The Legacy of the Roman Empire and the Middle Ages in the West The
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The Dark Age Church Period of Barbarian Invasions
Scholars Crossing History of Global Missions Center for Global Ministries 2009 The Dark Age Church Period of Barbarian Invasions Don Fanning Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/cgm_hist Recommended Citation Fanning, Don, "The Dark Age Church Period of Barbarian Invasions" (2009). History of Global Missions. 3. https://digitalcommons.liberty.edu/cgm_hist/3 This Article is brought to you for free and open access by the Center for Global Ministries at Scholars Crossing. It has been accepted for inclusion in History of Global Missions by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. Middle Ages 500-1000 1 3 The Dark Age Church Period of Barbarian Invasions AD 500—1000 Introduction With the endorsement of the Emperor and obligatory church membership for all Roman citizens across the empire, Roman Christianity continued to change the nature of the Church, in stead of visa versa. The humble beginnings were soon forgotten in the luxurious halls and civil power of the highest courts and assemblies of the known world. Who needs spiritual power when you can have civil power? The transition from being the persecuted to the persecutor, from the powerless to the powerful with Imperial and divine authority brought with it the inevitable seeds of corruption. Some say that Christianity won the known world in the first five centuries, but a closer look may reveal that the world had won Christianity as well, and that, in much less time. The year 476 usually marks the end of the Christian Roman Empire in the West. -
The Crisis and Collapse of the Roman Empire
The Crisis and Collapse of the Roman Empire The Crisis and Collapse of the Roman Empire Lesson plan (Polish) Lesson plan (English) The Crisis and Collapse of the Roman Empire The capture of Rome by the Vandals Source: Karl Bryullo, Zdobycie Rzymu przez Wandalów, between 1833 and 1836, Tretyakov Gallery, licencja: CC 0. Link to the lesson You will learn to define the causes of the crisis of the Roman Empire in the third century CE; telling who was Diocletian and what he did to end the crisis; to describe when was the Roman Empire divided into the East and West Empires; to define what was the Migration Period and how did it influence the collapse of the Western Roman Empire; to define at what point in history the Antiquity ended and the Middle Ages started. Nagranie dostępne na portalu epodreczniki.pl Nagranie abstraktu The period of “Roman Peace”, ushered in by Emperor Augustus, brought the Empire peace and prosperity. Halfway through the second century CE the Roman Empire reached the peak of its power and greatness. The provinces thrived, undergoing the process of romanization, i.e. the spread of Roman models and customs. It was, however, not an easy task to maintain peace and power in such a large area. In order to keep the borders safe, the construction of the border fortification system, known as the limes was undertaken. Its most widely‐known portion – the over 120 kilometer‐long Hadrian’s Wall – is still present in Britain. That notwithstanding, the Empire was facing ever greater inner problems. The bust of Emperor Augustus Source: Augustus Bevilacqua, Glyptothek, Munich, licencja: Especially in the third century, the state’s CC 0. -
OVID Dipsas the Sorceress
Eduqas GCSE Latin Component 2: Latin Literature and Sources (Themes) Superstition and Magic OVID Dipsas the sorceress Teachers should not feel that they need to pass on to their students all the information from these notes; they should choose whatever they think is appropriate. The examination requires knowledge outside the text only when it is needed in order to understand the text. The Teacher’s Notes contain the following: • An Introduction to the author and the text, although students will only be asked questions on the content of the source itself. • Notes on the text to assist the teacher. • Suggested Questions for Comprehension, Content and Style to be used with students. • Discussion suggestions and questions for students, and overarching Themes which appear across more than one source. • Further Information and Reading for teachers who wish to explore the topic and texts further. © University of Cambridge School Classics Project, 2019 PUBLISHED BY THE CAMBRIDGE SCHOOL CLASSICS PROJECT Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UK http://www.CambridgeSCP.com © University of Cambridge School Classics Project, 2019 Copyright In the case of this publication, the CSCP is waiving normal copyright provisions in that copies of this material may be made free of charge and without specific permission so long as they are for educational or personal use within the school or institution which downloads the publication. All other forms of copying (for example, for inclusion in another publication) are subject to specific permission from the Project. First published 2019 version date: 20/12/2019 This document refers to the official examination images and texts for the Eduqas Latin GCSE (2021 - 2023). -
