Ch. 17
Section 1:
The Renaissance
begins in Italy
TODAY’S OBJECTIVES:
• Explain the conditions in Italy that gave rise to the Renaissance.
• Identify the values and ideas prized during the Renaissance.
• Describe the artistic breakthrough and achievements of Renaissance artists.
AGENDA: Begin Warm-up Immediately upon entering classroom !
• WARM-UP – Answer the 5 questions on p. 5 of your packet.
• INTRODUCTION to new Unit
• DISCUSSION of Section 1, Text p. 417 / packet p. 1
NEXT ASSIGNMENT:
• Read Chapter 17, Sec. 1, finish the rest of p. 6 in your packet.
• Skim well p. 420 in text, History Through Art: Michelangelo
• Study for Major Quiz on Friday
INTRODUCTION:
Between 1300 and 1600
the Western world was
transformed.
An extraordinary wave of
artistic and cultural
innovation shattered
medieval society and
brought European culture
into the modern era.
Michelangelo’s The Creation of Adam.
Sistine Chapel ceiling;
Italy’s Vatican City.
PP Design of T. Loessin; Akins High School
This was
the Renaissance.
• As Europe’s Trade and Growth of Cities was reviving again in the Late Middle Ages,
the Plague struck.
• The only way to avoid the disease was for people to leave the city for the country.
This solution was, unfortunately, available only to the wealthy.
• The population decrease caused by the plague led to an economic depression.
Merchants and tradespeople had fewer people to whom they could sell their wares.
• Economic hardship spread as those who dealt with the merchants--bankers, suppliers,
and shippers--also lost revenue.
• As the plague decreased at the start of the 1400s (15th c.), populations swelled,
creating a new demand for goods and services. A new wealthy middle class emerged again bankers, merchants, tradespeople and educated professionals.
• With the people’s respect of the once all-powerful Church weakened following its many
problems during the Middle Ages, this new educated, wealthy class began to pursue more
secular and human interests – art, science, philosophy, etc.
The invention of the printing press would.lead to increased literacy among the people,
the rapid spread of new knowledge, and education of the masses.
Please open your textbook to the map on p. 415; Packet p. 4
Locate Florence.
The Renaissance
1300-1600
began in
Italy.
PP Design of T. Loessin; Akins High School
Renaissance begins in Italy...Why? [textbook p. 417; packet p. 5a]
PP Design of T. Loessin; Akins High School
Florence, Italy today.
Renaissance begins in Italy...Why?
[textbook p. 417; packet p. 5a]
• Italy’s thriving urban cities were the center for the renewed trade coming in from
the Middle East that brought in wealth and culture here first before the rest of Europe.
PP Design of T. Loessin; Akins High School
Florence, Italy today.
Renaissance begins in Italy...Why?
[textbook p. 417; packet p. 5a]
• Italy’s thriving urban cities were the center for the renewed trade coming in from the
Middle East that brought in wealth and culture here first before the rest of Europe.
• Thriving cities meant opportunities for education, scientific pursuits,
and even…arts and leisure.
PP Design of T. Loessin; Akins High School
Florence, Italy today.
Renaissance begins in Italy...Why?
[textbook p. 417; packet p. 6]
• Italy’s thriving urban cities were the center for the renewed trade coming in from
the Middle East that brought in wealth and culture here first before the rest of Europe.
• Thriving cities meant opportunities for education, scientific pursuits, and even
arts and leisure.
• A wealthy merchant middle class who became art patrons.
3. What role did patrons of the arts
play in the development of
Renaissance ideas?
(text, p. 418)
Wealthy patrons spent money to help artists
and architects create works of genius.
Lorenzo de Medici - ruler of Florence and Art Patron 1449 - 1492
contributed more than anyone to the flowering of Florence’s
artistic genius in the late 15th century, supporting such giants as
Leonardo da Vinci and Michelangelo.
Lorenzo treated the artists under his protection with respect and
warm-hearted familiarity.
“Whoever wants to be happy, let him be so:
about tomorrow there's no knowing.”
