History of the Ancient and Medieval World The Renaissance Walsingham Academy Mrs. McArthur Room 111

…when man woke up and started exploring himself… The Renaissance: …when man woke up and started exploring himself… A student’s explanation on a European History AP Exam

The Renaissance Man - the Measure of all Things A “rebirth” that Begins in the Italian city-states (1300s+,) Moves north (1500s+,) Inspires protest (Reformation,) Dares to venture abroad (Voyages of Discovery,) and over time, Ignites revolutions (scientific, English, American, French, Russian, etc..)

The Renaissance An expression of change and creativity that shaped how people saw themselves and the world as reflected by: A new world view A spirit of adventure Humanism The new practices and ideas confined to an elite – did not effect the ordinary person. It witnessed an extraordinary flowering of genius.

Italy: Birthplace of Renaissance Lorenzo “the Magnificent” The merchant as patron of arts

Assignment 1 Read text, pp. 410-412. Take notes per model (photocopy) Define 5 bold-blue terms and answer 1 checkpoint question. Complete map skills activity, pp 413. Use link, if preferred. Whom do you consider a “Renaissance person?” Justify your choice.

How Gargantua was carried 11 months in his mother’s stomach Assignment 2 Read text, pp. 412-416 and complete Note Taking photocopy. Define 6 bold-blue terms and answer 2 Checkpoint questions. Answer Thinking Critically questions, pp 415 Rabelais: Using the giant as a metaphor for man’s vast and varied talents. How Gargantua was carried 11 months in his mother’s stomach

A New Worldview Renewed enthusiasm for the classical world including languages and learning. Emphasis on the “here and now” and individual achievement. Belief in man’s many and varied talents.

A Spirit of Adventure Beyond Europe: voyages of discovery Intellectual curiosity and skepticism

Renaissance Humanism Revival of classical education: languages, grammar, poetry, rhetoric, history Judgments based on the light of personal experience. Learning used to seek a happy life. François Rabelais: Fais ce que tu voudras. (Do what you want.)

Love of learning make us truly human. ('studia humanitatis.' )* To each species of creatures has been allotted a peculiar and instructive gift. Galloping comes naturally to horses, flying to birds. To man only is given the desire to learn… For learning and virtue are peculiar to man. *Battista Guarino (1459)

VirtÙ Not virtue in modern sense The ability to make an impact on one’s chosen field of endeavor. Ruler: ability to shape society as a whole.

In-Class Activity Read the 2 primary source documents outlining Renaissance views of education. Consider: What should one study and why. Compare and Contrast what is being advocated for the two sexes. Use chart to organize your presentation Men Both Women 1. 2. 3. 4.

Gutenberg’s press and movable type Assignment 3 Read text, pp. 418-421 Define 9 terms and answer 3 checkpoint questions. New Technology c. 1450 Gutenberg’s press and movable type

Assignment 4 Infographic, pp 420-421 with questions. Possible participation grade Albrecht Dürer: Self-Portrait

Assignment 5 Read text, pp 417 What is Machiavelli’s general view of people? How might his experience as a diplomat have shaped this view? Answer Thinking Critically questions. What is the meaning of the word Machiavellian today? (check a dictionary)

What is genius? In the Renaissance there appears to have been an explosion of talent, especially in the arts. Were people smarter? What factors help explain the appearance of so much accomplishment?

In-Class Activity Renaissance Portraits Here are some examples of individuals who reflect the ideals and practices of the Renaissance. For each individual, take notes including: who, what, when, where and what aspects or characteristics qualify them as “Renaissance persons.”

Renaissance Portraits Project: due 4/8 but may turn in 4/20* Task: On your own or with a partner, create a 2-page portrait (8 1/2 x 11”) of an Renaissance figure who reflects the ideals and practices of that age. For your individual, produce 2 documents (using Word and/or PowerPoint A visual composition A text that answers: who, what, when, where and what aspects or characteristics qualify them as “Renaissance persons” and/or “genius.” *Please note that this project is not to be construed as homework over a holiday; indeed, I encourage you to hand it in before Spring break. However, all students may have until Monday, April 20 to complete the project.