|
a. Introduced Islam into the Byzantine Empire |
||
|
b. Oversaw a resurgence of Byzantine power and wealth |
||
|
c. Reconquered the Western Roman Empire |
||
|
d. Converted Western Europe to Christianity |
|
a. It allowed the emergence of rival claimants to the imperial throne. |
||
|
b. It led to the destruction of the entire city. |
||
|
c. It led to the fall of the Roman state religion. |
||
|
d. It led to the German Invasion of North Africa. |
|
a. Stressed monotheism as an essential element of Christianity. |
||
|
b. Standardized the method of calculating the date of Easter. |
||
|
c. Created a simple statement of faith for Christians. |
||
|
d. All of the above |
|
a. The amount of territory it conquered |
||
|
b. Its governmental system |
||
|
c. Its buildings and public works |
||
|
d. Its religious system |
|
a. Kerbela in 680 |
||
|
b. Tours in 732 |
||
|
c. Talus in 751 |
||
|
d. Jerez de la Frontera in 711 |
|
a. A series of legal texts |
||
|
b. Wars fought in the Balkans |
||
|
c. Offices formed to deal with plague in the Byzantine Empire |
||
|
d. Administrative divisions within the Byzantine Empire |
|
a. The site of a major battle between the Romans and the Egyptians |
||
|
b. The capital of the Eastern Roman Empire |
||
|
c. A Roman emperor who conquered Greece |
||
|
d. A Germanic tribe |
|
a. 395 C.E. |
||
|
b. 476 C.E. |
||
|
c. 1453 C.E. |
||
|
d. All of the above. |
|
a. He wanted to clarify existing Roman law. |
||
|
b. He wanted to replace old Roman law with a new set of laws. |
||
|
c. Rome had no laws before Justinian. |
||
|
d. He wanted to introduce elements of Germanic law to the body of Roman law. |
|
a. They showed off imperial wealth. |
||
|
b. They reinforced religious belief. |
||
|
c. They led to an increase in trade. |
||
|
d. They warded off the Persians. |
|
a. He became baptized as a Christian early in his reign. |
||
|
b. He favored Christians in the Roman government. |
||
|
c. He legalized Christianity. |
||
|
d. He made Christianity the official religion of the Roman Empire. |
|
a. He cut a deal with the pope. |
||
|
b. He conquered the Muslims. |
||
|
c. He inherited it from his uncle. |
||
|
d. He bribed major nobles to vote for him. |
|
a. The late 300s |
||
|
b. The early 700s |
||
|
c. The late 500s |
||
|
d. It is unknown. |
|
a. Sets a daily schedule for monks |
||
|
b. States what monks are allowed to eat |
||
|
c. States what monks are allowed to wear |
||
|
d. All of the above |
|
a. They copied religious texts in monasteries. |
||
|
b. They elected the emperor. |
||
|
c. They made sure that people followed Charlemagne's laws. |
||
|
d. They built a cathedral at Aachen. |
|
a. That the king enjoyed absolute power over it. |
||
|
b. That it was elective. |
||
|
c. That it led to religious reforms. |
||
|
d. That occasionally, vassals had more power than their lords. |
|
a. The rise of towns and commercial centers |
||
|
b. Military and political relationships between nobles |
||
|
c. Peasant demands for more rights |
||
|
d. The absolute power of kings |
|
a. A single currency, official language, and religion |
||
|
b. Toleration for a variety of religions |
||
|
c. Hatred of the Byzantine Empire |
||
|
d. None of these |
|
a. The belief that the pope is the head of the Catholic Church |
||
|
b. The Holy Roman Emperor's right to make laws |
||
|
c. Italy's independence from the Holy Roman Empire |
||
|
d. The building of monasteries |
|
a. The Franks’ devotion to monasticism and their control over Anglo-Saxon England |
||
|
b. The Franks’ methods of expansion and their distance from Muslims and the Eastern Empire |
||
|
c. The Franks’ advanced military technology |
||
|
d. The Franks’ highly structured legal system and high levels of education |
|
a. He wanted to make it clear that his kingdom included more than just the Franks. |
||
|
b. He wanted to take advantage of the prestige of the lost Western Roman Empire. |
||
|
c. He wanted to capitalize on his relationship with the Catholic Church. |
||
|
d. All of the above |
|
a. Convince the Germans to kill all the Romans |
||
|
b. Raise an army |
||
|
c. Improve the city of Rome |
||
|
d. Open diplomatic ties with the Persians |
|
a. He was appointed by the pope. |
||
|
b. He inherited the office. |
||
|
c. He was elected. |
||
|
d. He was appointed by the emperor. |
|
a. New types of crops and the use of a heavier plow |
||
|
b. New types of fertilizer and new types of crops |
||
|
c. The removal of taxes on farming |
||
|
d. The enclosure of fields to create more pasturage for animals |