—Lorenzo The Magnificent
(Video clip, http://www.pbs.org/empires/medici/renaissance/)
PP Design of T. Loessin; Akins High School
Read
History Makers,
Textbook p. 418
Florence, Italy today.
Renaissance begins in Italy...Why?
[textbook p. 417; packet p. 5a]
• Italy’s thriving urban cities were the center for the renewed trade coming in from the
Middle East that brought in wealth and culture here first before the rest of Europe.
• Thriving cities meant opportunities for education, scientific pursuits, and
even…leisure.
• A wealthy merchant middle class – became art patrons.
• Italy was the home of the old Roman Empire, surrounding everyone
still are the ruins & reminders of the classical Greco-Roman heritage.
PP Design of T. Loessin; Akins High School
Florence, Italy today.
Textbook p. 417; Packet p. 6
B. Determining Word Meaning
Renaissance – the rebirth of great art and classical learning
that began in northern Italy around 1300 A.D.
Textbook p. 417; Packet p. 5a
Renaissance – is the French translation of the Italian word
rinascita which means, “rebirth.”
But “rebirth” of what?
The Renaissance style would focus on 2 Main Components:
I. a “rebirth” or return of the classical style developed by
the ancient Greeks and Romans,
II. an intensified concern with secular life—interest in
humanism and assertion of the importance of the individual.
Video Clip.
PP Design of T. Loessin; Akins High School
Textbook p. 417; Packet p. 5a
The Renaissance style would focus on 2 Main Components:
I. a “rebirth” or return of the classical style developed by
the ancient Greeks and Romans,
II. an intensified concern with secular life—interest in
humanism and assertion of the importance of the individual.
St. Sebastian
Andrea Mantegna.
Painted, ca. 1480.
Louvre Museum, Paris.
“David” *
Michelangelo.
Carved 1501-04.
Galleria Academia,
Florence.
Textbook p. 418; Packet p. 6
Michelangelo’s David *
is the very “definition”
of what the Renaissance is about:
• the return to the Greek style.
How is the Renaissance
emphasis on
Humanism
different from the old
Medieval view?
See packet p. 5
• But also the influence of humanism –
here a young boy who slays his giant reminds us all
Man can achieve great things on his own!
B. Determining Word Meaning
Humanism – a new philosophy or
outlook that focuses on humankind’s
achievements and potential to achieve
great things.
PP Design of T. Loessin; Akins High School
Textbook p. 418; Packet p. 6
1. How did humanism Humanists believed mankind’s
influence the growth achievements and successes should be
of learning?
praised – unlike the old Church teaching that
this was vanity or sinful. They encouraged
artists to copy the classical style of the
Greeks and Romans who had made great
advances in art, architecture, and the sciences.
“School of Athens” *
~ Raphael
In this wall fresco, Raphael (1483-1520)
pays tribute to mankind’s achievements Greek philosophers, scientists,
astronomers, and mathematicians engage
in philosophic inquiry together in one
place though they lived in different times.
Wall frescoe, Vatican Museums, Rome Italy.
PP Design of T. Loessin; Akins High School
Textbook p. 418; Packet p. 6
1. How did humanism Humanists believed mankind’s achievements
influence the growth and successes should be praised – unlike the
of learning?
old Church teaching that this was vanity or
sinful. They encouraged artists to copy the
classical style of the Greeks and Romans who
had made such great advances
in art, architecture, and the sciences.
2. How did ideas about
piety and
a simple life
change?
Although people remained Christians; the
everyday society was becoming more
secular (emphasizing non-religious pursuits /
concerned with the here and now).
The wealthy, the educated, and even
upper-clergy believed they could enjoy life
now without fear of offending God.
PP Design of T. Loessin; Akins High School
Textbook p. 418; Packet p. 6
In these two works we see
mankind “enjoying life.”
Left: The Peasant Dance
by
Pieter Brueghel the Elder.
Right: a section of Garden
of Earthly Delights by
the innovative painter
Hieronymous Bosch.
