a. it assured him that his children were his own ![]() |
||
b. it assured him that his wife would carry a dowry with her ![]() |
||
c. it assured him that his wife was not a sinner ![]() |
||
d. it assured him that her wife would never commit adultery ![]() |
||
e. it assured him that she was not affiliated with the Church ![]() |
a. they deemphasized the importance of chastity ![]() |
||
b. they redefined women as attainable vs unattainable, rather than virgin vs whore ![]() |
||
c. they indicated that women's sexual conduct should not be classified by men ![]() |
||
d. they rarely explored issues of sexuality, love, or romance ![]() |
||
e. they showed the realistic presence of prostitution ![]() |
a. the Germanic tribes accepted divorce, while the Church made it nearly impossible ![]() |
||
b. the Germanic tribes allowed relationships between family members, while the Church prohibited marriage between relatives ![]() |
||
c. the Church outlawed marriages between children, while Germanic tribes tolerated them ![]() |
||
d. the Germanic tribes tolerated polygamy, while the Church made monogamy the only acceptable type of union ![]() |
||
e. All of the Above ![]() |
a. it allowed the British to establish their independence from Rome ![]() |
||
b. it led to the rise of Germanic cultures ![]() |
||
c. it created a conflict Christianity and paganism ![]() |
||
d. it led to the end of Roman forms of governing ![]() |
||
e. All of the Above ![]() |
a. it decreased the price of available texts because of increased supply ![]() |
||
b. it improved communication between societies ![]() |
||
c. it increased the amount of printed material available to the masses ![]() |
||
d. it created a more unrestricted circulation of texts ![]() |
||
e. All of the Above ![]() |
a. ships used for trade carried diseases, which led to the Black Death ![]() |
||
b. people brought tales of romance from different literary and cultural traditions back from their trips ![]() |
||
c. merchants started to import rare silks and spices from new trade roots ![]() |
||
d. architects from Western Europe were influenced by new Eastern styles ![]() |
||
e. All of the Above ![]() |
a. As a term associated only with religious written literature ![]() |
||
b. As a device used to describe the flaws in the oral tradition ![]() |
||
c. As a technique that became popular after the invention of the printing press ![]() |
||
d. As a method of composing stories in the oral tradition ![]() |
||
e. All of the Above ![]() |
a. both sexes could legally divorce ![]() |
||
b. only women could legally divorce ![]() |
||
c. only men could legally divorce ![]() |
||
d. both sexes could divorce only with the other's consent ![]() |
||
e. neither sex could legally divorce ![]() |
a. secular authorities said that virginity was unimportant, while the Church highly valued it ![]() |
||
b. the Church said that virginity was unimportant, while the secular authorities highly valued it ![]() |
||
c. secular authorities said that virginity was an ethereal treasure, while religious doctrines said it was spendable ![]() |
||
d. religious doctrines said that virginity was an ethereal treasure, while secular authorities said it was spendable ![]() |
||
e. All of the Above ![]() |
a. scholars ![]() |
||
b. teachers ![]() |
||
c. scribes ![]() |
||
d. authors ![]() |
||
e. All of the Above ![]() |
a. she was considered her husband's property ![]() |
||
b. she was considered equal to her husband ![]() |
||
c. she was more legally powerful than her husband ![]() |
||
d. she was her husband's property, but could not be mistreated under law ![]() |
||
e. she was usually able to retain her own property ![]() |
a. monks ![]() |
||
b. working class women ![]() |
||
c. working class men ![]() |
||
d. peasants ![]() |
||
e. barbarians ![]() |
a. the Church controlled the publication of books ![]() |
||
b. architecture came to be influenced by the Christian church ![]() |
||
c. art revolved around Christian themes ![]() |
||
