European Middle Ages, 13 500-1200
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LECTURE 5 the Origins of Feudalism
OUTLINE — LECTURE 5 The Origins of Feudalism A Brief Sketch of Political History from Clovis (d. 511) to Henry IV (d. 1106) 632 death of Mohammed The map above shows to the growth of the califate to roughly 750. The map above shows Europe and the East Roman Empire from 533 to roughly 600. – 2 – The map above shows the growth of Frankish power from 481 to 814. 486 – 511 Clovis, son of Merovich, king of the Franks 629 – 639 Dagobert, last effective Merovingian king of the Franks 680 – 714 Pepin of Heristal, mayor of the palace 714 – 741 Charles Martel, mayor (732(3), battle of Tours/Poitiers) 714 – 751 - 768 Pepin the Short, mayor then king 768 – 814 Charlemagne, king (emperor, 800 – 814) 814 – 840 Louis the Pious (emperor) – 3 – The map shows the Carolingian empire, the Byzantine empire, and the Califate in 814. – 4 – The map shows the breakup of the Carolingian empire from 843–888. West Middle East 840–77 Charles the Bald 840–55 Lothair, emp. 840–76 Louis the German 855–69 Lothair II – 5 – The map shows the routes of various Germanic invaders from 150 to 1066. Our focus here is on those in dark orange, whom Shepherd calls ‘Northmen: Danes and Normans’, popularly ‘Vikings’. – 6 – The map shows Europe and the Byzantine empire about the year 1000. France Germany 898–922 Charles the Simple 919–36 Henry the Fowler 936–62–73 Otto the Great, kg. emp. 973–83 Otto II 987–96 Hugh Capet 983–1002 Otto III 1002–1024 Henry II 996–1031 Robert II the Pious 1024–39 Conrad II 1031–1060 Henry I 1039–56 Henry III 1060–1108 Philip I 1056–1106 Henry IV – 7 – The map shows Europe and the Mediterranean lands in roughly the year 1097. -
A Complete Course
A Complete Course Forum Theological Midwest Author: Rev.© Peter V. Armenio Publisher:www.theologicalforum.org Rev. James Socias Copyright MIDWEST THEOLOGICAL FORUM Downers Grove, Illinois iii CONTENTS xiv Abbreviations Used for 43 Sidebar: The Sanhedrin the Books of the Bible 44 St. Paul xiv Abbreviations Used for 44 The Conversion of St. Paul Documents of the Magisterium 46 An Interlude—the Conversion of Cornelius and the Commencement of the Mission xv Foreword by Francis Cardinal George, to the Gentiles Archbishop of Chicago 47 St. Paul, “Apostle of the Gentiles” xvi Introduction 48 Sidebar and Maps: The Travels of St. Paul 50 The Council of Jerusalem (A.D. 49– 50) 1 Background to Church History: 51 Missionary Activities of the Apostles The Roman World 54 Sidebar: Magicians and Imposter Apostles 3 Part I: The Hellenistic Worldview 54 Conclusion 4 Map: Alexander’s Empire 55 Study Guide 5 Part II: The Romans 6 Map: The Roman Empire 59 Chapter 2: The Early Christians 8 Roman Expansion and the Rise of the Empire 62 Part I: Beliefs and Practices: The Spiritual 9 Sidebar: Spartacus, Leader of a Slave Revolt Life of the Early Christians 10 The Roman Empire: The Reign of Augustus 63 Baptism 11 Sidebar: All Roads Lead to Rome 65 Agape and the Eucharist 12 Cultural Impact of the Romans 66 Churches 13 Religion in the Roman Republic and 67 Sidebar: The Catacombs Roman Empire 68 Maps: The Early Growth of Christianity 14 Foreign Cults 70 Holy Days 15 Stoicism 70 Sidebar: Christian Symbols 15 Economic and Social Stratification of 71 The Papacy Roman -
Western Europe After the Fall of Rome
1/17/2012 Effects of Germanic Invasions End of the 5th Century Raiders, • Repeated invasions, constant warfare Traders and – Disruption of trade • Merchants invaded from land and sea— Crusaders: businesses collapse – Downfall of cities Western Europe • Cities abandoned as centers for administration After the Fall of – Population shifts • Nobles and other city-dwellers retreat to rural Rome areas • Population of Western Europe became mostly rural The Rise of Europe 500-1300 The Early Middle Ages • Europe was cut off from the advanced civilizations of Byzantium, the Middle East, China and India. • Between 700 and 1000, Europe was battered by invaders. • New forms of social organization