Peasant Resistance in Medieval Europe Approaches to the Question of Peasant Resistance
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Contemporary China: a Book List
PRINCETON UNIVERSITY: Woodrow Wilson School, Politics Department, East Asian Studies Program CONTEMPORARY CHINA: A BOOK LIST by Lubna Malik and Lynn White Winter 2007-2008 Edition This list is available on the web at: http://www.princeton.edu/~lynn/chinabib.pdf which can be viewed and printed with an Adobe Acrobat Reader. Variation of font sizes may cause pagination to differ slightly in the web and paper editions. No list of books can be totally up-to-date. Please surf to find further items. Also consult http://www.princeton.edu/~lynn/chinawebs.doc for clicable URLs. This list of items in English has several purposes: --to help advise students' course essays, junior papers, policy workshops, and senior theses about contemporary China; --to supplement the required reading lists of courses on "Chinese Development" and "Chinese Politics," for which students may find books to review in this list; --to provide graduate students with a list that may suggest books for paper topics and may slightly help their study for exams in Chinese politics; a few of the compiler's favorite books are starred on the list, but not much should be made of this because such books may be old or the subjects may not meet present interests; --to supplement a bibliography of all Asian serials in the Princeton Libraries that was compiled long ago by Frances Chen and Maureen Donovan; many of these are now available on the web,e.g., from “J-Stor”; --to suggest to book selectors in the Princeton libraries items that are suitable for acquisition; to provide a computerized list on which researchers can search for keywords of interests; and to provide a resource that many teachers at various other universities have also used. -
Unit 8: the Feudal System
The Artios Home Companion Series Unit 8: The Feudal System Teacher Overvie w AFTER THE Fall of Rome and the conquests and raids of the Vikings, the people of Europe needed protection and security. It was out of this need that the feudal system arose. Lesser lords and knights would pay tribute to more powerful nobles in exchange for their protection. While this may sound good in theory, the resulting system had its disadvantages, such as abuse of the poor. In this unit we will study the effects of feudalism. Miniature from the Queen Mary Psalter, c. 1310, of men harvesting wheat with reaping-hooks. It is a depiction of socage (paying rent in the form of labor) on the royal demesne (the land which was retained by a lord of the manor for his own use and support) in feudal England. Reading and Assignments Based on your student’s age and ability, the reading in this unit may be read aloud to the student and journaling and notebook pages may be completed orally. Likewise, other assignments can be done with an appropriate combination of independent and guided study. In this unit, students will: Complete one lesson in which they will learn about the feudal system. Define vocabulary words. Explore the following websites: ▪ The Middle Ages - The Feudal System: http://www.angelfire.com/hi5/interactive_learning/NormanConquest/t he_middle__ages.htm ▪ Britain’s Bayeux Tapestry: http://www.bayeuxtapestry.org.uk/ Visit www.ArtiosHCS.com for additional resources. Medieval to Renaissance: Elementary Unit 8: The Feudal System Page 76 Leading Ideas God orders all things for the ultimate good of His people. -
Social Justice in the Carolingian World Poverty, Hierarchy, and the (Non)Uses of Pseudo-Cyprian’S De Duodecim Abusivis Saeculi in the Ninth Century
Social justice in the Carolingian world Poverty, hierarchy, and the (non)uses of Pseudo-Cyprian’s De duodecim abusivis saeculi in the ninth century RMA-thesis Ancient, Medieval, and Renaissance Studies, University of Utrecht Student Jelle Wassenaar (Student no. 370219) First reader Dr. Rob Meens (Utrecht University) Second reader Dr. Rutger Kramer (Austrian Academy of Sciences) Date of submission 06.08.2016 Contents Introduction .................................................................................................................................................. 4 I. Methodological foundation ..................................................................................................................... 8 1.1. Defining the pauper ......................................................................................................................... 8 1.2. Defining social justice .................................................................................................................... 11 1.3. ‘Early medieval Ireland’ and ‘the Carolingian world’ ................................................................ 14 II. Social justice in De duodecim abusivis ..................................................................................................... 16 2.1. Social justice and the rex iniquus ................................................................................................. 16 2.2. Moralising wealth, poverty, and power ...................................................................................... -
Unit 8: the Feudal System