2. How did ideas about
piety and
a simple life
change?
Although people remained Christians; the
everyday society was becoming more
secular (emphasizing non-religious pursuits /
concerned with the here and now).
The wealthy, the educated, and even
upper-clergy believed they could enjoy life
now without fear of offending God.
PP Design of T. Loessin; Akins High School
Textbook p. 419; Packet p. 6
4. What effects did the
Artists now painted portraits of prominent
emphasis on
citizens, showed their distinct characteristics;
individuals have on
painters and sculptors?
See Textbook, p. 416
Identify characteristics of
Renaissance painting.
Chancellor Rolin and the Virgin
~ Jan Van Eyck
1435
Louvre Museum, Paris.
PP Design of T. Loessin; Akins High School
Textbook p. 419; Packet p. 6
4. What effects did the
emphasis on
individuals have on
painters and sculptors?
Artists now painted portraits of prominent
citizens, showed their distinct characteristics;
they developed perspective in order to
achieve realism in their art;
See
Textbook,
p. 419
B. Determining Word Meaning
perspective – an art technique that gives
the appearance of
three-dimensional realism,
distance, or depth.
Marriage of the Virgin - Raphael
PP Design of T. Loessin; Akins High School
Textbook p. 419; Packet p. 6
4. What effects did the
emphasis on
individuals have on
painters and sculptors?
Artists now painted portraits of prominent
citizens, showed their distinct characteristics;
they developed perspective in order to
achieve realism in their art; they glorified
the human body in relaxed, natural poses
(as did the Greeks).
“The Birth of Venus”
~ Botticelli
1485
Painted for the villa
of Lorenzo de Medici,
Florence Italy.
PP Design of T. Loessin; Akins High School
COMPARING MEDIEVAL TO RENAISSANCE ART
Turn to packet p. 13
“Three Muses”
ancient Greek fresco,
5th c. B.C.
PP Design of T. Loessin; Akins High School
COMPARING MEDIEVAL TO RENAISSANCE ART
In this Medieval manuscript, the Three
Graces are seen covering themselves
modestly with a blanket inscribed with
Latin scripture verses.
In the Renaissance, Botticelli’s work
“Primavera” depicts the Three Graces
swirling in movement and vitality. The
beauty of the human form is appreciated.
PP Design of T. Loessin; Akins High School
MEDIEVAL ART
• Religious subject matter
•Achievements of biblical figures,
saints, etc.
• Formal, reverent,
expressionless, and stiff
• Purpose – educational
symbolism
to glorify God
• No background,
lack of attention to detail
• Little creativity among artists,
uniform techniques used
throughout this period
PP Design of T. Loessin; Akins High School
MEDIEVAL ART
• Religious subject matter
•Achievements of biblical figures,
saints, etc.
• Formal, reverent,
expressionless, and stiff
• Purpose – educational
symbolism
to glorify God
• No background,
lack of attention to detail
• Little creativity among artists,
uniform techniques used
throughout this period
PP Design of T. Loessin; Akins High School
MEDIEVAL ART
• Religious subject matter
•Achievements of biblical figures,
saints, etc.
• Formal, reverent,
expressionless, and stiff
• Purpose – educational
symbolism
to glorify God
• No background,
lack of attention to detail
• Little creativity among artists,
uniform techniques used
throughout this period
PP Design of T. Loessin; Akins High School
MEDIEVAL ART
• Religious subject matter
•Achievements of biblical figures,
saints, etc.
• Formal, reverent,
expressionless, and stiff
• Purpose – educational
symbolism
to glorify God
• No background,
lack of attention to detail
• Little creativity among artists,
uniform techniques used
throughout this period
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
• Return to / imitates Classical Style
• Achievements of Man
Greek statue,
4th c. B.C.E.
“David” *
~ Michelangelo, 1504
Florence, Italy.
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
• Return to Classical Style
• Achievements of Man
• Dignity of every Individual
• Self – portraits !
