What was one consequence of committing a serious offense as a Saxon monk?

Being thrown out of the monastery

Being assigned to more manual labor

What was atonement in the context of being a monk?

Suffering as a monk to prevent others from going to hell

Praying for forgiveness for one's sins

What was one of the dangers monks faced while working as scribes?

Making mistakes while copying texts

Being exposed to cold temperatures

Why did monks often work in cold conditions?

They didn't have much light and worked by open doors or windows

They preferred working in colder temperatures

They didn't have access to heating

What made monasteries prime targets for raiders?

The valuable books they possessed

The precious artifacts displayed in the monasteries

The beautiful architecture of the monasteries

The abundance of food stored in the monasteries

How did Saxon monks have to live in their cells?

With very few possessions and strict prayer routines

With comfortable furniture and amenities

With access to modern technology

What was the regular prayer schedule for monks?

Starting just after midnight and continuing until about 8 o'clock in the evening.

Starting at dawn and continuing until dusk.

Starting in the morning and continuing until late at night.

Starting at sunrise and continuing until sunset.

How did monks suffer as a form of atonement?

By praying in freezing cold water for hours

What was the punishment of prostration?

Lying down with arms outstretched on the floor

Kneeling in front of the brethren

Being thrown out of the monastery

What tasks did the monks have to do themselves?

Monks had to make their own bread and do their own plowing.

Monks were tasked with performing ceremonies for the villagers.

Monks were only responsible for copying texts.

Monks were exempt from any physical work.

What were the living conditions like for monks in Saxon times?

Monks lived in huts and had to build them themselves.

Monks lived in grand mansions and were served by servants.

Monks lived in caves and had to find shelter themselves.

Monks lived in comfortable apartments provided by the church.

What was the purpose of the cloister for monks?

The cloister provided a quiet and secluded space for contemplation and study.

The cloister was used for communal meals and gatherings.

The cloister served as a living quarters for the monks.

The cloister housed the monastery's library and scriptorium.

What was the purpose of the scriptorium in a monastery?

The scriptorium was used for copying and preserving important texts.

The scriptorium housed the monastery's kitchen and dining area.

The scriptorium was a space for monks to engage in physical labor and farming.

The scriptorium was a place for monks to meditate and pray.

What was the purpose of the chapter house in a monastery?

The chapter house served as a meeting place for the monks to discuss important matters.

The chapter house was used for individual contemplation and private prayer.

The chapter house was a space for communal meals and gatherings.

The chapter house housed the monastery's administrative offices.

What was the role of the abbey in a monastery?

The abbey was the residence of the abbot and the administrative center of the monastery.

The abbey was a place for monks to meditate and seek solitude.

The abbey housed the kitchens and living quarters of the monks.

The abbey served as a library for the monastery's collection of books.

What was the purpose of the infirmary in a monastery?

The infirmary provided medical care and treatment for sick and injured monks.

The infirmary was a place for monks to engage in physical exercise and training.

The infirmary housed the monastery's library and valuable manuscripts.

The infirmary served as a guest house for visitors and pilgrims.

What was the purpose of the refectory in a monastery?

The refectory served as the dining hall for the monks.

The refectory served as the sleeping quarters for the monks.

The refectory housed the scriptorium for copying and preserving texts.

The refectory was a place for monks to engage in communal prayer.

What was the purpose of the dormitory in a monastery?

The dormitory provided sleeping quarters for the monks.

The dormitory was a place for monks to engage in private prayer and meditation.

The dormitory housed the monastery's valuable artifacts and relics.

The dormitory served as a space for leisure and recreation for the monks.

What does prostrating mean?

Bowing down in submission or worship

Standing tall in a military formation

What does the term 'asylum' mean?

Protection or shelter granted by a country to someone who has fled their home country due to persecution or danger

Religion in medieval times.

