Renaissance Europe PDF

ABSS8_ch01b.qxd 2/9/07 10:49 AM Page 14 UNIT Renaissance Europe 1 Origins of a Western Worldview I N TH IS U N IT This unit helps you investigate these questions....

ABSS8_ch01b.qxd 2/9/07 10:49 AM Page 14 UNIT Renaissance Europe 1 Origins of a Western Worldview I N TH IS U N IT This unit helps you investigate these questions. ◆ What was the Renaissance? ◆ Why—and how—did the Renaissance worldview spread from beyond the borders of Europe? ◆ Why did the Renaissance worldview have such a long-lasting influence on other countries and cul- tures? ◆ Why did the European rather than the Aboriginal worldview become the dominant way of looking at things in the American continents? Florence, Italy, is considered the birthplace of the Italian Renaissance. The dome of Santa Maria del Fiori, con- structed in the early 1400s, formed the basis of Renaissance architecture. 14 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 15 For more than 500 years, crowds have lined up to see Michelangelo’s David. Raphael painted the School of Athens on the walls of Pope Julius’s private study between 1508–1511. The painting celebrates thinkers from classical times, sometimes giving them the faces of Renaissance people. A L P S ES IT M LO DO Milan Venice Po r. Mantua APEN NINE S Avignon Genoa Florence Pisa Arno r. Siena Assisi ber r. A Ti P CORSICA E ADRIATIC Those who thought of the Americas as “the N Rome N SEA N new world” viewed Columbus as a hero, but for Naples I the Indigenous peoples who lived there, N SARDINIA E Columbus’ arrival was seen quite differently. TYRRHENIAN S SEA IONIAN MEDITERRANEAN SEA ISLANDS SICILY 0 100 200 km For hundreds of years, the country known today as Italy was a col- lection of city-states. 15 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 16 1 Times of Change FIGURE 1-1 This image is a fragment from a fresco painted in 1350 on the walls of the Church of Santa Croce in Florence. Andrea di Orcagna called his fresco The Triumph of Death. How does Orcagna’s art capture the mood of the people affected by the Black Death? 16 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 17 WORLDVIEW INQUIRY Geography In what ways can changing social Knowledge Time structures affect a society’s worldview? Worldview Economy Beliefs 1347. A ship arrives in Messina, a city on the island of Sicily Values Society off the south coast of Italy. T he ship sailed into the busy harbour. It had come from ports on the Eastern Mediterranean where it took on a cargo of spices and other goods. When In This Chapter Think of this unit as a road trip the ship landed, the dockworkers were surprised to see through some of the ideas of the sick sailors staggering onto the shore. Everywhere on Renaissance. If you look in the the deck of the ship lay dead or dying sailors. They rear-view mirror, you will see the had black and purplish blotches on their skin and Middle Ages. How did people live strange, egg-shaped swellings in their armpits. The and think during the Middle dying were coughing, moaning, and vomiting blood. Ages? The Black Death was one Within a few days most of the sailors were dead. of the massive changes at the end People who cared for them also developed the of the Middle Ages that moved European society into a new era. same terrible symptoms. Soon people all over the What impact did the Black Death city began to fall ill and die. have on the beliefs and values of The disease that the sailors had brought was the the people who survived? In what Black Death or bubonic plague. They had caught it ways did European society change in the eastern seaports they visited. The Black because of the Black Death? Death was spread by fleas on the rats that lived in urban areas and on board ships. There was no cure for the disease and over the next two years it spread all over Europe. About one-third to one-half of the people in Europe—25 million people—eventually died of the Black Death. Some villages and towns were completely wiped out. If half the people in Canada suddenly died of a terrible disease, how do you think this would affect our society? Chapter 1 Times of Change 17 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 18 A Changing Society How would you explain Canada’s society to someone from another How are people’s attitudes and values shaped by the country? Would you describe it as having any particular structure? If way that a society is so, into what groups would you divide it? organized? During the Middle Ages, much of European society was organized in a system called feudalism. Feudalism was a hierarchy. In a hierar- chy people are ranked one above another according to their impor- S K I L L P OW E R tance. People were born into a level of feudal society and they expected When you see a word in to stay in that level for their entire lives. bold type in the text, it Feudalism was based on land, loyalty, and duty. Nobles or knights means that this word swore oaths of allegiance, that is, loyalty, to the king. They promised appears in the Glossary to fight for him in exchange for the rights to pieces of land called at the back of the book. manors or fiefs. It begins on page 379. Bishops had as much power as Barons. Bishops received their land Words in a Glossary are listed in alphabetical from the Crown, and over time, the Church became a very large order, followed by their landowner. As a result the Church was very important to medieval meaning. people in their practical lives as well as their spiritual lives. You will Remember to use learn more about how important the Church was in medieval society in the Glossary as you the next section. read this book. Medieval Country Life Most people in the Middle Ages were peasants who lived in rural vil- lages on a manor. The peasants were assigned strips of land to plant and harvest. Each peasant family had its own strips of land in various areas of the manor. However, the peasants worked cooperatively on tasks such as plowing and haying. The Crown Barons Abbots and Bishops Knights FIGURE 1-2 The feudal hierar- chy. The nobility and clergy held all the land and power in feudal society, yet they made up only about 10 percent of the population. Why do you think the Commoners (Freeholders and Serfs) commoners might have accepted this situation? 