The Western Roman Empire from Augustus to Trajan 265 Exploitation and Assimilation
the western roman empire from augustus to trajan 265 Exploitation and assimilation: thE wEstErn roman EmpirE from augustus to trajan Richard Hingley* 1. Introduction this chapter explores the assimilation of indigenous peoples across the western roman empire from the end of the first millennium BC and in the first century AD. it provides an assessment of the variable ways in which rome incorporated provincial peoples and the reactions of these people to imperial control. the roman administration usually co-opted local élites into the power structure of empire, while communities that were not co-operative were forced into submission or defeated. a number of influ- ential texts, published during the past twenty years, are drawn upon, in order to review interpretations of roman identity and social change. these recent works explore how people of variable status were integrated into the roman empire in ways that exploited their abilities and local resourc- es. the empire expanded across a vast area and was consolidated as a result of the co-opting of local people. the successful assimilation of such peo- ples transformed their cultures but did not create a fully unified and coher- ent ‘roman’ identity; people retained aspects of their indigenous identities in the transformed local cultures that constituted individual elements of a mosaic of regional societies across the empire. the expansion of roman imperial control was based on a process of imperial incorporation that exploited people while enabling them to live in new ways. this involved the spread of a malleable imperial culture—a culture of inclusion and exclusion (dench 2005, 35)—that identified and helped to create imperial order through a structuring system of difference.1 * i am grateful to dexter hoyos for asking me to write this paper and to Chris gosden, shelly hales, tamar hodos, david mattingly, nico roymans, michael shanks, Carol van driel-murray, Christina unwin, rob witcher and greg woolf for discussion over a number of years of some of the issues addressed here. -
Classics, Greek, Latin
CLASSICS, GREEK, LATIN FALL 2021 COURSE OFFERINGS CL 250 Classical Drama in English MWF 12:00-12:50 pm (Core: CAPA) CL 301 Topics in Ancient Greek History T/Th 3:30-4:45 pm (Core: HUM) GK 101 Beginning Ancient Greek I MWF 1:00-1:50 pm LT 101 Beginning Latin I MWF 9:00-9:50 am LT 201 Intermediate Latin I M/F 2:00-3:15 pm (Core: Catholic Studies) LT 370 Latin Literature of Late Antiquity T/Th 12:30-1:45 pm (Core: HUM, Catholic Studies) CLASSICS PROFESSOR: G. COMPTON-ENGLE ASSOCIATE PROFESSOR: K.A. EHRHARDT MAJORS ▬ Classical Languages Classical Studies MAJOR REQUIREMENTS ▬ (As of 2021-22 Bulletin) MINOR ▬ Classical Languages: 36 Credit Hours Classical Studies Eight 3-credit courses in Greek and/or ▬ Latin at any level WHY STUDY CLASSICS Classics 301 or 302 The study of Greek and Roman Classics 410 Capstone cultures provides students with a And two Classics electives better understanding of their own culture, which has been strongly Classical Studies: 36 Credit Hours influenced by Roman and Greek art, Four 3-credit courses in Greek and/or medicine, law and religion. Latin, including at least one 300-level An education in Classics prepares course students for a variety of careers CL 220, 250, or 330, or another including law, teaching, diplomatic approved literature course service, library sciences, medicine, Two of the following: CL 301, CL 302, and business. HS 205, HS 305, or another approved CL or HS course MINOR REQUIREMENTS ▬ Two of the following: PL 210, TRS 200, Classical Studies: 18 Credit Hours TRS 205, TRS 301, TRS 316, TRS 329, or another approved PL or TRS course Six courses in any combination of Six credits of electives in CL, GK, LT or Greek, Latin, Classics, PL 210, TRS 205, other approved course on the ancient HS 205, HS 305, or other approved world. -
New Monarchs, Exploration & 16Th Century Society
