Unit 3 Resources
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Unit
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headChapter 12
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Chapter 13
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Chapter 14
(6 days)
Chapter 15
(4 days)
Chapter 16
(4 days)
Chapter 17
(6 days)
Chapter 18
(4 days)
Unit 3
(1 day)
Day
U - chart
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head Day
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Introduction
w/ p4
Chapter 12
U - chart text Intro,
U - chart head Section
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U - chart text Day 2
Section 2
Day 3
Section 3
Day 4
Section 4
Day 5
Chapter 12
Review
Day 6
Chapter 12
Assessment
Day 1
Chapter 13
Intro,
Section 1
Day 2
Section 2
Day 3
Section 3
Day 4
Chapter 13
Review
Day 5
Chapter 13
Assessment
Day 1
Chapter 14
Intro,
Section 1
Day 2
Section 2
Day 3
Section 3
Day 4
Section 4
Day 5
Chapter 14
Review
Day 6
Chapter 14
Assessment
Day 1
Chapter 15
Intro,
Section 1
Day 2
Section 2
Day 3
Section 3
Day 4
Chapter 15
Review/
Assessment
Day 1
Chapter 16
Intro,
Section 1
Day 2
Section 2
Day 3
Section 3
Day 4
Chapter 16
Review/
Assessment
Day 1
Chapter 17
Intro,
Section 1
Day 2
Section 2
Day 3
Section 3
Day 4
Section 4
Day 5
Chapter 17
Review
Day 6
Chapter 17
Assessment
Day 1
Chapter 18
Intro,
Section 1
Day 2
Section 2
Day 3
Section 3
Day 4
Chapter 18
Review/
Assessment
Day 1
Wrap-Up/
Projects/
Unit 2
Assessment
Use the following tools to easily assess student learning in a variety of ways:
• Performance Assessment Activities
and Rubrics
• Chapter Tests
• Section Quizzes
• Standardized Test Practice Workbook
• SAT I/II Test Practice
• www.wh.glencoe.com
• Interactive Tutor Self-Assessment
CD-ROM
• MindJogger Videoquiz
• ExamView® Pro Testmaker CD-ROM
TEACHING TRANSPARENCIES
Unit Time Line Transparency 3 L2
Cause-and-Effect Transparency 3 L2
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
UNIT TIME LINE TRANSPARENCY 3
CAUSE-AND-EFFECT TRANSPARENCY 3
Global Chronology, 1400–1800
Politics
1469
Lorenzo
de’
Medici
begins
rule of
Florence,
Italy
1400
Science
and
Culture
1521
1480
1763
1581
Cortés
conquers
the
Aztec
Empire
Dutch rebels
fight for
independence
from Spain
1560
1642
English
Civil War
begins
The Renaissance: Causes and Effects
1789
1795
The French
Revolution
begins
Russia,
Prussia,
and Austria
divide
Poland
among
themselves
Peace of
Paris ends
Seven
Years’ War
1640
1720
1800
1492
1517
1600
1608
1717
1764
Columbus
reaches the
Bahamas
Martin
Luther posts
Ninety-five
Theses at
Wittenberg
Church
English
East India
Company is
established
First checks
are used to
replace
cash in the
Netherlands
Lady Mary
Wortley
Montagu
introduces
inoculation
against
smallpox
Mozart writes his
first symphony at
age 8
Interest in
Social Issues
New Forms
of Literature
Religious
Reforms
Artistic
Achievements
Exploration and
Colonization
Renaissance
Humanism
Secularism
Questioning of
Ideas, Traditions,
and Institutions
• Timed Readings Plus in Social Studies help students increase their reading rate and fluency while maintaining comprehension. The 400-word
passages are similar to those found on state and national assessments.
• Reading in the Content Area: Social Studies concentrates on six
essential reading skills that help students better comprehend what they
read. The book includes 75 high-interest nonfiction passages written at
increasing levels of difficulty.
• Reading Fluency helps students read smoothly, and accurately.
KEY TO ABILITY LEVELS
Teaching strategies have been coded.
L1 BASIC activities for all students
L2 AVERAGE activities for average to above-average students
L3 CHALLENGING activities for above-average students
ELL ENGLISH LANGUAGE LEARNER activities
368A
• Jamestown’s Reading Improvement, by renowned reading expert
Edward Fry, focuses on helping build your students’ comprehension,
vocabulary, and skimming and scanning skills.
• Critical Reading Series provides high-interest books, each written at
three reading levels.
For more information, see the Jamestown
Education materials in the front of this book.
To order these products, call Glencoe at 1-800-334-7344.
Unit 3 Resources
ASSESSMENT
Unit 3 Tests
Forms A and B L2
INTERDISCIPLINARY ACTIVITIES
ExamView® Pro
Testmaker CD-ROM
World Literature
Reading 3 L2
Name
3. the journey of slaves from Africa to America
4. extremely profitable trade item from Southeast Asia
About the Author Because of the power and beauty of his language and his deep
A. Mogul
understanding of humanity, William Shakespeare (1564–1616) is generally ranked as
the greatest English writer of all time. Shakespeare was born in the small town of
Stratford-on-Avon, the son of a successful businessman. By the time he was 30 years
old, Shakespeare had moved to London and had become the main playwright for a successful theater company. A few years later, the company built the Globe Theatre, where
most of Shakespeare’s plays were performed. In addition to his 37 plays, Shakespeare
wrote more than 150 sonnets and two long narrative poems.
B. El Greco
C. spice
D. Dante
E. Olympe de
Gouges
F.
6. the invasion of England by William of Orange
René Descartes
7. dynasty that unified the subcontinent of India in the 1600s
G. “Glorious
Revolution”
8. completed the restoration of a central Japanese authority
H. humanism
9. “I think, therefore I am.”
I.
Tokugawa
J.
Middle Passage
GUIDED READING As you read this excerpt from Macbeth, Act I, think about how Macbeth
reacts to the witches’ prophecies.
B
from Macbeth
DIRECTIONS: Multiple Choice Choose the item that best completes each sentence
or answers each question. Write the letter of the item in the blank to the left of the
sentence. (4 points each)
3 Witch. Anon!
All. Fair is foul, and foul is fair.
Hover through the fog and filthy air.
ACT I
Scene I. [Scotland. An open place.]
Thunder and lightning. Enter three Witches.
Copyright © by The McGraw-Hill Companies, Inc.
11. The frescoes painted by
have long been regarded as the first
masterpieces of early Renaissance art.
A. Michelangelo
C. Masaccio
B. Leonardo da Vinci
D. Filippo Brunelleschi
12. Leonardo da Vinci was an excellent example of Renaissance Italy’s social
ideal because he
A. was an artist, and artists were considered the pinnacle of human achievement.
B. came from a wealthy family and greatly improved his family’s status in society.
C. wrote grand romantic poetry and insightful political treatises.
D. was a painter, sculptor, architect, inventor, and mathematician.
13. What was the name of the set of principles that dominated economic
thought in the seventeenth century?
A. commercial capitalism
C. speculation
B. consumerism
D. mercantilism
Exeunt.
1 Witch. When shall we three meet again
In thunder, lightning, or in rain?
2 Witch. When the hurlyburly’s done,
When the battle’s lost and won.
3 Witch. That will be ere the set of sun.
1 Witch. Where the place?
2 Witch. Upon the heath.
3 Witch. There to meet with Macbeth.
1 Witch. I come, Graymalkin!
2 Witch. Paddock calls.
B
Scene II. [A camp near Forres.1]
Alarum within. Enter King2 [Duncan],
Malcolm3, Donalbain4, Lennox5, with
Attendants, meeting a bleeding Captain.
1 Forres: city on the northern coast of Scotland
2 King: Duncan I, king of Scotland
3 Malcolm: son of Duncan
4 Donalbain: son of Duncan
5 Lennox: Scottish lord
(
APPLICATION AND ENRICHMENT
Charting and Graphing
Activity 3 L2
Name
Date
i
Mercantilism and Colonization In the 1500s
and 1600s, most European nations subscribed
to the theory of mercantilism. This economic
theory links a country’s wealth to its supply of
gold and silver. The mercantilist nations of
Europe had two goals: to increase their supply
of gold and silver by finding (and controlling)
new gold and silver mines and to create a positive trade balance. A trade balance is the
balance between a nation’s imports and
exports. A positive trade balance means that
the value of a country’s exports exceeds the
value of its imports.
