|
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" |
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c. "An Orison to Almighty God" |
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d. The Romance of the Rose |
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e. The Love Letters of Abelard and Heloise |
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a. divorce |
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b. superstition |
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c. adultery |
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d. jealous fathers |
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e. All of the Above |
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a. poets from France and Italy |
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b. men who wrote only in the mystical tradition |
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c. the authors of conduct books |
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d. heretics persecuted by the Church |
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e. All of the Above |
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a. medieval lay |
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b. hagiography |
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c. mysticism |
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d. dream vision |
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e. estates satire |
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a. they lost the ability to be anchoresses |
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b. they lost much of their political and economic power |
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c. they were able to acquire more political capital |
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d. they took on more important roles in the economy |
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e. they were basically unaffected |