d. the Church became instrumental in the formation of laws ![]() |
||
e. All of the Above ![]() |
a. a period in which emphasis was placed on dialectical reasoning ![]() |
||
b. a period in which philosophers attempted to reconcile philosophy with religion ![]() |
||
c. a period of educational activity ![]() |
||
d. a period associated with the Carolingian Renaissance ![]() |
||
e. All of the Above ![]() |
a. a type of literature concerned with the behavior of anchorites ![]() |
||
b. a type of early literature produced solely by medieval women writers ![]() |
||
c. a literary convention based on the code of behavior associated with chivalrous romance ![]() |
||
d. a method of oral transmission ![]() |
||
e. a type of literature based on romance between peasants ![]() |
a. a heroine who used female attributes to become a saint ![]() |
||
b. a saint who was NOT the humble, pious, and chaste figure she was expected to be ![]() |
||
c. an asexual female saint ![]() |
||
d. an anchorite ![]() |
||
e. All of the Above ![]() |
a. books that established standards of behavior for women ![]() |
||
b. books that were primarily intended to teach men how to treat their wives ![]() |
||
c. books that conformed with strict standards of behavior ![]() |
||
d. books that recounted historical events in the medieval era ![]() |
||
e. All of the Above ![]() |
a. 9th century ![]() |
||
b. 10th century ![]() |
||
c. 11th century ![]() |
||
d. 12th century ![]() |
||
e. 13th century ![]() |
a. The 3rd century ![]() |
||
b. The 4th century ![]() |
||
c. The 7th century ![]() |
||
d. The 8th century ![]() |
||
e. The 9th century ![]() |
a. political unrest ![]() |
||
b. invasions from barbarian tribes ![]() |
||
c. financial deficits from increased military expenditures ![]() |
||
d. falling birth rates ![]() |
||
e. All of the Above ![]() |
a. it was usually associated with high mortality rates ![]() |
||
b. it was normally supervised by a midwife ![]() |
||
c. it was typically dangerous for mother and infant ![]() |
||
d. it was normally done without medical equipment ![]() |
||
e. All of the Above ![]() |
a. most medieval women had some property ![]() |
||
b. married women could hold property once they had children ![]() |
||
c. married women could hold property without their husband's consent ![]() |
||
d. widows could hold property ![]() |
||
e. women could inherit property from their parents even if they had bothers ![]() |
a. they were not allowed to marry without their parents' consent ![]() |
||
b. they were not allowed to divorce their husbands ![]() |
||
c. they were not allowed to own a business without permission ![]() |
||
d. they were not allowed to inherit land if they had any brothers ![]() |
||
e. All of the Above ![]() |
a. they were sometimes married off for political reasons ![]() |
||
b. they were expected to fix problems in their husbands' absence ![]() |
||
c. they ran the household ![]() |
||
d. they were expected to be religious role models ![]() |
||
e. All of the Above ![]() |
a. the triptych ![]() |
||
b. the flail ![]() |
||
c. the rudder ![]() |
||
d. the letter press ![]() |
||
e. the lance ![]() |
a. Age of Enlightenment ![]() |
||
b. Age of Reason ![]() |
||
c. Platonic Period ![]() |
||
d. Dark Ages ![]() |
||
e. Renaissance ![]() |
a. secrecy ![]() |
||
b. nobility ![]() |
||
c. adultery ![]() |
||
d. chastity ![]() |
||
e. All of the Above ![]() |
a. The inclusion of mnemonic devices ![]() |
||
b. The repetition of words ![]() |
||
c. The use of epithets with character's names ![]() |
||
d. An episodic structure ![]() |
||
e. All of the Above ![]() |
a. it ended the Church's role in the creation of books ![]() |
||
b. it led to a sudden increase of women as scholars and authors ![]() |
||
c. it declared that books should be produced by men ![]() |
||
d. it opened up new opportunities for women to learn ![]() |
||
e. it severely limited the number of books that could circulate ![]() |
a. The Romance of the Rose ![]() |
||
b. "Book of Hours" ![]() |
||