AP European History: Unit 1.3 HistorySage.com New Monarchs, Exploration & 16th Century Society I. “New” Monarchs: c.1460-1550 Use space below for A. Consolidated power and created the foundation for notes Europe’s first modern nation-states in France, England and Spain. 1. This evolution had begun in the Middle Ages. a. New Monarchs on the continent began to make use of Roman Law and declared themselves “sovereign” while incorporating the will and welfare of their people into the person of the monarch This meant they had authority to make their own laws b. Meanwhile, monarchies had grown weaker in eastern Europe during the Middle Ages. 2. New Monarchies never achieved absolute power; absolutism did not emerge effectively until the 17th century (e.g. Louis XIV in France). 3. New Monarchies also were not nation-states (in the modern sense) since populations did not necessarily feel that they belonged to a “nation” a. Identity tended to be much more local or regional. b. The modern notion of nationalism did not emerge until the late 18th and early 19th centuries. B. Characteristics of New Monarchies 1. Reduced the power of the nobility through taxation, confiscation of lands (from uncooperative nobles), and the hiring of mercenary armies or the creation of standing armies a. The advent of gunpowder (that resulted in the production of muskets and cannon) increased the vulnerability of noble armies and their knights b. However, many nobles in return for their support of the king gained titles and offices and served in the royal court or as royal officials 2. -
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. -
THE HIGH MIDDLE AGES the Age of Christendom
THE HIGH MIDDLE AGES 7 The Age of Christendom - 1000 - 1200AD This period in Church history is called the High very involved in four previous papacies, giving Middle Ages because of the strength of the papacy, advice on every political and religious move. the impact of several new religious orders on the life of the Church, the creation of great new centers of Gregory’s papacy is one of the most powerful in the learning with great theologians like Thomas Aquinas, history of the Church. He not only brings spiritual and the construction of hundreds of Gothic-style reform to the Church, but also gains for the Church churches. In this article, we will look at: unparalleled status and power in Europe for the next two hundred years. • Rise of the medieval papacy • Crusades Gregory’s first action is to declare that all clergy, • Inquisition including bishops, who obtained orders by simony • Mendicant friars (practice of buying or selling a holy office or • Cathedrals and universities position), are to be removed from their parishes and dioceses immediately under pain of Rise of the medieval papacy excommunication. He also insists on clerical celibacy which in most places is not being observed. The High Middle Ages is marked by the reign of several formidable popes. Many of these popes are Gregory also fights against lay investiture, the monks and part of the Cluniac reform which helps practice by which a high ranking layperson (such as tremendously to bring spiritual reform to the Church the emperor or king, count or lord) can appoint and free it from lay investiture. -
Gr6 Middle Ages Unit
th Grade/Course: 6 Grade Social Studies Unit: Middle Ages Length: 6 Weeks Enduring Understandings: 3) Schisms within religions influence society in many different ways 6.2.8.D.4.c ᴖ 1) The development and spread of new religions can have a profound effect on 4) Climate and geographical features affect daily life. 6.2.8.B.4.a ᴖ existing civilizations. 6.2.8.D.4.b ᴖ 5) Constitutional law has origins in medieval times. 6.2.4.A.4.c ᴖ 2) The spread of one religion is seen as a threat to older established religions and their societies. 6.2.8.D.4.b ᴖ Essential Questions Critical Knowledge and Needed Skills Resources Assessments Formative Suggestions: • How does society change Critical Knowledge • Discovery Education and evolve over time? • Teacher Created Learning Quizzes Discuss the influence of the • Materials Binders: Medieval Tests Roman Catholic Church on the Homework • How did one’s social Times people during the Middle Ages. Map Study position affect life during • Teacher Created Learning Graphic Organizers the Middle Ages? • Analyze the causes and effects the Materials Primary Source Box: Journal Writes Crusades had on various groups. Medieval Times Socratic Dialogue • How did the feudal • Gloucester Township Social Debates system affect class • Compare and contrast various Studies Wiki models of feudalism. Short Research Report structure in the Middle • Gloucester Township Social Ages? Studies Suggested Reading List • Explain why the system of feudalism weakened. • Gloucester Township Grade Summative Suggestions • How did religion impact Level Film List the Middle Ages? • Discuss how religion both unifies • http://scorescience.humboldt.k12. -
The Early Middle Ages