The process of colonization helped the
nations of Europe achieve both their goals: The
Latin American colonies were rich in sources
of gold and silver, and the colonies helped
with the balance of trade. The colonies were a
great source of cheap raw materials—unfinished products that are used to make
something else. For example, cotton is a raw
material used in producing yarn; cacao beans
are a raw material used in producing coffee;
and sugar cane is a raw material used in producing refined sugar. In the 1500s and 1600s,
raw materials were brought back to the “mother” country in Europe where they were used in
the manufacturing process. Then the finished
products were shipped back to and sold in the
colonies. To insure a positive trade balance, the
mother countries imposed high taxes on any
finished products that were exported from the
colonies and imported into the mother country.
The Four Resources One reason that
European nations sought colonies as a source
of gold and raw materials is that such things
are limited resources. There are four categories
of limited resources: land, labor, capital, and
entrepreneurial ability. Land can be valuable
for many reasons: It might hold many valuable
resources within it, such as gold or oil; it might
be near a specific location, such as the beach or
a capital city; or it might provide a location
necessary for a business to function.
Like land, labor also has different types of
value. For example, the work that doctors do
has a value in part due to its specialization—
only certain people can perform the work. Yet
the skills provided by a doctor have another
value: the perceived importance to the client.
In the 13 colonies, labor was far scarcer than it
was in the mother country. As a result, free
workers prospered in the northern colonies
and a system of slave labor developed in the
southern colonies. Until the turn of the twentieth century in the United States, much of the
technology developed was used to offset the
need for labor in our country’s vast agricultural spaces and in its manufacturing plants.
Capital is the term used to describe all the
equipment and tools used to produce goods
and services. Some examples of capital are
stores, office buildings, computers, trucks, and
railroads. The finances that are invested in
businesses are also considered capital. In mercantile theory, the mother country controlled
capital, and often outlawed manufacturing in
the colonies. One of the differences between
the British and Spanish colonial experience
was that the Spanish strictly controlled colonial manufacturing, whereas the British let the
New England colonists develop shipbuilding,
iron foundries, and other forms of capital
investment.
Entrepreneurial ability is the human knowhow or knowledge that is necessary to create
new businesses. A person must have more
than just know-how to start a business; land,
labor, or capital is also necessary. In much the
same way, land, labor, and capital would have
far less impact on an economy without the
entrepreneurial spirit.
Each of the four types of resources is considered to be a limited resource because its
supply is limited. There is only so much land
in any given country. There are only so many
people who can provide labor. There is only so
much capital. There are also only so many people with entrepreneurial abilities. Although the
d)
GEOGRAPHIC LITERACY
NGS Focus on
Geography Literacy
Building Geography
Skills for Life
Class
Graphing Activity
Charting and
3
European Crises
Directions: For each crisis listed, identify the conflict that resulted and the resolution to that
conflict. Follow the example given below to fill in each of the boxes.
Crisis
Issue: French Wars
of Religion
French Protestants, called
Huguenots, and Catholics were
in a power struggle to win the
hearts and minds of
Europeans.
Conflict
Resolution
The debate turned to violence;
thousands died over a 30-year
period.
Battles raged until Henry of
Navarre, a Huguenot, became
king in 1589 and converted to
Catholicism.
Issue: Invasion of England
and Spain
Philip II harbored a desire to
invade England and restore
Catholicism as the dominant
religion.
Issue: Witchcraft Craze
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
Column B
5. his work reflected the high point of Mannerism
10. demanded equal political rights for women from the new
French National Assembly
Economics and History Activity 3
The Rise of National Economies
Copyright © by The McGraw-Hill Companies, Inc.
2. his masterpiece in the Italian vernacular was the Divine
Comedy
Name ____________________________________ Date ________________ Class __________
Shakespeare wrote The Tragedy of Macbeth in 1605 or 1606; the drama was
first performed in 1606. The central character is the tragic hero Macbeth, a
Scottish lord and a brave man who suffers from a tragic flaw—a fatal weakness—that results in his eventual downfall.
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (4 points each)
1. based on the study of the literary works of Greece and
Rome
Class
Score
Unit 3 Test, Form A
Column A
Date
World Literature Reading 3
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
Economics and History
Activity 3 L2
A deadly hysteria about witchcraft overtook Europe.
Issue: The Thirty Years’
War
Begun as a regional conflict
between Calvinists and
Catholics, the religious war
eventually embroiled half of
Europe.
Reading
List Generator
CD-ROM
The Glencoe BookLink CD-ROM is a
database that allows you to search more
than 15,000 titles to create a customized reading list for your students.
■
Reading lists can be organized by
students’ reading level, author,
genre, theme, or area of interest.
■
The database provides Degrees of
Reading Power™ (DRP) and Lexile™
readability scores for all selections.
■
A brief summary of each selection
is included.
Extending the
Content
Leveled reading suggestions for this
unit:
For students at a Grade 8 reading
level:
■
Life in the Renaissance, by Marzieh
Gail
For students at a Grade 9 reading
level:
■
Rise of Russia, by Robert Wallace
For students at a Grade 10 reading
level:
■
The Classical Style: Haydn, Mozart,
Beethoven
Readings for the Teacher
■
The Renaissance: A Short History,
by Paul Johnson. Modern Library,
2000.
■
Peoples and Empires: A Short
History of European Migration,
Exploration, and Conquest, from
Greece to the Present, by Anthony
Pagden. Modern Library, 2001.
Multimedia Links
Thomas Jefferson. PBS Video,
1–800–424–7963. VHS.
■
368B
Introducing
UNIT 3
Early
Modern World
The
Out of Time?
If time does not permit teaching each
chapter in this unit, you may use the
Reading Essentials and Study Guide
summaries.
1400–1800
Unit Objectives
After studying this unit,
students should be able to:
1. explain the achievements of
the Renaissance and the
effects of the Protestant
Reformation;
2. trace the growing power of
monarchs and the rise of
absolutism in Europe;
3. examine the Ottoman,
Safavid, and Mogul Empires
in Asia and India;
4. explain how the Scientific
Revolution and Enlightenment changed the way people
viewed their world;
5. compare the causes and
evaluate effects of the
English, French, and
American Revolutions.
The
eriod in Perspective
Beginning in the late fifteenth century, Europeans engaged
in a vigorous period of state building. The result was the
creation of independent monarchies in western and central Europe that formed the basis of a new European state
system. These European states then began to expand into
the rest of the world.
Also during this period, two great new Islamic empires,
the Ottomans in Turkey and the Safavids in Persia, arose
in Southwest Asia. A third Islamic empire—the Mogul
Empire—unified the subcontinent of India. Least affected
by the European expansion were the societies of East Asia:
China and Japan.
The Period in Perspective
In this unit students will learn about the
emergence of powerful European nationstates and the creation of large empires in
Asia. Discuss how both wealth and military power contribute to the rise of powerful nations.
Primary Sources Library
䊱
See pages 994–995 for primary source readings to
accompany Unit 3.
Use The World History Primary Source
Document Library CD-ROM to find additional
primary sources about The Early Modern World .
䊳
Use these materials to enrich student
understanding of the Renaissance
and the Age of Exploration.
NGS PICTURE SHOW™
CD-ROMS
The Renaissance
The Age of Exploration 1
NGS PICTURE PACK
TRANSPARENCY SETS
The Renaissance
The Age of Exploration
The American Revolution
368
A model of the
Copernican system
A European navigator
uses an astrolabe.
368
TEAM TEACHING ACTIVITY
Literature Life during the Renaissance, Reformation, and the Enlightenment gave rise to famous
and influential pieces of literature, whose themes reflect the culture, values, and political concerns
of their periods. These works also transcend their cultures and convey universal themes. Work with
the English teacher to coordinate the study of a major piece of literature from this period. Works
to consider include: The Canterbury Tales, to understand late medieval life in England; one of
Shakespeare’s plays to understand perceptions of English politics and monarchy; A Tale of Two
Cities to understand the French Revolution; Les Miserables to understand social problems of
eighteenth-century France; and Frankenstein to understand concerns about the Enlightenment.
