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AP World Chp. 16
| Question | Answer |
|---|---|
| How was Christianity divided internally? | Roman Catholics of Western and Central Europe and the Eastern Orthodox of Eastern Europe and Russia |
| Externally how would you describe Christianity? | defensive against an expansive Islam |
| Why was Christianity defensive against Islam? | Muslims ousted Christian Crusaders from the Holy Land and with the seizure of Constantinople they had captures the prestigious capital of Eastern Orthodoxy, and they advanced into the heart of Central Europe with the siege of Vienna |
| What act launched the Protestant Reformation? | Martin Luther publicly invited debate about various abuses within the Roman Catholic Church by posting a document known as the 95 Theses, on the door of a church in Wittenberg |
| Martin Luther? | German priest |
| Issues in the Church, of which people were critical? | luxurious life of popes corruption and immorality of some of the clergy, Church's selling of indulgences |
| According to Luther, where did salvation come from? | faith |
| What did not have any bearing on the eternal destiny of the soul? | good works of the sinner or the sacraments of the Church |
| Faith was a free gift of? | God |
| Source of authority was not? | teachings of the Church |
| Where did the source of authority come from? | the bible, interpreted according to the individual's conscience |
| What did Luther's beliefs call into question? | special position of the clerical hierarchy and the pope in particular |
| What did the schism give some kings and princes?1 | justification for their own independence from the Church and an opportunity to gain the lands and taxes previously held by the Church |
| What did the schism provide the Urban middle class? | a new religious legitimacy for their growing role in society |
| Schism was used by common people to? | express their opposition to the whole social order, especially since a series of German priest revolts |
| How did the Reformation teachings and practices affect women? | did not offer them a greater role in the church or society; in Protestant-dominated areas, the veneration of Mary and female saints ended, leaving the male Christ figure as the sole object of worship |
| What was closed that had offered some women an alternative to marriage? | convents, Protestants opposed celibacy and monastic life |
| What stimulated education and literacy for women? | reading of the Bible for oneself |
| What were they still subjected to even with literacy? | male supervision and had little opportunity to use their education outside of the home and family |
| Where did the Reformation thinking spread, thanks to the invention of the printing press, and what was the effect of its spread? | started in Germany, spread to France, Switzerland, England, and elsewhere and splintered into a variety of churches - Lutheran, Calvinist, Anglican, Quaker, and Anabaptist |
| During the Thirty Years' War, French society was torn by? | violence between Catholics and the Protestant minority known as Huguenots |
| Who issued the Edict of Nantes? | French monarch, Henry IV |
| Edict of Nantes? | granted a substantial measure of religious toleration to French Protestants, hoping they would return to the Catholic Church |
| Catholic-Protestant struggle engulfed? | most of Europe |
| Destructive war brought? | violence, famine, and disease |
| What percent of German population perished? | 15-30% |
| Peace of Westphalia? | ended the conflict, with some reshuffling of boundaries and an agreement that each state was sovereign, authorized to control religious affairs within its own territory |
| Unity of the Catholic Church? | broken forever |
| What benefited and motivated European imperial expansion? | Christianity |
| The Spanish and Portuguese viewed their movement overseas as a? | continuation of a long crusading tradition, which only recently had completed the liberation of their countries from Muslim control |
| Colonial settlers and traders brought what with them? | their faith and sought to replace it in their newly conquered homelands |
| Catholic missionaries actively spread? | the Christian message beyond European communities |
| Portuguese missionaries took? | the lead in Africa and Asia |
| Spanish and French missionaries were? | most prominent in the Americas |
| Missionaries of the Russian Orthodox Church accommodated? | expansion of the Russian Empire by ministering to Russian settlers and trappers across Siberia |
| What were the two critical elements for the missionaries' success in Spanish America and the Philippines? | their efforts were strengthened by a European presence experienced as military conquest, colonial settlements, missionary activity, forced labor, social disruption, and disease; absence of literate world religion |
| Why were missionary efforts to spread Christianity so much less successful in China than in Spanish America? | political context was different, Europeans needed permission to operate in the country, missionaries offered little that the Chinese really needed |
| Africanized versions of Christianity emerged, such as Santeria and Vodou, in the New World. From what were these syncretic religions derived and how did the Europeans perceive these practices? | They derived from West African traditions and featured drumming, ritual dancing, animal sacrifices, and spirit possession; Europeans perceived these practices as evidence of sorcery and witchcraft and attempted to suppress them |
| What accounts for the continued spread of Islam in the early modern era? | it depended on wandering Muslim holy men, Islamic scholars, and itinerant traders, none of whom posed a threat to local rulers |
