Notre Dame Cathedral- Paris , France

1. Notre Dame Cathedral- Paris, France Vaulted Ceilings Many Stained-glass windows fill church with natural light Pointed arches, Steeples and / or spires Tall walls supported by “flying buttresses” “Flying Buttresses” “The master builders in France, where the Gothic style originated, developed certain techniques of structural engineering….” (Textbook, p. 343) PP Design of T. Loessin; Akins H.S.

2. New Style of Architecture GOTHIC Style • Pointed arches, steeples, spires, • Tall walls supported by “flying buttresses” • Vaulted ceilings • Many windows • creating • Interiors flooded with natural light • Late Medieval period ROMANESQUE Style • Rounded arches, dome • Short, thick walls • Few windows, • creating • Dark interiors • Typical style of • Roman / Byzantine period

3. Cathedral of Laon; France, about 1160-1235

4. Cathedral Notre-Dame; Reims, France 1211 - end of 13th c. Detail of the buttresses.

5. Notre Dame Cathedral, Paris, France (construction 1163 – 1250) Detail of the buttresses.

6. Basilica Saint-Denis; France (1136?- 44)

7. Cathedrale Saint-Etienne de Bourges; France construction 1195-1255

8. Cathedral Amiens; France, about 1220-1410

9. The fund-raising social events, the hard work and effort, the dedication that all went into the construction of Cathedrals so magnificent in size brought unity and pride to a local community. Not to mention, their construction during Medieval times, served the Church’s purpose of focusing the people’s attention on God rather than their harsh and difficult lives. The physical construction of the Gothic style, the steeples, spires, pointed arches, and high vaulted ceilings were all intentionally meant to direct the person’s attention upward toward heaven. In this sense, both literally and symbolically, the Cathedrals serve this purpose in Medieval Europe. PP Design of T. Loessin; Akins H.S.

11. “A Growing Food Supply Means Population Boom” 1. A warmer climate in Europe lasted from about 800 to 1200. Farmers could cultivate lands in regions that had once been too cold to farm. 2. Farmers began using a new type of harness that fitted across a horse’s chest. Horses gradually replaced oxen for plowing and pulling wagons. 3. Using the three-field system, farmers began to grow crops on two-thirds of their land each year, rather than half. Food production, including sources of vegetable protein, increased – resulting in longer life-spans and an increase in population growth. PP Design of T. Loessin; Akins H.S. PP Design of T. Loessin; Akins H.S.

12. Guilds • As more and more people became craftsmen, people of the same craft united together in order to protect their professional and personal interests. • They found that together they could do more than any one of them alone could do, so they banded together and began an organization called a guild. • Each line of business had its own guild, butchers, bakers, dyers, shoemakers, masons, tanners, and many others. • The purpose of the guild was to make sure its members produced high quality goods and were treated fairly. • These guilds became very powerful in towns toward the end of the Middle Ages. • They passed laws that controlled competition among merchants, fixed prices and wages, and limited the hours during which merchandise could be sold. • If a stranger came into a town, he could not sell his goods unless he paid a toll and obeyed the guilds rules. • The guild also took care of the widow and children of a merchant who died and punished members who used false weights or poor materials.

13. Learning a Craft • Guilds also ensured that new crafters were properly trained. • A boy began his career as anapprentice. His parents sent him to a master in the craft he was to learn. For a period that varied from three to eleven years, the boy lived as a part of his master’s household, doing menial chores and learning his trade. • After a boy served his apprenticeship, he became ajourneyman or day worker for his master. • In order to become a master himself and join a guild, he had to demonstrate his skill in his craft by creating a“masterpiece” that was approved of by the guild.

14. “A Financial Revolution” The Church forbade Christians from lending money at interest. Jews, who were not allowed to make a living in many occupations, became moneylenders since their own religion did not forbid it Usury – lending money and charging interest. Because the Jews became the wealthy financiers / bankers in Europe, they were often resented by the poorer Christian population. This matter contributed to rising Anti-Semitism in Europe. Anti-Semitism – prejudice and / or hatred toward people who are Jewish. PP Design of T. Loessin; Akins H.S.

