Clovis I was the first king of the Franks who united the Frankish tribes and laid the foundations for the kingdom of France. He converted to Christianity in 496, helping spread the religion and gaining the support of the Catholic Church. Through military conquests including defeating the Visigoths at the Battle of Vouille in 507, Clovis consolidated control over what is now France and parts of western Germany. His death led to the partition of his kingdom among his four sons, establishing political units that influenced later borders. Clovis established both a hereditary monarchy and lasting cultural blending of Roman and Germanic influences in Gaul.
Tudor-Stuart England, 1485-1714 A.D. Lecture by Dr. Lizabeth Johnson | OLLI a...UNM Continuing Education
Between the long-lasting popularity of the works of Shakespeare to the more recent popularity of T.V. and film dramas about the Tudor and Stuart monarchs of England, the Tudor-Stuart period in English history is one of the most well-known eras in English history. Beginning with the accession of Henry VII, the first Tudor king, in 1485 and ending with the death of Anne, the last Stuart queen, in 1714, this roughly 230-year period in English history includes a number of notable and even infamous events, such as the English Reformation, the attack of the Spanish Armada, the English Civil War, the Glorious Revolution, and the unification of England and Scotland. It was also during this period that England started down the path that would lead to the British Empire, which would encompass lands as far flung as the Americas, Australia, India, China, Africa, and the Middle East. With the creation of the British Empire, English/British culture began to spread out to all these regions of the world, to the ultimate effect that a majority of the modern world still views the English language as a common tongue. We'll focus on the political history of this period as well as the social and cultural aspects of that history, with a particular emphasis on how these important events (and more!) shaped England, the British Empire, and the world.
This United Kingdom Power Point highlights these facts and much more including: 19 Points on General Information, 12 Points on Family Life, 24 Points on Food, 10 Points on Food Etiquette, 33 Points on Social Etiquette, 12 Points on Business Etiquette, and 8 Points on Trivia.
Powerpoint created by Dr. Rex Butler at the New Orleans Theological Seminary. Available at:
http://www.nobts.edu/faculty/atoh/BulterR/CH2_Unit_1b.Martin_Luther.ppt
Tudor-Stuart England, 1485-1714 A.D. Lecture by Dr. Lizabeth Johnson | OLLI a...UNM Continuing Education
Between the long-lasting popularity of the works of Shakespeare to the more recent popularity of T.V. and film dramas about the Tudor and Stuart monarchs of England, the Tudor-Stuart period in English history is one of the most well-known eras in English history. Beginning with the accession of Henry VII, the first Tudor king, in 1485 and ending with the death of Anne, the last Stuart queen, in 1714, this roughly 230-year period in English history includes a number of notable and even infamous events, such as the English Reformation, the attack of the Spanish Armada, the English Civil War, the Glorious Revolution, and the unification of England and Scotland. It was also during this period that England started down the path that would lead to the British Empire, which would encompass lands as far flung as the Americas, Australia, India, China, Africa, and the Middle East. With the creation of the British Empire, English/British culture began to spread out to all these regions of the world, to the ultimate effect that a majority of the modern world still views the English language as a common tongue. We'll focus on the political history of this period as well as the social and cultural aspects of that history, with a particular emphasis on how these important events (and more!) shaped England, the British Empire, and the world.
This United Kingdom Power Point highlights these facts and much more including: 19 Points on General Information, 12 Points on Family Life, 24 Points on Food, 10 Points on Food Etiquette, 33 Points on Social Etiquette, 12 Points on Business Etiquette, and 8 Points on Trivia.
Powerpoint created by Dr. Rex Butler at the New Orleans Theological Seminary. Available at:
http://www.nobts.edu/faculty/atoh/BulterR/CH2_Unit_1b.Martin_Luther.ppt
1 History of the First Crusade Era Hist. 6543, Hi.docxmercysuttle
1
History of the First Crusade Era
Hist. 6543, History of the Crusades
Danny Kopp
September 26, 2011
The decline and eventual fall of Rome in 476 shattered the secular government in the
West, but the Eastern Roman Empire remained under the control of Constantinople. During the
11
th
century, the Roman Emperors maintained control of their ever shrinking realm due to
foreign incursions. Nomads, Muslims and Latin Christians remained adversaries of the Empire,
but in the late 11
th
century the situation finally caused a mass migration of pilgrims from the
West through the Byzantine Empire on their way to Jerusalem that upset the balance of power in
the Levant. Viewed as mercenaries by Byzantines, marauders in the Balkans and barbarian
invaders by the Muslims, the waves of armed pilgrims trekked on their mission for Christ.