The Artios Home Companion Series Unit 8: The Feudal System Teacher Overview AFTER Charlemagne’s empire was broken up and Norsemen began to raid, Europe’s rulers needed to find a way to protect their lands and people from invading marauders and other enemies. Over time the feudal system developed, by which powerful lords offered protection to lesser lords, expecting service in return. Castle – a traditional symbol of a feudal society (Orava Castle in Slovakia) (By Wojsyl - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=101646) Reading and Assignments In this unit, students will: Complete two lessons in which they will learn about the rise of the feudal system, and feudal warfare, journaling and answering discussion questions as they read. Define vocabulary words. Medieval to Renaissance: Middle School Unit 8: The Feudal System Page 97 After each day’s reading, a wonderful time of exploration will be spent on the suggested websites dealing with feudalism and William the Conqueror or reading one of the library resources suggest the teacher or parent. ▪ The Middle Ages – The Feudal System: http://www.angelfire.com/hi5/interactive_learning/NormanConquest/t he_middle__ages.htm ▪ Britain’s Bayeux Tapestry: http://www.bayeuxtapestry.org.uk/ Be sure to visit www.ArtiosHCS.com for additional resources. Leading Ideas God orders all things for the ultimate good of His people. And we know that for those who love God all things work together for good, for those who are called according to his purpose. — Romans 8:28 Vocabulary Key People, Places, and Lesson 1: Events homage vassal recompense fealty adherent villein William the Conqueror serf Lesson 2: none Homage of Clermont-en-Beauvaisis Medieval to Renaissance: Middle School Unit 8: The Feudal System Page 98 L e s s o n O n e History Overview and Assignments The Feudal System “The root idea [of feudalism] was that all the land in a country belonged to the King, who held it from God alone; but of course no one man, king although he might be, could farm the land of a whole country. -
Land and Feudalism in Medieval England
Land and Feudalism in Medieval England by Magistra Rosemounde of Mercia Most people know that the feudal system controlled property ownership in England after the Norman conquest of 1066, but without a real understanding of what that means. Feudalism (the term was not actually used until the 17th century) was a social as well as an economic system. It combined elements of Germanic tradition with both Roman and Church law. It is a law of conquerors. The basis of English feudalism was that every person's position in society was defined through a relationship with land, because land was the major source of revenue and the real source of power. Prior to the Conquest, two types of land holdings were known in England: the Celtic, and later, the Germanic or Saxon. Under Celtic custom, all land was held by the sword. There were no legal institutions to protect ownership, only the owner's ability to hold it. Under the Saxon system, land ownership was tied to families. Land was not held of any superior and was not allowed to leave family possession. This form of holding was called folk-land. Folk-land was measured by dividing it into large counties that were then subdivided into hundreds. Later, as Saxon law was influenced by Roman law and the Christian Church, two other holdings developed: book-land, land that was a gift from a superior, and laen-land, land that was loaned to someone outside the family unit in exchange for something. This changed with the Norman conquest. William the Conqueror and his successors, claimed ownership of all the land in England, and everyone else held their land either directly or indirectly from the King. -
The Open Fields of Cheshire
THE OPEN FIELDS OF CHESHIRE BY DOROTHY SYLVESTER, M.A., F.R.G.S. /CHESHIRE has long lain in the no man's land of early \-s cultivation systems. In a borderland zone, and with the assembled information as to open arable lands limited to a few examples, it has been widely believed that common arable fields had little place in the development of Cheshire agronomy. H. L. Gray came nearest to the truth when he wrote in 1915 in English Field Systems that the vestiges of open common field mentioned in Tudor surveys suggested that earlier most hamlets in the county had had a certain amount of open arable land. Yet he only named twelve places in which it occurred. This opinion received little support from English historians and in 1938, the late Dr. C. S. Orwin's view was summed up in these words: "In Cumberland, Westmorland and Cheshire only a few scattered instances (i.e. of open field) have been found, those in Cheshire being mostly in the neighbourhood of Chester." (1) Nor was Orwin alone in assuming that it was correct to leave Cheshire almost a blank on the distribution map of open field in England. In the late 1940s a number of Manchester geographers began work on rural Cheshire from various angles and not by any means with the open-field question as their main concern. In particular, Mrs. Vera Chapman made a study of the Dee and Gowy valleys in Cheshire from which originated the paper Open Fields in West Cheshire, published in TRANSACTIONS Volume 104. -
Who Lived in the Medieval Village?
