading: University of Alaska: John Radzilowski’s “The Grunwald Campaign”. • Unit 8: Origins of the Renaissance In Italy during the late Middle Ages, the contours of a new cultural movement—the Renaissance—began to emerge in urban centers such as Rome, Venice, Florence, and Milan.

Meaning “rebirth” in French, “the Renaissance” refers to a growing interest in classical Greek and Roman sources, an emphasis on realism in art, and educational reform. Renaissance thinkers emphasized humanism—a moral philosophy that considers humans to be of primary importance—in art, philosophy, politics, science, and religion. This new interest in humanism represented a gradual shift away from the focus on theology and philosophy that had dominated European thought for centuries. By the sixteenth century, Renaissance culture had spread to other regions of Europe. Unit 8 Time Advisory.

Upon successful completion of this unit, the student will be able to: • Discuss the medieval origins of the Renaissance. • Describe the social, political, and economic setting in Italy in the fifteenth century and some of the developments that historians count as especially important in encouraging the artistic and cultural innovations associated with the Renaissance. • Explain and assess the arguments given by historians concerning the influence of events such as the Great Plague and fall of Constantinople on European culture and politics. • Identify the major achievements of the early Renaissance in Italy and describe its spread to northern Europe.

• Identify major themes in the work of important figures such as Durer and Erasmus and explain how these reflect the spread of Renaissance values and ideas. • 8.1 Origins • 8.1.1 Northern Italian Cities • Web Media: CosmoLearning: Perry-Castaneda Library, Map Collection at the University of Texas at Austin’s “Italy (1490)”. Link: The Saylor Foundation’s “” (PDF). Instructions: Please read 'Commercial Exchange.'

As you read, answer the following questions: what developments contributed to the rise of a profit-based economy? How are these developments reflected in new types of business associations and new industries? Reading and answering the questions above should take approximately 15-20 minutes to complete. • 8.1.3 Communes and Republics • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Bartolo of Sassoferrato’s “Treatise on City Government”. Link: Fordham University’s Internet Medieval Sourcebook:Professor Paul Halsall’s version of Bartolo of Sassoferrato’s (HTML) Instructions: Read Bartolo of Sassoferrato’s “Treatise on City Government” to understand how Italians thought about urban centers and governments at the beginning of the renaissance. Bartolo of Sassoferrato (1313–57) taught law at the University of Perugia, and he was one of the fourteenth century’s most important legal theorists.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 8.1.4 City-States • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Niccolo Machiavelli’s “The Discourses: Republics and Monarchies” and “The Prince”.

Link: The Saylor Foundation’s “” (PDF). Instructions: Please read 'Responses to the Middle Ages.” As you read, consider the following questions: what does the term “renaissance” mean, and how has it been used to describe periods in European history? What are the distinguishing features of the period known as the Renaissance that began in Italy around 1350? Reading and answering the questions above should take approximately 15 minutes to complete.

• 8.2.2 Fall of Byzantium • Reading: The Saylor Foundation’s “Fall of Byzantium”. Link: The Saylor Foundation’s “” (PDF).

Instructions: Please read 'Fall of Byzantium” As you read, answer the following questions: how did the Byzantine Empire come to an end? In what ways did Byzantine culture survive in Europe? Reading and answering the questions above should take approximately 15 minutes to complete. • 8.2.3 New Emphasis on Latin and Greek Texts • Reading: Fordham University's Internet Medieval Sourcebook: Professor Paul Halsall’s version of Francesco Petrarch's 'Letter to Homer'.

Link: Fordham University's Internet Medieval Sourcebook: Professor Paul Halsall’s version of Francesco Petrarch's (HTML) Instructions: Read Petrarch's 'Letter to Homer' for an explanation of Petrarch's view of the relationship between renaissance humanism and ancient authors. Francesco Petrarch lived in the fourteenth century, but he wrote many letters to famous Greeks and Romans who had been dead for centuries. Homer wrote the Greek epic poems The Iliad and The Odyssey by the middle of the eighth century BCE.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 8.2.4 Unique Political and Social Climate in Italy • Lecture: University of California, Berkeley: Thomas Laqueur’s “The State as a Work of Art”. Link: The Saylor Foundation’s “” (PDF). Instructions: Please read 'Black Death.' As you read, answer the following questions: what was the Black Death, and how did it affect the body? What were some of the immediate responses to the pandemic?