18 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 19 In exchange for the use of the land, the peasants had to turn over to the noble, or “lord of the manor,” a portion of what they pro- duced. They were also expected to build roads, clear forests, and do any other work the lord ordered. The peasants—men, women, and chil- dren—worked hard from sunrise to sunset. The peasants were illiterate and uneducated and the manor was usually the limit of their life experience. Some peasants were freemen who rented land from the lord or worked for pay. Most peasants, however, were serfs who were not allowed to leave the manor without the lord’s permission. When they did travel, they rarely went farther than the nearest town. FIGURE 1-3 In this image, the strips of land are in different colours. This indicates whether they were for the use of the noble, the priest, or the peasant. The village is the small dark green area. Where are the manor house and the church located? What does their location suggest to you? FAST FORWARD Oath of Citizenship Today, when people become Canadian citizens they go through a citizenship ceremony and take an oath. The oath must be taken in French or English. This is the English-language version of the oath. I swear (or affirm) that I will be faithful and bear true allegiance to Her Majesty FIGURE 1-4 New Canadians taking the oath of citizenship Queen Elizabeth the Second, Queen of Canada, Her Heirs and Successors, and that I will faithfully observe the laws of Canada and fulfill my duties Think IT THROUGH as a Canadian citizen. 1. How does this oath reflect the feudal values of loyalty and duty? 2. Why do you think the oath must be taken in French or English? Chapter 1 Times of Change 19 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 20 VOICES The Manorial System The way life was organized on the manor is called the Viewpoint Two “manorial system.” Based on your reading so far, what do you think of peasant life under the manorial In spite of the harsh life to which it condemned system? If you had the chance to live for a week back peasants, manorialism was... highly in time, would you choose to be a medieval peasant? successful... [T]he emergence of Explain your thinking. manorialism... was followed by three centuries You have your opinion about peasant life, but some- of agricultural boom... Throughout Europe, the one else in your class might not agree with you. He or serfs cut down forests, drained swamps, and she might focus on entirely different aspects of peas- brought grasslands under the plow. Thousands of ant life and see them as interesting or challenging. new villages sprang up, and by 1300 the population of Europe had risen from roughly Different Ways of Looking at Things forty million to about one hundred million. When people have different points of view on an Thomas H. Greer and Gavin Lewis, issue, this does not mean that one person is wrong A Brief History of the Western World, and the other person is right. They may simply be Seventh Edition. applying different “criteria.” Criteria are the rules or standards that you use to judge something. Here are two accounts of the medieval manorial sys- Think IT THROUGH tem. As you read each passage, ask yourself: 1. What do you think of the criteria each writer used? What point of view is the author presenting? Which are closest to your own criteria when you Identify details from the passage that highlight were thinking about your time visit? either the positive or negative aspects of manorial 2. Which writer do you find most persuasive? Explain life. why you think as you do. What criteria has the writer used to assess the 3. Where do you think a lord and a peasant would put manorial system? themselves on this scale? Explain your thinking. Be prepared to support your thinking with details and Viewpoint One examples from the text. Use the critical thinking checklist on page 9 for ideas on how to defend... [T]his agricultural class [the peasants] found your postion. it impossible to accumulate any wealth and for centuries remained in a situation of extreme poverty and almost complete lack of freedom. Manorialism is What the peasants and serfs did receive in return a beneficial institution was the protection of the lord’s army and if needed, the right to run into the castle walls of the lords [for safety]... To survive, to achieve some kind of stability, millions of people suffered repression, impoverishment and exploitation. Cynthia Smith, Honolulu Community College Manorialism is a terrible institution 20 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 21 B U I L D I N G YO U R S K I L L S Analyzing Images In the summer of 2006, there was a war in Try It! Lebanon. During the war, Reuters, an inter- 1. Work with a partner and use the ques- national news service that sells photographs tions in the left column to analyze the to newspapers all over the world, fired one painting. of its photographers when he was caught adding smoke to an image of a fire caused 2. How might the fact that a noble spon- by Israeli bombing. Why might the photog- sored the image contribute to bias in the rapher have done this? representation of the peasants? How Historical images such as paintings and might the purpose of the image con- photographs can give you information about tribute to bias? the past, but you need to remember that every 3. How does the image highlight the coop- image is biased in some way. This means that erative nature of peasant life on the it represents a certain point of view. manor? Questions for Analyzing Images 4. Choose another image in the chapter, Here are some questions you can ask yourself analyze it with a partner and present about an image to help you think about what your thinking to the class. its creator’s bias might be: ◆ What does the image