Starter: How much do you now know about the types of people who lived in a medieval village? Mark an X on your knowledge line. 0 1 2 3 4 5 Not confident Very Confident Who lived in the Medieval village? Learning Outcome: 1. To describe the different types of villagers in a medieval village – rank the villager 2. To investigate the Feudal system Learning outcome and LSQ Learning Outcome 1. To describe the different types of villagers in a medieval village – rank the villagers 2. To investigate the Feudal system LSQ 1 – Describe 1 theme we looked at last lesson? 2 – Why was life hard for common people? 3 – Why did people who were ill often die? 4 – How did they solve crimes? 5 – How did doctors relieve a headache? Learning Outcome 1. To describe ad explore the different types of villagers in a medieval village – rank the villagers 2. To investigate the Feudal system and relevance in the middle ages LSQ 1 – Why was the church so important to people? 2 – Who owned the land ? 3 – Why do you think punishments were so tough? 4 – What religion were people in England? 5 – Who rules England before the middle ages? Starter: Historical Enquiry You have been transported back in time to a medieval village. Task: What 3 questions would you like to ask? • https://www.bing.com/videos/search?view=detail&mid=1F064816E 1029115AD0C1F064816E1029115AD0C&q=life+in+the+middle+age s+villages&shtp=GetUrl&shid=ad80c30e-8a80-49a2-9826- 0201c33c936f&shtk=VGhlIEZldWRhbCBTeXN0ZW0gQW5kIFRoZSBE b21lc2RheSBCb29r&shdk=QWZ0ZXIgdGhlIGRlYXRoIG9mIEVkd2FyZC B0aGUgQ29uZmVzc29yLCB0aGVyZSB3YXMgYSBibG9vZHkgZm91ci1 3YXkgYmF0dGxlIGZvciB0aGUgdGhyb25lLiBEaXNjb3ZlciBob3cgV2lsb GlhbSB0aGUgQ29ucXVlcm9yIGRlZmVhdGVkIHRoZSBsYXN0IG9mIHR oZSBWaWtpbmcga2luZ3MsIGFuZCBvbmUgb2YgdGhlIHJpY2hlc3Qgb WVuIGluIEVuZ2xhbmQsIGluIG9yZGVyIHRvIHNlaXplIHRoZSB0aHJvb mUgYW5kIGFsbCBvZiBFbmdsYW5kYg%3D%3D&shhk=ymEOIk2LciU mMopfQF5YZetftqkjdlNmpIWgHl5V%2Fg4%3D&form=VDSHOT&sht h=OSH.YIPAO9SX0eVG506P5ewHxw Task One: Data Collection • You are going to meet six villagers. -
Domesday & Manor Life
Date: What was life like in the Middle Ages for the majority of people? Villein: Peasants with land to farm. Villeins were not allowed to leave their manor Serf: Peasants with land to farm. A Serf could move if necessary But it was safer to stay Manor House: Home of the lord (Tenant in chief) Domesday Book: A survey By William to assess the land and wealth of his new country (and tax people) Tithe: A tax (10% of earnings paid to the Church Aim: To understand what the Domesday Book was for and Begin to understand what it was like to live in the Middle Ages There are some 13,418 towns and villages recorded in the Domesday Book, covering 40 of the old counties of England. The majority of these still exist in some form today. Perhaps nothing showed William’s desire to control his new country more than the making of a countrywide survey, the results of which were recorded in the Domesday Book. William wanted to collect this information for a number of reasons, including the following: • He feared another Viking invasion and needed to know where he could station and feed his soldiers • He thought that some of his barons might be holding lands that should belong to him or the Church • He wanted to be able to collect more taxes Answer in full sentences: Why did William want to collect all of this information? Questions William’s commissioners wanted to know: Name of the manor; who held it in King Edward’s time; who holds it now; how much land there is; how many ploughlands belong to the domain and how many belong to the men; how many villeins; cottars; slaves; freemen; how much woodland; pasture; meadow; how many mills or fisheries; how much has been added to the estate or taken away; what it was worth and what it is now worth; All this is to be recorded for three periods: as it was in King Edward’s time; as it was when King William granted the manor; and as it is now. -