15. “Trade and Town Grow Together,” As trade blossomed and farming methods improved, the population of western Europe rose from about 30 million to about 42 million between 1000 and 1150. Towns revived and grew again. As people left life on the manor for life in towns, they challenged the traditional ways of feudal society in which everyone had a place. (Rule: 1 year + 1 day) People moved to towns to pursue the economic and social opportunities they offered. PP Design of T. Loessin; Akins H.S.

16. “Towns and the Social Order,” Growth of the Middle Class England – Burgesses France - Bourgeoisie H.R.E. (Germany) - Burghers Aristocracy / Nobility – have their Lands.Up to this point, land ownership has been the requirement for serving in government / political office. Landowning nobles have held all political power. The new Middle Class -(merchants) now have Money!…something the Aristocracy doesn’t have unless they sell their lands. This new middle class wants Political strength that will match their economic strength. PP Design of T. Loessin; Akins H.S.

18. “Trade and Town Grow Together,” As people left life on the manor for life in towns, they challenged the traditional ways of feudal society in which everyone had a place. (Rule: 1 year + 1 day) People moved to towns to pursue the economic and social opportunities they offered. “The Revival of Learning,” Authors began writing in the vernacular. These writers brought literature to many people, since most could not read or understand Latin anymore. Vernacular – the common people’s local language. Dante Alighieri – wrote “The Divine Comedy” in the Italian vernacular. Geoffrey Chaucer – wrote “Canterbury Tales” in the English vernacular. PP Design of T. Loessin; Akins H.S.

19. “The Muslim Connection,” • Medieval People Begin to Learn Again • Contact with Muslims in the Crusades and Muslim universities in Spain • where ancient Greek knowledge had been preserved. • The beginnings of Chemistry with alchemical interests. • Geography made great leaps of progress because of commercial interests in • finding a route to Asia by sea and the contribution of Muslim maps. • The introduction of Arabic Numbers and Algebra. • Medicine did not advance beyond the Muslims and the Greeks. • At the first medical school, Salerno, the first teachers all came • from Muslim countries. • The academic emphasis was on the Arts and Humanities not the Sciences. • All the great teachers of Middle Ages were professors of Theology. • e.g. Abelard, Magnus, and Thomas Aquinas. • Christian scholars from Europe visited Muslim libraries in Spain, and Jewish scholars translated Arabic copies of Greek writings into Latin. PP Design of T. Loessin; Akins H.S.

20. What led to the weakening of the Church’s power over people • in the Middle Ages? • The repeated failures of the Crusades [1092-1291] • its corrupt clergy and greed – insistent demands for tithes from the poor • while the church’s upper clergy appeared to be living pampered lives. • an embarrassing Scandal known as the Great Schism [1305-1378] • its refusal to condemn the barbarism on both sides in the Hundred Years’ War • its inability to address the needs of the people during the Bubonic plague • the first appearance of outspoken, critical priests within the Church who • began to question the Pope himself • Scholars / writers use common people’s vernacular language • brought criticisms of Church to the ear of the common man PP Design of T. Loessin; Akins H.S.

21. “Early Reformist Priests in the Church” Textbook p. 357; Packet p. 13 • John Wycliff - English priest and professor at Oxford… • preached that Jesus, not the Pope, was the true head of Church • criticized the shameful luxury in which the Pope & priests lived • tried translating the Bible into vernacular English • charged with heresy, was excommunicated John Wycliff 1320 – 1384 • John Hus – priest from Bohemia and professor at Prague… • preached that the Bible, not the Pope, was the authority • criticized the shameful luxury in which the Pope & priests lived • began performing the Mass in the people’s vernacular language • charged with heresy, was excommunicated. John Hus 1369 – 1415 • “Love the Truth. Let others have their Truth. • And the Truth will prevail.” • John Hus of Bohemia, • inscribed on his statue today in Old Town Square, • Prague, Czech Republic. PP Design of T. Loessin; Akins H.S.