L2 FCAT LA.E.2.4.1
Introducing
UNIT 3
“Dare to Know.”
—Immanuel Kant
CD-ROM
World History
Primary Source
Document Library
CD-ROM
Use the World History Primary
Source Document Library CD-ROM
to access primary source documents
related to the early modern world.
More About the Art
Caravels had several features
that originated in the Chinese
and Muslim worlds. A caravel
usually had three masts and a
deep-sea rudder posted on the
stern, first used by the Chinese.
The triangular lateen sails that
allowed the ship to sail into the
wind originated in the Muslim
world. SS.B.2.4.5
History and the
Humanities
•
•
•
•
•
•
•
SERVICE-LEARNING PROJECT
Have students research revolutionary movements of the twentieth century by having them interview a member of their community who was directly involved in a revolutionary movement or
whose family was affected by a revolution. How did it affect the person and that person’s family?
Did any international groups, such as Amnesty International or the Red Cross, assist the family?
Have students identify and research one group dedicated to helping displaced people and then
have students volunteer to help the agency meet its goals. Have students report back to the class
on their activities and the agency’s mission. L2
Refer to Building Bridges: Connecting Classroom and Community through Service in Social
Studies from the National Council for the Social Studies for information about service-learning.
•
•
•
•
•
•
World Art and Architecture
Transparencies
22 May
23 Mona Lisa
24 The French Ambassadors
25 Herzogenburg Monastery
27 Ming Phoenix Crown
28 View of Toledo
29 Shah Jahan and One of His
Sons Riding in Escort
30 Taj Mahal
32 The Letter
34 Blue Boy
35 Mission San Xavier del Bac
36 Napoleon Crossing the Alps
38 Persian Rugs
World Music: A Cultural Legacy,
Lessons 4, 6, 7, 8, 9, 10
369
TEACH
Introduction
This feature focuses on the
movements of revolutionary
ideas between Europe and the
Americas. The challenge of early
scientists such as Galileo to
established government and religious authority led to the questioning of long-held ideas about
government, religion, and society, as well as science. In the
United States, France, and Haiti,
revolutionaries tried to put new
ideas about government into
practice.
Revolution
➊
Background Notes
➌
➋
In the 1600s and 1700s, revolution traveled back and forth across
the Atlantic Ocean. The pattern started with the arrival of the first
English colonists in North America. The colonists carried with them
ideals born of the English Revolution. They believed that governments existed to protect the rights and freedoms of citizens.
1633
Galileo is tried by the
Catholic Church for heresy
Linking Past and Present
Revolutionary ideas of the 1700s
continue to reverberate in this
century. When Ho Chi Minh
declared Vietnam’s independence from France in 1945, his
speech began: “All men are created equal. The Creator has
given us certain inviolable
Rights; the right to Life, the right
to be Free, and the right to
achieve Happiness.” These
immortal words are taken from
the Declaration of Independence
of the United States of America,
which was written in 1776. Have
students trace the historical
development of the rule of law
and rights and responsibilities,
beginning in the ancient world
and continuing to the beginning
of the first modern constitutional
republics. FCAT LA.E.2.2.1
1642
The English Revolution
begins
1775
The American Revolution
begins
➊ The United States
Revolutionary Ideas
The spark that sent the spirit of revolution flashing across Europe and the
Americas began in the minds of sixteenth-century European scientists. Galileo
and others challenged established scientific ideas
supported by the Catholic Church. Political
authority began to be questioned.
In 1776, American colonists took steps to win
their freedom from Great Britain. Thomas Jefferson, the principal author of the Declaration of
Independence, clearly stated the reasons for proclaiming independence:
We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator
with certain unalienable Rights, that among these are
Life, Liberty, and the pursuit of Happiness.
Signing of the Declaration of Independence
370
COOPERATIVE LEARNING ACTIVITY
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
370
Creating a Wall Map Have students work together to create a wall map and display that shows
the origins of the ideas behind the American, French, and Haitian Revolutions. Organize the class
into three groups, letting each group be responsible for one of the revolutions. Have members
research the revolution, generating a list of philosophers, events, and other specific influences. For
each item on the list, students should be sure to name the country of origin. When the lists have
been completed, have students organize them by country in a format suitable for display. Have
them mount the lists to the sides of a wall map, then use thumbtacks and colored yarn to show
how various ideas traveled. L2 SS.A.1.4.2
Geography
Movement Americans living in
France before the French Revolution promoted the principles
of the new republic across the
Atlantic. “Everyone here is trying their hands at forming declarations of rights,” wrote Thomas
Jefferson, whose advice was
often sought by Lafayette and
other moderate revolutionaries.
Ask students to name other
ways ideas of revolution may
have traveled among the different locations of revolutions
shown on the map on page 370.
(Answers may include trade, newspapers, scholars exchanging books.)
➋ France
The Expanding Revolution
The revolutionary ideas contained within the Declaration of Independence traveled back across the Atlantic to influence the French
Revolution. French rebels fought in defense of Liberté, Egalité, and
Fraternité. In 1789, French revolutionaries drafted the Declaration of
the Rights of Man and the Citizen. Echoing the principles of the Declaration of Independence, the French declaration proclaimed that,
“Men are born and remain free and equal in rights.”
French Revolution
SS.A.1.4.2
1776
The Declaration of
Independence is signed
1789
The French Revolution
begins
1804
Saint Domingue achieves
independence
CULTURAL DIFFUSION
➌ Haiti
Exporting Revolution
In 1791, the ideals of the American and French Revolutions traveled
across the Atlantic and the Caribbean to the French-held colony of Saint
Domingue on the island of Hispaniola. Inspired by talk of freedom,
enslaved Africans took up arms. Led by a formerly enslaved man,
Toussaint-Louverture, and other island leaders, the rebels fought
for thirteen years against the French. On January 1, 1804, Saint
Domingue, present-day Haiti, became the second nation in the
Americas to achieve independence from colonial rule. “We have
asserted our rights,” declared the revolutionaries. “We swear
never to yield them to any power on earth.”
Toussaint-Louverture
Why It Matters
Political and intellectual revolutions changed the way people thought about
established ideas and institutions. How did this change in perception eventually lead to the American view of government today?
UNIT 3
The Early Modern World
371
Containing Antislavery The
success of the Haitian Revolution
terrified American slaveholders,
who feared that the overthrow of
slavery in Haiti would inspire their
own enslaved people to rebel. In
the southern United States, tighter
restrictions were placed on both
enslaved and free African
Americans. In 1802, Jefferson’s
postmaster general advised a senator from Georgia against letting
enslaved people deliver the mail:
“After the scenes which St.
Domingue has exhibited to the
world, we cannot be too cautious
in attempting to prevent similar
evils. . . . Everything which tends to
increase their knowledge of natural
rights . . . or that affords them an
opportunity . . . of establishing a
chain and line of intelligence, must
increase our hazard.”
Why It Matters
ANSWER: Answers may include that the ideals
of equality and liberty for all citizens are evident
in the belief that all people should have a voice
in choosing leaders and in making laws. Also, if
all men and women are created equal, we do
not believe in the “divine” right to rule. You
might wish to guide students in a discussion
of basic American rights often taken for
granted, especially freedom of speech, press,
and religion.
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
371
Chapter 12 Resources
Timesaving Tools
Use Glencoe’s
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tool to easily present
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personalized lessons.
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TEACHING TRANSPARENCIES
Graphic Organizer Student
Activity 12 Transparency L2
Chapter
Transparency 12 L2
Map Overlay
Transparency 12 L2
Graphic Organizer 9:
CHAPTER TRANSPARENCY 12
Fishbone Diagram
Trade Routes, 1400s
Map Overlay Transparency
Renaissance and Reformation (1350–1600)
12
Se
a
North
Sea
Ba
lti
c
ASIA
EUROPE
Venice
Genoa
Azov
Aral
Sea
C
as
Black
Sea
Florence
pi
to China
an
Naples
Sea
Trebizond
Constantinople
to NW
Europe
Mediterranea
n Sea
Damascus
Alexandria
AFRICA
to East Indies
APPLICATION AND ENRICHMENT
★
Name
Date
PRIMARY SOURCE R
Section 2 describes the way northern
Europe was affected by the Renaissance
and humanist ideas. The following excerpt
B
envenuto Cellini (1500–1571), Florentine goldsmith and writer, embodies two of the defining characteristics of the Renaissance. First, like his
contemporaries Michelangelo and Leonardo da Vinci, Cellini created
great works of art in more than one category. He excelled as a goldsmith and
sculptor, and his autobiography continues to entertain readers long after its
publication. Second, his decision to write down his life story and accomplishments exemplifies the Renaissance humanist belief in the importance of
creative achievement on the earth.