developed amid the fragmentation • Slowly a new civilization would emerge that blended Greco-Roman, Germanic and Christian traditions. akupara.deviantart.com Guiding Questions Decline of Learning 1.How was Christianity a unifying social and • Germanic invaders could not read or write political factor in medieval Europe? – Oral tradition of songs and legends • Literacy dropped among those moved to rural areas 2.What are the characteristics of Roman • Priests and other church officials were among Catholicism? the few who were literate • Greek Knowledge was almost lost – Few people could read Greek works of literature, science, and philosophy 1 1/17/2012 Loss of Common Language A European Empire Evolves • Latin changes as German-speaking • After the Roman Empire, Europe divided into people mix with Romans 7 small kingdoms (some as small as Conn.) • No longer understood from region to • The Christian king Clovis ruled the Franks region (formerly Gual) • By 800s, French, Spanish, and other • When he died in 511, the kingdom covered Roman-based (Romance) languages much of what is now France. -
Increasing Egg Consumption at Breakfast Is Associated With
nutrients Article Increasing Egg Consumption at Breakfast Is Associated with Increased Usual Nutrient Intakes: A Modeling Analysis Using NHANES and the USDA Child and Adult Care Food Program School Breakfast Guidelines Yanni Papanikolaou 1,* and Victor L. Fulgoni III 2 1 Nutritional Strategies, Nutrition Research & Regulatory Affairs, 59 Marriott Place, Paris, ON N3L 0A3, Canada 2 Nutrition Impact, Nutrition Research, 9725 D Drive North, Battle Creek, MI 49014, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-519-504-9252 Abstract: The objective of the current modeling analysis was three-fold: (1) to examine usual nutrient intakes in children when eggs are added into dietary patterns that typically do not contain eggs; (2) to examine usual nutrient intakes with the addition of eggs in the Child and Adult Care Food Program (CACFP) school breakfast; and (3) to examine nutrient adequacy when eggs are included in routine breakfast patterns and with the addition of eggs to the CACFP school breakfast program. Dietary recall data from the National Health and Nutrition Examination Survey 2011–2016 (children aged 1–18 years-old; n = 9254; CACFP n = 159) were used in the analysis. The usual intakes of pantothenic acid, riboflavin, selenium, and vitamin D increased ≥10 percent (relative to the baseline values) with Citation: Papanikolaou, Y.; Fulgoni, the addition of one egg at breakfast. The usual intakes of protein and vitamin A at breakfast were V.L., III Increasing Egg Consumption also increased by more than 10 percent compared to the baseline values with the addition of two at Breakfast Is Associated with eggs. -
9780521564946 Index.Pdf
Cambridge University Press 978-0-521-56494-6 - The Carolingian World Marios Costambeys, Matthew Innes and Simon Maclean Index More information INDEX . Aachen on conversion of Avars and Saxons, and memory of Charlemagne, 5 108 Charlemagne’s burial place, 154, 197 on force and conversion, 74 palace complex and chapel, 77, 157, on imperium, 166 168, 169, 173, 174, 175, 178, 196, 197, on pope and emperor, 138 199, 201, 205, 213, 214, 217, 218, 282, on the virtues and vices, 300 293, 295, 320, 409, 411, 420, 425 relationship to Willibrord, 106 Abbo of St-Germain-des-Pres:´ on Viking Alemannia. See also Judith, Empress; attack on Paris, 277 Charles the Fat Adalhard, Charlemagne’s cousin, 193 and Carolingian conquest, 225 and Hincmar’s De ordine palatii [On the and Charles Martel, 46 Governance of the Palace], 295 and family of Empress Judith, 206 and succession of Louis the Pious, 199 and opposition to rehabilitated in 820s, 206 Carolingians, 41, 51 afterlife: ideas of, 115 and Pippin III, 52 Agnellus of Ravenna, 59 conquest under Carloman and Pippin Agobard of Lyon III, 52 controversy with Amalarius of Metz, Merovingian conquest, 35 121 under Charlemagne, 66 criticism of Matfrid’s influence, 213 Amalarius of Metz on Jewish slave traders, 367 on Mass, 121 Aistulf, Lombard king, 58, 62 annals, 22, 23 laws on merchants, 368 and Pippin’s seizure of kingship, 32 military legislation of, 279 production of, 18, 21 Alcuin Annals of Fulda, 23, 231, 387, 396, as scholar, 143 404 as teacher, 147 Annals of Lorsch, 23, 166 asks ‘what has Ingeld to do with -