22. “The Great Schism [1378 – 1417]” Textbook p. 356; Packet p. 13 1. When and how did the Great Schism begin? The King of France, Philip IV – after a disagreement with Pope Boniface VIII – pressured Church Cardinals to select a French Archbishop as the new Pope. The new Pope decides to move out of Rome to Avignon, France. • Avignon The Palace of the Popes; Avignon France. “The holy church of our Lord Jesus Christ, fully perfect and divine, is inerrant – (incapable of error), the same is true of the apostolic see and the pontiff who assumes that throne.” – Pope Innocent III. When this French Pope died, Italians rioted and demanded their own replacement in Rome. But the new Pope, Urban VI, began to behave like a tyrant and the Cardinals declared his election void. The new choice, Clement VII could not convince Urban VI to step down, so Clement and his “Roman” court retreated to Avignon. For the next 39 years there were two popes ruling in Rome and Avignon – each refusing to step down. All attempts to fix this “Great Schism” in the Western Church met with failure, until… PP Design of T. Loessin; Akins H.S.

23. “The Great Schism [1378 – 1417]” Textbook p. 356-357; Packet p. 13 1. When and how did the Great Schism begin? 2. When and how was the Great Schism resolved? The King of France, Philip IV – after a disagreement with Pope Boniface VIII – pressured Church Cardinals to select a French Archbishop as the new Pope. The new Pope decides to move out of Rome to Avignon, France. In 1417, the Council of Constance forced 3 Popes all to resign and replaced them with one new Pope. 3. How did the Great Schism affect medieval life? It weakened the power the Church once had over people’s lives. The scandal was an embarrassment and showed the church was imperfect – people began to Question. The Papacy Vatican coat of arms Vatican City, Rome Italy PP Design of T. Loessin; Akins H.S.

24. “The Black Death [1347 - 1352]” Textbook p. 357; Packet p. 13 The Black Death The Bubonic Plague - Pandemic of the 14th c. • Origin– Asia(region of Gobi desert north of China.) • Mongol unification of Asia created circumstances making it’s spread possible. • First reports of illness in China in 1333 A.D. • - First reports of illness in Middle East in 1346 A.D. • - Reports of in eastern Europe (Crimea region) 1346 A.D. - story of bodies being • catapulted over walls of Caffa during Muslim siege of city. • Spread: as a result ofTrade. • Carrier: the Black Rat. • Transmitter: the flea! 4. Where did the plague begin and how did it spread? Began in Asia – spread to Europe through trade. Arriving in port cities on rat-infested trade ships. Black Rat (Rattus rattus) Like other rats, it carries a number of diseases, including bubonic plague, which is transmitted by its fleas. PP Design of T. Loessin; Akins H.S.

25. “The Black Death [1347 - 1352]” Textbook p. 357; Packet p. 13 SYMPTOMS I. High Fever II. Bubous sores (got it’s name “Bubonic”!) III. Black Lesions / dead skin (got its name “Black Death”!) IV. Death came in a matter of weeks PRESUMED CAUSES Back Then….. A. The water? Stop bathing! B. Cats? Poor London’s mistake…. C. Sin! God’s punishment! D. The Jews become scapegoat The doctor's protective robe. PP Design of T. Loessin; Akins H.S.

27. Ironically?… in the century following a century that Christian Europe had begun aggressively persecuting and expelling the children of Israel – the Jews – a deadly plague befell the European continent that would kill nearly a half of its population. The plague would only contribute to the rising Anti-Semitism already prevalent in Europe. PP Design of T. Loessin; Akins H.S.

28. Belief: The plague is God’s punishment for man’s sin. By punishing ourselves we can ward off God’s punishment. THE CULT of The FLAGELLANTS “Procession of Flagellants on Good Friday”painted by Francisco Goya. Belief: The unclean in the towns and communities must be brought out and punished. “While the plague was still active and spreading from town to town, men in Germany, Flanders, Hainault and Lorraine uprose and began a new sect on their own authority. Stripped to the waist, they gathered in large groups and bands and marched in procession throught the crossroads and squares of cities and good towns. They formed circles and beat upon their backs with weighted scourges, rejoicing as they did so in loud voices and singing hymns suitable to their rite and newly composed for it. Thus, for 33 days they marched through many towns doing penance and affording a great spectacle to the wondering people. They flogged their own shoulders and arms, scourged with iron points so zealously as to draw blood." ~ Jean de Venette Large numbers of Jews were rounded up and burned alive in several cities. The Pope finally condemns the sect and orders the madness to STOP! PP Design of T. Loessin; Akins H.S.

