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

2. …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

3. 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..)

4. 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.

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

6. 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.

7. How Gargantua was carried 11 months in his mother’s stomach
Assignment 2
Read text, pp 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

8. 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.

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

11. 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.)

12. 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)

13. 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.

14. 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.

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

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

17. 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)

18. 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?

19. 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.”

20. 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.