Background to the Renaissance and Reformation

January 26, 2018 | Author: Anonymous | Category: History, World History, Middle Ages
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BACKGROUND TO THE RENAISSANCE AND REFORMATION

FALL OF THE ROMAN EMPIRE  Gibbon’s

Theory

1.Christians promoted weak values; humility, gentleness 2. Christians worried about future life in heaven more than this life 3. Peoples’ attention drawn away from society and towards the church 4. Christianity caused Romans to lose pride

FALL OF THE ROMAN EMPIRE  Lot’s

Theory

1. An abundance of slaves prevented economic development 2. Romans purchased most goods from other countries 3. Imported more than expected 4. Invasion of Germans forced people to farm = no taxes

FALL OF THE ROMAN EMPIRE  Unstable

Government Theory

1. Government weak and unstable 2. Emperor had all the power. Weak emperors = empire suffered 3. Choosing emperors led to divisions 4. Attempts to overthrow the emperor; emperor could not control the military 5. Increasing tax burden

FALL OF THE ROMAN EMPIRE  Environmental

Theories

1. Lead poisoning from lead containers 2. Plagues and diseases = couldn’t defend Rome 3. Environmental degradation; soil conservation

THE DARK AGES This period was called the Dark Ages because the art and learning of the Greek and Roman civilizations were lost.  Conditions in Europe were chaotic due to increasing migrations, invading warriors and a breakdown of trade.  In these conditions protection was the greatest need. As a result, a system called feudalism developed. 

FEUDALISM 







Kings gave land and weapons to their most important and loyal nobles. In return, the nobles pledged to supply him with soldiers in times of war and to help govern the country. They became the King’s vassals. The nobles built fortresses to protect themselves and their families as well as their own loyal followers (knights). These knights protected the nobles and were given land in return. This land was worked/ farmed by peasants, known as villeins or serfs, who were obligated by law to live on and work the land until the landowner allowed them to leave.

FEUDALISM  The

Feudal Pyramid

Power in feudal system much like a pyramid, with king at the top  Kings served by nobles who are served by knights; peasants at bottom  Knights—horsemen—defend their lord’s land in exchange for fiefs 

FEUDALISM KING LOYALTY AND SERVICE

LAND

POWERFUL NOBLES LAND AND PROTECTION

LOYALTY AND MILITARY SERVICE

LESSER NOBLES (KNIGHTS) LABOR

PROTECTION

SERFS AND FREEMEN 9

FEUDALISM 

Social Classes Are Well Defined 

Medieval feudal system classifies people into three social groups those who fight: nobles and knights  those who pray: monks, nuns, leaders of the Church  those who work: peasants 

  

Social class is usually inherited; majority of people are peasants Most peasants are serfs—people lawfully bound to place of birth Serfs aren’t slaves, but what they produce belongs to their lord

FEUDALISM

FEUDALISM 

Manors: The Economic Side of Feudalism  A Self-Contained World  Medieval manors include lord’s house, church, workshops, village  Manors cover a few square miles of land, are largely self-sufficient

FEUDALISM 

The Harshness of Manor Life     



Peasants pay taxes to use mill and bakery; pay a tithe to priest Tithe—a church tax—is equal to one-tenth of a peasant’s income Serfs live in crowded cottages with dirt floors, straw for beds Daily grind of raising crops, livestock; feeding and clothing family Poor diet, illness, malnutrition make life expectancy 35 years Serfs generally accept their lives as part of God’s plan

FEUDALISM Feudal lords in England didn’t want to lose power to the king, so they banded together and presented King John with the Magna Carta  A List of 63 demands that the king eventually agreed to  King must get permission to raise taxes  King must return all lands he had unlawfully seized  King could not imprison people without a trial and could not deny or delay justice 

KNIGHTS AND CASTLES Almost all nobles were knights  Training began at age 7, as a page, under the guidance of the lady of the manor  Became squires at age 15 and were trained by other knights  Those deemed worthy were “dubbed” knights 

KNIGHTS AND CASTLES Main purpose was for defense  Motte and Bailey castles: motte was a hill where the keep was built and the bailey housed the stables, storage and soldiers’ barracks (wooden) 

 

http://www.youtube.com/watch?v=KwF8ScdOgQ0

Concentric castles: stone castles with inner and outer walls and a tower at each corner Drawbridge and a portcullis (a gate with thick metal bars)  http://www.youtube.com/watch?v=5BzgmQvbAvo 

KNIGHTS AND CASTLES

KNIGHTS AND CASTLES 

Defense  Siege towers  Catapults like the trebuchet and mangonel  Tunnels under towers  Murder holes  Gunpowder and cannons were introduced to Europe in the 1300’s and made castles obsolete

THE GROWTH OF TOWNS Towns were within the castle walls at first, then expanded outside of the walls  Craftspeople lived and worked there  Farmers sold their excess food at town markets  Unpaved streets, no sewers or drains 

People threw waste and garbage into the streets  Danger of disease spread quickly as a result 

THE GROWTH OF TOWNS Danger of fire because wooden buildings were built close together  Could be a dangerous place to live because the unemployed flocked there for opportunities  There were more opportunities and people could hide among the growing populations  Cities developed as the populations increased 

THE GROWTH OF TOWNS

GUILDS The first unions: created to protect workers and improve working conditions  Every craft had its own guild  Non-members were not allowed to work in that craft  Both women and men could be members  When a woman’s husband died, she inherited his position in the guild 

GUILDS

GUILDS 

Purposes:     

Set the terms of apprenticeship Set the standards of quality Set prices of goods and services Helped members to replace stolen tools Provided aid to sick members as well as benefits to members widows with families

GUILDS

DAILY LIFE Daily life in the Middle ages was dictated by wealth, power and status and the feudal system.  Everything was a source of privilege for the nobles. The high ranking nobles lived in castles with their knights, ladies and retinues. Others enjoyed their daily life on their manors.  The peasants, including serfs, freeman and villeins spent their daily life on a manor or village. 