|
a. Questions over control of lands conquered by the crusaders |
||
|
b. Lay investiture |
||
|
c. Payment of tithes to the church |
||
|
d. Henry's marital problems |
|
a. A need for protection and the Carolingian reforms |
||
|
b. The investiture controversy and an increase in population |
||
|
c. The Crusades and royal influence |
||
|
d. An increase in population and a rise in long-distance trade |
|
a. To get rich |
||
|
b. To kill Muslims |
||
|
c. An act of personal penance or self-sanctification |
||
|
d. None of the above |
|
a. A type of government popular in northern Italian towns |
||
|
b. The buying and selling of church offices |
||
|
c. The legal code of the Catholic Church |
||
|
d. None of the above |
|
a. Religious reform movements and interest in pilgrimages |
||
|
b. Desire for wealth and land in western Asia |
||
|
c. Fear that the Byzantine Empire might fall |
||
|
d. All of the above |
|
a. The guilds had no role in town government. |
||
|
b. The guilds ran the governments of the towns. |
||
|
c. The guilds provided only mid-level bureaucrats for town governments. |
||
|
d. The guilds provided advice to urban officials but had no other role in the government of towns. |
|
a. The crusaders invaded Egypt instead of Palestine. |
||
|
b. The emperor fought with the pope over how to organize the crusade. |
||
|
c. The Venetians convinced the crusaders to conquer Constantinople instead of Jerusalem. |
||
|
d. The crusaders laid siege to Jerusalem but could not breach its walls. |
|
a. To reform the relationship between monasteries and secular authorities |
||
|
b. To gain tax money |
||
|
c. To ensure that his son would be elected pope |
||
|
d. To end the investiture controversy |
|
a. That he wanted the English to convert to Christianity. |
||
|
b. That his primary interest was in the wealth of England. |
||
|
c. That he was still fighting wars to control his new kingdom. |
||
|
d. That he tried to reform the judicial system. |
|
a. A dynastic dispute among the Irish |
||
|
b. Desire to convert Ireland to Christianity |
||
|
c. Desire to stop Irish raids on England |
||
|
d. All of the above |
|
a. It was conquered by Byzantium |
||
|
b. Prince Vladimir conquered the city of Kherson |
||
|
c. Prince Vladimir traveled to Byzantium |
||
|
d. Prince Vladimir was miraculously cured of blindness |
|
a. Enhance the power of the nobility |
||
|
b. Increase royal power |
||
|
c. Protect Jews |
||
|
d. Provide better justice for the less powerful |
|
a. To control the Hungarian plains |
||
|
b. To sack Rome |
||
|
c. To conquer Poland |
||
|
d. To plunder Christian churches |
|
a. Rule by a prince |
||
|
b. A republic ruled by merchant elite |
||
|
c. A popular democracy |
||
|
d. None of the above |
|
a. Christian |
||
|
b. Muslim |
||
|
c. Jewish |
||
|
d. All of the above |
|
a. To limit the abuses committed by powerful feudal lords |
||
|
b. To limit the power of the emperor |
||
|
c. To increase the power of the Church |
||
|
d. None of the above |
|
a. To stop abuses of power by urban elites |
||
|
b. To restrict feudal powers over cities |
||
|
c. The desire to change an unjust social order |
||
|
d. To obtain new rights |
|
a. Noblemen |
||
|
b. Knights |
||
|
c. Representatives of cities |
||
|
d. All of the above |
|
a. The Pope |
||
|
b. The bishops |
||
|
c. The nobility |
||
|
d. None of the above |
|
a. To create a parliamentary democracy |
||
|
b. To limit the power of the kings over the nobility |
||
|
c. To create a constitutional monarchy |
||
|
d. To increase royal power |
|
a. Romanesque |
||
|
b. Gothic |
||
|
c. Islamic |
||
|
d. Byzantine |
|
a. It allowed more land to be cultivated |
||
|
b. It did not exhaust the soil as much |
||
|
c. It used labor more efficiently |
||
|
d. All of the above |
|
a. Plato |
||
|
b. Marcus Aurelius |
||
|
c. Xenophon |
||
|
d. Aristotle |
|
a. Secular theater |
||
|
b. Religious rites |
||
|
c. Pagan practices |
||
|
d. The Latin term “ministerium” or “act” |
|
a. Use of pipe organs |
||
|
b. Plain chant |
||
|
c. A wide variety of instruments |
||
|
d. None of the above |
|
a. It was prohibited |
||
|
b. It was allowed without restrictions |
||
|
c. The Church had no stance on astrology |
||
|
d. Deterministic models of astrology that denied moral choice were forbidden |
|
a. On royal estates |
||
|
b. In monasteries |
||
|
c. In the countryside |
||
|
d. In urban centers |
|
a. An epic poem loosely based on historical events |
||
|
b. A historical account of a battle |
||
|