University of Birmingham Algerian Women and the Traumatic
University of Birmingham Algerian Women and the Traumatic Decade: Daoudi, Anissa License: None: All rights reserved Document Version Peer reviewed version Citation for published version (Harvard): Daoudi, A 2017, 'Algerian Women and the Traumatic Decade: Literary Interventions', Journal of Literature and Trauma Studies. Link to publication on Research at Birmingham portal General rights Unless a licence is specified above, all rights (including copyright and moral rights) in this document are retained by the authors and/or the copyright holders. The express permission of the copyright holder must be obtained for any use of this material other than for purposes permitted by law. •Users may freely distribute the URL that is used to identify this publication. •Users may download and/or print one copy of the publication from the University of Birmingham research portal for the purpose of private study or non-commercial research. •User may use extracts from the document in line with the concept of ‘fair dealing’ under the Copyright, Designs and Patents Act 1988 (?) •Users may not further distribute the material nor use it for the purposes of commercial gain. Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive. If you believe that this is the case for this document, please contact [email protected] providing details and we will remove access to the work immediately and investigate. -
Memorable Crises. Carolingian Historiography and the Making of Pippin's Reign, 750-900 F.C.W. Goosmann
Memorable Crises. Carolingian Historiography and the Making of Pippin’s Reign, 750-900 F.C.W. Goosmann Summary This study explores the way in which Frankish history-writers retroactively dealt with the more contentious elements of the Carolingian past. Changes in the political and moral framework of Frankish society necessitated a flexible interaction with the past, lest the past would lose its function as a moral anchor to present circumstances. Historiography was the principal means with which later generations of Franks were able to reshape their perception of the past. As such, Frankish writers of annals and chronicles presented Pippin the Short (c. 714-768), the first Carolingian to become king of the Franks, not as a usurper to the Frankish throne, but as a New David and a successor to Rome’s imperial legacy. Pippin’s predecessor, the Merovingian king Childeric III (742-751), on the other hand, came to be presented as a weak king, whose poor leadership had invited the Carolingians to take over the kingdom for the general well-being of the Franks. Most of our information for the period that witnessed the decline of Merovingian power and the rise of the Carolingian dynasty derives from Carolingian historiography, for the most part composed during the reigns of Charlemagne (d. 814) and Louis the Pious (d. 840). It dominates our source base so profoundly that, to this day, historians struggle to see beyond these uncompromising Carolingian renderings of the past. In many ways, the history of the rise of the Carolingian dynasty in the eighth century can be viewed as a literary construction of ninth-century design, and the extent to which this history has been manipulated is not at all easy to discern. -
The Early Middle Ages
