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 |