c. The Bible ![]() |
||
d. The Art of Courtly Love ![]() |
||
e. "Revelations of Divine Love" ![]() |
a. Christine de Pizan ![]() |
||
b. Catherine of Sienna ![]() |
||
c. Andreas Capellanus ![]() |
||
d. Chretien de Troye ![]() |
||
e. Julian of Norwich ![]() |
a. it was a period of surging Roman institutions ![]() |
||
b. the production of historical records increased ![]() |
||
c. there are few primary sources that reconstruct the history of the time ![]() |
||
d. the lack of technology made it literally dark ![]() |
||
e. it was a time of great stability and progress ![]() |
a. a method of communication used solely by the early Church ![]() |
||
b. the spreading of material by word of mouth ![]() |
||
c. a mode of communication used mainly after the rise of literacy ![]() |
||
d. a method of communication that became prominent at the end of the Middle Ages ![]() |
||
e. a literary used mainly to composed French Romances ![]() |
a. it made them more valuable sources of information ![]() |
||
b. it made them seem irrelevant since they separated religious life from worldly life ![]() |
||
c. it made them more important since there were few literate lay worshipers ![]() |
||
d. it made them symbols of the Church's progress ![]() |
||
e. it made them examples of how literacy was unimportant to religious life ![]() |
a. people stopped reading the Bible ![]() |
||
b. people increasingly turned to visual art in order to learn about religion ![]() |
||
c. people could be religious without the help of a clergy ![]() |
||
d. interest in the Church history declined rapidly ![]() |
||
e. All of the Above ![]() |
a. Julian of Norwich ![]() |
||
b. Margery Kempe ![]() |
||
c. Catherine of Siena ![]() |
||
d. Christine de Pizan ![]() |
||
e. Marie de France ![]() |
a. it is the part of life that takes precedence over "outer rule" ![]() |
||
b. it includes issues that pertain to the heart ![]() |
||
c. it is part of the anchoress' inner self ![]() |
||
d. it is the most important part of Ancrene Wisse ![]() |
||
e. All of the Above ![]() |
a. it includes issues that pertain to the heart ![]() |
||
b. it refers to anchoress' everyday behavior ![]() |
||
c. it is part of the anchoress' inner self ![]() |
||
d. it is the most important part of Ancrene Wisse ![]() |
||
e. All of the Above ![]() |
a. it is a spiritual, but not legal, union between two people ![]() |
||
b. it is a union supported by the Church ![]() |
||
c. it is a union between anchorites ![]() |
||
d. it is a mystical union between two people ![]() |
||
e. it is a spiritual union with God ![]() |
a. cancelled out punishment due to sin ![]() |
||
b. depended entirely on literacy ![]() |
||
c. were considered "unimportant" by mystics ![]() |
||
d. were only performed by men ![]() |
||
e. All of the Above ![]() |
a. 8th and 9th centuries ![]() |
||
b. 9th and 10th centuries ![]() |
||
c. 10th and 11th centuries ![]() |
||
d. 14th and 15th centuries ![]() |
||
e. 16th and 17th centuries ![]() |
a. fasting ![]() |
||
b. meditation ![]() |
||
c. wearing white clothing ![]() |
||
d. weeping ![]() |
||
e. All of the Above ![]() |
a. personal books used as journals ![]() |
||
b. popular books before the invention of the printing press ![]() |
||
c. books of prayers used at Christian Mass ![]() |
||
d. books of information about the history of the Church ![]() |
||
e. private books of prayers to be recited throughout the day ![]() |
a. it describes a life based on retreat from society ![]() |
||
b. it describes the importance of communication with others in order to reach salvation ![]() |
||
c. it describes a form of worship based on praying to devotional art ![]() |
||
d. it describes a way of life that became popular after the Middle Ages ![]() |
||
e. it describes a life chosen by lay people ![]() |
a. a term associated with oral transmission ![]() |
||
b. an important trait of the medieval lay ![]() |
||
c. a literary device used in estates satire ![]() |
||
d. a dramatic demonstration of faith ![]() |
||