Spanish Version Lesson 1 Social Studies The Medieval World Chapter 1 Medieval Europe The Great Fall Beginning in the 300s CE, there was great turmoil in the Western Roman Empire. After decades of invasions by Germanic tribes, the empire fell in 476 CE. At its height, the Roman Empire had reached across Europe and included northern Africa and parts of Asia. Life in the empire before it collapsed was either luxurious or simple, depending on where you were within the social order. If you were a member of the political class, you lived well. You would have enjoyed parties, lived in a large home, and had servants or enslaved persons tending to your every need. You would have attended civic gatherings in ornate government buildings. Most people, though, lived modest lives If you were at the bottom of the social structure, you would have lived in a simple home and worked hard every day. When you were not working, you might have enjoyed watching chariot races or gladiator fights. What all Romans had in common, however, was the patriarchy. This was a system in which the oldest man in a family made all the public decisions. The women were responsible for taking care of the home and the children, and they had few rights. This rigid social structure was the backbone of Roman society for centuries. Even though the fall of the empire meant that Roman government no longer existed, day-to-day life went on as before for many people. Those living far from Rome probably did not even hear about the invasions or the fall of Rome. As a result, the language and the structure of society remained largely the same—at least for some time. The ten centuries that followed the fall of the Western Roman Empire in Europe are called the Middle Ages, or the medieval period. Three important groups shaped life in medieval Europe. These were the Church, the aristocracy, and the commoners. The Church included bishops, monks, and priests, known as clergy. People were part of the aristocracy if their family were also members of this group. Aristocrats held most of the land throughout Europe and most of the Vocabulary patriarchy, n. a social structure marked by the dominance of the father in the family Vocabulary medieval, adj. relating to the Middle Ages in Europe aristocracy, n. the upper or noble class whose members’ status is usually inherited clergy, n. in a Christian church, p military and political power. The commoners included everyone who was not aristocratic or part of the Church. Commoners ranged from wealthy merchants to poor people who owned nothing. Craftspeople, merchants, traders, and bankers were all part of the middle class of commoners. The Church was the only major institution in Europe that survived the fall of the empire. Building on the influence of Emperor Constantine and the gathering of church leaders at Nicaea in 325 CE, Emperor Theodosius I had made Christianity the official religion of the Roman Empire in 380 CE. After that, the Church organized itself with a structure similar to the old Roman government, with each region having headquarters in a major city. The leader of the entire Church was the pope. The pope was, and still is, the leader of the Catholic religion throughout the world