The Early Middle Ages After the collapse of Rome, Western Europe entered a period of political, social, and economic decline. From about 500 to 1000, invaders swept across the region, trade declined, towns emptied, and classical learning halted. For those reasons, this period in Europe is sometimes called the “Dark Ages.” However, Greco-Roman, Germanic, and Christian traditions eventually blended, creating the medieval civilization. This period between ancient times and modern times – from about 500 to 1500 – is called the Middle Ages. The Frankish Kingdom The Germanic tribes that conquered parts of the Roman Empire included the Goths, Vandals, Saxons, and Franks. In 486, Clovis, king of the Franks, conquered the former Roman province of Gaul, which later became France. He ruled his land according to Frankish custom, but also preserved much of the Roman legacy by converting to Christianity. In the 600s, Islamic armies swept across North Africa and into Spain, threatening the Frankish kingdom and Christianity. At the battle of Tours in 732, Charles Martel led the Frankish army in a victory over Muslim forces, stopping them from invading France and pushing farther into Europe. This victory marked Spain as the furthest extent of Muslim civilization and strengthened the Frankish kingdom. Charlemagne After Charlemagne died in 814, his heirs battled for control of the In 786, the grandson of Charles Martel became king of the Franks. He briefly united Western empire, finally dividing it into Europe when he built an empire reaching across what is now France, Germany, and part of three regions with the Treaty of Italy. -
Unit 5: the Post-Classical Period: the First Global Civilizations
Unit 5: The Post-Classical Period: The First Global Civilizations Name: ________________________________________ Teacher: _____________________________ IB/AP World History 9 Commack High School Please Note: You are responsible for all information in this packet, supplemental handouts provided in class as well as your homework, class webpage and class discussions. What do we know about Muhammad and early Muslims? How do we know what we know? How is our knowledge limited? Objective: Evaluate the primary sources that historians use to learn about early Muslims. Directions: Below, write down two things you know about Muhammad and how you know these things. What I know about Muhammad... How do I know this …. / Where did this information come from... Directions: Below, write down two things you know about Muslims and how you know these things. What I know about Muslims... How do I know this …. / Where did this information from from... ARAB EXPANSION AND THE ISLAMIC WORLD, A.D. 570-800 1. MAKING THE MAP 1. Locate and label: 4. Locate and label: a Mediterranean Sea a Arabian Peninsula b Atlantic Ocean b Egypt c Black Sea c Persia (Iran) d Arabian Sea d Anatolia e Caspian Sea e Afghanistan f Aral Sea f Baluchistan g Red Sea g Iraq h Persian Gulf. 2. Locate and label: h Syria a Indus River i Spain. b Danube River 5. Locate and label: c Tigris River a Crete b Sicily d Euphrates River c Cyprus e Nile River d Strait of Gibraltar f Loire River. e Bosphorus. 3. Locate and label: 6. Locate with a black dot and a Zagros Mountains label: b Atlas Mountains a Mecca c Pyrenees Mountains b Medina d Caucasus Mountains c Constantinople e Sahara Desert. -
Chapter 4: China in the Middle Ages
The Middle Ages Each civilization that you will study in this unit made important contributions to history. • The Chinese first produced gunpowder, the compass, and printed books. • The Japanese developed a constitutional government and new forms of art and poetry. • The Europeans took the first steps toward representative government. A..D.. 300300 A..D 450 A..D 600 A..D 750 A..DD 900 China in the c. A.D. 590 A.D.683 Middle Ages Chinese Middle Ages figurines Grand Empress Wu Canal links begins rule Ch 4 apter northern and southern China Medieval c. A.D. 400 A.D.631 Horyuji JapanJapan Yamato clan Prince Shotoku temple Chapter 5 controls writes constitution Japan Medieval A.D. 496 A.D. 800 Europe King Clovis Pope crowns becomes a Charlemagne Ch 6 apter Catholic emperor Statue of Charlemagne Medieval manuscript on horseback 244 (tl)The British Museum/Topham-HIP/The Image Works, (c)Angelo Hornak/CORBIS, (bl)Ronald Sheridan/Ancient Art & Architecture Collection, (br)Erich Lessing/Art Resource, NY 0 60E 120E 180E tecture Collection, (bl)Ron tecture Chapter Chapter 6 Chapter 60N 6 4 5 0 1,000 mi. 0 1,000 