e. a term associated with courtly love ![]() |
a. a medieval female hermit ![]() |
||
b. a woman who rejects the support of the community because she feels it is sexist ![]() |
||
c. a male anchorite ![]() |
||
d. a religious teacher in the medieval era ![]() |
||
e. a woman who believes that community devotional practices are the path to salvation ![]() |
a. the literary form linked closely with courtly love ![]() |
||
b. a method of creating a mystical union ![]() |
||
c. a term associated with oral transmission ![]() |
||
d. the writing and studying of saints' lives ![]() |
||
e. the cultural interest in aristocratic romances ![]() |
a. paradox ![]() |
||
b. affective piety ![]() |
||
c. imagery ![]() |
||
d. pathos ![]() |
||
e. All of the Above ![]() |
||
f. it is a manual that teaches illiterate women Church history with pictures ![]() |
||
g. it is a private prayer book ![]() |
||
h. it instructs lay women in proper conduct ![]() |
||
i. it is a manual for women who want to become nuns ![]() |
||
j. All of the Above ![]() |
a. a hero in a courtly romance ![]() |
||
b. a member of a sect that was considered heretical ![]() |
||
c. a female mystic ![]() |
||
d. an illiterate anchoress ![]() |
||
e. a name for a villain in an oral fable ![]() |
a. personal prayers ![]() |
||
b. pilgrimages ![]() |
||
c. charitable donations ![]() |
||
d. prayers on the sinner's behalf ![]() |
||
e. All of the Above ![]() |
a. the mystic is primarily tasked with intellectual work within monasteries ![]() |
||
b. the mystic is a visionary who experiences divine insight ![]() |
||
c. the mystic uses a religious platform to promote equal rights for women ![]() |
||
d. the mystic usually works as a scribe ![]() |
||
e. the mystic usually promotes asexuality for women ![]() |
a. courtly love ![]() |
||
b. peasant life ![]() |
||
c. praise of chastity ![]() |
||
d. female literacy ![]() |
||
e. All of the Above ![]() |
a. "Revelations of Divine Love" ![]() |
||
b. "Acts of Thecla" ![]() |
||
c. "The Wooing of Our Lord" ![]() |
||
d. "Orison to an Almighty God" ![]() |
||
e. "The Wife of Bath's Tale" ![]() |
a. the idea that community is essential to salvation ![]() |
||
b. the concept of dualism of body and soul ![]() |
||
c. the concept of a sensual God ![]() |
||
d. the idea that God is separate from the human experience of love ![]() |
||
e. the idea that literacy is necessary for women ![]() |
a. Marie de France ![]() |
||
b. Hildegard of Bingen ![]() |
||
c. Christine de Pizan ![]() |
||
d. The Wife of Bath ![]() |
||
e. Margery Kempe ![]() |
a. Julian of Norwich ![]() |
||
b. Margery Kempe ![]() |
||
c. Catherine of Siena ![]() |
||
d. Catherine de Pizan ![]() |
||
e. Marie de France ![]() |
a. Julian of Norwich ![]() |
||
b. Margery Kempe ![]() |
||
c. Catherine de Pizan ![]() |
||
d. Heloise ![]() |
||
e. Marie de France ![]() |
a. Julian of Norwich ![]() |
||
b. Margery Kempe ![]() |
||
c. Catherine of Siena ![]() |
||
d. Catherine de Pizan ![]() |
||
e. Marie de France ![]() |
a. The Canterbury Tales ![]() |
||
b. "Revelations of Divine Love" ![]() |
||
c. "Book of Hours" ![]() |
||
d. The Romance of the Rose ![]() |
||
e. All of the Above ![]() |
a. people who attempt to found their own religious orders ![]() |
||
b. people who reject asceticism and contemplation ![]() |
||
c. people who attempted to contact God without the intervention of an established religious order ![]() |
||
d. people who were formally tied to religious orders ![]() |
||
e. All of the Above ![]() |
a. she said that the institution was too flawed ![]() |
||
b. she claimed she was already married to God ![]() |
||
c. she wanted to make a political statement against the Church ![]() |
||
d. she was concerned about loss of property ![]() |
||
e. All of the Above ![]() |
a. it offered women protection from the outside world ![]() |
||
b. it provided women with the opportunity to protect their own property ![]() |
||
c. it provided women with a place to nourish their intellectual growth ![]() |
||