WHAT IS SCIENCE? - is a way in which answers related to NATURAL events are proposed. - a way in which people can learn and UNDERSTAND events in the NATURAL WORLD - based on OBSERVABLE EVENTS - a study of the NATURAL WORLD - a method of DISCOVERY and UNDERSTANDING by using a PROBLEM-SOLVING process called the?? - A systematic body of knowledge based on observation and experimentation. FOUR COMMON CHARACTERISTICS OF SCIENCE: 1. It focuses on the NATURAL WORLD. 2. Goes through experiment. 3. Relies on evidence. 4. Passes through the scientific community. WHAT IS TECHNOLOGY? Brian Arthur (2009) defined technology as: 1. a means to fulfill a human purpose 2. assemblage of practices and components 3. a collection of devices and engineering practices available to a culture. SOCIETY ST (Science Technology) would not exist without society. WHAT IS STS? Science and Technology and Society (STS) is the study of how society, politics and culture affect scientific research and technological innovation and how these, in turn affects society, politics and culture. EVENTS IN THE HISTORY OF SCIENCE AND TECHNOLOGY THAT TRANSFORMED THE SOCIETY (IN THE WORLD) ANCIENT PERIOD 3500 BC. - 500 AD EUROPE - use of fire by Homo Erectus CA 750,000 - Stone Headed Spears CA 45,000 - Wooden bow and arrow CA 20,000 - The Minoans build palaces in Crete CA 2,000 THE AMERICAS - The Folsom people living on eastern side of the Rocky Mountain developed sophisticated tools CA 8,000. - Pottery is made in South America CA 6,000 - Olmec sculpture carves figurines and giant human heads. CA 1200 ASIA AND OCEANA - Earliest known clay pots are made in Japan CA 11,000. - Bronze is first made in Thailand CA 4000 - A lunar calendar is developed in China CA 2950 - Chinese doctors begin using acupuncture CA 2500 - The Hindu calendar of 360 days was introduced in India CA 1000 AFRICA AND MIDDLE EAST - Homo erectus uses stone tools CA 1000000 - CA 15000 in Africa, bone harpoons are used for fishing. - Clay tokens are used for record keeping in Mesopotamia CA 7500 - Mesopotamian mathematicians discover the Pythagorean Theorem MEDIEVAL PERIOD CA 500 -1500 - Dark ages because few written records and evidences remained - Scholastic tradition was established by Charlemagne - Vertical windmills, spectacles, mechanical clock, water mills, gothic style were invented - Johannes Gutenberg invented the printing press RENAISSANCE PERIOD 14TH – 17TH CENTURY - Rebirth of revival - Printing with movable type allowed Bible, secular books made in large amount - Nicolas Copernicus presented a heliocentric theory - Galileo Galilei invented telescope INDUSTRIAL REVOLUTION 18TH CENTURY - Skilled workers were set aside because of the machines - Iron production, steam engine and textile flourished - Scottish James Watt improved steam engine Robert Fulton (steam boat) - The following were invented: Light bulb, telephone, first steam powered locomotive 19TH CENTURY - Age of machine and tools - Herman Helmholtz (law of conservation of energy) - James Clark Maxwell (light as electro-magnetic wave) - Henry Becquerel (radioactivity) - Marie and Pierre Curie (radium) - Hans Christian Oersted (electric current near the magnet) - Michael Faraday (magnet produces electricity) - Atomic Theory proposed by John Dalton - Electron discovered by JJ. Thomson - Telegraph developed by Samuel Morse 20TH CENTURY - Communication, transportation, military research were developed - Personal computer was created - Intel developed microprocessor - Apple was introduced by Steve Jobs and Steve Wozniak - Internet was created (ARPANET) - Henry Ford's mass production of cars - Artificial Intelligence was invented SCIENCE, TECHNOLOGY AND SOCIETY (PHILIPPINE HISTORY) Stone Age - Archeological findings show that modern man from Asian mainland first came over land on across narrow channels to live in Batangas and Palawan about 48,000 B.C. - Subsequently they formed settlement in Sulu, Davao, Zamboanga, Samar, Negros, Batangas, Laguna, Rizal, Bulacan and Cagayan. Inventions - They made simple tools and weapons of stone flakes and later developed method of sawing and polishing stones around 