W
1. Compare the belief of Erasmus and others that the popes had corrupted the Catholic
church with the excerpt above. How are they similar? How are they different?
2. Compare the description of commonwealths in More’s time with society today. How are
they similar? How is society different today?
Copyright © by The McGraw-Hill Companies, Inc.
XV
I had come to know some worthy men
among the goldsmiths . . . but I also met with
others reputed honest, who did all they could to
ruin me, and robbed me grossly. When I perceived this, I left their company, and held them
for thieves and blackguards. One of the goldsmiths . . . kindly accommodated me with part
of his shop. . . . There I finished several pretty
pieces, and made good gains, and was able to
give my family much help. This aroused the jealousy of the bad men among my former masters.
. . . On becoming aware of their evil will against
me, I complained to certain worthy fellows, and
remarked that they ought to have been satisfied
with the thieveries they practised on me under
the cloak of hypocritical kindness. This coming
to their ears, they threatened to make me sorely
repent of such words; but I, who knew not what
the colour of fear was, paid them little or no
heed.
XVI
It chanced one day that I was leaning against
a shop of one of these men, who called out to
me, and began partly reproaching, partly bullying. I answered that had they done their duty by
me, I should have spoken of them what one
speaks of good and worthy men; but as they had
done the contrary, they ought to complain of
themselves and not of me. While I was standing
there and talking, one of them, named Gherardo
Guasconti, their cousin, having perhaps been put
up to it by them, lay in wait till a beast of burden
went by. It was a load of bricks. When the load
reached me, Gherardo pushed it so violently on
my body that I was very much hurt. Turning
suddenly round and seeing him laughing, I
struck him such a blow on the temple that he fell
down, stunned, like one dead. Then I faced
round to his cousins, and said: “That’s the way
to treat cowardly thieves of your sort”; and
when they wanted to make a move upon me,
trusting to their numbers, I, whose blood was
now well up, laid hands to a little knife I had,
and cried: “If one of you comes out of the shop,
let the other run for the confessor, because the
doctor will have nothing to do here.” These
words so frightened them that not one stirred to
help their cousin. . . . The magistrates had me
summoned. . . . I, inexperienced in such matters,
had not spoken to any of them, trusting in the
goodness of my cause. I said that, having
received such outrage and insult from Gherardo,
and in my fury having only given him a box on
the ear, I did not think I deserved such a vehement reprimand. . . . Prinzivalle spoke thus in
my defence to his brother judges: “Mark, sirs,
the simplicity of this poor young man. . . . He is
a young man of admirable talents, and supports
his poor family by his labour in great abundance; I would to God that our city had plenty
of this sort, instead of the present dearth of
them.”
XVII
. . . The chancellor bound us over upon bail
on both sides; but only I was punished by having to pay the four measures of meal [flour].
Albeit just then I felt as though I had been massacred, I sent for one of my cousins . . . desiring
that he should go to bail for me. He refused to
Date
HS
A
Name
Class
ISTORY
I M U L AT I O N
CTIVITY
Date
!
“There is something about the present
which we would not exchange, though we
were offered a choice of all past ages to live
in.”
In this 1925 statement, Virginia Woolf
points to a human tendency of each generation to privilege its present age. Writers and
historians in the Renaissance were the first
to describe their age as a “renaissance,”
literally a rebirth of culture and a new age
372A
★
Date
Cooperative Learning Activity
Class
12 ★
Steps for Staging a Renaissance Fair
1. Choose a subject from the list.
2. Choose a city or country on which to focus.
3. Plan and conduct research.
4. Share research findings with your group members.
The Renaissance in Italy
for Europe. Since then, a long line of scholars have praised the years 1400 to 1600 as a
high point for art and humankind. Read the
following famous description of the end of
the Middle Ages and the beginning of the
Renaissance. Note that the new age is contrasted with medieval times by belittling
and trivializing the years before the
Renaissance.
BACKGROUND
The Renaissance really arrived in Western Europe via Italy and spread from there
throughout the southern part of Europe and then northward. Between A.D. 1350
and 1550, a number of urban intellectuals who lived in the independent northern
and central Italian city-states rediscovered Greek and Roman cultures and awakened a new spirit of humanism, trade, and culture for Europe. By working as a
group to examine the states and regions of Renaissance Italy, you will note the
conditions that paved the way for the Renaissance.
5. Plan a poster and pictures, readings, or demonstrations for the fair booth.
6. Prepare the poster. Plan the layout of the booth pictures or rehearse readings or
demonstrations.
Subjects for Renaissance Fair Booths
Painting
Architecture
Sculpture
Literature
Music
Sports and Games
GROUP DIRECTIONS
n the Middle Ages both sides of human consciousness—that which was
turned within as that which was turned without—lay dreaming or half
awake beneath a common veil. The veil was woven of faith, illusion and
childish prepossession, through which the world and history were seen clad
in strange hues. Man was conscious of himself only as a member of a race,
people, party, family or corporation—only through some general category. In
Italy this veil first melted into air. . . .”
“I
7. Make a schedule showing the time for each group member to host the booth. Host should be
prepared to answer questions.
Focus City or Country
1. As a group draw a map of Italy during the Renaissance on a poster-sized sheet
of paper. Have individual group members use their textbook Chapter 12 and
any other sources they can locate to identify the major Italian states that existed
at the time in the absence of a strong central monarchy. Be sure to include the
following:
The Republic of Venice
The Kingdom of Naples
—From The Civilization of the Renaissance in Italy, by Jacob Burckhardt, 1860
Germany and Low Countries
Rome
Venice
Italy
France
England
Items for Fair Booths
• Poster identifying subject and providing key information
• Pictures of paintings, sculptures, or buildings
• Readings from literature
• Musical recordings
• Demonstrations of sports or games
The Duchy of Milan
The Republic of Florence
2. Each member of the group researches one or more of the states. Group members
should identify specific people and events from the state and make notes on
note cards about the characteristics of that state.
Florence
DIRECTIONS: Answer the following questions in the space provided.
3. On the map, list or illustrate and label key events and important figures for
each state and draw a line from each event to the place where it happened.
For example, Leonardo da Vinci painted The Last Supper in Milan.
1. Many philosophers and writers think of their culture as better than previous ages and
claim their own age as a “renaissance.” Is it important for people to think of one age as
better than a previous age?
4. Post and share the maps with the class.
ORGANIZING THE GROUP
2. When you think about the Renaissance in Italy or about other times and places in the
past, do you think the world today is better than those ages? Would you describe the
people of those times as “half awake” or “childish”?
3. Write a short essay on the status of the world today. How will you present society? What
do you think are its great achievements? How will you convince your readers that this
age is not beneath a “veil” of ignorance? Imagine that your essay will be put in a time
capsule that will be opened in 500 years. Write your essay on an additional sheet of
paper.
R
• Michelangelo (ISBN 1–56501–425–1)
Name
Renaissances
HANDOUT MATERIAL
R
The following videotape program is available
from Glencoe as a supplement to Chapter 12:
Cooperative Learning
Activity 12 L1/ELL
Class
Historical Significance Activity 12
12
A Renaissance Fair—Worksheet
Guided Reading In this selection, read to learn what life was like for a struggling young artist
in Renaissance Florence.
Copyright © by The McGraw-Hill Companies, Inc.
DIRECTIONS: Use a separate sheet of paper to answer the following questions.
12
Copyright © by The McGraw-Hill Companies, Inc.
hen I run over in my mind the various commonwealths flourishing today, so help
me God, I can see in them nothing but a conspiracy of the rich, who are fattening
up their own interests under the name and title of the commonwealth. They invent
ways and means to hang onto whatever they have acquired by sharp practice, and then
they scheme to oppress the poor by buying up their toil and labor as cheaply as possible. These devices become law as soon as the rich, speaking through the commonwealth—which, of course, includes the poor as well—say they must be observed.