“Mona Lisa” *
~ Leonardo da Vinci
Louvre museum,
Paris France
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
• Return to Classical Style
• Achievements of Man
• Dignity of Individual; Self – portraits!
• Art as Status – patrons pay for it!
• Religious subject matter fused with
secular / classical / present times
“Chancelor Rolin & the Madonna”
~ Jan van Eyck
Textbook p. 416
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
• Return to Classical Style
• Achievements of Man
• Dignity of Individual; Self – portraits!
• Art as Status – patrons pay for it!
• Religious subject matter fused with
secular / classical / present times
The Wedding Feast at Cana
- Paolo Caliari (aka Veronese)
1562-1563
Louvre Museum, Paris France
PP Design of T. Loessin; Akins High School
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
• Return to Classical Style
• Achievements of Man / Individual praised / portraits
• Religious subject matter is fused with Classical
The Sistine Chapel ceiling, by Michelangelo *
PP Design of T. Loessin; Akins High School
Does man appear
equal to God?
Care about God?
Need God?
(“Creation of Adam”);
The Sistine Chapel Ceiling *
~ Michelangelo.
Recently restored.
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
“The School of Athens” *
~Raphael.
PP Design of T. Loessin; Akins High School
• Return to Classical Style
• Achievements of Man / Individual praised
• Religious subject matter fused with Classical
or the Past depicted in present surroundings.
RENAISSANCE ART
• Return to Classical Style
• Achievements of Man / Individual praised
• Religious subject matter fused with Classical
or depicted in present surroundings
• Emphasis on this world, not “other world,”
man’s ability to understand natural world.
Science viewed more positively
“The Ambassadors”
~ Hans Holbein the Younger
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
Reveals struggle between Faith vs. Reason; Biblical vs. Scientific;
Secular vs. Sacred, etc.
Is the Church being pushed aside,
Science now in the foreground?
Or, is the artist indicating that
from above Christ looks down in
judgement upon Science?
PP Design of T. Loessin; Akins High School
Renaissance artists were no longer regarded as mere artisans, as they
had been in the medieval past…
but for the first time emerged as independent personalities, comparable
to poets and writers…
They sought new solutions to visual problems,
and many of them were also devoted to scientific experimentation.
In so doing, perspective was developed, a system in which all
objects in a painting are related both proportionally and rationally,
objects in background get smaller as they recede compared to
foreground…gives appearance of 3-D.
As a result, the painted surface was regarded as a window on the
natural world, and it became the task of painters to portray this world
in their art.
Textbook, p. 419
PP Design of T. Loessin; Akins High School
FOCAL POINT
“Bacchus”
~ Titian.
PP Design of T. Loessin; Akins High School
FOCAL POINT
FOCAL POINT
See your Packet, p. 16-17
“The Last Supper” ~ Leonardo da Vinci *
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
• Return to Classical Style
• Achievements of Man
• Religious subject matter fused with Classical
or depicted in present surroundings
• Emphasis on this world, not “other world,”
man’s ability to understand natural world.
• Artists experiment, use “perspective” / “focal
point” to make art more realistic.
“St. Sebastian” and “The Dead Christ”
~ Andrea Mantegna
PP Design of T. Loessin; Akins High School
RENAISSANCE ART
• Return to Classical Style
• Achievements of Man
• Religious subject matter fused with Classical
or depicted in present surroundings
• Emphasis on this world, not “other world,”
man’s ability to understand natural world.
• Artists experiment, use “perspective”; make
art more realistic.
“Wedding Portrait”
- Jan Van Eyck
PP Design of T. Loessin; Akins High School
Virgin of the Rocks
~ Leonardo da Vinci
National Gallery, London.