c. A story meant to illustrate Christian theology |
||
|
d. None of the above |
|
a. The local bishop |
||
|
b. The king |
||
|
c. The Pope |
||
|
d. The leaders of the city |
|
a. It helped knights get into the saddle easier |
||
|
b. It helped start feudalism |
||
|
c. It made infantry an important part of medieval armies |
||
|
d. All of the above |
|
a. It allowed better farming in heavy soils of Northern Europe |
||
|
b. It was useful in sandy, rock soils |
||
|
c. It required little skilled labor to use |
||
|
d. None of the above |
|
a. Scholasticism, Gothic architecture, and romance literature |
||
|
b. Humanist philosophy and realism in art |
||
|
c. The extension of Greek language and Platonic philosophy |
||
|
d. The rise of the Holy Roman Empire and monastic education |
|
a. Asia Minor |
||
|
b. The Balkans |
||
|
c. The Eastern Mediterranean |
||
|
d. All of the above |
|
a. They never became priests. |
||
|
b. They rejected the authority of bishops. |
||
|
c. They primarily appealed to the urban middle classes. |
||
|
d. They rejected poverty. |
|
a. Was the largest battle of the Middle Ages |
||
|
b. Marked the end of the Teutonic Knights, a crusading order |
||
|
c. Demonstrated the rising power of late medieval monarchies |
||
|
d. All of the above |
|
a. Any belief that opposed the Biblical and apostolic tradition of the Church. |
||
|
b. Any practice that differed from that of the Catholic Church. |
||
|
c. Over preaching. |
||
|
d. Loss of membership. |
|
a. That only people mentioned in the Bible could be saints |
||
|
b. That they could intercede on behalf of the living |
||
|
c. That they could not act in the world of the living |
||
|
d. That they were gods |
|
a. To force Jews to convert to Christianity |
||
|
b. To convince people to go on crusade |
||
|
c. To combat heresy |
||
|
d. To extend papal control over urban centers |
|
a. Launching crusades |
||
|
b. Having secular authorities set up law courts to try accused heretics |
||
|
c. Founding new educational institutions |
||
|
d. Forcing accused heretics to become monks |
|
a. He thought that it would set a bad example for the English. |
||
|
b. He wanted them to have children. |
||
|
c. He said that the pope had refused a divorce. |
||
|
d. He worried that their divorce would destroy the kingdom. |
|
a. That they brought people luck. |
||
|
b. That they were necessary for salvation. |
||
|
c. That they were created by priests to control peasants. |
||
|
d. That they could be changed to fit new circumstances. |
|
a. They abandoned their families |
||
|
b. They indulged themselves in all sorts of luxury |
||
|
c. They left the city |
||
|
d. All of the above |
|
a. Divine right |
||
|
b. New types of taxation and control of national churches |
||
|
c. Ethical actions |
||
|
d. Subservience to the papacy |
|
a. The appointment of a new pope by the Holy Roman Emperor |
||
|
b. Two papal elections held by the same group of cardinals |
||
|
c. England's insistence upon having an English pope |
||
|
d. The Black Death |
|
a. Increasing hostility between the English and the French |
||
|
b. Economic revival following the Black Death |
||
|
c. The decline of papal power and the rise of secular power |
||
|
d. The introduction of scholasticism into the universities |
|
a. Ended the investiture controversy |
||
|
b. Standardized the method of election of the Holy Roman Emperor |
||
|
c. Ended the Hundred Years' War |
||
|
d. Launched the inquisition |
|
a. It strengthened their bonds of feudalism |
||
|
b. It caused many to abandon the Church |
||
|
c. It made their labor more valuable and increased wages |
||
|
d. None of the above |
|
a. Conflict over territory in Italy |
||
|
b. The failure of the later crusades |
||
|
c. Conflict over long-distance trade |
||
|
d. Conflict over control of the French crown |
|
a. French peasants |
||
|
b. English nobles |
||
|
c. Florentine cloth workers |
||
|
d. Venetian guild members |
|
a. A group of Muslim heretics |
||
|
b. Members of popular religious movement who whipped themselves |
||
|
c. A group of plague victims |
||
|
d. None of the above |
|
a. Because they thought that it was too lenient on heretics |
||
|
b. Because, during this period, the priests stopped performing the sacraments in all of Europe |
||
|
c. Because, during this period, the Holy Roman Emperor took firm control of the Church |
||
|
d. Because they thought that it was too concerned about wealth instead of religion |
|
a. The stories convinced people to convert to Islam |
||
|