What long-term effects did it have on the population and Europe? Reading and answering the questions above should take approximately 15 minutes to complete. • 8.2.6 French and English Exploration • Reading: Fordham University's Internet Modern History Sourcebook: Francis Petty's 'Sir Francis Drake's Famous Voyage Round the World'. Link: Fordham University's Internet Modern History Sourcebook: Francis Petty's (HTML) Instructions: Read Petty's 'Sir Francis Drake's Famous Voyage Round the World' for an example of an English explorer and compare Drake to the Spanish and Portuguese explorers discussed above. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 8.3 The Renaissance in Northern Europe • 8.3.1 The Northern Renaissance • Reading: The Saylor Foundation’s “Northern Renaissance”. Link: The Saylor Foundation’s “” (PDF). Instructions: Please read “Northern Renaissance.” As you read, answer the following questions: which ideas traveled from Italy to the rest of Europe during the period known as the Renaissance, and how? In what ways were these ideas adapted to new contexts? What are the main characteristics of the Northern Renaissance? Reading and answering the questions above should take approximately 20 minutes to complete. • 8.3.2 Christian Humanism • Reading: State University of New York, Suffolk, HS 101 Readings: Desiderius Erasmus’ “Julius Excluded from Heaven”.

Link: State University of New York, Suffolk, HS 101 Readings: Desiderius Erasmus’ (HTML) Instructions: Read Erasmus’ “Julius Excluded from Heaven” to learn about the foundations and ideals of Christian humanism. Think about what criteria Erasmus/Peter is using to judge Pope Julius II. Desiderius Erasmus (1466–1536) was a Dutch Catholic priest who took issue with what he saw as corruption within the Catholic hierarchy. He applied the humanist ideals of classical learning to Christian texts and even created a new Greek edition of the New Testament.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 8.3.3 Art and Architecture • Reading: The Saylor Foundation’s “Art and Architecture”. • Unit 9: Renaissance Ideas The advent of the Renaissance marked the end of the medieval period and the beginning of the early modern world. Evidence of this transition could be seen in the fields of philosophy, art, architecture, and science. Many thinkers looked to classical sources as a reference point: they wanted to both emulate and improve upon the ideas of the classical world. In this unit, we will see how an emphasis on realism and rationalism was manifest in cathedrals, poetry, scientific treatises and paintings during the Renaissance era.

Unit 9 Time Advisory. Upon successful completion of this unit, the student will be able to: • Describe, in general terms, the importance of the Renaissance. • Describe the effects of the Renaissance on Europe. • Identify some of the general elements and ideals historians have come to associate with Renaissance culture and explain their reasons for doing so.

• Identify, compare, and contrast the thematic and stylistic characteristics that distinguish some of the most influential Renaissance era artists. • Explain the values and principles associated with concepts such as humanism and their influence upon artistic and social movements during the period. • Identify and describe the interests and accomplishments of Renaissance thinkers in the realm of science and technology. • 9.1 Renaissance Humanism • 9.1.1 Emphasis on Classical Sources • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Petrarch’s “Letter to Cicero,” Part 1 and “Letter to Cicero” Part 2. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Petrarch’s (HTML) and (HTML) Instructions: Read both parts of Petrarch's 'Letter to Cicero' to learn about Petrarch's methods of relating to classical authors. Francesco Petrarch was a papal secretary during the Avignon Papacy.

He used his position to gather various classical texts because he believed that the ancient Romans were more virtuous than people of his own time and could provide models of behavior for his contemporaries. Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. • 9.1.2 Secular or Religious Renaissance? • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Petrarch’s “Ascent of Mount Ventoux”. Link: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Petrarch’s (HTML) Instructions: Read Petrarch's 'Ascent of Mount Ventoux' to learn about the relationship between the religious and secular worlds during the renaissance. Some scholars have claimed that the renaissance was a time of increased secularism, but Petrarch, the father of the renaissance, sought to reform the church as well as the secular world.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 9.1.3 Civic Humanism • Reading: The Saylor Foundation’s “Civic Humanism”. Link: The Saylor Foundation’s “” (PDF). Instructions: Please read 'Civic Humanism.'