And yet when these insatiably greedy and evil men have divided among themselves
goods which would have sufficed for the entire people, how far they remain from the
happiness of the Utopian Republic, which has abolished not only money but with it
greed! What a mass of trouble was cut away by that one step! What a thicket of crimes
was uprooted! Everyone knows that if money were abolished, fraud, theft, robbery, quarrels, brawls, seditions, murders, treasons, poisonings, and a whole set of crimes which
are avenged but not prevented by the hangman would at once die out. If money disappeared, so would fear, anxiety, worry, toil, and sleepless nights. Even poverty, which
seems to need money more than anything else, would vanish if money were entirely
done away with.
Consider if you will this example. Take a barren year of failed harvests, when many
thousands of men have been carried off by hunger. If at the end of the famine the barns
of the rich were searched, I dare say positively enough grain would be found in them to
have kept all those who died of starvation and disease from even realizing that a shortage
ever existed—if only it had been divided equally among them. So easily might men get the
necessities of life if that cursed money, which is supposed to provide access to them,
were not in fact the chief barrier to our getting what we need to live. Even the rich, I’m
sure, understand this. They must know that it’s better to have enough of what we really
need than an abundance of superfluities, much better to escape from our many present
troubles than to be burdened with great masses of wealth.
EADING
The Autobiography of Benvenuto Cellini
from Sir Thomas More’s Utopia (1516)
shows the author’s critical vision of the
state of Europe at this time.
3. Put yourself in the place of a rich person and argue in favor of a commonwealth. Then
put yourself in the place of a poor peasant and argue in favor of a utopia.
Class
★
Historical Significance
Activity 12 L2
To order, call Glencoe at 1–800–334–7344. To find
classroom resources to accompany this video,
check the following home pages:
A&E Television: www.aande.com
The History Channel: www.historychannel.com
Copyright © by The McGraw-Hill Companies, Inc.
Class
Enrichment Activity 12
The State of the World, 1516
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Date
Name
★
History Simulation
Activity 12 L1
❐
❐
❐
❐
❐
❐
❐
Name
Primary Source
Reading 12 L2
Copyright © by The McGraw-Hill Companies, Inc.
Enrichment Activity 12 L3
1. Group Work/Decision Making As a group, create a large map of Italy. Identify
the locations of the major states and note their similar or dissimilar geographic
situations: Are they situated in the north, south, east, or west of Italy? Which
have ready access to trade routes? Which have harbors? Decide what standard
information to gather and what headings to use for every state. Assign one or
more of the states to individual group members for research according to the
agreed-upon headings.
2. Individual Work Use available sources to gather information about the state(s)
assigned to you. Capture your information on note cards using the headings
your group decided to use.
3. Group Work/Decision Making Share your research with your group. Invite
comments on and extensions of individuals’ ideas. Determine if additional
research is needed for any of the states. Together, decide what information will
be included as call outs on the map.
★
Chapter 12 Resources
REVIEW AND REINFORCEMENT
Linking Past and Present
Activity 12 L2
Time Line Activity 12 L2
Name
Name ____________________________________
Date ________________
Class __________
Date
Reteaching Activity 12 L1
Name
Class
‘
Time Line Activity 12
Date
Critical Thinking Skills
Activity 12 L2
Vocabulary Activity 12 L1
Class
Name
f
Reteaching Activity 12
Date
Name
Class
Date
Class
Critical Thinking Skills Activity 12
Vocabulary Activity 12
Identifying Assumptions
Linking Past and Present Activity 12
Renaissance and Reformation
Supporting the Arts: Past and Present
and political activity and a time of dissension and reform within religious institutions. New
styles of art, learning, and commerce helped to generate important criticisms of the Catholic
Church and, ultimately, the formation of Protestant religions. Read the time line below, then
answer the questions that follow.
C. 1390 Chaucer writes
Canterbury Tales.
1485 Wars of the Roses
end in England.
DIRECTIONS: Fill in the term for each definition listed below, writing one letter in each
square. Then use the letters in the shaded squares to answer the question that follows.
1508 Michaelangelo paints
Sistine Chapel.
1509 Desiderius Erasmus writes
The Praise of Folly.
• Petrarch called the father of Italian Renaissance
humanism.
• Protestantism was born as a result of Luther’s conflicts with the Catholic Church.
• Architects used columns and arches to create a
human-centered environment.
• With a new method of printing, books became more
widely available.
• Artists created lifelike, freestanding statues.
• Northern European painters developed the technique
of painting in oils.
1450
1550
1500
1600
1517 Martin Luther nails theses
to door of Wittenberg Church.
1534 Church of England
separates from Rome.
2. worldly rather than spiritual
3. having the characteristics of the city or
city life (two words)
4. acceptance into Heaven
5. doctrine that held that a person can be
deemed good because of faith alone
(three words)
• The Catholic Reformation began in reaction to the
spread of Protestantism.
6. doctrine that held that God determines
everything that happens in the past,
present, and future
• Architects adorned buildings with tapestries, paintings.
1540 Jesuits formed.
1513 Niccolò Machiavelli
writes The Prince.
• Using new techniques, artists made paintings more
lifelike.
1564 William
Shakespeare born.
1542 Inquisition begins.
Copyright © by The McGraw-Hill Companies, Inc.
Which event on the time line was most important for the diffusion of humanism?
2.
What was the earliest critique of the practices of the Catholic Church?
2
3
2.
4
2.
Which critique of the practices of the Catholic Church led to the establishment of the first
6
C. Sculpture
1.
What was the reason that humanism did not spread in England?
5.
Which events on the time line helped curtail the spread of Protestantism and humanist
2.
D. Literature
1.
books?
2.
3.
How many years elapsed after books were first printed before they were first banned?
—From Two Renaissance Book Hunters: The Letters
Poggius Bracciolini to Nicolaus de Niccolis
5
1.
main Protestant religion?
E. Religion
7.
Y
A. Painting
B. Architecture
4.
6.
ou have revived so many illustrious men and such wise men, who were
dead for eternity, through whose minds and teachings not only we but
our descendants will be able to live well and honorably. If our ancestors
decided that a triumph should be awarded to those who had captured forts
and cities and provinces and if I had as much dignity, power, and gratitude
as they who were the most important in the literary Senate and in the house
of the Muses, I should decree a triumph for you, since surely their learning
and their reasoning power could bring the human race more benefit by far
than the deeds of a few illustrious generals ever brought. For as these deeds
have sometimes freed a few soldiers or a single city or occasionally one
province from impending dangers with great slaughter of men and have
turned men from frugality to every and all kinds of lust, so there must be no
doubt that culture and mental training, which are adapted to a good and
blessed life and fair speech, can bring no trifling advantages not only to
private concerns but to cities, nations, and finally to all mankind.
7
8
9
10
11
12. What was the period of the awakening of learning and great change?
1. What does Franciscus Barbarus think people assume about military leaders as opposed
to people who pursue learning and literature?
2. Compare Franciscus Barbarus’s assumption about people with Niccolò Machiavelli’s
assumption about the characteristics of a prince wants at the beginning of Section 1.
Copyright © by The McGraw-Hill Companies, Inc.
people want to ban rap music? Do research
in the library and on the Internet to examine some of the differing opinions on the
relevance and importance of rap music in
contemporary American culture. Write a
brief report on your findings, state with
which viewpoint you agree, and explain
your reasoning.
DIRECTIONS: Read the excerpt, then answer the questions that follow.
11. painting on fresh, moist plaster with
pigments dissolved in water
Innovations and Rediscoveries
1545 Council of Trent begins.
1.
3. Synthesizing information: Why do some
9. soldier serving for pay
10. certificates issued by the Catholic
Church that could reduce or even eliminate someone’s punishment for sins
1
1536 John Calvin publishes The
Institutes of the Christian Religion.
1.
3.
8. movement that resulted in the creation
of Protestant churches
7. interest in and study of classical
writing, art, and society
1. money brought by a bride to her
husband at marriage
coveries of techniques which had fallen into disuse, occurred. Under each heading, write the
innovations and rediscoveries, selecting from the following list.