The reasons for the Crusades have been misinterpreted, but certainly not more than they
were misconstrued by the contemporary groups of people who were involved. The confusion
among leaders, crusaders and civilians alike, were rooted in the cultural heritage of the respective
groups. To adequately understand the era of the First Crusade, one must consider the
background of the Western Europeans, Byzantines, and Muslim participants because all of these
groups met, argued and fought across Southern Europe, the Levant and Anatolia. To appreciate
the thoughts of the crusaders one must ask why any person would sell out and trudge three
thousand miles over hellish terrain, devastate the lives and lands of everyone along the path and
finally battle to win a city in the heart of enemy territory? The answer is often debated, but
significant study of the forming society in Western Europe yields only one answer, religion.
After the fall of the Western Roman Empire due to the infiltration of the barbarian tribes,
the only significant remainder of government was the Latin Christian Church.
1
Tribal warlords
near former Roman cities, for the most part, sought Roman civilization and although holding on
to much of their culture became relatively sedentary.
2
In the late 6
th
Century, Pope Gregory I
2
began a massive campaign to convert the barbarian tribes to Christianity.
3
Many missionaries
such as St. Boniface became successful at conversion with the understanding that the head of
Christianity was Christ’s representative, the successor of St. Peter in Rome.
4
Although these
missionaries were successful at converting heathens, they gradually instructed the converts to the
fine points of Latin Christianity by teaching women and children over generations.
5
Christianity prevailed, but a feudal system developed around tribal enclaves. Serfs
gathered to the feudal lords for protection and sustenance.
6
The nobles continued their tribal
warfare although they were taught killing was a sin. Western Europe became an armed camp of
woefully ignoran ...
Visual arts portfolio-ESL in the content areasAixa Rodriguez
In class, portraits, landscapes, still life, art show. A collection of pictures of the great work my students did in art class at the High School of World Cultures.
How do we introduce ourselves in japanese - exploratory japanese lessons for ...Aixa Rodriguez
My lessons for an exploratory Japanese club, meant for an after school anime club, geared toward self motivated learners based on readily available online sources but structured for easy use .
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Model Attribute Check Company Auto PropertyCeline George
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1. Who was Clovis I ?
Aixa B. Rodriguez
ESL teacher
Global Studies/World History w/ Embedded vocabulary, art and activities
François-Louis Dejuinne (1786-1844) - Clovis roi des Francs (465-511)
2. Who was Clovis I?
• Clovis was the first king of the Franks.
• United all of the Frankish tribes under one ruler,
• Changed the form of leadership from a group of royal
chieftains to rule by a single king .
• Ensuring that the kingship was passed down to his heirs.
This is called hereditary monarchy.
• Founder of the Merovingian dynasty, which ruled for
the next two centuries. chief·tain ˈCHēftən/ noun
the leader of a people or clan.
Mer·o·vin·gi·an ˌmerəˈvinjēən/ Adjective
of or relating to the Frankish dynasty founded
by Clovis and reigning in Gaul and
Germany circa 500–750.
A hereditary monarchy is a type of government where
a monarch(usually a king or queen) becomes
the monarch because he or she is related to the last monarch.
3. What do we know about Clovis I?
• son of Childeric I, king of the Salian Franks,
and Basina, Queen of Thuringia,
• Succeeded his father in 481, at the age of
fifteen.
• Conquered the remaining Western Roman
Empire at the Battle of Soissons (486),
• by his death in 511 he had conquered parts of
what had formerly been Roman Gaul.
• "the first king of what would become France".
• conversion to Christianity in 496, led to
widespread conversion ,religious unification,
the birth of the early Holy Roman Empire.
4. How did Clovis come to power?
• Numerous small Frankish kingdoms existed during the 5th century.
• The Salian Franks occupied the area in what is now the Netherlands
and Belgium.
• Childeric I, became king in 457 upon the death of Merovech, ruling
over lands he had received as a foederatus of the Romans.
• In 463 he fought in conjunction with Aegidius defeated
the Visigoths in Orléans.
• Childeric died; Clovis succeeded him as king.
Merovech- father
of Childeric I,
grandfather of
Clovis I
Childeric I-
father of
Clovis
Clovis I
grandson of
Merovech
Aegidius-
magister
militum of
northern
Gaul
Foederatus (/ˌfɛdəˈreɪtəs/ in
English; pl. foederati
/ˌfɛdəˈreɪtaɪ/) was any one of
several outlying nations to
which ancient Rome provided
benefits in exchange for
military assistance.
5. How did Clovis consolidate the Franks?
• secured an alliance with the Ostrogoths through the
marriage of his sister Audofleda to their
king, Theodoric the Great.
• With other Frankish sub-kings, he defeated
the Alamanni in the Battle of Tolbiac in 496.
• gradually eliminated the other kings who had
previously been his allies,
• turned against the Roman commanders,
• had the Frankish king Chararic imprisoned and
executed,
• killed Ragnachar, the Frankish king of Cambrai,
along with his brothers.