As you read, answer the following questions: what are the main elements of “civic humanism?” In what ways did it challenge medieval values? Reading and answering the questions above should take approximately 20 minutes to complete. • 9.1.4 Neoplatonism • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Richard Hooker’s translation of Giovanni Pico della Mirandola’s “Oration on the Dignity of Man”. Link Fordham University’s Internet Medieval Sourcebook: Professor Richard Hooker’s translation of Giovanni Pico della Mirandola’s “” Instructions: Read Giovanni Pico della Mirandola's 'Oration on the Dignity of Man' as an example of neoplatonic thought during the renaissance. After the fall of the Byzantine Empire in 1453, many high-ranking, well-educated Byzantines fled to Florence. They brought with them texts written by the Greek philosopher Plato and many commentaries on his work written by later philosophers. The introduction of Platonic ideas had a great deal of influence on later humanist philosophers.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 9.1.5 Education • Reading: Fordham University’s Internet Medieval Sourcebook: Professor Paul Halsall’s version of Petrus Paulus Vergerius’ “The New Education”.

Link: Mark Harden's Artchive: Sandro Botticelli's (HTML) Instructions: View Sandro Botticelli's 'Primavera.' Sandro Botticelli (1445–1510) was one of the favorite artists of Lorenzo 'Il Magnifico' de' Medici. He painted many pieces of art for the Medici's private rooms, including 'Primavera,' which depicts Venus, the Roman goddess of love, celebrating the coming of spring with a variety of nature gods. The background provides realistic depictions of over 150 different species of plants. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. • 9.2.4 Italian and Dutch Artists • Reading: The Saylor Foundation’s “Italian and Dutch Artists”. Link: The Saylor Foundation’s “” (PDF) Instructions: Please read 'Italian and Dutch Artists.'

As you read, answer the following questions: what was the primay goal of Renaissance painters? What are the main differences between Italian and Dutch and Flemish painting during the early Renaissance?

What new genres developed in the Netherlands, and how are these genres related to the characteristics of Dutch and Flemish painting of the period? Reading and answering the questions above should take approximately 15-20 minutes to complete.

• 9.2.5 Political Effects in Germany • Web Media: Fordham University's Internet Modern History Sourcebook: 'The Religious Division of Europe'. Link: The Saylor Foundation’s “” (PDF) Instructions: Please read “Improvement and Emulation of Classical Forms.” As you read, answer the following questions: in what ways does Renaissance sculpture represent classical principles? Which particular aspects of ancient sculpture did Renaissance sculptors emulate? Reading and answering the questions above should take approximately 15 minutes to complete. • 9.3.2 Brunelleschi and the Dome of the Florentine Cathedral • Reading: The Saylor Foundation’s “Brunelleschi and the Dome of the Florentine Cathedral”. Link: The Saylor Foundation’s “” (PDF) Instructions: Please read “Brunelleschi and the Dome of the Florentine Cathedral.” As you read, answer the following questions: which aspects of classical design are perpetuated in Renaissance architecture? What characteristics define Brunelleschi’s architectural designs, and how are these represented in the dome of the Florentine cathedral?

Reading and answering the questions above should take approximately 15-20 minutes to complete. • 9.3.3 Rebuilding St.

Peter’s Basilica • Reading: Saylor Foundation’s “Rebuilding St. Peter’s Basilica”.

Link: The Saylor Foundation’s “” (PDF). Instructions: Please read “Rebuilding St. Peter’s Basilica.” As you read, answer the following questions: what motivations guided the renovation of St. Peter’s basilica in Rome? How did plans for the new basilica reflect classical architectural principles?

Reading and answering the questions above should take approximately 15 minutes to complete. • 9.4 Science • 9.4.1 Anatomy • Reading: Fordham University's Internet Modern History Sourcebook: Professor Paul Halsall’s version of William Harvey's 'On the Motion of the Heart and Blood in Animals'. Link: Fordham University's Internet Modern History Sourcebook: Professor Paul Halsall’s version of William Harvey's (HTML) Instructions: Read William Harvey's 'On the Motion of the Heart and Blood in Animals' to learn about developments in cardiovascular theory. Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

• 9.4.2 Astronomy and Physics • Reading: Fordham University's Internet Modern History Sourcebook: Professor Paul Halsall’s version of Nicolas Copernicus' 'The Revolutions of Heavenly Bodies'. Link: The Saylor Foundation’s “” (PDF).

Instructions: Please read 'Mathematics.' As you read, answer the following questions: what were the primary motivations for studying mathematics in the early Renaissance? In what ways did the revival of trade and commerce contribute to the mathematics used by painters and architects during the period? Reading and answering the questions above should take approximately 15 minutes to complete. • 9.4.4 Geography • Reading: Fordham University's Internet Medieval Sourcebook: Professor Paul Halsall’s version of Geoffrey Chaucer's 'A Treatise on the Astrolabe'.