Module 12: The Medieval Church & Papacy

Hi everyone, and welcome to the twelfth module of the History of Christianity 1 Course. In this section, we'll be looking at a large period of time in the western European church. We'll study the history and characteristics of the Medieval church with special concentration on the papacy.

This module will help you to understand the character of this era of Christ's church. You will be exposed to the history of this longer period of church life, and some key events from this time that influenced all European history, as well as the western church. You will be exposed to some of the major leaders and events, and the historical trends and life in medieval times. You will be given opportunity to think through some strengths and weaknesses about the church in this time period. And the student will be given opportunity to process how these lessons can be applied to current situations, by learning a variety of possible approaches and expressions of Christ's church.

Introductory Scenario

Imagine that you were put in charge of one of the world's biggest corporations. You have been given total control, and no one can contradict or resist your instructions. What would you do? How would that kind of power influence you personally? What are the dangers to you personally? What are the dangers to the corporation and all under your authority? What kind of outcome would you reasonably expect? Please consider these questions and be watching for material that will help you answer them as you work through this module.

Module Objectives and Outcomes

Upon successful completion of this module, the student will:

  • Describe the history of medieval life in Europe, concentrating on the church, but also including the wider culture.
  • Articulate the contributions of Charles Martel, Charlemagne, and the Inquisition to medieval Europe.
  • Understand and describe the institution of the papacy, its impact on European life, and a few notable popes.
  • Evaluate the positive and negative contributions of the papacy in medieval times and the result for the church and society in Europe.
  • Place the major events of the medieval church and papacy in a general chronology.

Instruction Guides

In this section, you'll find links to important instructional documents for this module. Click the following links to open each document. There is a set of instructions for individual study and a document for group study.

Individual Student Guide
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Group Student Guide
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Textbook Content

In this section, you'll find a study guide for the textbook reading for module 12. And then you'll find the link to a practice quiz covering this textbook reading.

Textbook Reading List and Study Guide for Module 12
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This section also contains a review quiz to test your understanding of the textbook material for this module. By clicking the thumbnail below, you will be given a series of questions, in random order. The quiz will be different each time, so feel free to take it more than once.

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Textbook Review Quiz for Gonzalez chs. 29-30
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Click the button next to the best answer for each question, or drag each term to its best definition. Then press the Submit button at the bottom to see if your answers are correct.


Charlemagne ruled the civil government, but left control of the church to the popes

True

Sorry, see Gonzalez p. 317

False

Good Job
The Arab conquests hindered trade in the Mediterranean, which indirectly caused the Feudal system

True

Correct

False

Sorry, see Gonzalez p. 318
In the middle ages, some taught that the communion elements were transformed into the actual body and blood of Christ

True

Good Job

False

Sorry, see Gonzalez p. 321
Drag each term to its best definition
Mozarabs
Gottschalk of Orbais
Theodulf
John Scotus Erigena
The False Decretals
Hungarians
Nicholas 1
On the Division of Nature
Simony
Norsemen

The most powerful pope since Gregory the Great

Group that invaded Europe from the East. Their king forced the conversion of his subjects

Group that raided the coasts of Europe, sacked monasteries and churches, and eventually converted to Christianity

He revived and correctly taught Augustine's doctrine of predestination

Forged documents that claimed great authority for the popes

The act of paying for ecclesiastical office, widely practiced in the middle ages, but later condemned by the reforming popes

Greatest sysetmatician of his time, he translated the work of Dionysius the Areopagite and taught Neoplatonic Mysticism in his own writing as well

The man hired by Charlemagne to support education and learning in his empire. He caused every church to have a school

Group of Christians in Spain who lived under Moslem rule, and who kept their traditions against the Franks

Influenced by the work falsely attributed to Dionysius, this work by Erigena taught Neoplatonic mysticism instead of Christianity

Drag each term to its best definition
Bernard of Clairvaux
Cistercian
Henry IV
Patarines
2nd Lateran Council
Clement III
Hildebrand
Leo IX
Cluny
Hildegard of Bingen

He was elected pope by the emperor Henry to replace the still ruling pope Gregory. There were wars back and forth for Rome supporting the rival popes