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
MICHELANGELO
“The David”
Prepare your own
List of Great
Works of Art
on p. 5b
in your packet
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
MICHELANGELO
• “The David”
• the Sistine Chapel’s Ceiling
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
MICHELANGELO
• “The David”
• the Sistine Chapel’s Ceiling
Recent restoration 1981-1994
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
MICHELANGELO *
• “The David”
• the Sistine Chapel’s Ceiling
SISTINE CHAPEL
• The Last Judgment
CEILING
“The Last Judgment”
ALTAR WALL
PP Design of T. Loessin; Akins High School
THE SISTINE CHAPEL
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
MICHELANGELO
•
•
•
•
the “David”
the Sistine Chapel’s Ceiling
“Last Judgment”
the “Pieta”
“Pieta”
– in St. Peter’s Bascilica,
Vatican City, Rome.
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
MICHELANGELO
•
•
•
•
•
the “David”
the Sistine Chapel’s Ceiling
“Last Judgement”
the “Pieta”
the Dome of St. Peter’s Basilica
St. Peter’s Bascilica,
Vatican City, Rome.
See Textbook, p. 420
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
MICHELANGELO
A true Renaissance Man – Painter, Sculptor, Architect, poet
•
•
•
•
•
the “David”
the Sistine Chapel’s Ceiling
“Last Judgement”
the “Pieta”
the Dome of St. Peter’s Bascilica
Can you
match these
great works
of art to
their artist?
1475-1564
Learn more about him at :
http://www.michelangelo.com/buon/bio-index2.html
and in your Textbook, p. 420.
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
Leonardo da Vinci
Mona Lisa *
~ Leonardo da Vinci
Louvre Museum
Paris
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
Leonardo da Vinci
“The Last Supper”
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
Leonardo da Vinci
“Mona Lisa”
“The Last Supper”
Inventor
“Flying Machine”
Defense Contractor –
“Artillery” &
Engineer –
“StoneThrower”
“Levers & Gears”
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
Leonardo da Vinci
“Mona Lisa”
“The Last Supper”
Inventor
Scientist / Anatomy
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
His theories are contained in numerous notebooks, most Leonardo da Vinci
of which were written in mirror script. Because they
“Mona Lisa”
were not easily decipherable, Leonardo's findings were
“The Last Supper”
not disseminated in his own lifetime; had they been
Inventor
published, they would have revolutionized the science
of the 16th century. Leonardo actually anticipated many
Scientist / Anatomy
discoveries of modern times. In anatomy he studied the
circulation of the blood and the action of the eye. He
made discoveries in meteorology and geology, learned
the effect of the moon on the tides, foreshadowed
modern conceptions of continent formation, and
surmised the nature of fossil shells. He was among the
originators of the science of hydraulics and probably
devised the hydrometer; his scheme for the canalization
of rivers still has practical value. He invented a large
number of ingenious machines, many potentially useful,
among them an underwater diving suit. His flying
devices, although not practicable, embodied sound
principles of aerodynamics. - Encarta, 2001.
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS , packet p. 5b
Leonardo da Vinci Painter, Inventor, Scientist…
RENAISSANCE MAN !
“Mona Lisa”
“The Last Supper”
Can you
match these
great works
of art to
their artist?
1452-1519
Learn more about him at :
and in your Textbook, “History Makers,” p. 421.
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS, packet p. 5b
MICHELANGELO
Leonardo DA VINCI
“Mona Lisa”
• the “David”
“The Last Supper”
• the Sistine Chapel’s Ceiling
• “Last Judgement”
• the “Pieta”
• the Dome of St. Peter’s Bascilica
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS packet, p. 5b
RAPHAEL
• “The School of Athens”
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS
MICHELANGELO
Leonardo DA VINCI
• the “David”
“Mona Lisa”
• the Sistine Chapel’s Ceiling
“The Last Supper”
• “Last Judgement”
• the “Pieta”
• the Dome of St. Peter’s Bascilica
Raphael
“The School of Athens”
You must be able to
recognize these
classic Renaissance
works and their
artist for Friday’s
MAJOR QUIZ !
THE END !
“David,”
(rear view)
DAY 2
Ch. 17
Section 1:
The Renaissance
begins in Italy
TODAY’S OBJECTIVES:
• Explain the conditions in Italy that gave rise to the Renaissance.
• Identify the values and ideas prized during the Renaissance.
