Transcript AP World History (10/9)

AP World History (10/9)
 Do
Now: What inferences can we make
about Christianity (500-1500 CE) based on
the following map?
Christian societies in Europe
 Unlike
Islam, no
political unification
 Patchwork of tribal
kingdoms (Wood)
 Does offer unity
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Order and
organization
political leaders
unable to offer
After the fall of Rome…
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Western Europe from 5001500 CE=Middle Ages
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Early Middle Ages (500-1000
CE)
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Also known as “Dark Ages”
Germanic tribes
Tribal leaders
Little trade
High Middle Ages (1000-1500
CE)
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Signs of recovery
Towns/cities emerged
Emergence of a middle
class
Beginnings of the
Renaissance
Christianity-cultural glue
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Fall of Rome leads a void
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Christianity replaces SPRITE
elements lost after this
Feudalism-system of political
and military loyalties that
linked lords
Manorialism-economic
system where peasants tied
to the land
The Franks
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Led by Clovis (481-511 CE)
Overtook other Germanic
tribes
Support of the church (Clovis
converted to Christianity)
Carolingian family
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Charlemagne (Charles the
Great)
Conquered most of mainland
western Europe
Protected his subjects from
the Viking raiders
Counts oversaw provinces
Missi dominici (sovereign’s
officials) oversaw the counts
Crowned as emperor in 800
CE
Why such an important
moment?
Capitulary on the Missi
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Move with your
group through each
excerpt
Summarize each
excerpt
Evaluate-which
element is the main
focus of the excerpt?
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Social
Political
Religious
AP World History (10/10)
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Do Now: The
Capitulary on the
Missi should be
considered mainly a
_______________
document
because…
Fill in social, political,
or religious
Cite the primary
source to support
your answer
Charlemagne is dead?!
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And now the worthless
Louis the Pious is taking
over
You are one of the Missi
dominici-How do you keep
the empire together?
Provide your solutions to
the problems facing the
Carolingian Empire
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Be sure to identify the type
of problem also
Explain how your solutions
will keep the empire
together
Scenario #1
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One of Louis the
Pious’ lords is
threatening to
create ties with an
overlord from a rival
kingdom.
What kind of
problem?
What action should
be taken?
Scenario #2
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Another of Louis’ lords is
having a labor dispute
with his serfs. He is
threatening to seize
their homes if they do
not increase the
amount of land they
are tilling.
What kind of problem?
What action should be
taken?
Scenario #3
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Louis the Pious is
concerned about a new
attack from Viking
raiders. He has asked his
Counts to summon all
males in the kingdom
over age fourteen to
military service. Several
of the Counts are
excusing males under
the age of eighteen.
What kind of problem?
What action should be
taken?
AP World History (10/13)

Do Now: In the early
4th century, the
Roman emperor
Constantine moved
his capital from
Rome to
Constantinople.
What effect(s) did
this have on western
Europe?
Benedictine Rule
 The
church
supported
monasteries in rural
areas
 Benedict-wrote
rules for their
behavior
 Importance of this
(SPRITE)?
What kind of man the cellarer
of the monastery should be
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As cellarer of the monastery
let there be chosen from the community
one who is wise, of mature character, sober,
not a great eater, not haughty, not excitable,
not offensive, not slow, not wasteful,
but a God-fearing man
who may be like a father to the whole community…
Let him keep guard over his own soul,
mindful always of the Apostle's saying
that "he who has ministered well
will acquire for himself a good standing" (1 Tim. 3:13).
Let him take the greatest care
of the sick, of children, of guests and of the poor,
knowing without doubt
that he will have to render an account for all these
on the Day of Judgment.
The Crusades
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A series of holy wars
Why would people
fight these wars?
What would they
hope to gain?
Possible
effects/impact on
western
Europe/eastern
Europe?
AP World History (10/14)
 Do
Now:
Constantinople
became one of
the great cities of
the world during
this time period
(600-1450 CE). How
did geography
play a role in this
success?