He was the ambassador who finalized the schism with the east. He eventually became pope Gregory VII and continued the reform began by Leo IX

The first of the reforming popes. Formerly called Bruno of Toul. He fought against simony and clerical marriage

After the decline of Cluny, caused by their wealth, this monastic reform, begun at Citeaux returned many monasteries back to the ideals of "the Rule" and of Cluny

A German Abbess (Convent leader) who desired reform. She is best known as a mystical writer of devotional material

Emperor who clashed with Gregory. At first he refused to acknowledge Gregory, but eventually was forced to publicly beg for forgiveness

This group decided how popes would be chosen, to protect against the influence of powerful people using the papal office to further their secular agendas

The most famous monk of the Cistercian movement. He became influential because of his preaching, his mysticism, and he was called upon to settle political issues

Those who were zealous for clerical celibacy. They called the wives of priests 'harlots' and insisted that they leave their husband's household

A monastery in southern France, protected from papal interference. It was the center of monastic reform, returning to the ideals of Benedict's Rule

Which of these is NOT an activity of Charlemagne?

He taught in the monasteries

Well Done

He enforced payment of tithes

Sorry, see Gonzalez p. 317

He made Sunday to be a day of rest

Sorry, see Gonzalez p. 317

He appointed bishops

Sorry, see Gonzalez p. 317

He made preaching to be in the native language

Sorry, see Gonzalez p. 317

Charlemagne forcibly baptized some people he conquered as a means to ensure peace

True

Correct

False

Sorry, see Gonzalez pp. 315-316
In the Middle ages, the popes were respected by the civil authorities for their integrity and consistent handling of strategic negotiations

True

Sorry, see Gonzalez pp. 324-325

False

Good Job

Lecture Content

In this section, you will find the video lecture for the Medieval Church & Papacy module. Click the thumbnail to open access to the video. There are also links with the video if you prefer to watch on the Rumble or YouTube interface or download just the audio to listen offline.

Lecture Study Guide for Module 12
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Blank Lecture Notes for Module 12
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12: Medieval Church & Papacy

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12: Medieval Church & Papacy
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Reviews

In this section, you will find the review slides from the course lectures for module 12. This is a convenient way to view and review the summaries for each lecture. Click the Thumbnail picture to begin the slide show.

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Click the prev. and next buttons (bottom right of the slide) to move through the slides. You can also click on any thumbnail to go directly to that slide.

Discussion/Reflection/Essay Questions

This section contains questions for further thought and discussion from Module 12. It is recommended that you take time to think through these issues in order to thoroughly grasp the significance and explore the application of the material you are learning. These questions can also be used as essay questions in a classroom setting exam. Below, you will find links to the Response and Application Reflection Instructions for Individuals, and the Response and Application Discussion Instructions for Groups. And you will find a link to the detailed question document for this module. Or Click the Thumbnail below to view the questions in a simplified format.

Instruction for Individuals
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Instruction for Groups
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Discussion/Reflection Questions for Module 12
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Discussion/Application Questions
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The following questions are for your thoughtful consideration and discussion:

  1. How can the church faithfully accomplish its mission?
  2. How can you be a disciple first and a leader second?
  3. How should the church relate to the state? How does this apply?
  4. What else did you learn? How does it apply?

(Optional) Timeline - Part 12

This section contains instructions for continuing an optional Timeline activity to be constructed over all sixteen modules. Below is a link to the detailed instructions for this activity.

Timeline Project Instructions
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Step Twelve of the Timeline should include the following information:

  • Any significant events in the medieval church and society that radically changed Europe.
  • Any significant popes and their contribution to the church and wider society.
  • Any other significant events, ideas, and practices, which had bearing on the medieval period.

Annotate any significant approaches, people, principles, mindsets, and practices in the medieval church and the institution of the papacy, including the immediate and long-term impact on the larger church, the surrounding society, and how these are applicable in the current church and and Christian life.

(Optional) Principles Chart - Part 12

This section contains instruction for continuing an optional Principles Chart activity to be constructed over all sixteen modules. Below is a link to the detailed instructions for this activity.