show? ◆ Who created the image and why? ◆ When was the image created? ◆ What was the purpose of the image: to entertain, to inform, to persuade? This image, called Haying, was created between 1412 and 1416 by the Limbourg brothers, Pol, Herman, and Johan. It was one of many miniatures produced for a prayer book called Les très riches heures du Duc de Berry. The Duc de Berry was the brother of the king of France. One of the Duc’s residences is shown in the background. FIGURE 1-5 Peasants haying. Why do you think it was in the peasants’ best interest to work together? Chapter 1 Times of Change 21 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 22 Town Life Most medieval towns were centres for farm communities. They gener- ally grew up close to a castle, palace, or large monastery. The citizens would build stone walls around the town to protect themselves from rival cities or lords. Local goods as well as goods brought in from other countries were available in shops in the towns. FIGURE 1-6 This is an infrared satellite image of the Québec City The towns were crowded, dirty, rat-infested places, but they offered area today. It shows narrow strips freedom and new opportunities. People had the freedom to do as they of land characteristic of the wished, marry whom they pleased, and make money as they could. “seigneurial” system, which the French used when they settled in According to the law, runaway serfs could gain their freedom by stay- North America. It was based on ing in town for a year and a day without being discovered. the feudal system in Europe. A peasant who was good at making shoes might open a workshop to produce and sell shoes. Unskilled peasants could learn trades. Other LINK UP peasants worked for wealthy merchants as servants and labourers. In Chapter 2, you will be reading about the rise in trade with the East that led to the development of towns across Europe. FIGURE 1-7 From a 15th century manuscript. Crafts people like weavers and carpenters opened workshops where they made and sold goods. There were also busi- nesses that provided goods and services. What goods and services can you identify in this picture? 22 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 23 Production of goods and trade in the towns was organized by coop- erative organizations called “guilds.” Guilds controlled the prices of goods, set standards of quality, and decided who would be admitted to the craft as a trainee or “apprentice.” Guilds also took care of members and their families in case of illness or accident. Children as young as What’s in a WORD? eight or nine went to live and work at the home of a master and learn a The word “journeyman” trade. After years of working and training they would take a test to comes from the French phrase par journée. It become journeymen and be admitted to the guild. Years later, after indicates that a journeyman more study and practice, they would become masters. Then, they could was paid “by the day.” open up their own business and take on their own apprentices. What was the role of women Zoom In > in medieval society? Rural women usually had many children and shared the hard work in the fields with their hus- bands. In addition, they wove cloth, made clothes, cooked meals, and preserved food for the family to eat in the winter. In town, women married to guild members often worked alongside their husbands or were in charge of selling goods. They were permit- ted to inherit property and guild memberships when their husbands died. They could also become mas- ters of crafts in the textile industries and brewing. In the families of wealthy merchants, women had more opportunities. Daughters were sent to school along with their brothers or were educated at home by tutors. But in many ways, noble women had the fewest rights in medieval society. They made few choices on their own and even their marriages were generally arranged, often at birth, for the family’s political or economic gain. Women who joined religious orders usually received some education. Hildegard of Bingen, for example, was a writer of medical books, a scholar, and composer. FIGURE 1-8 In The Four Social Conditions: Work by Jean What types of skills did rural women need? Bourdichon, a woman works beside her husband in a Women who lived in towns? carpentry shop. Consider the types of work women in your com- munity do today. In what ways are the skills they need similar to, or different from, the skills needed by medieval women? Chapter 1 Times of Change 23 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 24 FAST FORWARD Rural and Urban Populations What percentage of people in Alberta would you guess live in rural areas? How much has the per- centage changed in a recent five-year period? In the last century? Here are some statistics that might surprise you. In 1901, 75 percent of Alberta’s population lived in rural areas. By 2001, this number had declined to only 19 percent. The rural farm population between 1996 and 2001 declined by 12.2 percent. You probably have some ideas about why the rural population is dropping in the Prairie FIGURE 1-9 This is a hilltop settlement in Mexico. provinces. Canada is part of a worldwide trend of people moving to cities. result they end up living in squatter communities Many people in developing countries today find where the conditions are crowded, dangerous, it particularly hard to make a living in rural areas. and unhealthy. They may have been driven from their land by war. There may have been years of drought. Think IT THROUGH Whatever the cause, people are going to the cities in ever-greater numbers. 