Chapter 9 Section 1

1. Chapter 9Section 1 Transforming the Roman World

2. Objectives: • Identify the Germanic Kingdoms that replaced the Roman Empire • Analyze the Germanic Society • Evaluate the Role and Organization of the Church

3. The New Germanic Kingdoms • By 500 the Western Roman Empire had been replaced by a number of states ruled by German kings. • Visigoths: Italy and Spain from 3rd century. • Ostrogoths: Italy in the fifth century. • Both kingdoms maintained the Roman structure of government.

4. Roman influence was weaker in Britain. • When the Roman armies abandoned Britain in the beginning of the fifth century, the Angles and Saxons, Germanic tribes from Denmark and northern Germany, moved in and settled there. • Eventually, these people became the Anglo-Saxons.

5. The Kingdom of the Franks • Only one of the German states proved long-lasting- the kingdom of the Franks, established by Clovis. • Clovis was a strong military leader who around 500 became the first Germanic leader to convert to Christianity. • By 510, his kingdom stretched from the Pyrenees in the southwest to German lands in the east.

6. Germanic Society • Crucial social bonds was the family, especially extended family. • German law was very personal. Injury could lead to a blood feud. • A new system was developed, based on a fine called wergild, which means “money for a man”.

7. One of the means for determining guilt was the ordeal, which was based on the ideal of divine intervention. • All ordeals involved a physical trial of some sort.

8. The Role of the Church • By the fourth century, the church had developed a system of organization. • Local communities called parishes were led by priests. • A group of parishes was headed by a bishop, whose area of authority was known as a bishopric, or diocese. • Over time, one bishop- the bishop of Rome- began to claim that he was the leader of what was now the Roman Catholic Church, and became known as popes.

9. Western Christians accepted the bishop of Rome- the pope- as the head of the church, but were unsure how much power the pope should hold. • 590- 604 Gregory I, also known as Gregory the Great, strengthened the power of the papacy. • He served as leader of the city and its surrounding states, giving the papacy a source of political control. • He was very active in converting Christians, which was done through the monastic movement.

10. Monks and their Missions • A monk is a man who separates himself from ordinary society to practice a life of total dedication to God. • The practice of living a life as a monk is known as monasticism. • In the sixth century, Saint Benedict founded a community of monks for which he wrote a set of rules. • The Benedictine rule came to be used by other monastic groups.

11. Basic principles of Benedictine Rule: • Day was divided into prayer and manual labor. • Idleness is the enemy of the soul. • At the very heart of the community was prayer, and much included private reading and meditation, but all monks gathered together seven times a day for commons prayer and the chanting of Psalms (sacred song). • Communal life.

12. Conclusion: • What did you learn today?

13. Objectives: • Identify Charlemagne • Explain the Intellectual Renewal • Evaluate the Role and Organization of the Church

14. Monasteries were ruled by an abbot, or father who had complete authority over all the monks. • Monks were the heroes of the Christian civilization. • Ideal Christian society, provided social work for community, schools for the young, hospitals for the sick, and hospitality for travelers. • Taught skills to the poor.

15. Monasteries were the center of learning. • Worked to spread Christianity to all of Europe. • English and Irish monks were especially enthusiastic about missionaries- people sent out to carry a religious message. • By 1050 most western Europeans had become Catholic.

16. Although the first monks were men, women, called nuns, also began to withdraw from the world and serve in similar fashion. • Nuns lived in convents headed by an abbesses. • Many abbesses were from noble houses, particularly in Anglo-Saxon England. • Example Hilda of Northumbria founded Whitby in 657, where she was responsible for giving learning an important goal in the life of the monastery. Five future bishops were educated under her direction.

17. Charlemagne and the Carolingians • During the 600 and 700’s, the kings of the Frankish Kingdom lost their power to the mayors of the palace. • They were the chief officers of the kings household. • One mayor, Pepin, assumed the kingship for himself. • Son of Charles Matrel, the leader who defeated the Muslims at the Battle of Tours in 732. • Pepin’s son assumed the crown, and he was powerful and dynamic ruler who became known as Charles the Great, or Charlemagne.

18. The Carolingian Empire • Charlemagne greatly extended the empire. • The administration depended on his household staff and on counts (German nobles) who acted as the kings chief representatives in local areas. • Established the missidominici.

19. Charlemagne as Roman Emperor • In 800 Charlemagne acquired a new title- emperor of Rome. • Took place 300 years after the collapse of the Western Roman Empire. • The coronation also symbolized the unity of Roman, Christian and Germanic elements.

20. An Intellectual Renewal • Charlemagne wanted to promote learning throughout the empire. • This is referred to as the Carolingian Renaissance. • Included renewed interest in Latin and Greek culture and classical works, namely that of the Greeks and Romans. • Monasteries played a central role. Scriptoria's were established for secular and non secular works. • Most of the ancient Roman works we have today exist because of the Carolingian monks.

21. Conclusion • I learned that… • For Example… • Therefore… • However…

22. Guided Practice/ Independent Practice • Guided: 9-1 Worksheet • Independent Practice: Homework Page 290 1, 2, 4-6