The Byzantine Empire
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Again, influence of
Constantine
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Defined orthodox
(right belief)
Caesaropapismcombination of
political and religious
Able to withstand
many outside threats
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Muslims, Sassanids
(old Persian Empire)s
and Slavic kingdoms
What does the architecture show us
about the Byzantine Empire?
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The architecture of the Byzantine Empire was
a mixture of the earlier Greek and Roman
style with Asian/ Oriental influences. It often
utilized a large dome set on a square base
instead of a vaulted roof. Rounded arches
and spires also were common features on
Byzantine buildings. Bricks of different colors
were frequently used on the outside of the
structure and arranged so that they
appeared as bands or in complex patterns.
Inside, the walls were usually made of marble
with colored glass mosaics…One hundred
and eighty feet above the square was a
massive dome. At over a hundred feet across
it was by far the largest dome ever
constructed at the time and often compared
to the vault of heaven itself.
Justinian (rebuilt the church after fires):
“Solomon, I have outdone thee!”
Excerpted from:
http://www.unmuseum.org/7wonders/hagia_
sophia.htm
Key social/political impacts
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Economy controlled by
bureaucracy
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Low food prices for urban
dwellers
Effects on peasants?
Key trade location
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Silk, cloth, carpets, other
luxury items
Merchants have no political
power here
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Great Schism
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Merchants in western Europe
gaining power
1054-Roman Catholics split
from Eastern Orthodox
Political influence of women
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Empress Theodora
Who was Empress Theodora?
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According to Procopius, Theodora's father was the bear and
animal keeper at the Hippodrome, and her mother, after her
husband died, started Theodora's acting career, which
evolved into a life as a prostitute and mistress of Hecebolus,
whom she soon left. She became a Monophysite, and, still
working as an actress, or as a wool-spinner, she came to the
attention of Justinian, nephew and heir of the emperor Justin.
Justin's wife may also have been a prostitute; she changed
her name to Euphemia upon becoming empress. Theodora
first became the mistress of Justinian; then Justin
accommodated his heir's attraction to Theodora by
changing the law that forbid a patrician from marrying an
actress. That there is an independent record of this law being
changed lends weight to at least the general outline of
Procopius' story of Theodora's lowly origins.
Her impact on Byzantine
society?
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Through her relationship with her husband, who seems to have
treated her as his intellectual partner, Theodora had a real
effect on the political decisions of the empire. Justinian writes,
for instance, that he consulted Theodora when he
promulgated a constitution which included reforms meant to
end corruption by public officials. She is credited with
influencing many other reforms, including some which
expanded the rights of women in divorce and property
ownership, forbid exposure of unwanted infants, gave mothers
some guardianship rights over their children, and forbid the
killing of a wife who committed adultery. She closed brothels
and created convents where the ex-prostitutes could support
themselves.
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http://womenshistory.about.com/od/medbyzantempress/a/th
eodora.htm
Our in class essay
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Compare/contrast the
social, religious, and
political structures of
eastern and western
Europe during this time
period (600-1450 CE).
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Remember our structure
for intro and body
paragraphs
Start with SPRITE, then
use details to further
elaborate/support
points
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AP World History (10/15)
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Do Now: Theodosius II, the last
emperor to rule over the unified
Roman Empire, proclaimed in
424 AD: “We do not permit wool
to be dyed with any color
resembling the Imperial purple,
nor do We permit silk to be dyed
rose-color, and afterwards with
another tint . . . Those who
violate this law shall suffer the
punishment of death.”
Is this a social, political, or
religious idea?
How might we be able to use
this in our essays?
In the east…
 “By
the time of Justinian in the sixth
century, the Byzantine state owned a silkweaving industry and also had issued a
dress code reflecting the bureaucratic
hierarchy of the court and the
ecclesiastical hierarchy of the church.”
 Liu Xinru, “Silks and Religions in Eurasia, c.