1. What connections can you make between the Experts predict there will soon be more people situation in Europe in the Middle Ages and that in developing countries today? living in urban areas than in rural areas for the first time in human history. Many of these people 2. What effect, if any, might the situation in the arrive in cities with no skills and no money. As a world’s developing countries have on Canadians? FYI… Challenges to the Feudal System One of the most dramatic aspects of the Hundred Years’ Although the feudal system lasted for many hundreds of years, it even- War was the use of the tually began to weaken and finally disappeared altogether. Whose powerful long bow by English interests were best served by feudalism? What kinds of pressures do archers. This, along with later you think might have caused feudalism to break down? military technological advances such as cannons and guns, made the knight and his The Peasants’ Revolts armour less effective and much Beginning in 1337, war broke out between England and France. It more vulnerable. lasted more than a century and came to be called “The Hundred Years’ War.” The endless fighting devasted the countryside. Peasants in both countries revolted because of the high rents and taxes they had to pay to finance the war. 24 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 25 EXPLORING SOURCES This is a speech by John Ball, a preacher, who ”My good friends, things cannot go on well in was one of the leaders of the English peasant England, nor ever will until... there shall be revolt. neither vassal nor lord... How ill they have What aspects of feudal society does John used us!...Are we not descended from the same Ball believe are unfair? parents, Adam and Eve?...They are clothed in velvets and rich stuffs [fabrics]... They have wines, spices, and fine bread... and if we drink, it must be water. They have handsome... manors, when we must brave the wind and rain in our labours in the field... We are called slaves; and if we do not perform our services, we are beaten... ” FIGURE 1-10 The Lord Mayor of London Attacks Wat Tyler was painted by Jean Froissart. Wat Tyler was a former soldier, who was the other leader of the English peasants in the late 1300s. How does the artist show the power of the mayor? The French nobles referred to peasants as “Jacques Bonhomme” or simply “Jacques.” As a result the peasant revolt in France became known as “La Jacquerie.” This is how the French medieval historian Jean Froissart describes it: These mischievous people [the peasants] thus assembled without captain or armour robbed, brent [burned] and slew [killed] all gentlemen that they could lay hands on…and did such shameful deeds that no human creature ought to think on any such and he that did most mischief was most praised with them and greatest master. The revolts in England and in France were brutally put down by the authorities, but the causes of the peasants’ unrest were not resolved. Think IT THROUGH 1. Compare the points of Peasants banded together and killed many nobles and burned manor view of John Ball and houses. Both rebellions were brutally put down by the authorities, but Jean Froissart about the the causes of the peasants’ unrest were not resolved. peasant revolts. 2. Consider a dilemma: The Black Death Imagine you are a peasant The next blow to the feudal system was the plague. Millions of Europeans living on manor land. died of the Black Death between 1346 and 1350. Regular outbreaks of the Would you stay or move to a town? What factors plague continued for the next several hundred years. As a result, there would you consider in were severe labour shortages on the manors and many feudal estates making your decision? went bankrupt. Chapter 1 Times of Change 25 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 26 Nobles who were able to hold onto their manors began to rent out Think IT THROUGH their land or sell it to their serfs. Serfs were finally released from their Why do you think freemen obligations to the lords. The bonds that held feudal society together were able to demand more money for their labour after were slowly coming undone. Peasants now finally had some options the Black Death? open to them. Most stayed in the security of the work and community that they knew. Others, however, decided to head for the towns. The Black Death and the Rural Economy Before the Black Death After the Black Death Two hundred serfs live and work on Sixty serfs died in the plague or left to the manor. Freemen are sometimes work for higher wages elsewhere. hired, but wages are low. Freemen now demand higher wages. Expenses Expenses To hire 80 additional workers for To hire 80 additional workers for S K I L L P OW E R 300 days/year at 1 penny/day: 300 days/year at 3 pennies/day: Complete a cause-and- 80 x 300 x 1 = 24 000 pennies 80 x 300 x 3 = 72 000 pennies effect chart showing how the Black Death Total expenses for one year: Total expenses for one year: affected serfs and 24 000 pennies 72 000 pennies freemen. Cause FIGURE 1-11 These budgets from a manor show how money became more important in the Black Death manorial system after the Black Death. You can see that after the plague, the manor had to oper- Serfs Freeholders ate with fewer serfs. How do you think this might affect the serfs left on the manor? Effect 1 Effect 2 Effect 1 Effect 2 Time and Money What does the phrase “time is money” mean to you? How does it apply to your own life? As towns grew and life on the manor changed, money came into use more and more. As a result, people began to think of time differently. On the medieval manor, people’s activities had been ruled by the rising and setting of the sun and the changing of the seasons. Knowing the exact time was not terribly important except to members of the Think IT THROUGH Church who needed to know when to pray. People told time using sun In 2005, there was a 45.9 dials, water clocks, and hourglasses. Later, as shopkeepers, merchants, percent drop in watch sales and business people in the towns became more dependent on time, in the US. What sources of mechanical clocks were developed. By the early 1300s, mechanical telling time do people use today besides watches? clocks were being built that rang bells to tell the time and to call people to worship. 