• Describe the artistic breakthrough and achievements of Renaissance artists.
• Summarize influential literary works and techniques of key Renaissance writers.
AGENDA: Begin Warm-up Immediately upon entering classroom !
• WARM-UP – Read “Machiavelli Advises Rulers,” textbook p. 422
• Wrapping up Section 1, Text p. 421-422 / packet p. 6
• MAJOR QUIZ
NEXT ASSIGNMENT:
• Read Chapter 17, Sec. 2; complete p. 18 in packet
• Pre-A.P. – also do pp. 19-20 in packet
Please open your textbook to the map on p. 415; Packet p. 4
Locate Florence.
The Renaissance
1300-1600
began in
Italy.
Let’s Review.
PP Design of T. Loessin; Akins High School
Renaissance begins in Italy...Why?
[textbook p. 417; packet p. 5a]
• Italy’s thriving urban cities were the center for the renewed trade coming in from the
Middle East that brought in wealth and culture here first before the rest of Europe.
• Thriving cities meant opportunities for education, scientific pursuits, and
even…leisure.
• A wealthy merchant middle class – became art patrons.
• Italy was the home of the old Roman Empire, surrounding everyone
still are the ruins & reminders of the classical Greco-Roman heritage.
PP Design of T. Loessin; Akins High School
Florence, Italy today.
Textbook p. 417; Packet p. 6
B. Determining Word Meaning
Renaissance – the rebirth of great art and classical learning
that began in northern Italy around 1300 A.D.
Textbook p. 417; Packet p. 5a
Renaissance – is the French translation of the Italian word
rinascita which means, “rebirth.”
But “rebirth” of what?
The Renaissance style would focus on 2 Main Components:
• a “rebirth” or return of the classical style developed by
the ancient Greeks and Romans,
• an intensified concern with secular life—interest in
humanism and assertion of the importance of the individual.
Video Clip.
PP Design of T. Loessin; Akins High School
Textbook p. 418; Packet p. 6
Michelangelo’s David *
is the very “definition”
of what the Renaissance is about:
• the return to the Greek style.
• But also the influence of humanism –
here a young boy who slays his giant reminds us all
Man can achieve great things on his own!
B. Determining Word Meaning
How is the Renaissance
emphasis on
Humanism
different from the old
Medieval view?
See packet p. 5
Humanism – a new philosophy or
outlook that focuses on humankind’s
achievements and potential to achieve
great things.
PP Design of T. Loessin; Akins High School
WORKS OF THE RENAISSANCE MASTERS
MICHELANGELO
Leonardo DA VINCI
• the “David”
“Mona Lisa”
• the Sistine Chapel’s Ceiling
“The Last Supper”
• “Last Judgement”
• the “Pieta”
• the Dome of St. Peter’s Bascilica
You must be able to
recognize these
classic Renaissance
works and their
artist for Friday’s
MAJOR QUIZ !
Raphael
“The School
of Athens”
Ch. 17
Section 1:
The Renaissance
begins in Italy
AKINS HIGH SCHOOL
Mr. Loessin’s
World
History
Room 167
Tutorials: T-F 8:20-8:50
TODAY’S OBJECTIVES:
• Explain the conditions in Italy that gave rise to the Renaissance.
• Identify the values and ideas prized during the Renaissance.
• Describe the artistic breakthrough and achievements of Renaissance artists.
• Summarize influential literary works and techniques of key Renaissance writers.
AGENDA: Begin Warm-up Immediately upon entering classroom !
• WARM-UP – Read “Machiavelli Advises Rulers,” textbook p. 422
• Wrapping up Section 1, Text p. 421-422 / packet p. 6
• MAJOR QUIZ
NEXT ASSIGNMENT:
• Read Chapter 17, Sec. 2; complete p. 18 in packet
• Pre-A.P. – also do pp. 19-20 in packet
Textbook p. 421; Packet p. 6
5. How did writers reflect They wrote in the vernacular;
Renaissance values in wrote about non-religious (secular) topics
their work?