Principles Chart Instructions
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Step Twelve of the Principles Chart will add any important principles noted from the history, institutions, and practices of the medieval church, especially the papacy, and how these principles can be applied. It is suggested that the student begin this activity before watching the "Guiding Principles" portion of the lecture. Then the student may supplement their work after learning additional insights from the Guiding Principles.

(Optional) Term Project Research & Organization

The student will continue researching their chosen topic for their term project and organizing the material they have found. Around this point in the course, the student should also begin writing (or filming, designing, or otherwise preparing their presentation, based on their chosen means of communication) the first draft of their term project. Based on the organization of the material, which was based on their research, the student should begin communicating what they learned, as well as the principles they gained from the historical data, and how it applies to current life and ministry. Below is a link to detailed instructions for the entire project.

Term Project Instructions
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Primary Source Reading

This section contains instructions and resources for the Primary Source Reading activity. The student should read a minimum of 10-20 pages from a primary resource or resources discussed in this module's lecture and write or discuss a brief response to their reading. Below is a link to detailed instructions for the Primary Source Reading, which contain a list of recommended resources, by module.

Primary Source Reading Instructions
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Links to Primary Sources
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The following is a list of the recommended primary sources for this module. This list contains links to the resources in print and/or online format. This links may change, so feel free to search for other sources for these same titles. In addition, please do not feel you are limited only to this list. Feel free to choose from any primary source from the period and topic covered in this module:

Review Quiz

This section is a link to a review quiz to test your understanding of the objective material for Module 12. By clicking the link, you will access a series of questions, in random order. Answer each question and then push the Submit button to check your answers. Every question must be answered before you can submit the quiz. At the end, you will be shown your score for the entire quiz. The quiz will be different each time, so feel free to take it more than once. Click the Thumbnail picture to begin the quiz.

Start Review Quiz

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Review Quiz for Module 12
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Here is a review quiz for the material covered in this module's lectures. Click the button next to the best answer for each question, or drag each term to its best definition. Then press the button at the bottom to see if your answers are correct.


Which of these is NOT true of the conciliar movement?

It tried to put the power of the church in a council of multiple people, instead of concentrated in one man

Sorry, see Lecture 12

It succeeded in diminishing papal power and therefore diminished the temptation for abuses

Good Job

It grew out of the papal schism, with rival popes both claiming to be pope

Sorry, see Lecture 12

It became divisive and entangled in power struggles and rival councils

Sorry, see Lecture 12

During the medieval period, the Germanic and Nordic peoples were largely converted to Christianity.

True

Good Job

False

Sorry, see Lecture 12
During the medieval period, most of the common people lacked good religious instruction, even though most of the priests were literate and well educated.

True

Sorry, most priests were illiterate as well, see Lecture 12

False

Well Done
Which is true of the medieval popes, according to the Lecture?

Some were good and effective leaders

True, but incomplete, see Lecture 12

Some were godly men

True, but incomplete, see Lecture 12

Some were excellent scholars and theologians

True, but incomplete, see Lecture 12

Very few had all three of the above qualities at the same time

True, but incomplete, see Lecture 12

All of the above are true

Good Job
The Borgia popes treated the papacy as a position of power to be bought and used for their immoral purposes.

True

Well Done

False

Sorry, see Lecture 12
In the medieval period, a series of popes moved out of Rome and ruled from southern France, because of their close connection to French rulers and French politics.

True

Good Job

False

Sorry, see Lecture 12
The Lecture argues that whenever the church declined in literacy and Bible knowledge, it declined in all areas of morality, health, and influence as well

True

Correct

False

Sorry, see Lecture 12
The Lecture suggests that the stated goal of the inquisition - to fight heresy - was good, but the way it was carried out was often unrighteous

True

Well Done

False

Sorry, see Lecture 12
From the beginning of the church, the Bishop of Rome was universally acknowledged as the leader of the church with apostolic authority over other bishops in other regions

True

Sorry, see Lecture 12

False

Good Job
The Avignon popes greatly enhanced the prestige, power, and people's trust in the papacy

True

Sorry, see Lecture 12

False

Well Done

Module Completed!

Congratulations, you have reached the end of the twelfth module. I hope that you have found it rewarding and have noticed personal growth.

I encourage you to continue on the next module as soon as is convenient. The button below will take you to Module 13.