26 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 27 Wealth in Society With the rise of towns, society became less rigid. By acquiring wealth and skills, especially in cities and towns, urban people had some opportunity to move up from one social level to another and a new social struc- ture began to emerge. The power and social posi- tion of wealthy merchants and the new middle class was based on money rather than on owner- ship of land. These people were eager to buy the goods in the towns. People became more focused on enjoying material possessions and displaying their FIGURE 1-12 Fine clothing and jewels displayed the wealth of Renaissance Europeans in wealth through the clothing this detail from the painting Marriage at Cana (1562–1563) by Paolo Veronese. they wore, the furniture and decorations in their homes, and the meals they served. Wealthy people during the Renaissance showed off their economic status by wearing extravagant clothing. The historian Philippe Erlanger describes the clothing of wealthy people in France this way: Men and women wore sumptuous clothes of silks, brocades, cut velvets What’s in a WORD? and lace; precious stones and gold nets on their hair. Materials streamed with In most European countries silver and gold were always vivid in colour. Warm, flesh-tinted cosmetics were there were “sumptuary laws” applied freely. Servants, pages, lackeys and ushers were also clad gaudily, half that controlled consumption, red and half yellow, or half green and half white. or how people spent their money. These laws restricted People’s desire for luxury goods like exotic fabrics was one of the what people of different factors that led to the expansion of trade outside Europe. This desire classes could wear. also led to the introduction of sumptuary laws. Top Level: Aristocracy Middle Level: Middle Class Bottom Level: Lower Class High Church officials Merchants and business people Peasants Rulers or lords of large manors Craftspeople Rural labourers Old noble families Shopkeepers Urban labourers Wealthy merchants Bankers Servants Priests and lower Church officials The unemployed FIGURE 1-13 A New Social Structure Chapter 1 Times of Change 27 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 28 EXPLORING SOURCES Ring Around the Roses This nursery rhyme has often been associated ◆ sneezing was an early sign of some Plagues with the Black Death: ◆ “we all fall down” refers to the people dying Ring around the roses There is no record of the nursery rhyme until the A pocketful of posies early 1880s. Perhaps the rhyme existed in the Atchoo, Atchoo, We all fall down oral tradition, but was not recorded for centuries. Speculation has been that: The Western worldview relies on written evi- ◆ the “roses” refer to the boils that people with dence. Other worldviews, including Aboriginal the Plague develop worldview, include oral tradition as authorita- tive sources. With a partner, brainstorm ◆ the “posies” are flowers people carried in the advantages and disadvantages for each. belief they would avoid the Plague Over to YOU 1. Many societies have some form of relationship your uncertainty about what you will find in involving reciprocal, or two-way, rights and the town responsibilities between people. your impression of the town once you arrive a. Feudalism involved obligations among various c. How do you think travelling to a new community groups within a feudal hierarchy. Create a chart might affect your worldview today? to show the rights and responsibilities of each group. Include a statement about the worldview d. How does communication technology affect of each group that reflects their place in the people’s worldview today? hierarchy. 3. Create a visual or poem entitled “In My World” b. What are your rights and responsibilities as a to illustrate the world of a serf during the member of your family, your school community, Middle Ages. and your community as a whole? 4. a. Develop the following Venn diagrams: 2. People in medieval times were not travellers. Most One that compares and contrasts rural and families lived in the same area for many urban life during medieval times generations. One that compares and contrasts rural life a. Describe how this might affect someone’s during medieval times and modern times. worldview. One that compares and contrasts urban life during medieval times and modern times. b. Suppose you were a free person working on a manor at the end of the Middle Ages. A traveller b. Analyze the information on each Venn diagram passing by says he or she is going to a town five and record one conclusion you can draw from days’ travel away and invites you to go along. You each one. are intrigued by what the traveller has to say and 5. Do research about the code of chivalry that guided decide to take a look for yourself. Write a script of the behaviour of knights during the Middle Ages. the conversations between the two of you about: What were the values of chivalry? 28 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 29 A Religious Society What happens today when an epidemic like the Black Death breaks In what ways do religious out? We immediately turn to science to solve the problem. Medical beliefs shape a society’s experts try to keep the disease from spreading. Today’s communication worldview? methods help people learn about the epidemic faster and let them know what to do to avoid the disease. Scientists try to find causes and cures. But things were very different at the beginning of the Renaissance. No one knew how to treat the Black Death effectively and Think IT THROUGH Think about different ways millions died. Many people thought that that the plague had been sent you might finish this by God as a punishment. sentence: In Canada today, At this time, religion was a central part of people’s daily lives. The _____ is a central part of worldview of people in Western Europe was shaped by the Christian people’s daily lives. What do your answers suggest about Church. Life in medieval times was hard: sickness, famine, and war worldviews in our society? were a constant threat. As a result, the hope of a better life after death was very important. People believed that with the help of the Church, they would be able to reach heaven after