| What did Muslims offer to others? | literacy in Arabic, established informal schools, provided protective charms containing passages from the Quran, served as advisers to local authorities, healers to the sick, intermarried with local peoples, did not insist converts give up older practices |
| Who did the religious syncretism of Islam become offensive to? | the more orthodox, or traditional, Muslims |
| Who argued that the declining fortunes of the Islamic world were the result of a gradual process of decay that had crept in over the centuries, as Muslims allowed themselves to be drawn away from the essential of their faith? | a young Muslim theologian, Abd al-Wahib |
| What did Wahib reject and why? | veneration of Sufi saints and their tombs, adoration of natural saints, respect paid to Muhammad's tomb at Mecca; believed it was a dilution of the absolute monotheism of authentic Islam |
| Some Chinese Buddhists sought to make their religion more accessible to ordinary people, which bore similarity to the thinking of whom? | Martin Luther, who argued that individuals could seek salvation by "faith alone",without the assistance of a priestly hierarchy |
| What popular culture emerged in the cities among the less well educated? | play, paintings, short stories, and novels provided diversion and entertainment that were a step up from what could be found in tea-houses and wine shops |
| What did the bhakti movement and its practices provide for women? | avenue for social criticism |
| What did the bhakti devotional form of Hinduism seek to achieve? | union with one or another of India's many deities through songs, prayers, dances, poetry, and rituals |
| What did the bhakti devotional form of Hinduism's practitioners often? | set aside caste distinctions and disregarded rituals of Brahmin priests in favor of direct contact with the divine |
| What did this emphasis have much in common with? | the mystical Sufi form of Islam and helped to blur the distinction between these two traditions in India |
| From what did Sikhism evolve? | a peaceful religious movement, blending Hindu and Muslim, into a militant community |
| Who were the men that created the Scientific Revolution? | Copernicus, Galileo, Descartes, Newton |
| Copernicus from Poland? | heliocentric |
| Galileo from Italy? | refined heliocentric, Pope forced him to recant |
| Descartes from France? | "I think therefore I am." (I am the only thing I know is real) |
| Newton from England? | gravity |
| What was the long-term significance of the Scientific Revolution and its applications to the affairs of human society? | altered ideas about place of humankind within cosmos and sharply challenged the teachings and authority of the Church; when applied to human society, scientific ways of thinking challenged ancient social societies hierarchies and political systems |
| Why did the Scientific Revolution occur in Europe? | historical development gave rise to good conditions for scientific enterprise, evolved legal system guaranteed measure of independence from church, unis, etc., position to draw on other cultures, Columbian Exchange |
| Why did the Scientific Revolution not occur in the Islamic world? | science patronixed by variety of local authorities, occured outside formal system of higher education, Quranic studies and religious law held central place, suspicious |
| Why did the Scientific Revolution not occur in China? | focused on preparing for rigidly defined set of civil service examinations emphasized humanistic studies and moral texts of classical Confucianism; scientific subjects relegated to margins of Chinese educational system |
| To medieval thinkers the Earth was? | sationary at the center of the universe and around it revolved the sun, moon, and stars embedded in ten spheres of transparent crystal; coincided with the religious purpose of the Catholic Church |
| Nicholas Copernicus' argument was? | "at the middle of all things lies the sun" and the Earth, and other planents, revovled around it; Earth no longer center of God's attention |
| Johannes Kepler's theory showed? | planets followed elliptical orbits, undermining ancient belief that they moved in perfect circles |
| Galileo Galilei developed an? | improved telescope, observed sunspots, or blemishes, moving across the face of the sun, called into question traditional notion that no change or imperfections marred heavenly bodies |
| Sir Isaac Newton formulated? | the modern laws of motion and mechanics, universal gravity, heavens and Earth no longer regarded as separate and distinctive spheres, obeyed same natural laws that governed orbiting planets |
| What did Enlightenment thinkers share? | belief in the power of knowledge to transform human society; satirical, critical style, a commitment to open-mindedness and inquiry, and in various degrees a hostility to established political and religious authority |
| Darwin and Marx believed? | strongly in progress, but in their thinking, conflict and struggle rather than reason and education were the motors of progress |
| Sigmund Freud? | applied scientific techniques to the operation of the human mind and emotions and in doing so cast further doubt on Enlightenment conceptions of human rationality |
| In what way was European science recieved in Qing China? | Chinese were interested in European in astronomy and mathematics because those disciplines proved useful in predicting eclipses, reforming the calendar, and making accurate maps of the empire; European medicine held little interest to Chinese physicians |
| In what way was European science recieved in Japan? | After 1720, Japan lifted the ban on importing Western books; read texts in medicine, astronomy, geography, and mathematics, did not assume prominent place, policy of isolation |
| In what way was European science recieved in the Ottoman Empire? | elites saw no need for a wholesale embrace of things European; already a rich tradition of Muslim astronomy |
Created by:
1213hannahhillard