40,000 B.C. - By around 3,000 B.C. they were producing adzes ornaments of seashells and pottery. Pottery flourished for the next 2,000 years until they imported Chinese porcelain. Soon they learned to produce copper, bronze, iron, and gold metal tools and ornaments. Iron Age - The Iron Age lasted from the third century B.C. to 11th century A.D. During this period Filipinos were engaged in extraction smelting and refining of iron from ores, until the importation of cast iron from Sarawak and later from China. INVENTIONS AND DISCOVERIES - They learn to weave cotton, make glass ornaments, and cultivate lowland rice and dike fields of terraced fields utilizing spring water in mountain regions. - They also learned to build boats for trading purposes. - Spanish chronicles noted refined plank built warships called caracoa suited for interisland trade raids 10TH CENTURY A.D. - Filipinos from the Butuan were trading with Champa (Vietnam) and those from Ma-I (Mindoro) with China as noted in Chinese records containing several references to the Philippines. These archaeological findings indicated that regular trade relations between the Philippines, China and Vietnam had been well established from the 10th century to the 15th century A.D. TRADING - The People of Ma-I and San-Hsu (Palawan) traded bee wax, cotton, pearls, coconut heart mats, tortoise shell and medicinal betel nuts, panie cloth for porcelain, leads fishnets sinker, colored glass beads, iron pots, iron needles and tin. SOME PRESPANISH FILIPINO SCIENCE AND TECHNOLOGY - Curative values of plants extract use as medicine - Alphabet (Alibata) - Counting Methods - Weights - Measuring system (isang gatang) - Calendar based on the periods of moon - Banaue Rice Terraces SPANISH REGIME  Religion the Catholic Church - The latter part of the 16th Century Development of schools: - Colegio de San Ildefonso-Cebu-1595 - Colegio de San Ignacio-Manila-1595 - Colegio De Nuestra Senora del Rosario-Manila 1597 - Colegio De San Jose-Manila-1601  Colegio De San Ildefonso De Cebu - In 1863 the colonial authorities issued a royal degree to reform the existing educational system. In 1871 the school of medicine and pharmacy were opened to UST, after 15 years it had granted the degree Of Licenciado En Medicina to 62 graduates.  Medicine - Development of hospitals San Juan Lazaro hospital the oldest in the far east was founded in 1578.  Roads and Bridges Among other Spanish contributions: - Arithmetic - Algebra - Geometry - Trigonometry - Physics - Hydrography - Meteorology - Navigation - Pilotage American Period and Post Commonwealth Era - BUREAU OF GOVERNMENT LABORATORIES (1901) - BUREAU OF SCIENCE (1905) - INSTITUTE OF SCIENCE (1946) RA 2067 OTHERWISE KNOWN AS THE “SCIENCE ACT OF 1958”. - This was enacted to integrate, coordinate, and intensify scientific and technological research and development and to foster invention including allocation of funds and other purposes. NATIONAL RESEARCH COUNCIL WAS ESTABLISHED ON DECEMBER 8, 1933. - Its Mandate (Nrcp) Promotes And Supports Fundamental Or Basic Research For The Continuing Total Improvement Of The Research Capability Of Individual Scientists Or Group Of Scientists; Provides Advice On Problems And Issues Of National Interest; Promotes Scientific And Technological Culture To All Sectors Of Society; And Fosters Linkages With Local And International Scientific Organizations For Enhanced Cooperation In The Development And Sharing Of Information NATIONAL RESEARCH COUNCIL WAS ESTABLISHED IN DECEMBER 8, 1933. - Its Mandate (NRCP) promotes and supports fundamental or basic research for the continuing total improvement of the research capability of individual scientists or group of scientists; provides advice on problems and issues of national interest; promotes scientific and technological culture to all sectors of society; and fosters linkages with local and international scientific organizations for enhanced cooperation in the development and sharing of information. It was during the American Period when Science was inclined towards: - Agriculture - Food Processing - Forestry - Medicine - Pharmacy - Nursing

