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Is 'the Dark Ages' an appropriate term to describe the Middle Ages? Why or why not?

Is 'the Dark Ages' an appropriate term to describe the Middle Ages? Why or why not?

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**Question 3: Is 'the Dark Ages' an appropriate term to describe the Middle Ages? Why or why not?** Using details from at least two documents, as well as information from the lessons for support, write one to two paragraphs *in your own words* (3-5 sentences minimum) answering the following question: **What two documents will you use to support your response?** 1. 2. **Is 'the Dark Ages' an appropriate term to describe the Middle Ages? Why or why not?** Response (3-5 sentences):
Transcribed Image Text:**Question 3: Is 'the Dark Ages' an appropriate term to describe the Middle Ages? Why or why not?** Using details from at least two documents, as well as information from the lessons for support, write one to two paragraphs *in your own words* (3-5 sentences minimum) answering the following question: **What two documents will you use to support your response?** 1. 2. **Is 'the Dark Ages' an appropriate term to describe the Middle Ages? Why or why not?** Response (3-5 sentences):
## Exploring Historical Contexts: The Dark Ages and the Spread of Buddhism to Japan ### Understanding the Dark Ages **Key Inquiry Questions:** 1. What time period does The American Cyclopaedia call the "Dark Ages"? 2. Does "intellectual depression" refer to the ideas of the people in the "Dark Ages" or the historical knowledge at the time? 3. Does this definition resemble more the original meaning of the "Dark Ages" or the meaning it gained over time? **Definition:** "The Dark Ages is a term applied in its widest sense to that period of intellectual depression in the history of Europe from the establishment of the barbarian supremacy in the fifth century (400 CE) to the revival of learning at about the beginning of the fifteenth century (1400 CE), thus nearly corresponding in extent with the Middle Ages." ### Examination of Historical Documents #### Document Analysis: **Medieval Source** - A document from a medieval period, discussing the role of the Church in societal governance and law: - **Quote**: "Know then that, at the prompting of God and for the health of your soul and the souls of your ancestors, the generality of the clergy think proper that you shall legitimize your assembly of free tenants it is agreed that no one shall disturb this agreement of the clergy, under penalty of excommunication." - **Discussion Points:** - The interplay between church decrees and laws of the land. - Role of the Church in exerting authority over feudal lords and their assemblies. ### Critical Thinking Questions: Document F 1. Based on this excerpt, do you think trade had an impact on the spread of Buddhism to Japan? Explain. 2. Summarize the trade relations described in this excerpt. Do you think the geographic locations of Japan, China, and Korea contributed to this trade? Explain. (Hint: look at a map to help you answer this question.) 3. In what specific ways can you imagine people in Japan, China, and Korea were affected by the trade described here? Explain. #### Excerpt Analysis on Trade **Trade Goods and Cultural Exchange** - "Trade goods from China and Korea were silk, brocades, cotton, tea, books, copper coins, and porcelain. Japanese wares were swords, folding fans, sulfur, copper, and silver. Japanese priests on religious pilgrimages often went along on these journeys as well. Chinese and Korean artists, potters
Transcribed Image Text:## Exploring Historical Contexts: The Dark Ages and the Spread of Buddhism to Japan ### Understanding the Dark Ages **Key Inquiry Questions:** 1. What time period does The American Cyclopaedia call the "Dark Ages"? 2. Does "intellectual depression" refer to the ideas of the people in the "Dark Ages" or the historical knowledge at the time? 3. Does this definition resemble more the original meaning of the "Dark Ages" or the meaning it gained over time? **Definition:** "The Dark Ages is a term applied in its widest sense to that period of intellectual depression in the history of Europe from the establishment of the barbarian supremacy in the fifth century (400 CE) to the revival of learning at about the beginning of the fifteenth century (1400 CE), thus nearly corresponding in extent with the Middle Ages." ### Examination of Historical Documents #### Document Analysis: **Medieval Source** - A document from a medieval period, discussing the role of the Church in societal governance and law: - **Quote**: "Know then that, at the prompting of God and for the health of your soul and the souls of your ancestors, the generality of the clergy think proper that you shall legitimize your assembly of free tenants it is agreed that no one shall disturb this agreement of the clergy, under penalty of excommunication." - **Discussion Points:** - The interplay between church decrees and laws of the land. - Role of the Church in exerting authority over feudal lords and their assemblies. ### Critical Thinking Questions: Document F 1. Based on this excerpt, do you think trade had an impact on the spread of Buddhism to Japan? Explain. 2. Summarize the trade relations described in this excerpt. Do you think the geographic locations of Japan, China, and Korea contributed to this trade? Explain. (Hint: look at a map to help you answer this question.) 3. In what specific ways can you imagine people in Japan, China, and Korea were affected by the trade described here? Explain. #### Excerpt Analysis on Trade **Trade Goods and Cultural Exchange** - "Trade goods from China and Korea were silk, brocades, cotton, tea, books, copper coins, and porcelain. Japanese wares were swords, folding fans, sulfur, copper, and silver. Japanese priests on religious pilgrimages often went along on these journeys as well. Chinese and Korean artists, potters
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