Black's Law Dictionary®
BLACK'S LAW DICTIONARY® Definitions of the Terms and Phrases of American and English Jurisprudence, Ancient and Modern By HENRY CAMPBELL BLACK, M. A. SIXTH EDITION BY THE PUBLISHER'S EDITORIAL STAFF Coauthors JOSEPH R. NOLAN Associate Justice, Massachusetts Supreme Judicial Court and JACQUELINE M. NOLAN-HALEY Associate Clinical Professor, Fordham University School of Law Contributing Authors M. J. CONNOllY Associate Professor (Linguistics), College of Arts & Sciences, Boston College STEPHEN C. HICKS Professor of Law, Suffolk University Law School, Boston, MA MARTINA N. All BRANDI Certified Public Accountant, Bolton, MA ST. PAUL, MINN. WEST PUBLISHING CO. 1990 "BLACK'S LAW DICTIONARY" is a registered trademark of West Publishing Co. Registered in U.S. Patent and Trademark Office. COPYRIGHT @ 1891, 1910, 1933, 1951, 1957, 1968, 1979 WEST PUBLISHING CO. COPYRIGHT @ 1990 By WEST PUBLISHING CO. 50 West Kellogg Boulevard P.O. Box 64526 St. Paul, Mn 55164-0526 All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Data Black, Henry Campbell, 1850-1927. [Law dictionary] Black's law dictionary / by Henry Campbell Black. - 6th ed. / by the publisher's editorial staff; contributing authors, Joseph R. Nolan ... let al.] p. cm. ISBN 0-314-76271-X 1. Law-United States-Dictionaries. 2. Law-Dictionaries. I. Nolan, Joseph R. II. Title. KF156.B53 1990 340' .03-dc20 90-36225 CIP ISBN 0-314-76271-X ISBN 0-314-77165-4 deluxe Black's Law Dictionary 6th Ed. 2nd Reprint-1990 PREFACE This new Sixth Edition starts a second century for Black's Law Dictionary-the standard authority for legal definitions since 1891. -
Unit 21 Feudalism: Forms and Structures
UNIT 21 FEUDALISM: FORMS AND STRUCTURES Structure 21.1 Introduction 21.2 Lords, Vassals and Homage 21.3 Fiefs, Tenements and Allods 21.4 Manors 21.5 Knights, Tournaments and Chivalry 21.6 Summary 21.7 Glossary 21.8 Exercises 21.1 INTRODUCTION Feudalism was characterised in the first instance by the decay of the royal authority. There were three major waves of invasion into western Europe in the late ninth and early tenth centuries: one by the Norse who came by sea from Scandinavia and swept around the entire maritime boundary of Europe from Byzantium to Sicily to Normandy to the British Isles to Russia; one by the Magyars or Hungarians who came by land from the Balkans into northern Italy and southern Germany and France, and the last by the Saracens who came from Tunisia across the Mediterranean to Italy and parts of Spain. They came as plunderers, raiding and causing havoc before abandoning an area. Although the effects of the invasions varied in accordance with conditions in different parts of Europe, they succeeded in creating a general atmosphere of insecurity and instability as evident in depopulation, agricultural decline, and loss of wealth. The uniformity of government superimposed by the Carolingians proved to be superficial. Defence of the land – the original function of kingship – passed rapidly and irreversibly into the hands of the local potentates who consolidated their power amid the anarchy resulting from the dissolution of the Carolingian state. This consolidation could be accomplished only at the cost of the undermining and elimination of the small free peasant proprietors whom the Carolingians had made efforts to defend and promote. -
Serfdom and State Power in Imperial Russia