DAILY LIFE - NOBLES 

The daily life of nobles started at dawn



Mass would be heard and prayers would be made



The first meal of the day was breakfast





 

Lords and nobles would attend to business matters in relation to his land. Reports would be heard regarding estate crops, harvests and supplies. Finances - rents, taxes, customs and dues. The lord would also be expected to exercise his judicial powers over his vassals and peasants Complaints and disputes regarding tenants would be settled, permission to marry etc. The daily life of the nobles would include political discussions and decisions As the Medieval period progressed the culture changed becoming more refined and elegant. Time was spent on the arts - poetry, music etc.



Weapon practise



Mid morning prayers and a meal



 

In the afternoon the daily life of nobles turned to hunting, hawking or inspecting the estate Evening prayer and then supper in the Hall of the Castle or Manor House After supper there might be some entertainment - music, dancing, jugglers, acrobats, jesters, etc.



The time for bed was dictated by the time the Lord or Noble retired



Bedtime prayers

DAILY LIFE - PEASANTS 

 

The daily life of a peasant started at started in the summer as early as 3am A peasant would start with breakfast, usually of pottage Work in the fields or on the land started by dawn and the daily life of a peasant included the following common tasks



Reaping - To cut crops for harvest with a scythe, sickle, or reaper.



Sowing - the process of planting seeds



Ploughing - To break and turn over earth with a plough to form a furrow



Binding and Thatching



Haymaking - cutting grass and curing it for hay.



 





Threshing - To beat the stems and husks of plants to separate the grains or seeds from the straw. Hedging - creating boundaries Outside work finished at dusk, working hours were therefore longer during the summer months Peasants made some of their own tools and utensils using wood, leather and the horns from cattle Women generally ate when her husband and children had finished and had little leisure time

THE BLACK DEATH  



  





Also called the Great Plague Wiped out about 1/3 of the population of Europe in the mid-1300’s (about 20 million people) Caused by bacteria passed to humans when fleas, carrying infected blood from rats, bit people No known cure Many people believed it was a punishment from God Eventually died out, but reappeared 3 more times over the next 3 centuries Improvements in sanitary conditions and medicine helped to end the threat Helped to end Feudalism

RELIGION Only accepted religion was Christianity, at this time only called Catholicism  Life for most peasants, had few rewards, therefore, religion offered a sense of purpose and hope for a better life in heaven  Priests and other clergy carried great power and authority – only they could read and interpret the meaning in the Bible – and they amassed great wealth (tithe)  People also believed in magic, spirits and witches(this was left over from the previous pagan religions) 

RELIGION 

Church Laws The church punished people who did not believe in or follow church practices and beliefs  Excommunication – The worst punishment was banishment from the church (church was also their social life) 

Others could not associate with them  Could not go to mass or confession  Their kids couldn’t be baptized  They couldn’t have final religious rites or be buried in the church grave yard (this = going to hell) 

LAW AND JUSTICE Two of the most common ways to settle a dispute were by compurgation or by ordeal  Compurgation – eleven people would swear an oath for the accused’s innocence. However, if the accuser produced eleven people of higher rank to swear to the accused’s guilt, he/she would be found guilty  Ordeal – Usually by fire, water or combat 

Fire involved burning the flesh and, if it didn’t heal, the person was guilty  Combat was the predecessor of the dual  Water involved boiling water  http://www.youtube.com/watch?v=UTdDN_MRe64 

THE CRUSADES Muslim armies from the Middle East spread the Islamic faith by taking over other peoples  Muslims invaded Spain in 711 AD and reigned for 700 years  Towards the end of the 11th century, Muslims were expanding farther into the Eastern Roman Empire and they eventually prevented pilgrims from reaching their holy shrines  Pope Urban II called for a crusade to force the Muslims out of the Holy Lands (1095-1099 AD)  Priests encouraged their parishioners to join and 1000’s of noblemen left home to follow “the will of God” 

THE CRUSADES In time, the motive for joining the Crusades was not purely religious.  This was an opportunity for young men, especially those who were not the first born and would not inherit their family’s lands, to get rich and have an adventure at the same time  Several crusades between 1095-1300 AD  In 1192, Richard the Lionhearted, King of England, negotiated peace with the Muslims that allowed Christians safe passage to the Holy Land  The crusades also had an effect on feudalism 

LEGACY OF THE MIDDLE AGES 

Many important developments and inventions from the Middle Ages 

  

   

Knowledge and goods from the East (Arabic numerals, printing, fabrics, carpets, spices, medical innovations, new approaches to architecture Important trade routes due to the demand for spices from China and India New military weapons and tactics The growth of towns The establishment of guilds Tournaments of Knights as sporting events Census taking The spread of Christianity and Islam

BIBLIOGRAPHY www.rcs.k12.va.us  www.owasso.k12.ok.us  http://www.middle-ages.org.uk/daily-life-in-themiddle-ages.htm  Kahn, C., Osborne, K., McCulloch, M., Lee, N., & Einarson, J., World History: Societies of the Past, Winnipeg: Portage & Main Press, 2005. 

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