they died. The medieval sculpture below is called The Last Judgment. In the top half is Christ on his heavenly throne. In the bottom half, an angel is weighing or judging people’s souls on a scale. The good people are sent to heaven and the sinful people to hell. Spirituality is a part of everyday life for traditional First Nations FYI… and Inuit peoples. Their spirituality is related to the natural world. Speaking to the animal’s spirit Many people believe that everything in the world has a sacred pres- before killing it is similar to the ence or spirit and that the Creator is everywhere. Some ceremonies are prayers of gratitude to the Creator required for Kosher and a way of communicating with natural spirits and offering thanks. For Halal slaughtering of animals in example, Inuit hunters traditionally speak to an animal’s spirit before Judaism and Islam. they kill it and afterward thank the animal for giving up its life. FIGURE 1-14 This sculpture was carved above the doorway of Notre Dame Cathedral in Paris, France. How might this sculpture encourage people to follow the teachings of the Church? Chapter 1 Times of Change 29 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 30 EXPLORING SOURCES A Medieval Map This map, which is known as the “Psalter Map,” ◆ Heaven is at the top of the map. comes from the Middle Ages. Many maps at this The Psalter Map was drawn to decorate a book time were drawn inside a circle. of psalms, which are songs or poems that When you look at this map, remember that appear in the Bible. medieval people’s ideas about maps were not Which parts of this map show religious ideas? the same as our ideas today. The Psalter Map shows how many medieval people thought the What geographic information does the map world looked. But more importantly, it tells us show? how medieval people thought about the world. It shows their ideas and values. For example. How does this map show the importance of religion in the Middle Ages? ◆ The Holy Land, the area around modern- day Israel and the Palestinian territories where Christ lived, takes up a third of the continent of Asia. ◆ Jerusalem, the city where Jesus preached, is the dot at the very centre of the map. FIGURE 1-15 The Psalter Map. Work with a partner to identify the Holy Land, Christ and two angels, Adam and Eve in the Garden of Eden, Jerusalem, and Moses crossing the Mediterranean Sea. What similarities can you see between this map and the sculpture on the previous page? 30 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 31 The Church Community People during the Middle Ages thought of the world in The Pope terms of hierarchies. Figure 1-16 shows the hierarchy of the Church. Every group in the Church hierarchy had the duty to Archbishops be obedient to the group above it and to provide certain services to the group below. For example, priests per- Bishops formed religious services for members of their congrega- tions. These included baptizing babies, marrying couples, Priests teaching children their prayers, and leading religious ser- vices. Members of the congregation had the duty to obey the rules of the Church, respect the priest’s authority, and Parishioners pay him a tithe, that is, a portion of their crops or earn- FIGURE 1-16 The Church hierarchy. What similarities ings. Belonging to the Church and celebrating Christian can you see between the feudal system and the organi- festivals helped to give people a sense of community. zation of the Church? Building a Cathedral The Middle Ages was a great time of church build- ing. Historians estimate that between the years 900 and 1000, more than 1500 churches were built in France alone! Later, many cathedrals were built all over Europe. The bishops and citizens took great pride in their local cathedral and there was competition to see which city could produce the tallest, most beautiful building. The people would pour their money as well as their labour into its construction. Hundreds of skilled craftspeople such as masons, sculptors, carpenters, blacksmiths, and workers in stained glass were involved. The heavy work of construction was done by serfs and peasants. Here is how Archbishop Hugo of Rouen in France described one project: The inhabitants of Chartres have combined to aid in the construction of their church by transporting the materials... the faithful of diocese and of other neigh- bouring regions have formed associations for the same object [goal]; they admit no one into their company unless he has been to confession, has renounced enmi- ties [conflicts] and revenges, and has reconciled himself FIGURE 1-17 The Royal Abbey of St. Denis in France originally started out as a small chapel in 475. It was renovated and rebuilt with his enemies. That done, they elect a chief, under several times. The tall stained-glass windows fill the building with whose direction they conduct [drive] their wagons in beautiful, coloured light. Why might such a splendid space inspire silence and with humility. people to turn their thoughts to God? Chapter 1 Times of Change 31 ABSS8_ch01b.qxd 2/9/07 10:51 AM Page 32 The Monastic Life If you were a deeply religious person during medieval and Renaissance times, you might decide to join a religious order and devote your entire life to God. Men became monks and entered monas- teries; women became nuns and entered convents. Here they lived their lives studying religious texts, praying, and working. They also grew and prepared food for the order, taught children, cared for the sick and the poor, and fed the hungry. Many members of religious orders died as a result of caring for victims of the Black Death. Zoom In > St. Francis of Assisi One of the most beloved saints of the Church is St. St. Francis’s halo indicates that he has been Francis of Assisi. He was born during the Middle made a saint by the Church. This means that Ages into a merchant family. As a young man he he is a model of how people should behave. enjoyed the good life—friends, beautiful clothes, What kind of behaviour was the Church encour- music. But one