d. it allowed women to exercise political authority in their communities ![]() |
||
e. All of the Above ![]() |
a. medieval lay ![]() |
||
b. courtly love ![]() |
||
c. hagiography ![]() |
||
d. romance ![]() |
||
e. estates satire ![]() |
a. estate satire ![]() |
||
b. medieval lays ![]() |
||
c. conduct books ![]() |
||
d. medieval allegory ![]() |
||
e. courtly romances ![]() |
a. "Revelations of Divine Love" ![]() |
||
b. "The Book of Margery Kempe" ![]() |
||
c. "An Orison to Almighty God" ![]() |
||
d. "The Wooing of Our Lord" ![]() |
||
e. "The Wife of Bath's Tale" ![]() |
a. Margery Kempe ![]() |
||
b. Richard Rolle ![]() |
||
c. Walter Hilton ![]() |
||
d. Julian of Norwich ![]() |
||
e. All of the Above ![]() |
a. chastity ![]() |
||
b. piety ![]() |
||
c. education ![]() |
||
d. secular political activity ![]() |
||
e. silence ![]() |
a. "Lanval" ![]() |
||
b. "La Fresne" ![]() |
||
c. "Bisclavert" ![]() |
||
d. "Equitan" ![]() |
||
e. "Yonec" ![]() |
a. they were never chaste or pious ![]() |
||
b. they always represented the evil side of love ![]() |
||
c. they were sources of inspiration for heroic action ![]() |
||
d. they were examples of mystical unions ![]() |
||
e. they were never moral exemplars ![]() |
a. they were exposed to new opportunities to learn in universities ![]() |
||
b. they were not able to attend so they were virtually unaffected ![]() |
||
c. they were not able to attend so their education levels declined, compared to men ![]() |
||
d. most of them were unable to read, so they were not admitted ![]() |
||
e. they were opposed to universities because schools were too worldly ![]() |
a. the public disinterest in popular tales about romance ![]() |
||
b. the increased interest in stories written in medieval Latin ![]() |
||
c. the decreased public interest in religious stories ![]() |
||
d. the French lords' lack of interest in tales of courtly love ![]() |
||
e. All of the Above ![]() |
a. she was the only woman to work in the oral tradition ![]() |
||
b. she was the first female mystic ![]() |
||
c. she wrote in order to support herself ![]() |
||
d. she was the only woman to write medieval lays ![]() |
||
e. All of the Above ![]() |
a. freedom ![]() |
||
b. love ![]() |
||
c. education ![]() |
||
d. chastity ![]() |
||
e. salvation ![]() |
a. anchorites who lived in seclusion ![]() |
||
b. women who operated their own businesses without men ![]() |
||
c. women who were villains in stories of courtly love ![]() |
||
d. educated women ![]() |
||
e. female mystics who believed in mystical unions ![]() |
a. she consents that women should remain chaste ![]() |
||
b. she denies that there is a double standard ![]() |
||
c. she says that men should be allowed to be more sexually active than women ![]() |
||
d. she contends that women should adhere to traditional rules of women ![]() |
||
e. she attacks double standards for the sexes ![]() |
a. she contrasts with typical feminine virtues ![]() |
||
b. she offers real reasons as to why women are valuable to society ![]() |
||
c. she literally helps build the city ![]() |
||
d. she helps the narrator see the merits of women ![]() |
||
e. All of the Above ![]() |
a. weavers ![]() |
||
b. retailers ![]() |
||
c. domestic servants ![]() |
||
d. spinners ![]() |
||
e. All of the Above ![]() |
a. most prostitutes were excluded from mainstream society ![]() |
||
b. prostitution was considered problematic but legal ![]() |
||
c. the Church opposed prostitution on moral grounds ![]() |
||
d. prostitution was considered a solution to epidemics of rape ![]() |
||
e. All of the Above ![]() |
a. The Letters of Catherine of Siena ![]() |
||
b. The Book of Margery Kempe ![]() |
||
c. "Revelations of Divine Love" ![]() |
||
d. "The Wooing of Our Lord" ![]() |
||
e. The Art of Courtly Love ![]() |
a. the promotion of education for women ![]() |
||
b. the value of practical virtues over traditional feminine virtues ![]() |
||
c. the merit of women ![]() |
||
d. the lack of truth in men's stereotypes about women ![]() |