Elabora 15 domande con risposte multiple con una sola risposta giusta sui suguenti argomenti Dio e l’uomo - Cogliere nelle domande dell’uomo e in tante sue esperienze tracce di una ricerca religiosa Comprendere alcune categorie fondamentali della fede ebraico-cristiana (rivelazione, promessa, alleanza, messia, risurrezione, grazia, Regno di Dio, salvezza…) e confrontarle con quelle di altre maggiori religioni. - Approfondire l’identità storica, la predicazione e l’opera di Gesù e correlarle alla fede cristiana che, nella prospettiva dell’evento pasquale (passione, morte e risurrezione), riconosce in Lui il Figlio di Dio fatto uomo, Salvatore del mondo che invia la Chiesa nel mondo. - Conoscere l’evoluzione storica e il cammino ecumenico della Chiesa, realtà voluta da Dio, universale e locale, articolata secondo carismi e ministeri e rapportarla alla fede cattolica che riconosce in essa l’azione dello Spirito Santo. - Confrontare la prospettiva della fede cristiana e i risultati della scienza come letture distinte ma non conflittuali dell’uomo e del mondo. La Bibbia e le altre fonti - Saper adoperare la Bibbia come documento storico-culturale e apprendere che nella fede della Chiesa è accolta come Parola di Dio. - Individuare il contenuto centrale di alcuni testi biblici, utilizzando tutte le informazioni necessarie ed avvalendosi correttamente di adeguati metodi interpretativi. - Individuare i testi biblici che hanno ispirato le principali produzioni artistiche (letterarie, musicali, pittoriche…) italiane ed europee. Il linguaggio religioso - Comprendere il significato principale dei simboli religiosi, delle celebrazioni liturgiche e dei sacramenti della Chiesa. - Riconoscere il messaggio cristiano nell’arte e nella cultura in Italia e in Europa, nell’epoca tardo-antica, medievale, moderna e contemporanea. - Individuare gli elementi specifici della preghiera cristiana e farne anche un confronto con quelli di altre religioni - Focalizzare le strutture e i significati dei luoghi sacri dall’antichità ai nostri giorni. I valori etici e religiosi- Cogliere nelle domande dell’uomo e in tante sue esperienze tracce di una ricerca religiosa. - Riconoscere l’originalità della speranza cristiana, in risposta al bisogno di salvezza della condizione umana nella sua fragilità, finitezza ed esposizione al male. - Saper esporre le principali motivazioni che sostengono le scelte etiche dei cattolici rispetto alle relazioni affettive e al valore della vita dal suo inizio al suo termine, in un contesto di pluralismo culturale e religioso. - Confrontarsi con la proposta cristiana di vita come contributo originale per la realizzazione di un progetto libero e responsabile. Dio e l’uomo - Cogliere nelle domande dell’uomo e in tante sue esperienze tracce di una ricerca religiosa Comprendere alcune categorie fondamentali della fede ebraico-cristiana (rivelazione, promessa, alleanza, messia, risurrezione, grazia, Regno di Dio, salvezza…) e confrontarle con quelle di altre maggiori religioni. - Approfondire l’identità storica, la predicazione e l’opera di Gesù e correlarle alla fede cristiana che, nella prospettiva dell’evento pasquale (passione, morte e risurrezione), riconosce in Lui il Figlio di Dio fatto uomo, Salvatore del mondo che invia la Chiesa nel mondo. - Conoscere l’evoluzione storica e il cammino ecumenico della Chiesa, realtà voluta da Dio, universale e locale, articolata secondo carismi e ministeri e rapportarla alla fede cattolica che riconosce in essa l’azione dello Spirito Santo. - Confrontare la prospettiva della fede cristiana e i risultati della scienza come letture distinte ma non conflittuali dell’uomo e del mondo. La Bibbia e le altre fonti - Saper adoperare la Bibbia come documento storico-culturale e apprendere che nella fede della Chiesa è accolta come Parola di Dio. - Individuare il contenuto centrale di alcuni testi biblici, utilizzando tutte le informazioni necessarie ed avvalendosi correttamente di adeguati metodi interpretativi. - Individuare i testi biblici che hanno ispirato le principali produzioni artistiche (letterarie, musicali, pittoriche…) italiane ed europee. Il linguaggio religioso - Comprendere il significato principale dei simboli religiosi, delle celebrazioni liturgiche e dei sacramenti della Chiesa. - Riconoscere il messaggio cristiano nell’arte e nella cultura in Italia e in Europa, nell’epoca tardo-antica, medievale, moderna e contemporanea. - Individuare gli elementi specifici della preghiera cristiana e farne anche un confronto con quelli di altre religioni - Focalizzare le strutture e i significati dei luoghi sacri dall’antichità ai nostri giorni. I valori etici e religiosi- Cogliere nelle domande dell’uomo e in tante sue esperienze tracce di una ricerca religiosa. - Riconoscere l’originalità della speranza cristiana, in risposta al bisogno di salvezza della condizione umana nella sua fragilità, finitezza ed esposizione al male. - Saper esporre le principali motivazioni che sostengono le scelte etiche dei cattolici rispetto alle relazioni affettive e al valore della vita dal suo inizio al suo termine, in un contesto di pluralismo culturale e religioso. - Confrontarsi con la proposta cristiana di vita come contributo originale per la realizzazione di un progetto libero e responsabile. Dio e l’uomo - Cogliere nelle domande dell’uomo e in tante sue esperienze tracce di una ricerca religiosa Comprendere alcune categorie fondamentali della fede ebraico-cristiana (rivelazione, promessa, alleanza, messia, risurrezione, grazia, Regno di Dio, salvezza…) e confrontarle con quelle di altre maggiori religioni. - Approfondire l’identità storica, la predicazione e l’opera di Gesù e correlarle alla fede cristiana che, nella prospettiva dell’evento pasquale (passione, morte e risurrezione), riconosce in Lui il Figlio di Dio fatto uomo, Salvatore del mondo che invia la Chiesa nel mondo. - Conoscere l’evoluzione storica e il cammino ecumenico della Chiesa, realtà voluta da Dio, universale e locale, articolata secondo carismi e ministeri e rapportarla alla fede cattolica che riconosce in essa l’azione dello Spirito Santo. - Confrontare la prospettiva della fede cristiana e i risultati della scienza come letture distinte ma non conflittuali dell’uomo e del mondo. La Bibbia e le altre fonti - Saper adoperare la Bibbia come documento storico-culturale e apprendere che nella fede della Chiesa è accolta come Parola di Dio. - Individuare il contenuto centrale di alcuni testi biblici, utilizzando tutte le informazioni necessarie ed avvalendosi correttamente di adeguati metodi interpretativi. - Individuare i testi biblici che hanno ispirato le principali produzioni artistiche (letterarie, musicali, pittoriche…) italiane ed europee. Il linguaggio religioso - Comprendere il significato principale dei simboli religiosi, delle celebrazioni liturgiche e dei sacramenti della Chiesa. - Riconoscere il messaggio cristiano nell’arte e nella cultura in Italia e in Europa, nell’epoca tardo-antica, medievale, moderna e contemporanea. - Individuare gli elementi specifici della preghiera cristiana e farne anche un confronto con quelli di altre religioni - Focalizzare le strutture e i significati dei luoghi sacri dall’antichità ai nostri giorni. I valori etici e religiosi- Cogliere nelle domande dell’uomo e in tante sue esperienze tracce di una ricerca religiosa. - Riconoscere l’originalità della speranza cristiana, in risposta al bisogno di salvezza della condizione umana nella sua fragilità, finitezza ed esposizione al male. - Saper esporre le principali motivazioni che sostengono le scelte etiche dei cattolici rispetto alle relazioni affettive e al valore della vita dal suo inizio al suo termine, in un contesto di pluralismo culturale e religioso. - Confrontarsi con la proposta cristiana di vita come contributo originale per la realizzazione di un progetto libero e responsabile.

Religion in the Colonies 8.2B

Religion in Japan

Religion in Public Schools

Religion and non-religion in Scotland

Topic Review: Impact of Religion in America

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