• conquered all the Frankish kingdoms to the west
of the River Maas, except for the Ripuarian Franks.
6. How did Clovis consolidate the Franks?
• Clovis continued his war with the
Visigoths with support of his people and
the church,
• Defeating them at the Battle of Vouille in 507 CE killed their king,
Alaric II.
• The Ostrogothic king of Italy, Theodoric, Alaric's ally, was
prevented from helping Alaric by the Byzantine emperor Anatasius
to whom Theodoric owed his allegiance , and was married to
Clovis’s sister, but had sent a daughter in marriage to Alaric II.
• With his realm secure, Clovis elected to
rule his united empire from Paris.
• Theodoric would prevent Clovis’s attempts
to expand his domain and secured the
former Visigothic lands for himself.
Alaric II
7. TIME LINE OF THE LIFE OF CLOVIS I Activity
What information can you infer from the dates given on the slide? When did Clovis take over for his
father? How old was he? Using this date, can you figure out when he was born? When were particular
battles fought? When did he convert to Catholicism? When did he unite the Franks? What information can
you find about his father and sons to add to the timeline? Include dates and explanations.
8. Conquests of Clovis
between 481 and 511
Turn and Talk: Which groups
are represented on this map?
Which countries do you
recognize by shape? Which
cities can you find?
Activity: Working with a
partner, create a “legend” for
this map using colored pencils.
9. How did Clovis eventually convert?
• Clovis was at a disadvantage in his fight against the
Alamans and sought the aid of the God of his Christian
wife Clotilde, a Burgundian princess who was a Catholic
in spite of the Arianism that surrounded her at court,
promising that if he were given victory he would become
a Christian.
• In 506 he wins at Battle of Tolbiac, then adopted Christianity
• This won the support of the Gallo-Roman bishops who
controlled wealth of Gaul and were influential with the
population.
• conversion made Clovis's wars into holy wars against heretics
and nonbelievers.
Clovis and his wife were buried in the Saint-Denis
Département de Seine-Saint-Denis
Île-de-France, France
10. Battle of Tolbiac
Clovis I leading the
Franks to victory in
the Battle of Tolbiac,
in Ary Scheffer's 19th-
century painting
11. Battle of Tolbiac. Fresco
at the Panthéon (Paris)
by Joseph Blanc, circa
1881.
Annotate the image for objects, action, symbols
and story telling elements.
What does this painting depict?
Compare this image to the other painting of the
Battle of Tolbiac. What is the same? What is
different?
12. The Baptism of Clovis by Saint Remigius
• converted to Christianity
• was baptized on Christmas
Day, 496,
• a statue of him being baptized
by Saint Remigius can still be
seen there.
• Event important as he is seen
as the last of the pagan kings
14. What is the difference between Arian Christianity and
Chalcedonian Christianity?
• The terms Trinitarian, Nicean and Chalcedonian are used to describe the type of
Christianity that believes that God the Father, Jesus and the Holy Spirit are three
persons of one being (consubstantiality).
• Arian Christianity, whose followers believed that Jesus, as a distinct and separate
being, was both subordinate to and created by God.
• theology of the Arians was declared a heresy at the First Council of Nicea in 325 AD,
• the missionary work of the bishop Ulfilas converted the pagan Goths to Arian Christianity in the 4th
century.
• By the time of the ascension of Clovis, Gothic Arians dominated Christian Gaul, and Catholics were
the minority. The king's Catholic baptism was of immense importance in the subsequent history of
Western and Central Europe in general, for Clovis expanded his dominion over almost all of Gaul.
Consubstantiality [kon-suh b-stan-shuh l]
adjective 1.of one and the same substance, essence, or nature.
15. What were the Advantages to Catholicism?
•Catholicism did offer certain advantages
• set him apart from the other Germanic kings of his time,
• gained him the support of the Catholic Gallo-Roman
aristocracy against the Visigoths,
•Politically shrewd move?
•Legendary conversion moment – looking up to
the sky and promising to become Christian if he
won.
16. Tomb of Clovis I
Tomb of Clovis I
at the Basilica of
St Denis in Saint
Denis
17. How did Clovis’ death impact the development of
European states and identity?
• RELIGION/SOCIAL ORDER- Clovis called a synod of Gallic bishops to
meet in Orléans to reform the Church
• create a strong link between the Crown and the Catholic episcopate at the First
Council of Orleans.
• Thirty-three bishops assisted and passed 31 decrees on the duties and obligations of individuals, the
right of sanctuary, and ecclesiastical discipline. These decrees, equally applicable to Franks and
Romans, first established equality between conquerors and conquered.
• COUNTRY BOUNDARIES- When Clovis died, his kingdom was
partitioned among his four sons, Theuderic, Chlodomer, Childebert,
and Clotaire.
• created the new political units of the Kingdoms of Rheims, Orléans, Paris
and Soissons, and was repeated in subsequent partitions.