• Humanists wrote in the Vernacular.
1400
Critical Thinking
Directions: Answer the following questions
on a separate sheet of paper.
1. Drawing conclusions: How did
Renaissance patrons influence artistic
expression?
2. Making inferences: How is the U.S.
Congress able to influence artistic expression?
1469 Lorenzo dé Medici
begins rule of Florence.
1455 Johannes Gutenberg
creates printing press.
Renaissance and Reformation: 1350–1600
The years a.d. 1350–1600 were a time of new ideas in government, art, scholarship, and
religion. The Renaissance began as Italian intellectuals revisited the Greek and Roman cultures. The Reformation spread new ideas in religion.
DIRECTIONS: The outline below lists five cultural areas in which innovations, as well as redis-
scholar who traveled throughout Europe
searching for and discovering many works
of literature that had been lost for a thousand years. The recovery of these works led
to much of the renewed interest in learning
and ancient works that is associated with the
Renaissance. Franciscus Barbarus is praising
Poggius for the work he has already done
and the books he has already found.
Identifying assumptions means recognizing that authors usually assume that their
readers share certain beliefs. It is important
to identify these assumptions so you can
understand what the author is arguing. The
following is an excerpt from a letter written
in 1417 by Franciscus Barbarus, a Venetian
military leader, statesman, and humanist. It
is addressed to Poggius Bracciolini, a
Copyright © by The McGraw-Hill Companies, Inc.
The generosity of patrons was often motivated
by their desire to be viewed by their peers as
being cultured people who encouraged geniuses. Patrons also participated—somewhat
vicariously—in the creative process, usually
by choosing the subject of a particular work of
art. More modest patrons hired humanist
scholars to explain the philosophical ideas that
they wanted a particular artwork to reflect.
Powerful leaders sometimes induced artists
to represent them—either directly or symbolically—in a religious context. Pope Julius II
used Raphael’s talent in this way. Having persuaded an ecumenical council to accept his
plan for church reform, Julius II then commissioned Raphael to paint a biblical scene, “The
Expulsion of Heliodorus.” The picture shows
God intervening on behalf of a Jewish high
priest. The audience of the day would have
recognized that the high priest symbolized
Julius and that the pope, like the high priest,
was also supported by God.
Although self-interest played a part in their
generosity, Renaissance patrons did not usually stifle artists’ essential visions. Perhaps this
was because patrons and protégés shared an
open, exploratory attitude toward life.
DIRECTIONS: The years A.D. 1350–1600 were a time of development and diffusion of cultural
Now Art is still supported by wealthy individuals. Today, artists display their works in
galleries in hopes that the works of art will be
bought. In today’s art market, successful artists
are those who most please the tastes of the
buyer. Universities and colleges also support
well-known artists by hiring them as special
faculty members and giving them the facilities
and time to pursue their own projects.
In most countries, the government and
major corporations both buy art and provide
charitable support for it. In the United States,
the National Endowment for the Arts (NEA), a
government program financed by public
money or taxes, is an important source of
funds for artistic projects.
Since its establishment in 1965, the NEA has
stirred up controversy. Some people consider
art a luxury that should not be supported by
taxes. Other opponents of the NEA claim that
government funding of the arts will inevitably
lead to the political control of artistic expression.
When the NEA was established, the U.S.
Congress stressed that, in accordance with the
Constitution, the program was required to
allow freedom of expression. However, in
1989, Congress cut the NEA’s budget by
$45,000 to punish it for supporting art that
many citizens found objectionable. Congress
also passed a bill that prohibited the NEA from
financing similar works.
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
Then During the Renaissance, many artists
were supported by wealthy patrons. These
patrons—who included popes, monarchs, and
the rulers of city-states—frequently invited
artists to join their households as court artists.
Artists were also funded by guilds and local
religious organizations. These groups contracted artists to create specific works of art,
for which they were paid handsomely.
Renaissance and Reformation
1.
Who wrote a book that influenced religious reformers for years to come?
2.
ASSESSMENT AND EVALUATION
Chapter 12 Test
Form A L2
Chapter 12 Test
Form B L2
ExamView® Pro
Testmaker CD-ROM
Performance Assessment
Activity 12 L1/ELL
Standardized Test Practice
Workbook Activity 12 L2
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
★ Performance Assessment Activity 12
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
Score
Chapter 12 Test, Form A
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice
Score
Chapter 12 Test, Form B
Use with Chapter 12.
A
CTIVITY 12
Recognizing Point of View
Renaissance and Reformation
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (4 points each)
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (4 points each)
Column A
Column A
Column B
1. conquered Milan after the death of the last Visconti ruler
2. took control of Florence from the Medici family
B. Henry VIII
3. based on the study of the literary works of Greece and Rome
C. Christian
humanism
4. his masterpiece in the Italian vernacular was the Divine
Comedy
5. major goal was the reform of the Catholic Church
E. predestination
7. made Martin Luther an outlaw in the Holy Roman Empire
F.
8. belief that God had determined in advance who would be
saved and who would be damned
G. Desiderius
Erasmus
9. established the Church of England in 1534
H. humanism
Francesco Sforza
I.
Anabaptists
J.
Dante
★ BACKGROUND
A. indulgence
2. wrote the influential political book The Prince
B. the Modern
Devotion
3. the father of Italian Renaissance humanism
C. John Calvin
4. wrote The Book of the City Ladies
D. Medici
5. a release from all or part of the punishment for sin
E. Petrarch
6. began the Protestant Reformation
F.
7. downplayed religious dogma and stressed the need to
follow the teachings of Jesus
H. Christine de Pizan
8. introduced Protestant reforms in Zürich
I.
Huldrych Zwingli
J.
Niccolò
Machiavelli
Copyright © by The McGraw-Hill Companies, Inc.
Use the following guidelines to help you recognize point of view.
G. Consistory
Your audience is museum visitors and includes people unfamiliar with the history of the Renaissance and the history of architecture up to this time.
• Read the material and identify the general
subject.
• Gather background information on the topic
and the author.
★ PURPOSE
• Identify aspects of the topic that the author
has emphasized or excluded.
• Identify any words or phrases suggesting a
personal opinion.
Your project’s purpose is to demonstrate Brunelleschi’s methods and their significance in the history of Renaissance achievements.
★ Practicing the Skill
★ PROCEDURES
1. Research Brunelleschi’s design, either in small groups or as a class. Look for information on the principles of the Cathedral and the reasons why structures of this
sort had not been built before.
11. In 1528, Baldassare Castiglione wrote The Book of the Courtier, which
A. was an epic novel of idealized heroism, which became a model for Italian men.
B. described the characteristics of a perfect Renaissance noble.
C. instructed rulers to abandon morality as the basis for political activity.
D. a collection of romantic poetry which exemplified the spirit of the age.
2. Agree on the form of presentation. Will you create a bulletin board, display
model, or some other form? How will written material be presented?
3. Briefly sketch your display.
4. Work out design, construction, and display tasks for each group or class member.
12. Parents in Renaissance Italy carefully arranged marriages, often to
A. prevent their sons and daughters from marrying below their class.
B. make peace between feuding families.
C. strengthen business or family ties.
D. improve the family’s status in society.
5. If necessary, conduct more research to gather additional information.
6. Gather necessary materials and create each component of the display.
7. Share your display with other groups or other classes.
Read the following introduction and excerpt on Leonardo da Vinci. Then answer the questions that follow.
Leonardo da Vinci, an artist who lived from 1452 to 1519, represented the achievements of the Italian
Renaissance. A master of painting, sculpture, anatomy, architecture, geometry, and technology, Leonardo was
considered a “universal man,” one who excelled in many fields of human creativity. In 1550, the noted writer
and art critic Giorgio Vasari wrote the following about Leonardo:
Leonardo da Vinci
“. . . [Leonardo] practiced not one art only,
but all those in which drawing played a part; and
having an intellect so divine and marvellous that
he was also an excellent geometrician…he made
drawing both of ground-plans and other designs
of buildings and…suggested the plan of reducing
the river Arno to a navigable canal…. Since he
wished that his profession should be painting, he
studied drawing after nature,…and he executed
[his works] in black and white with the point of
his brush…. No one has ever equaled him in
perfection of finish; and I have one, [a drawing
of ] a head…, which is divine…. He was
continually making models and designs to show
men how to remove mountains with ease, and
13. Geoffrey Chaucer’s The Canterbury Tales is an important work because
A. Chaucer’s use of the English vernacular was important in making his dialect the
chief ancestor of the modern English language.