day while he was out riding, he aging in people? met a poor man with leprosy. Something moved Francis to get down from his horse. He hugged the leper and gave him all the money in his purse. Later, Francis gave up all his possessions, including a large inheritance, and went out into the world to preach. He was soon joined by others who wanted to follow his example. Eventually, he established a new religious order which became known as the “Franciscans.” How did St. Francis’s religious beliefs affect the way he lived his life? FIGURE 1-18 Giotto di Bondone painted Sermon to the Birds in 1297–1299. It depicts one of many stories about St. Francis preaching to the animals. S K I L L P OW E R Brainstorm the following question with a group: Be prolific: The goal is to generate as many ideas as “What modern examples can you give of people’s reli- possible. Add on to other ideas to generate even gious beliefs causing them to live in a certain way?” more possibilities. Try these tips during your brainstorming session: Be imaginative: Have fun with suggestions—some- Be positive: No answer is wrong, everyone times the most “off the wall” suggestion ends up contributes, and no one criticizes the contributions containing a solution. of others. 32 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:51 AM Page 33 Learning and the Church LINK UP Unlike most people, monks and nuns were well educated. Some Muslim scholarship preserved monasteries became great centres of learning during medieval times. and used the learning of the Religious scholars copied Christian religious texts as well as manu- ancient world. Muslim and scripts from ancient times written in Latin and Greek. In later chapters, Jewish scholars, mainly in you will see how these manuscripts and the ideas they contained con- Spain, passed on learning to tributed to a revival of learning during the Renaissance. medieval and Renaissance Europe. It is ironic that neither Eventually universities grew up around religious schools. Subjects Muslims nor Jews were allowed such as grammar, geometry, astronomy, and music were taught. Training to study at the universities that in religion, law, and medicine was also offered. By the end of the 1400s, benefited from this transfer of there were more than 80 universities in Western Europe. Unfortunately, knowledge. universities did not permit women to attend. It was not until the late 1800s that some European and American universities admitted women. Zoom In > Medieval Muslims and Jews The other two major religions in medieval Europe areas still open to them, becoming jewellers, were Islam and Judaism. The Muslims from North money traders and merchants, and sometimes Africa conquered most of Spain and Portugal in physicians. They were often forced to live in a the early 700s. By 1000, the Islamic city of ghetto, that is, a certain section of the town or city. Cordoba in Spain had 400 000 inhabitants as well In many communities, Jews were blamed for poi- as 700 mosques and 300 public baths. Libraries soning wells to spread the Black Death and they and universities were built and Islamic Spain were massacred. Here is a report of events in became a centre of medieval learning. 1349 in the city of Strasbourg. Jews lived in towns and cities in both Islamic and Christian Europe during the Middle Ages. On Saturday—that was St. Valentine’s Day— They were a small minority of the population in they burnt the Jews on a wooden platform in both cases. Jews in Western Europe were barred their cemetery. There were about two thousand from most professions so they focused on acade- of them. Those who wanted to baptize mic studies. As a result, they ended up in certain themselves were spared. What aspect of the medieval Christians’ religious worldview led them to persecute the Jews? Using the worldviews icon, identify elements of the medieval Muslim worldview that allowed for cities of learning where Christians, Jews, and Muslims could live and work together. FIGURE 1-19 The Aljama Mosque of Cordoba was begun in 785. It was expanded over the next 200 years and eventually became the third largest structure in the Islamic world. Chapter 1 Times of Change 33 ABSS8_ch01b.qxd 2/9/07 10:51 AM Page 34 Changing Attitudes Toward Religion The Black Death made some people question their faith. Their prayers and visits to holy sites and other attempts to please God had not worked—people everywhere still kept dying. They felt that God had abandoned them. People also began to take a more critical attitude toward the Church. The Church was a wealthy institution; it owned one-third of the land in Europe and the rent from this property was substantial. You will recall that the Church also collected money in tithes. In addition it received large sums from the estates of wealthy members. Like the newly wealthy merchant class, some members of the clergy got caught up in the enjoyment of the good life. Critics said that they were more interested in luxurious living than in spiritual values. Over to YOU 1. In a small group, discuss how each of the following 3. You might say that St. Francis was among the quotations applies to people’s religious beliefs and heroes of his time. Who are some modern heroes? attitudes during the Middle Ages. Find evidence in Compare their activities and virtues with those of the chapter to support your ideas. Then write a St. Francis and other members of religious paragraph giving your personal response to one of communities. What conclusions can you draw from the quotations. this comparison? a. As to the gods, I have no means of knowing 4. Using the following quotation as a resource, draw a either that they exist or do not exist. diagram or sketch that shows the parallel Protagoras – Greek thinker relationship between God and the lords, and between the lords and the serfs. b. Religion is to do right. It is to love, it is to serve, it is to think, it is to be humble. God himself has willed that among men, Ralph Waldo Emerson – American philosopher some must be lords and some serfs, in such a c. Thousands