b. The stories provided alternative forms of religious authority |
||
|
c. The stories primarily took place in Scandinavia |
||
|
d. The stories denied the basic Christian belief in monotheism |
|
a. Growth in the European economy |
||
|
b. Peasant and worker revolts |
||
|
c. The introduction of the three-field crop rotation system |
||
|
d. The rise of towns |
|
a. Representative government and general elections |
||
|
b. The concept of the "state" as an independent actor |
||
|
c. Theocracy |
||
|
d. Common law |
|
a. The menial workers in the urban centers |
||
|
b. Peasant men who stayed on the manors after the Black Death |
||
|
c. Urban elite males |
||
|
d. Men and women from the traditional European nobility |
|
a. 1430 |
||
|
b. 1453 |
||
|
c. 1494 |
||
|
d. 1525 |
|
a. He thought that they were unforgivable pagans and that their works should be destroyed |
||
|
b. He considered them ideal models of behavior for his contemporaries |
||
|
c. He thought that they were pompous |
||
|
d. He considered them inferior to his contemporaries |
|
a. That they must be harsh and unforgiving. |
||
|
b. That they must be elected. |
||
|
c. That they should try to make their people love them. |
||
|
d. That they should be truly religious. |
|
a. Agricultural revival and the rise of banking systems |
||
|
b. Wealth won in wars in North Africa |
||
|
c. New markets in the revived Byzantine Empire |
||
|
d. None of the above |
|
a. He condemned it completely. |
||
|
b. He advocated reform of the activities and morality of the clergy. |
||
|
c. He wanted it to rely less on the Bible. |
||
|
d. He thought that it should reject religious art. |
|
a. The use of Cicero in northern European universities |
||
|
b. The condemnation of Erasmus by Catholic authorities |
||
|
c. The extension of Roman architectural forms into England |
||
|
d. The development of religious ideas that led to the Protestant Reformation |
|
a. The independent city-state |
||
|
b. The Monarchy |
||
|
c. An imperial possession |
||
|
d. None of the above |
|
a. The rise of universities, scholastic philosophy, and troubadour lyrics |
||
|
b. Attempts to copy northern European intellectual movements |
||
|
c. Humanist philosophy and realism in art |
||
|
d. Monastic education and copying religious manuscripts |
|
a. The Northern renaissance involved only philosophy and not art |
||
|
b. The Italian renaissance was completely under the control of the papacy |
||
|
c. The Italian renaissance led to an interest in classical texts, but the Northern renaissance did not |
||
|
d. The Northern renaissance was tied more closely to the rise of nation-states |
|
a. The political influence of the Holy Roman Emperor |
||
|
b. The disasters of the fourteenth century and economic revival in the fifteenth century |
||
|
c. Religious teachings of the mendicant orders and the rise of the belief in relics |
||
|
d. The French victory in the Hundred Years' War |
|
a. To get a good job |
||
|
b. To gain wisdom and virtue |
||
|
c. To become a member of the clergy |
||
|
d. To know God |
|
a. It sparked an interest in human musculature |
||
|
b. It introduced the use of linear perspective |
||
|
c. It influenced architectural forms |
||
|
d. It sparked an interested in Christian themes in art |
|
a. It stresses nature. |
||
|
b. It uses Christian themes. |
||
|
c. It incorporates Roman architectural forms. |
||
|
d. It is an example of oil painting. |
|
a. Sculpture in the round |
||
|
b. Linear perspective |
||
|
c. Religious themes in art |
||
|
d. Bronze casting |
|
a. Trigonometry and calculus |
||
|
b. The introduction of Arabic numerals |
||
|
c. Accounting and geometry |
||
|
d. All of the above |
|
a. The use of fresco |
||
|
b. A new type of paintbrush |
||
|
c. The use of oil-based paints |
||
|
d. The use of egg-based paints |
|
a. Astronomy |
||
|
b. Law |
||
|
c. Geometry |
||
|
d. History |
|
a. Humanism taught in the cities |
||
|
b. Humanist principles applied to visual arts |
||
|
c. A new system of education |
||
|
d. Humanist principles applied to public life in urban centers |
|
a. A late renaissance mathematician who specialized in geometry |
||
|
b. An early renaissance artist who stressed realism in painting |
||
|
c. A humanist philosopher who introduced Greek learning to Italy |
||
|
d. A high renaissance architect who specialized in arches |
|
a. He wanted Cicero to found a new university |
||
|
b. He was discussing the moral choices of philosophers |
||
|
c. He was looking for a job |
||
|
d. He wanted to introduce new forms of visual arts |