B. it was the first work in English to be published in Italy and France, opening
those countries up to England’s culture and language.
C. it was the first collection of short stories by a single author to be published.
D. his poignant portrayal of the English lower class evoked a change in English
society, allowing families to break the hereditary cycle of poverty.
how to bore them in order to pass from one level
to another, and by means of levers, windlasses
[hoisting machines], and screws, he showed the
way to raise and draw great weights, together
with methods for emptying harbors, and pumps
for removing water from low places, things which
his brain never ceased from devising.
Leonardo…began many things and never finished
one of them…for the reason that he conceived in
ideas difficulties so subtle…that they could never
be expressed by the hands, be they ever so
excellent.”
Copyright © by The McGraw-Hill Companies, Inc.
12. Leonardo da Vinci was an excellent example of Renaissance Italy’s social
ideal because he
A. was an artist, and artists were considered the pinnacle of human achievement.
B. came from a wealthy family and greatly improved his family’s status in society.
C. wrote grand romantic poetry and insightful political treatises.
D. was a painter, sculptor, architect, inventor, and mathematician.
★ Learning to Recognize Point of View
★ AUDIENCE
Copyright © by The McGraw-Hill Companies, Inc.
11. The war between France and Spain for control of Italy ended when the
A. Italian people rose up and drove out both armies.
B. French army occupied Naples in 1494.
C. Spanish mercenaries were let loose to sack the city of Rome.
D. Medici family negotiated a peace that divided up the country and left themselves
in control of Florence.
number of factors that affect a person’s point of view, including age, gender, ethnic background,
and religion. The ability to interpret points of view will help you determine the objectivity of an
argument or the accuracy of a description.
★ TASK
An art museum has asked you to create a display that demonstrates the principles of Brunelleschi’s design for the Cathedral of Florence. You may do so in
bulletin board or model form, but the museum would like you to include some
written background.
DIRECTIONS: Multiple Choice Choose the item that best completes each sentence
or answers each question. Write the letter of the item in the blank to the left of the
sentence. (4 points each)
DIRECTIONS: Multiple Choice Choose the item that best completes each sentence
or answers each question. Write the letter of the item in the blank to the left of the
sentence. (4 points each)
A person’s point of view is the way in which he or she interprets topics or events. There are a
Martin Luther
9. published the Institutes of the Christian Religion
10. a special body for enforcing moral discipline
Reading Objective 6: The student will recognize points of view, propaganda, and/or statements of fact and
nonfact in a variety of written texts.
Filippo Brunelleschi’s design for the Cathedral of Florence revolutionized architecture. Following him, Michelangelo created the dome for St. Peter’s Basilica in
Rome. Even today, architects follow the basic principles of Brunelleschi’s design in
modern buildings.
Column B
1. this family controlled the government of Florence from
behind the scenes
D. Girolamo
Savonarola
6. best known of all the Christian humanists
10. regarded as dangerous radicals by the Protestants and
Catholics
(Source: Giorgio Vasari, “Life of Leonardo da Vinci,” in Lives of the
Most Eminent Painters, Sculptors, and Architects, 1550)
INTERDISCIPLINARY ACTIVITIES
World Art and Music
Activity 12 L2
Mapping History
Activity 12 L2
Name
Date
History and Geography
Activity 12 L2
People in World History
Activity 12 L2
Class
Name
Date
Name
Class
Date
Class
Name
Date
Class
Mapping History Activity 12
Music Activi
ty 12
★
The Protestant and Catholic Reformations during the Renaissance changed the
face of religion in Europe. Instead of being almost exclusively Catholic, now
Europe would be divided among several different religions: Catholic, Calvinist,
Lutheran, Church of England, and others. Meanwhile, the Ottoman Empire in the
east remained Orthodox whereas the majority of the eastern Mediterranean and
North Africa remained Muslim.
Michelangelo
Michelangelo is considered one of the greatest and most important artists of
the Renaissance. He lived for 89 years and for 70 of those years he created
sculptures, paintings, and architecture that continue to influence and inspire
people all over the world.
DIRECTIONS: The map below shows the distribution of religions in Europe in
1560. Use the map to complete the activities that follow. Use a separate sheet of
paper.
DIRECTIONS: Read the passage below about this Italian artist, then answer the
questions in the space provided.
a
Se
North
Sea
DENMARK
RC
Ba
lt
C
L
NETHERLANDS
RUSSIA
A
L
RC
GERMAN
C J
STATES
C
A L
Münster
A
J
Wittenberg
Spanish RC J
POLAND
A
L
Netherlands
BOHEMIA
L
C
C
J Worms
H
Paris
A RC
J
A C
BAVARIA J
Augsburg
L
L
J
O
A AUSTRIA
Zurich
C
C
C
J
Geneva SWITZERLAND L
HUNGARY
C
Trent
FRANCE
C
L
O
Avignon
ITALY
C
O
C
ENGLAND
L
SPAIN
300 miles
50°N
OTTOMAN EMPIRE
Mediter
Rome
ranean
Sea
0 150 300 kilometers
Lambert Conic Conformal Projection
1. Approximately what percent of
Europe north and west of the
Ottoman Empire was Catholic?
What percent was Protestant?
2. Look at the list of towns and cities in
the chart. Locate each town or city on
the map. Circle Protestant towns in
blue and Catholic towns in red.
3. What does this tell you about how
successful the Protestant and Catholic
Reformations were?
J
O
O
40°N
O
Date Event
Location
1517
Luther nails Ninety-five Theses on church
door.
Wittenberg
1521
Luther rejects council’s attempt to reclaim
him.
Worms
1525
Huldrych Zwingli establishes theocracy.
Zurich
1541
John Calvin establishes Consistory.
Geneva
1534
Anabaptists seize control of city.
Münster
1542
Inquisition begins.
Rome
1545
Pope Paul III calls for Council to reform
doctrine.
Trent
Michelangelo, Pietà, 1499, St. Peter’s, Rome
300 figures. This great fresco tells a great story: the
creation of the world, Adam and Eve’s expulsion from
Eden, and humanity’s ultimate reconciliation with God.
God appears in the sky and with a gesture creates
Adam. Later we see an anguished Adam and Eve being
forced to leave Eden. The story continues with Noah
Until you have seen the Sistine Chapel, you
can have no adequate conception of what
man is capable of accomplishing.
—Johann Wolfgang von Goethe
(continued)
Copyright © by The McGraw-Hill Companies, Inc.
150
POR
TU
GA
E
S
0
30°E
SWEDEN
ic
RC
IRELAND
ATLANTIC
OCEAN
N
W
20°E
NORWAY
SCOTLAND
Copyright © by The McGraw-Hill Companies, Inc.
Minority Religions
A Anabaptist
C Calvinist
L Lutheran
RC Roman Catholic
O Eastern Orthodox
H Hussite
J Jewish
10°E
10°E
0°
10°W
ichelangelo Buonarroti was born in 1475 in
Caprese, near Florence, Italy. He studied
under the master fresco painter Domenico
Ghirlandaio, then became a student of a sculptor
working for the Medicis. When he was only 24 he
completed his Pietà, which was immediately hailed
as a masterpiece. Michelangelo loved the threedimensional quality of sculpture. In a sense, he
thought the figure was already within the marble
and that the sculptor “released” it.
Michelangelo’s best-known sculpture is his 13foot-high marble statue of David, which he created
while still in his twenties. The perfectly proportioned
David, who has just slain Goliath, stands strong yet
relaxed, muscular yet graceful. The statue was given
a place of honor outside Florence’s Palazzo Vecchio,
the seat of the Medici government.
In both the Pietà and David, Michelangelo placed
emphasis on the figures’ faces. Sadness and humility
can be seen in Mary’s face as she gazes at her dead
son. David looks calm but tense, as if ready for whatever may occur.