– simply for leisure, fun, self-expression;
and pursued independent thought and
investigation rather than simply accepting
what the church taught.
B. Determining Word Meaning
Petrarch, often called the
“father of humanism” authored
beautiful sonnets in the
vernacular Italian and they were
about a love of his life named
Laura.
vernacular – the language of
the local people.
(not Latin!)
PP Design of T. Loessin; Akins High School
Textbook p. 421; Packet p. 6
6. How did the writing of
Petrarch, Boccaccio,
and Machiavelli
demonstrate the values
of humanism?
Petrarch wrote about Laura – an ideal
woman.
Boccaccio wrote about the follies of
characters in the Decameron.
Machiavelli wrote about the imperfect
conduct of humans in The Prince.
Born May 3, 1469 in Florence, Italy, Machiavelli
was a political philosopher during the Renaissance,
and is most famous for his political treatise,
See
The Prince (1513),
packet,
It has become a cornerstone of modern
p. 7-8
political philosophy.
“No enterprise is more likely to succeed
than one concealed from the enemy
until it is ripe for execution.”
—Machiavelli from The Art of War
PP Design of T. Loessin; Akins High School
DO YOU AGREE or DISAGREE?
“Being a good ruler means sometimes doing the unpopular in order
to achieve what is best for one’s people in the long run.”
“A shrewd politician knows he may have to sometimes
employ devious methods if he is to stay in power.”
“The End justifies the Means.”
“At any given time a ruler may be faced with sending men to
their deaths in battle. He must be willing to sacrifice those few in
order to save the many.”
“Rulers can not be expected to live under the same “morality” as the
masses they rule. They must at times choose corrupt, distasteful,
even evil means in order to achieve a final good for their people.”
“It is better that a Ruler should be feared by his people
than loved by them.” ~ Machiavelli
PP Design of T. Loessin; Akins High School
Niccolò Machiavelli was an Italian statesman and writer and is
considered one of the most significant political thinkers of the
Renaissance. His best-known work, The Prince, describes
cunning and unscrupulous methods for rulers to gain and keep
power.
A.) The Prince (1532; trans. 1640) - describes the method by which a
prince can acquire and maintain political power.
B.) It is believed he was defending the tyranny of such cruel rulers of
his day as Cesare Borgia.
C.) He believed that a ruler is not bound by traditional ethical norms
like the people the ruler’s rules should be.
D.) a prince should be concerned only with power and be bound only
by rules that would lead to success in political actions.
“The End justifies the Means.” “Better to be feared than loved.”
E.) believed that these rules could be discovered by deduction from the
political practices of the time, as well as from those of earlier periods.
PP Design of T. Loessin; Akins High School
Today we still use the phrase machiavellian
to refer to someone who
pursues an action that,
though may not be viewed as morally right,
he believes will be politically effective.
Can you think of
examples in
American or World
History / Politics
of leaders whose
decisions might be
considered
machiavellian ?
Ch. 17
Section 1:
The Renaissance
begins in Italy
TODAY’S OBJECTIVES:
• Explain the conditions in Italy that gave rise to the Renaissance.
• Identify the values and ideas prized during the Renaissance.
• Describe the artistic breakthrough and achievements of Renaissance artists.
• Summarize influential literary works and techniques of key Renaissance writers.
AGENDA: Begin Warm-up Immediately upon entering classroom !
• WARM-UP – Read “Machiavelli Advises Rulers,” textbook p. 422
• Wrapping up Section 1, Text p. 421-422 / packet p. 6
• MAJOR QUIZ
NEXT ASSIGNMENT:
• Read Chapter 17, Sec. 2; complete p. 18 in packet
• Pre-A.P. – also do pp. 19-20 in packet
<<<<
A.)
Identify three features in this painting
that make it clearly a Renaissance work:
“The Three Philosophers”
by Venetian painter Giorgione
1508.
B.)
Built in the 15th century, why is this cathedral
a good example of Renaissance architecture?
Duomo Cathedral,
completed in 1436
by Filippo Brunelleschi
Florence, Italy.