29. “The Black Death [1347 - 1352]” Textbook p. 358; Packet p. 13 The Black Death 1347: Messina, Sicily [Black Rat arrives in port] 1348: Marseilles, France 1348-9: England, Spain 1349: Eastern Europe, Iceland, 1350: Wipes out Greenland 1352: Begins to show signs of ending -Repetitions up until 1720s QUARANTINED! Total Dead? 1/3 to perhaps 1/2 of Europe’s entire population 40 – 50 million people in the course of 5 years! PP Design of T. Loessin; Akins H.S.

30. “The Black Death [1347 - 1352]” Textbook p. 359; Packet p. 13 Effects of the Plague I. Economic Effects– “Golden Age of the Laborer” Labor Shortage! - short Supply of workers; workers Demand more pay! Inflation! - to pay workers more, producers must raise price of goods. Collapse of Manor system and “serfdom” - peasants move in to take available jobs in towns especially in England and France. Peasant’s Revolts become frequent - when officials attempt to set wages 4. Where did the plague begin and how did it spread? 5. What were some economic effects of the plague? Began in Asia – spread to Europe through trade. Arriving in port cities on rat-infested trade ships. Decline in population meant short supply of workers demanding more pay and fewer people buying goods all led to inflation of prices. Peasant’s revolts and their move to towns led to collapse of Manor system. PP Design of T. Loessin; Akins H.S.

31. “The Black Death [1347 - 1352]” Textbook p. 359; Packet p. 13 Effects of the Plague • II. Cultural / Social Effects • A. Art reflects Society: Images of Death, Realism • B. Examples of Religious Fanaticism: • Flagellants, Anti-Semitism • C. Lack of restraint / Hedonism • “…for tomorrow you die!” • D. Psychological effects PP Design of T. Loessin; Akins H.S.

32. “The Black Death [1347 - 1352]” Textbook p. 359; Packet p. 13 Effects of the Plague • On the Church • A. The Church couldn’t save. • People lose faith in the institution; not God. • B. Connection to upcoming Protestant Reformation: Who would help a plague victim? A good, self-less priest? So then, which priests all died? The good priests?! Leaving now the more self-centered priests? A church filled with such self-seeking priests would be in need of Reformation. PP Design of T. Loessin; Akins H.S.

33. “The Black Death [1347 - 1352]” Textbook p. 357 – 359; Packet p. 13 4. Where did the plague begin and how did it spread? Effects of the Plague Began in Asia – spread to Europe through trade. Arriving in port cities on rat-infested trade ships. 5. What were some economic effects of the plague? 6. How did the plague affect the Church? Decline in population meant short supply of workers demanding more pay and fewer people buying goods all led to inflation of prices. Peasant’s revolts and their moves to towns led to the collapse of the Manor system. The Church was helpless to stop it. People questioned it’s power and so the Church lost the prestige it once had. PP Design of T. Loessin; Akins H.S.

34. “The Hundred Years’ War [1337 - 1453]” Textbook p. 359; Packet p. 13 7. What was the primary reason for the Hundred Years’ War between England and France? King Edward III of England claimed the French throne to be his when the last Capetian king of France died leaving no heir. Conflicts between England and France lasted from 1337 to 1453, with intermittent truces. Hostilities began when King Edward III of England(shown in painting at right)declared he had a legitimate claim to the French throne. Early battles were mostly English wins primarily due to better organization and strong nationalism. In 1348, however, the Black Death (plague) slowed all fighting for a time. PP Design of T. Loessin; Akins H.S.

35. “The Hundred Years’ War [1337 - 1453]” Textbook p. 360 – 361; Packet p. 13 • As a young girl, claimed she had visions • telling her to drive the English invaders • out of France and that the throne • belonged to the young dauphin, Charles. • She rallied the spirits of her beaten French • countrymen and led them to victory at • Orleans, France. This victory helped • Charles VII to become king of France. • Was captured by the English, put on trial for • witchcraft / heresy, and burned at the stake. • Is today considered a Saint in the Roman • Catholic Church. PP Design of T. Loessin; Akins H.S.