||
e. All of the Above ![]() |
a. King Alfred ![]() |
||
b. King Arthur ![]() |
||
c. King Henry ![]() |
||
d. King Richard ![]() |
||
e. King Edward ![]() |
a. justice ![]() |
||
b. piety ![]() |
||
c. sexuality ![]() |
||
d. education ![]() |
||
e. reason ![]() |
a. she does not promote chastity above all else ![]() |
||
b. she values reason and activity instead of silence ![]() |
||
c. she emphasizes practical rather than theological virtues ![]() |
||
d. she does not mention traditional virtues like piety ![]() |
||
e. All of the Above ![]() |
a. the problem of a "man writing as a woman" ![]() |
||
b. the idea that woman cannot be as educated as men ![]() |
||
c. the idea that noble women are more similar to men than peasant women are ![]() |
||
d. the notion that chastity is impossible for men ![]() |
||
e. the problem of whether women can be considered intellectually equal to men ![]() |
a. a short lyrical poem ![]() |
||
b. a story of a saint's life ![]() |
||
c. a type of book of hours ![]() |
||
d. a devotional text used by anchoresses ![]() |
||
e. a kind of conduct book ![]() |
a. the question of whether Heloise composed any of the letters ![]() |
||
b. the critical debate about the verification of events in the letters ![]() |
||
c. the idea that Abelard wrote all of the letters ![]() |
||
d. the issue of whether there is a "female voice" in the letters ![]() |
||
e. All of the Above ![]() |
a. she objected to the treatment of secularism as evil ![]() |
||
b. she applauded its promotion of female education ![]() |
||
c. she attacked it as misogynistic ![]() |
||
d. she praised the objectification of women ![]() |
||
e. she applauded the use of crude vocabulary ![]() |
a. women are always villains, while men are always heroes ![]() |
||
b. women are always involved in supernatural plots while men's storylines tend to be more realistic ![]() |
||
c. men are allowed to boast about their affairs, while women must keep them secret ![]() |
||
d. men are represented as immoral while women are always presented as chaste ![]() |
||
e. men are expected to be faithful while women frequently conduct affairs in public ![]() |
a. mystical creatures ![]() |
||
b. enchantment ![]() |
||
c. spells ![]() |
||
d. fairy trickery ![]() |
||
e. All of the Above ![]() |
a. assonance ![]() |
||
b. allegory ![]() |
||
c. litotes ![]() |
||
d. simile ![]() |
||
e. alliteration ![]() |
a. themes of courtly love ![]() |
||
b. geographical unity ![]() |
||
c. episodic content ![]() |
||
d. octosyllabic couplets ![]() |
||
e. All of the Above ![]() |
a. dancing ![]() |
||
b. recitations by poets ![]() |
||
c. knightly tournaments ![]() |
||
d. games ![]() |
||
e. All of the Above ![]() |
a. Tristan and Isolde ![]() |
||
b. Lancelot and Guinevere ![]() |
||
c. Dante and Beatrice ![]() |
||
d. Arthur and Guinevere ![]() |
||
e. All of the Above ![]() |
a. Margery Kempe ![]() |
||
b. Catherine of Siena ![]() |
||
c. Thecla ![]() |
||
d. Christine de Pizan ![]() |
||
e. Marie de France ![]() |
a. The Book of Margery Kempe ![]() |
||
b. "The Wooing of Our Lord" ![]() |
||
c. "An Orison to Almighty God" ![]() |
||
d. The Romance of the Rose ![]() |
||
e. The Love Letters of Abelard and Heloise ![]() |
a. divorce ![]() |
||
b. superstition ![]() |
||
c. adultery ![]() |
||
d. jealous fathers ![]() |
||
e. All of the Above ![]() |
a. poets from France and Italy ![]() |
||
b. men who wrote only in the mystical tradition ![]() |
||
c. the authors of conduct books ![]() |
||
d. heretics persecuted by the Church ![]() |
||
e. All of the Above ![]() |
a. medieval lay ![]() |
||
b. hagiography ![]() |
||
c. mysticism ![]() |
||
d. dream vision ![]() |
||
e. estates satire ![]() |
a. they lost the ability to be anchoresses ![]() |
||
b. they lost much of their political and economic power ![]() |
||
c. they were able to acquire more political capital ![]() |
||
d. they took on more important roles in the economy ![]() |
||
e. they were basically unaffected ![]() |