km Mercator projection EUROPE Caspian Sea ASIA Black Sea e H T g N i an g Hu JAPAN r i Eu s Ind p R Persian u h . s CHINA r R WE a t Gulf . e PACIFIC s ng R ha Jiang . C OCEAN S le i South N Arabian Bay of China Red Sea Bengal Sea Sea EQUATOR 0 Chapter 4 ATLANTIC Chapter 5 OCEAN INDIAN Chapter 6 OCEAN Dahlquist/SuperStock, (br)akg-images (tl)Aldona Sabalis/Photo Researchers, (tc)National Museum of Taipei, (tr)Werner Forman/Art Resource, NY, (c)Ancient Art & Archi NY, Forman/Art Resource, (tr)Werner (tc)National Museum of Taipei, (tl)Aldona Sabalis/Photo Researchers, A..D 1050 A..D 1200 A..D 1350 A..D 1500 c. -
European Middle Ages, 500-1200
European Middle Ages, 500-1200 Previewing Main Ideas EMPIRE BUILDING In western Europe, the Roman Empire had broken into many small kingdoms. During the Middle Ages, Charlemagne and Otto the Great tried to revive the idea of empire. Both allied with the Church. Geography Study the maps. What were the six major kingdoms in western Europe about A.D. 500? POWER AND AUTHORITY Weak rulers and the decline of central authority led to a feudal system in which local lords with large estates assumed power. This led to struggles over power with the Church. Geography Study the time line and the map. The ruler of what kingdom was crowned emperor by Pope Leo III? RELIGIOUS AND ETHICAL SYSTEMS During the Middle Ages, the Church was a unifying force. It shaped people’s beliefs and guided their daily lives. Most Europeans at this time shared a common bond of faith. Geography Find Rome, the seat of the Roman Catholic Church, on the map. In what kingdom was it located after the fall of the Roman Empire in A.D. 476? INTERNET RESOURCES • Interactive Maps Go to classzone.com for: • Interactive Visuals • Research Links • Maps • Interactive Primary Sources • Internet Activities • Test Practice • Primary Sources • Current Events • Chapter Quiz 350 351 What freedoms would you give up for protection? You are living in the countryside of western Europe during the 1100s. Like about 90 percent of the population, you are a peasant working the land. Your family’s hut is located in a small village on your lord’s estate. The lord provides all your basic needs, including housing, food, and protection. -
Carolingian Propaganda: Kingship by the Hand of God
Isak M. C. Sexson Hist. 495 Senior Thesis Thesis Advisor: Martha Rampton April 24, 2000 Carolingian Propaganda: Kingship by the Hand of God Introduction and Thesis Topic: The Carolingians laid the foundation for their successful coup in 751 very carefully, using not only political and religious alliances, but also the written word to ensure a usurpation of Merovingian power. Up until, and even decades after Pippin III’s coup, the Carolingians used a written form of propaganda to solidify their claims to the throne and reinforce their already existent power base. One of the most successful, powerful and prominent features of the Carolingians’ propaganda campaign was their use of God and divine support. By divine support, I mean the Carolingians stressed their rightful place as rulers of Christiandom and were portrayed as both being aided in their actions by God and being virtuous and pious rulers. This strategy of claiming to fulfill Augustine’s vision of a “city of God” politically would eventually force the Carolingians into a tight corner during the troubled times of Louis the Pious. The Word Propaganda and Historiography: The word propaganda is a modern word which did not exist in Carolingian Europe. It carries powerful modern connotations and should not be applied lightly when discussing past documents without keeping its modern usage in mind at all times. As Hummel and Huntress note in their book The Analysis of Propaganda, “‘Propaganda’ is a 1 word of evil connotation . [and] the word has become a synonym for a lie.”1 In order to avoid the ‘evil connotations’ of modern propaganda in this paper I will limit my definition of propaganda to the intentional reproduction, distribution and exaggeration or fabrication of events in order to gain support.