The Renaissance was a R.E.B.I.R.T.H

Timeline to the Renaissance Height of Roman Empire 130 AD 100 BC Fall of Roman Empire 500 AD Dark Ages 800 AD Medieval Period 1100 AD Crusades 1350 AD Renaissance

R. Rebirth of Greek and Roman Classic culture Vocabulary Classics = ideas of ancient Greece & Rome Renaissance Man-used to describe a multi-talented person with many interests and abilities; who tried to excel in almost every study and activity.

E. Established Italian city states which became wealthy from trade. City-State: Individual Italian states such as: Milan (metal) Venice (Asian goods) Florence (textiles)

B. Birth of the “modern” world Less superstition Education, Literature were encouraged Art, music & sport Study of science & history Humanism: a movement during this time that focused on human potential and achievement

I. Italian Art: emphasized realism, attention to detail, & a desire for perfection. painting, sculpture & architecture Raphael, Da Vinci, Michelangelo Patron: people who support, encourage and buy art, music & literature. Perspective: Artistic technique that creates the appearance of 3 dimensions on a flat surface.

R. Reading and Writing Invention of the printing press by Gutenberg made it cheap to print materials affordable for all people opportunities for literacy Shakespeare Vernacular: The everyday language of people in a region or country.

T.. Turned (or Spread) to Northern European countries (1500 AD) There were differences: learned to read in order to read the Bible developed plans for social reform based on Christian beliefs Utopia : an imaginary ideal society where greed, war, and conflict do not exist. Idea based on a book by Sir Thomas Moore

H.. Humans Questions the Church monarchs started to question motives of the church since people could read, they wondered about the need of a Pope Church corruption was rampant or frequent Secular: Concerned with worldly rather than spiritual matters

1.The Renaissance began in (country) in the early to mid – (date). 2.The period between the fall of Rome and the Renaissance is called the _________. 3.The Renaissance period ended roughly around _______. 4.The glorification of the human body by Renaissance artists may have helped inspire scientists to study ________. 1.The Renaissance began in (country) in the early to mid – (date). 2.The period between the fall of Rome and the Renaissance is called the _________. 3.The Renaissance period ended roughly around _______. 4.The glorification of the human body by Renaissance artists may have helped inspire scientists to study ________.

5.Wealthy supporters of artists, musicians, scholars, and scientists are called _______. 6.What big shift in thinking (away from Medieval patterns) occurred among the leaders of the Renaissance and how did the classical civilizations of ancient Greece and Rome influence them? 5.Wealthy supporters of artists, musicians, scholars, and scientists are called _______. 6.What big shift in thinking (away from Medieval patterns) occurred among the leaders of the Renaissance and how did the classical civilizations of ancient Greece and Rome influence them?

Things to Listen For: Martin Luther & Protestant Reformation –What caused the Protestant Reformation? –What impact did it have? Copernicus & Galileo’s Ideas of the Universe –How were their ideas different than those of the Medieval period and the Catholic Church? –What impact did these ideas have? Gutenberg’s invention –How did it impact the world? Other key inventions & their impact Things to Listen For: Martin Luther & Protestant Reformation –What caused the Protestant Reformation? –What impact did it have? Copernicus & Galileo’s Ideas of the Universe –How were their ideas different than those of the Medieval period and the Catholic Church? –What impact did these ideas have? Gutenberg’s invention –How did it impact the world? Other key inventions & their impact

1.During the Renaissance, Martin Luther sought to ________ the Roman Catholic Church. 2.Johannes Gutenberg’s invention of ____________ helped speed up the rate at which new information could be spread. 3.During the Renaissance, improved ships and instruments for ___________ made it possible to explore the world. 1.During the Renaissance, Martin Luther sought to ________ the Roman Catholic Church. 2.Johannes Gutenberg’s invention of ____________ helped speed up the rate at which new information could be spread. 3.During the Renaissance, improved ships and instruments for ___________ made it possible to explore the world.

4. _______ was the first European kingdom to establish colonies in North America. 5. _______ was the first European kingdom to send ships around the southern tip of Africa. Essay: Describe the Medieval view of the universe and discuss how the studies of Copernicus and Galileo changed that view. Include a discussion of how Galileo’s studies were greeted by the Catholic Church. 4. _______ was the first European kingdom to establish colonies in North America. 5. _______ was the first European kingdom to send ships around the southern tip of Africa. Essay: Describe the Medieval view of the universe and discuss how the studies of Copernicus and Galileo changed that view. Include a discussion of how Galileo’s studies were greeted by the Catholic Church.

P R I M A R Y S O U R C E Gold and silver, of which money is made, are so treated... that no one values them more highly than their true nature deserves. Who does not see that they are far inferior to iron in usefulness since without iron mortals cannot live any more than without fire and water? THOMAS MORE, Utopia P R I M A R Y S O U R C E I am amazed by the opinion of some men who claim that they do not want their daughters, wives, or kinswomen to be educated because their mores [morals] would be ruined as a result.... Here you can clearly see that not all opinions of men are based on reason and that these men are wrong. CHRISTINE DE PIZAN, The Book of The City of Ladies P R I M A R Y S O U R C E What a piece of work is a man, how noble in reason, how infinite in faculties, in form and moving, how express and admirable; in action how like an angel, in apprehension [understanding] how like a god: the beauty of the world, the paragon of animals. WILLIAM SHAKESPEARE, Hamlet (Act 2, Scene 2)

Sources: moore.com/Media%20/textbooks/Chapter%2017.pdf ed42e fc5ff.pdf