A.D. 600-1200”
In the east (cont.)
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“Purple dye made from murex, a shellfish found in the
eastern Mediterranean, had been established as a
symbol of status…because the cost of extracting the
dye from a large quantity of the shellfish was
extremely high, and because purple was the only
fast color known to the ancient Mediterranean
world, it became the most durable status badge in
history…
The silk textiles produced under the Byzantine
government monopoly were silks dyed in purple or
embroidered with gold thread. Restrictions on silk,
purple, and gold embroidery were issued in the fifth
century by Theodosius , and the inclusion of the law
in the code of Justinian put it in force.”
In the west…
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“In early medieval Europe, wars and epidemics
took many lives, both the elite and the lowly, in
spite of the protection and curing power of saints
and their relics. The theological explanation for the
disasters that fell on innocent and devout
Christians was that people incurred the scourge of
God because of their sins. Sin was inevitable, and
the scourge of God was inevitable. The only hope,
therefore, was the promise of heaven after
death…Only in light of their fear of death and their
hope for happiness in another life can one
understand the devotion of early medieval
European Christians and their eagerness to give
their wealth to the church…
In the west…
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The rise of the cult of saints and the traffic in relics
brought more wealth, including silks, into already
wealthy churches in western Europe…
To mark the difference between regular human
bones and those of saints, Christians decorated
the relics of saints. From the sixth century onward,
lay people regarded silk cloth covering a tomb as
a sign indicating the grave of a canonized saint.
Liu Xinru, “Silks and Religions in Eurasia, c. A.D. 6001200”
AP World History (10/17)
 Do
Now: What
reached Europe in
1347-48 CE? What
effect(s) did this
have?
The Black Death
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Symptoms
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Bubonic plague: Patients
develop sudden onset
of fever, headache, chills,
and weakness and one or
more swollen, tender and
painful lymph nodes
(called buboes). This form
usually results from the bite
of an infected flea. The
bacteria multiply in the
lymph node closest to
where the bacteria entered
the human body.
http://www.cdc.gov/plagu
e/symptoms/
How is it spread?
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Bubonic plague is not
usually spread directly from person to
person. Small rodents, such as rats,
mice, squirrels, and weasels, carry the
infection. These animals have fleas
that are infected with the plague
bacteria. People may get exposed to
the bacteria from flea bites or from
direct contact with an infected
animal.
During the Middle Ages, bubonic
plague was known as the "Black
Death." During that time many people
became sick with pneumonia
from Yersinia pestis (called
"pneumonic plague") and spread the
disease bacteria to each other by
coughing and sneezing.
http://rarediseases.about.com/od/bu
bonicplagueandpictures/f/bubonicspr
ead.htm
From China to Europe…
The cinematic take
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Each of the following movie clips illustrates a
unique view on the effects of the plague.
After viewing each clip, perform the following
analysis:
What does filmmaker show about the impact
of the plague on individuals/groups?
What does the clip show about the beliefs of
people at the time the film was made (how
they view the black plague and its effects)?
How does it help us further connect to what
we already know about the Middle Ages?
Clip #1: The Seventh Seal
(1957)
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What does filmmaker
show about the impact
of the plague on
individuals/groups?
What does the clip show
about the beliefs of
people at the time the
film was made (how
they view the black
plague and its effects)?
How does it help us
further connect to what
we already know about
the Middle Ages?
Clip #2: Black Death (2010)
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What does filmmaker
show about the impact
of the plague on
individuals/groups?
What does the clip show
about the beliefs of
people at the time the
film was made (how
they view the black
plague and its effects)?
How does it help us
further connect to what
we already know about
the Middle Ages?
Clip #3: Monty Python and the
Holy Grail (1975)
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What does filmmaker
show about the impact
of the plague on
individuals/groups?
What does the clip show
about the beliefs of
people at the time the
film was made (how
they view the black
plague and its effects)?
How does it help us
further connect to what
we already know about
the Middle Ages?