• These political, linguistic, and cultural entities became the Kingdom of France, the
myriad German States, and the semi-autonomous kingdoms
of Burgundy and Lotharingia.
18. Frankish territories at the
time of Clovis' death
After his death, his sons
divided the kingdom among
themselves.
This led to the different
sections and cultures and
identities, and also disunity.
19. What is the Legacy of Clovis I ?
• Clovis’s kingdom included Roman Gaul and parts of western Germany
influencing country borders
• The French consider him the founder of France.
• History would Latinize his name to Louis; and remain popular in French
culture to the present.
• Kingdom that was a blend Roman and Germanic cultures: language, worship,
and law.
• His conversion to Christianity made him
• the ally of the papacy and its protector
20. How did Roman Law survive under Clovis?
•Under Clovis, the first codification of the Salian
Frank law took place.
• The Roman Law was written with the assistance of
Gallo-Romans to reflect the Salic legal tradition and
Christianity, while containing much from Roman
tradition.
• The Roman Law lists various crimes as well as the
fines associated with them.
21. How can I learn more?
• Further Reading
• The most important source for the life of Clovis and the character of Merovingian Gaul is the History of the Franks by
Gregory of Tours, written between 575 and 585 and available in several English translations. The best modern descriptions
of the life and times of Clovis are The Cambridge Medieval History, vol. 3 (1913), and J.M. Wallace-Hadrill, The Long-
Haired Kings (1962). □
• BIBLIOGRAPHY
• Bishop, M, The Middle Ages - The American Heritage Library (Houghton Mifflin Company, 1985).
• Boak, A.E.R, History of Rome to 565 A.D. (Collier Macmillan Ltd, 1965).
• Collins, R, Early Medieval Europe, 300-1000 (Palgrave Macmillan, 2010).
• Deanesly, M, A History of Early Medieval Europe From 476 to 911 (Methuen, 1963).
• Gibbon, E, The Decline and Fall of the Roman Empire (Everyman's Library, 1994).
• Gregory of Tours, A History of the Franks (Penguin Classics, 1976).
• James, E, Europe's Barbarians AD 200-600 (Routledge, 2009).
• James, E, The Franks (Blackwell Publishers, 1988).
• John Currier, "Article," Military History 22.7: 10-14.
22. References
• Clovis I. (2016, March 20). In Wikipedia, The Free Encyclopedia.
Retrieved 15:53, April 15, 2016,
from https://en.wikipedia.org/w/index.php?title=Clovis_I&oldid=
711050061
• "Clovis I." Encyclopedia of World Biography.
2004. Encyclopedia.com. 15 Apr.
2016<http://www.encyclopedia.com>.
• Donald L. Wasson. “Clovis I,” Ancient History Encyclopedia. Last
modified November 10, 2014. http://www.ancient.eu /Clovis_I/.
Vocabulary, Terms and People: Childeric I, succeed, Salian Franks, Basina Queen of Thuringia, Western Roman Empire, Battle of Soissons, Roman Gaul, Clotilde, Roman Catholic Church, Easter Orthodox Church, Chalcedonian Christianity, Arianism, Charlemagne, Holy Roman Empire
Extension activity: Using the dates listed on this slide, ask students to create word problems to discover the age of Clovis at different significant points in his life, or to create a timeline.
Vocabulary- merovech, Childeric I, Clovis I, foederatus, magister militum, visigoths, Orleans
Vocabulary: Syagrius, Battle of Soissons, Ragnachar, Chararic, Thuringians, Ripuarian, ostrogoths, Audofleda, Theodoric the Great, sub-kings, Alamani, Battle of Tolbiac, abbey, alliance
Print out this handout for students to write the dates from the previous slides. Students activity: Using the dates listed on slides, ask students to create word problems to discover the age of Clovis at different significant points in his life, or to create a timeline.
Do Now/Bell Work Activity: Provide colored copies of this map to each student. Have them do the Turn and Talk partnerwork. They can share out verbally, while the teacher writes the responses on the board. Activity: Students need colored pencils for this activity. Have them create a “legend” that would explain the map to a viewer. The Legend should explain the colors ang the groups.
Saint Remigius, Clotilde, Burgundian
Print out this picture and give to the students for annotation and analysis. Students should compare it to the next image of the same battle.
Print out this image and give it to the students. Students should annotate it for what they see in the image and what story is being told with the position of figures and symbols they can view.
Vocabulary- Consubstantiality, missionary work. Arians, First Council of Nicea, dominion, heresy, Chaldean Christianity, Trinitarian, Nicean, ascension, dominion
The division of the land was based on the desire to have each son make the same income. Why would dividing a country like this be problematic? Look at the legend. It is in French but can you figure out the names of the sons? What about the title of the map; which words seem familiar? What do you think they mean?