CHAPTER 7 The Early Middle Ages i' CORONATION OF CHARLEMAGNE . The crowning of Charlemagne by the pope implied that the emperor had a spiritua l responsibility to spread and defend the fait h. (Scala/Art Resource, N. Y.) he establishment of Germanic kingdoms in the fifth and sixth centuries on Roman lands marked the end of the ancient world T and the start of the Middle Ages, a period that spanned a thou sand years. During the Middle Ages the center of Western civilization shifted northward from the lands bordering the Mediterranean Sea to parts of Europe that Greco-Roman civilization had barely penetrated. The Early Middle Ages (500-1050) marked an age of transition. The humanist culture that characterized the Greco-Roman past had disinte grated, and a new civilization was emerging in Latin Christendom, which covered western and central Europe. Medieval civilization con sisted of a blending of the remnants of Greco-Roman culture with Germanic customs and Christian principles. The central element was Christianity; the Christian view of a transcendent God and the quest for salvation pervaded the medieval outlook, and the church was the dom inant institution. During the Early Middle Ages, Latin Christendom was a pioneer soci ety struggling to overcome invasions, a breakdown ofcentral authority, a decline in trade and town life, and a deterioration of highly refined culture. The Latin Christian church, centered in Rome and headed by the pope, progressively gave form and unity to the new civilization. Christian clergy preserved some of the learning of the ancient world, which they incorporated into the Christian outlook. -
The Expansion and Fall of Rome
Chapter The Expansion 2 and Fall of Rome Before You Read: People Search Use the following sentences to conduct a search for classmates who have the following information: • Find someone to explain who Caesar Augustus was. • Find a person who knows something about the Byzantine Empire. • Find someone who can point to a modern-day legacy of Rome. Record what you learn in your notebook. Big Ideas About Ancient Rome Government Governments create law codes and political bodies to organize a society. The Romans built a large and powerful empire. They held their empire together with military force and a highly organized government. After Rome’s fall, the Byzantines created a long-lasting empire. Integrated Technology INTERNET RESOURCES • Interactive Maps Go to ClassZone.com for • Interactive Visuals • WebQuest • Quizzes • Starting with a Story • Homework Helper • Maps • Research Links • Test Practice • Internet Activities • Current Events 284 Diocletian 330 becomes emperor. Emperor Constantine 476 L (gold coin showing moves capital from Western Roman Diocletian) Rome to Byzantium. Empire falls. 300s Aksum kingdom in East Africa reaches its height. (ruin of Aksum tower) L 42 P 10°W 0° 10°E 20°E 30°E 40°E Roman Empire, A.D. 120 North Sea BRITAIN London The Romans built the Pantheon as a tribute to their 50°N gods. The attached dome measures 142 feet in diameter and was the largest built until modern times. ATLANTIC GAUL OCEAN Massilia ITALY Black Sea Rome Byzantium SPAIN 40°N GREECE ANATOLIA M e d Ephesus i Athens Carthage t e Antioch r r SYRIA a n e a n S e a Jerusalem Alexandria 30°N AFRICA EGYPT Tropic of Cancer N Red Sea 0 300 600 miles W E 0 300 600 kilometers The Arch of Titus was completed in the late S 20°N fi rst century to honor the emperor Titus and his most famous military victory, the conquest of Jerusalem in A.D. -
Struggles Over Sovereignty and Centralization
Struggles Over Sovereignty and Centralization Since love and fear can hardly exist together, if we must choose between them, it is far safer to be feared than loved. —Niccolé Machiavelli, The Prince, published in 1532 Essential Question: Howdid the struggle for sovereignty result in varying degreesof political centralization in early modern Europe? Tiree major changes in the early modern period—approximately the 15th century through the 18th century—shapedits political development. * the shift from decentralized power spread among manygroups and individuals to centralized power in which a small group held control > the shift in from the landed nobility who hadinheritedtheir position to people with education,skills, and wealth > the shift from law andjustice dictated byreligion to rules of law dictated by a secular system Sovereign States and Secular Laws During the medieval period, monarchs gained and held power through the support of the landed nobility and clergy who were loyal to them. Further strengthening the power of these monarchs, the Holy Roman Empire dictated that they ruled with religious authority. But the Empire was unable to maintain such a model, which wasespecially challenged by two important developments: + political localism: local control of governments, history, and culture ° religious pluralism: acceptanceof diversereligions In 1648, by the end of the Thirty Years’ War, the deadliest religious conflict in European history (see Chapter 2), a new state system had emerged. Because of its widespread destruction, the Thirty Years’ War had completely reshapedthereligious andpolitical mapofcentral Europe. STRUGGLES OVER SOVEREIGNTY AND CENTRALIZATION 105 This engraving was based on a 17th century painting by Dutch painterPhilips Wouwerman.