| 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 |