1. O RIGIN OF THE R ENAISSANCE HH World Studies

2. L ATE M EDIEVAL R EVIVAL Clergy began to study church history to defend Church against power of kings Rediscovered Classical authors like Aristotle

4. M EDIEVAL S CHOLARS Scholars argued that both REASON and FAITH are necessary to understand truth. approach that tried to demonstrate the truth of Christian teachings through the use of logic and reason. Scholasticism: approach that tried to demonstrate the truth of Christian teachings through the use of logic and reason.

5. M EDIEVAL E DUCATION Universities hired educated clergy to teach a Liberal Arts Curriculum Latin (grammar and rhetoric) Geometry Arithmetic Astronomy Music

6. T HE I TALIAN R ENAISSANCE It was the revival of ancient learning, which took place in Italy during the 14 th and 15 th century, that allowed new secular and scientific values to replace traditional religious beliefs. The Renaissance was the transition from the medieval to the modern world.

7. T HE C OMMERCIAL R EVOLUTION The loss of population in the 1300s due to war, famine and disease actually stimulated Europe’s economic recovery.

8. C OMMERCIAL R EVOLUTION New Farming Techniques produced more crops Raised Standard of Living Increased Specialization and trade

9. N EW B USINESS P RACTICES Idea of capital Banks established by Italian merchants Joint Stock Companies, reduce the risk of investment

10. R EDISCOVERY OF THE P AST Why Italy? Geographic location Wealthy through trade Cultural ties to ancient Rome Competition between rival city states promoted arts and education

11. FIVE THEMES Renaissance

12. INDIVIDUALISM SECULARISM / ANTICLERICALISM REALISM CLASSICALISM HUMANISM

13. Humanism involved a new view of human nature and of human beings and their relationship with the world around them. Ex. Petrarch, Erasmus, Dante, Mirandola, etc.

14. F ORMS OF H UMANISM Humanism: emphasized the importance of human beings and worldly subjects Ex: Petrarch Civic Humanism: man could better himself and his city through education and individual achievement Ex: Machiavelli Christian Humanism: applied humanist principles to religious topics Ex: Erasmus, popular in Northern Europe

15. S ECULARISM / A NTI -C LERICALISM Secular = non-religious It’s not that people weren’t religious. They tried to harmonize Christian faith with ancient learning. Rejected intellectual monopoly by clergy

16. C LASSICALISM Latin was the language of learning Promote Classical Values (in life, literature, and art) Classical texts translated into many languages

17. I NDIVIDUALISM Focus on the self / man How to improve the individual? Role of Individual in Society? Artistic emphasis on portraiture and the human form

18. REALISM Art became less symbolic Artists tried to capture the truth of what they saw; Realistic study of human nature Use of perspective in art

19. Q UOTE #1 “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 how like a god.” - William Shakespeare

20. Q UOTE #2 “ My principle is that, as concerning the glory from which we may hope for here below (on earth) it is right for us to seek it while we are here below. One may expect to enjoy that other more radiant glory in Heaven, when we shall have there arrived, and when one will have no more care or wish for the glory of earth. Therefore, as I think it is in the true order that mortal men should first care for mortal things…” - Petrarch’s Secret by Francisco Petrarch

21. Q UOTE #3 “The world is waking out of long deep sleep. The old ignorance is still defended. Time was when learning was only found in the religious orders. The religious orders nowadays care only for money and sensuality (indulgence of the appetite) while learning has passed to secular princes and peers and courtiers. Where in school or monastery will you find some many distinguished and accomplished men as form your English Court? Shame on us all! The tables of priests and divines run with wine and echo with drunken noise and scurrilous jest, while in prince’s halls is heard only grace and modest conversation on points of morals or knowledge…” - Life and Letters of Erasmus