36. “The Hundred Years’ War [1337 - 1453]” Textbook p. 361; Packet p. 13 8. What was the outcome of the war? The French eventually won and the English left France, except for the port city of Calais. Final English victory – Battle of Agincourt, Oct. 25, 1415 • Calais One of the most memorable moments in the battle at Agincourt was before it even started. The English King Henry V gave a speech that rallied his men to fight. This speech was adapted into Shakespeare's Henry V. * The English army prevailed against heavily armored knights of the French cavalry which floundered in the mud and was wiped out by a hail of English longbow arrows that rained down on them. By 1360, Edward III abandoned his claim to the French throne in exchange for control of southwest France. With the introduction of a property tax and a head tax in 1439, France was able to increase the strength of its military. The French invaded Normandy and defeated the English, who retained only the city of Calais on the European mainland.

37. “The Hundred Years’ War [1337 - 1453]” Textbook p. 361; Packet p. 13 9. How did the war affect medieval society? Terrible costs in lives lost, money & property damage for both France and England; Gave rise to the first real feelings of “Nationalism” (patriotism) which replaced old feudal loyalties; Ended the Age of Chivalry [armored knight warfare] signified by the success of a trained army’s longbows. Not only did the Age of Chivalry end after the Hundred Years’ War… but so did the Age of Faith… many Europeans – English, French, and others – came to later resent the Church’s appalling silence and helplessness during this century of carnage and death. PP Design of T. Loessin; Akins H.S.

38. What led to the weakening of the Church’s powerful hold over people • in the Middle Ages? • The repeated failures of the Crusades [1092-1291] • its corrupt clergy and greed – insistent demands for tithes from the poor • while the church’s upper clergy appeared to be living pampered lives. • an embarrassing Scandal known as the Great Schism [1305-1378] • its refusal to condemn the barbarism on both sides in the Hundred Years’ War • its inability to address the needs of the people during the Bubonic plague • the first appearance of outspoken, critical priests within the Church who • began to question the Pope himself • Scholars / writers use common people’s vernacular language • brought criticisms of Church to the ear of the common man PP Design of T. Loessin; Akins H.S. PP Design of T. Loessin; Akins H.S.

39. PP Design of T. Loessin; Akins H.S.

41. This series of conflicts between England and France lasted from 1337 to 1453, with intermittent truces. The hostilities began when King Edward III of England declared he had a legitimate claim to the French throne. Early battles ended in English victories primarily due to better organization and strong nationalism. In 1348, however, the Black Death (plague) slowed all fighting for a time. By 1360 with the Peace of Brétigny, Edward III abandoned his claim to the French throne in exchange for control of southwest France. With the introduction of a property tax and a head tax in 1439,France was able to increase the strength of its military. The French invaded Normandy and surrounding areas, and defeated the English, who retained only the city of Calais on the European mainland.

43. In England, the burghers (middle class tradesmen) • Formed guilds (unions of same professionals). Guilds gave workers collective strength. • This middle class grew wealthy from trade and business • Middle class wereheavily taxed for their income but had no say in the matter • They desired political power that equaled their economic power. • With the nobility and the burghers angry at King John, he is forced to sign Magna Carta. • It provides for “no taxation without representation.” • This act necessitates the creation of the House of Commons in the English Parliament • since the king can’t raise taxes now without all citizen’s consent. These moves brought • about democratic rights for citizens in England. • In France, the bourgeoisie (middle class) also had no voice in government in the beginning • They too had economic wealth, were being heavily taxed and desired a voice in the matter. • Philip IV creates the 3rd Estate (a representative house within France’s Estates-General) • that would include representatives of the commmoners and middle class. • In Hundred Years’ War, old feudal lord and knights lost power as the longbows of • trained national armies fared better against the old armored knights. • Needing money to fight the battles in this War, the kings turned to their wealthy middle • class for money and goods. This made the kings realize the “power of the purse” the • middle class had and they began to rely more heavily on them rather than old feudal • nobility.