have gone to heaven who never read fashion that the lords venerate and love God, one page of the Bible. and that the serfs love and venerate their Francis A. Baker – Catholic priest lord following the word of the Apostle; serfs obey your temporal lords with fear and 2. How does religion or spirituality affect people’s trembling; lords treat your serfs according to values and behaviour in Canadian society today? justice and equity. Support your ideas with examples from the news or your own experience. The History Guide 34 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:51 AM Page 35 A New Age Society was changing. The emergence of busy towns and a merchant What were the main class meant that society was less rigidly organized. Worldly pleasures features of the worldview were becoming more important. that emerged during the A period of great creativity in the arts and sciences was about to Renaissance? begin. In 1855, the French historian Jules Michelet coined the term “Renaissance” to describe what many generations thought of as the rebirth of classical knowledge and learning. This is why we use a French term to describe a movement that started in Italy. EXPLORING SOURCES Mapping Changing Worldviews How are the knowledge and beliefs reflected in this map different from those of the Psalter Earlier in this chapter, you looked at the Psalter Map? Map, which showed the world through the lens of the worldview of the Middle Ages. Here is the How might changes that you have been world as it was drawn by a map-maker toward the reading about account for the differences end of the Renaissance. Compare the two maps. in the maps? FIGURE 1-20 This map was drawn around 1612 by Abraham Ortelius, a Renaissance map-maker and geographer. He is believed to have created the first modern atlas that was sold to the public. Before the invention of printing, maps were only available to the rich and powerful. Chapter 1 Times of Change 35 ABSS8_ch01b.qxd 2/9/07 10:51 AM Page 36 Renaissance Personalities Here are some of the people who contributed to Renaissance thinking. They can be seen as the new stars of the age, replacing the monk and the knight of the Middle Ages. FIGURE 1-21 Christine de FIGURE 1-22 Martin Luther Pisan (1364–1430), French (1483–1546), German reli- poet, philosopher, historian. gious thinker. Translated the Educated in ancient languages Bible into German. A leading and literature. Wrote that protester and religious women should be allowed to reformer against the corruption participate more fully in society. of the Church. FIGURE 1-23 Vasco da FIGURE 1-24 Nicolaus Gama (c. 1460–1524), Copernicus (1473– 1543), Portuguese explorer. First per- Polish astronomer and mathe- son to sail directly from Europe matician. Published his theory to India. Started “Age of that the Sun is near the centre Exploration” during which of the universe, not the Earth. Europeans began to settle dif- Considered the father of mod- ferent parts of the world. ern astronomy and science. FIGURE 1-25 François 1er (Francis 1), King of France FIGURE 1-26 Leonardo da (1494–1547). Supported the Vinci (1452–1519), architect, construction of buildings inventor, engineer, painter, using the new Renaissance musician. Painted one of architecture (e.g., the Louvre world’s most famous paintings, in Paris and the Château the Mona Lisa. One of the de Chambord). great geniuses of all time. Over to YOU 1. What connections can you make between the 3. With a partner, plan and conduct Internet research people in Figures 1-21 through 1-26 and the ideas on one of the “new stars of the age.” In your you have been reading about in this chapter? What research, identify possible influences from earlier connections can you make between these people civilizations such as Classical civilization, Islamic and the modern world? civilization, or Indian and Far Eastern civilizations. Present what you learned about this person in a talk 2. Make a word web showing what the Ortelius map in show format. Use the model on pages 10–11 to Figure 1-20 and the people on this page suggest help you carry out your inquiry. about the Renaissance worldview. 36 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:51 AM Page 37 Explore the Big Ideas The Renaissance was an intellectual and artistic movement that was part of the slow transition from the medieval worldview to a modern Western worldview. 1. Use a chart like the one below to gather information about how each factor in the column on the left affected medieval society. The Black Death Changing Technology Increase in Wealth Rise of the Towns Knowledge Transfer From Other Cultures a. How did these factors affect social structures? Make reference to Figure 1-2 and Figure 1-13 in your response. b. How might changes such as the ones listed above affect people’s ways of thinking? c. What changes are occurring in your community? For example, Alberta’s population is growing. New residents come from across Canada and around the world. What impact might a growing and diverse population have on Alberta? 2. Suppose you were organizing a ranking. What criteria did you 5. In two thousand years, people will museum exhibition about the use? Develop a cause-and-effect look back at our current society as Middle Ages. Choose three to five chart to illustrate the effect this the Golden Age of _____________. artifacts to represent key features had on European society. Explain why you selected this of the worldview of the Middle label. What does this say about Ages. Write a brief description of 4. Present evidence from this your worldview? Create an each artifact and tell why you chapter using a communication illustration for a textbook that have included it in your display. technology to show the changes students would use in 2000 years in religious, social, and economic when they learn about our society. 3. Rank the most significant causes thinking and the consequences of of the change in worldview during these changes as Europe moved the Renaissance. Defend your into the Renaissance. Chapter 1 Times of Change 37