Roger Bartlett Serfdom and State Power in Imperial Russia The institution of serfdom has been a central and much debated feature of early modern Russian history: it has sometimes been described as Russia’s ‘peculiar institution’, as central to the Russian experience as black slavery has been to the American.1 It is striking, however, that the rise and dominance of serfdom within Muscovite/Russian society coincided closely in historical terms with the rise to European eminence and power of the Muscovite state and Russian Empire. The subjection of the peasantry to its landlord masters was finally institutionalized in 1649, at a time when for most of the rest of Europe Muscovy was a little-known and peripheral state, in John Milton’s words, ‘the most northern Region of Europe reputed civil’.2 When Peter I proclaimed Russia an empire, in 1721, it had displaced Sweden to become the leading state of Northern Europe; one hundred years later Russia was the premier European land power. Its loss of international status after the Crimean War in 1856 helped to precipitate the abolition of serfdom (1861); but the ‘Great Reforms’ of the 1860s did not enable it to regain the international position achieved after the Napoleonic Wars. Thus the period of history from the mid-seventeenth to mid-nineteenth centuries, when serfdom became a securely entrenched legal and economic institution, was also the period in which Russia — the Muscovite state and Russian Empire — became relatively more powerful than at any other time in its history before 1945. This article seeks to examine some of the features of serfdom in Russia, to look briefly at its place in the structure and dynamics of Russian society, and to investigate the relationship between the establish- ment of serfdom in practice and the success of Russian govern- ments both in domestic affairs and on the international stage. -
Peasant Revolts During the French Wars of Religion (A Socio-Economic Comparative Study)
PEASANT REVOLTS DURING THE FRENCH WARS OF RELIGION (A SOCIO-ECONOMIC COMPARATIVE STUDY) By Emad Afkham Submitted to Central European University Department of History In partial fulfilment of the requirements for the degree of Master of Arts Supervisor: Professor Laszlo Kontler Second Reader: Professor Matthias Riedl CEU eTD Collection Budapest, Hungary 2016 Copyright in the text of this thesis rests with the Author. Copies by any process, either in full or part, may be made only in accordance with the instructions given by the Author and lodged in the Central European Library. Details may be obtained from the librarian. This page must form a part of any such copies made. Further copies made in accordance with such instructions may not be made without the written permission of the Author. CEU eTD Collection I ABSTRACT The present thesis examines three waves of the peasant revolts in France, during the French Wars of Religion. The first wave of the peasant revolts happened in southwest France in Provence, Dauphiné, and Languedoc: the second wave happened in northern France in Normandy, Brittany and Burgundy and the last one happened in western France Périgord, Limousin, Saintonge, Angoumois, Poitou, Agenais, Marche and Quercy and the whole of Guyenne. The thesis argues that the main reason for happening the widespread peasant revolts during the civil wars was due to the fundamental destruction of the countryside and the devastation of the peasant economy. The destruction of the peasant economy meant the everyday life of the peasants blocked to continue. It also keeps in the background the relationship between the incomprehensive gradual changing in the world economy in the course of the sixteenth century.