Other Florentine sculptors of the time were envious of Michelangelo’s talent and success. The large
Sistine Chapel in the Vatican needed artwork for its
ceiling. Michelangelo’s fellow sculptors persuaded
Pope Julius II to commission him to paint the ceiling,
thus eliminating their competition in the world of
sculpture. Everyone—even Michelangelo himself—
expected him to fail.
For more than four years (1508–1512),
Michelangelo toiled on the 40-foot by 133-foot ceiling
from scaffolding 68 feet above the floor. When he was
finished, he had painted 145 pictures with more than
M
Religions of Europe 1560
20°W
Dominant Religions
Roman Catholic
Calvinist
Lutheran
Church of England
Eastern Orthodox
Muslim
Venice, Queen of the Adriatic
Johannes Gutenberg (C. 1397–1468)
ivory from Africa. Christian pilgrims
“Desponsamus te, mare” (We wed thee, O
boarded Venetian ships to sail to the Holy
sea), exclaimed the doge of Venice, standing
Land. Venetian trade routes began and
at the bow of the state gallery and hurling a
ended in Venice—the center of the wealthiconsecrated gold ring into the Adriatic Sea.
est trading network in Europe. A medieval
In Renaissance Venice, this symbolic marmonk complained that St. Mark’s Square
riage of the city to the sea was performed
“seems perpetually filled with Turks,
each year in a splendid water festival that
Libyans, and Parthians,” evidence of
included choirs, trumpets, banners, and a
flotilla of gondolas. How did Venice
become Queen of the Adriatic—the commercial center of the world at that time?
The city of Venice reached its commercial
Sun-grit city, thou hast been
and political power and glory as a trading
Ocean’s child, and then his queen;
center during the 1300s and 1400s. The
Now is come a darker day,
French ambassador Philippe de Comines in
And thou soon must be his prey.
1495 called Venice’s Grand Canal the
—Percy Bysshe Shelley, “Lines written
amongst the Euganean Hills,” 1818
“handsomest avenue . . . in the whole
world.” Venetian merchants crowded the
canals with their gondolas filled with all
manner of goods. “There were so
many boats it seemed as if all the
gardens of the world must be there,”
remarked a merchant from Milan
when he saw the maze of market boats
loaded with produce from the mainland. Far more valuable goods than
vegetables, however, were traded on
the Venetian canals.
Venice was the hub of commercial
activity for the whole Mediterranean.
Fleets of merchant ships set out from
the northern Adriatic, in the heart of
Europe, to move large quantities of
diverse products throughout the
Mediterranean and Black Seas. Sailors
loaded tons of precious East Indian
Venice is located on 120 islands in the Adriatic Sea,
spices onto their ships in Alexandria
separated from Italy’s mainland by a lagoon. A system
and Beirut to be sold in places as far
of canals branch off the Grand Canal, clearly visible in
away as England. Some fleets loaded
this 1500 engraving by Jacopo Dei Barberi. A large
furs, silks, and dyes from Black Sea
complex of shipyards once dominated the eastern tip of
ports; others carried wool and leather
the city. There, shipwrights constructed the merchant
from Spain; and still others transships that sailed from Venice to all major ports in the
ported enslaved people, gold, and
Mediterranean.
He who first shortened the labour of copyists by device of
Movable Types was disbanding hired armies, and cashiering most Kings and Senates, and creating a whole new
democratic world: he had invented the art of printing.
MULTIMEDIA
Vocabulary PuzzleMaker CD-ROM
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM
Audio Program
World History Primary Source
Document Library CD-ROM
ld History: Activity
People in Wor
HISTORY AND GEOGRAPHY ACTIVITY 12
MindJogger Videoquiz
Presentation Plus! CD-ROM
TeacherWorks CD-ROM
Interactive Student Edition CD-ROM
The World History Video Program
From Sartor Resartus (1834) by Thomas Carlyle
Copyright © by The McGraw-Hill Companies, Inc.
World Art and
The Success of Reform
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
A. Edict of Worms
The Gutenberg Bible, set and printed in
1455, is perhaps the most famous book in
history. It is the product of the first successful attempt to use movable type and the
printing press in an efficient way. These
developments made it possible to print
books and other materials quickly. During
the centuries since then, the spread of
books around the world—and the ideas
they carry—has altered human life in profound ways. In developing this method of
printing, Johannes Gutenberg secured his
place in history.
Johannes Gutenberg was born to an aristocratic family in Mainz, Germany, in about
1397. Mainz was a center for goldsmiths,
and Gutenberg may have been trained in
goldsmithing as a young man. When he
was about 40, Gutenberg began his experiments with printing. He combined movable
type, type molds, oil-based inks, and a special printing press to create a workable
printing system. Many of these ideas existed, but Gutenberg improved, refined, and,
most important, combined them. The basic
method of printing he developed remained
12
P r o f i le 1
in use well into
the 1900s.
In 1446
Gutenberg
entered a partnership with a
man named
Johannes Fust.
Fust, a goldsmith, lent
money to Gutenberg to help him pursue his
printing work. When the partnership failed
after five years—Gutenberg was apparently
unable to repay the loan when Fust demanded it—Gutenberg was forced to surrender
his printing equipment and supplies to Fust.
Fust and his son-in-law continued printing.
Gutenberg found patronage under a
wealthy man in Mainz, thus enabling him
to continue to print. Apparently, he gave up
printing in 1465, perhaps due to failing eyesight. When he died in 1468, at nearly 70
years old, he was not a wealthy man. He
probably never knew, though he may have
dreamed, how his work would affect the
world in the centuries to come. Today,
Mainz honors its most famous son through
the Gutenberg Museum and the Johannes
Gutenberg University. His original workshop has been restored and preserved.
Fittingly, printing is an important industry
in the hometown of Johannes Gutenberg.
REVIEWING THE PROFILE
Directions: Answer the following questions on a separate sheet of paper.
1. In what trade was Gutenberg trained?
2. Critical Thinking Making Inferences. How might Gutenberg’s early training have
helped him develop his method of printing?
3. Critical Thinking Drawing Conclusions. Write a paragraph in which you assess the
impact and influence of Gutenberg’s work.
SPANISH RESOURCES
The following Spanish language materials
are available:
• Spanish Guided Reading Activities
• Spanish Reteaching Activities
• Spanish Quizzes and Tests
• Spanish Vocabulary Activities
• Spanish Summaries
• Spanish Reading Essentials and Study Guide
372B
Chapter 12 Resources
SECTION RESOU RCES
Daily Objectives
SECTION 1
The Renaissance
1. Explain why, between 1350 and
1550, Italian intellectuals believed
they had entered a new age of
human achievement.
2. Characterize city-states, which were
centers of political, economic, and
social life in Renaissance Italy.
SECTION 2
The Intellectual and Artistic
Renaissance
1. Discuss humanism—the most important intellectual movement associated with the Renaissance.
2. Identify the great artists and sculptors produced by the Renaissance,
such as Michelangelo, Raphael, and
Leonardo da Vinci.
SECTION 3
The Protestant Reformation
1. Discuss the major goal of humanism
in northern Europe, which was to
reform Christendom.
2. Explain how Martin Luther’s religious
reforms led to the emergence of
Protestantism.
SECTION 4
The Spread of Protestantism and the
Catholic Response
1. Summarize the different forms of
Protestantism that emerged in
Europe as the Reformation spread.
2. Summarize the religious rebirth of
the Catholic Church.
Reproducible Resources
Multimedia Resources
Reproducible Lesson Plan 12–1
Daily Lecture and Discussion Notes 12–1
Guided Reading Activity 12–1*
Section Quiz 12–1*
Reading Essentials and Study Guide 12–1*
Daily Focus Skills Transparency 12–1
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM*
Presentation Plus! CD-ROM
Reproducible Lesson Plan 12–2
Daily Lecture and Discussion Notes 12–2
Guided Reading Activity 12–2*
Section Quiz 12–2*
Reading Essentials and Study Guide 12–2*
Daily Focus Skills Transparency 12–2
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM*
Presentation Plus! CD-ROM
Reproducible Lesson Plan 12–3
Daily Lecture and Discussion Notes 12–3
Guided Reading Activity 12–3*
Section Quiz 12–3*
Reading Essentials and Study Guide 12–3*
Daily Focus Skills Transparency 12–3
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM*
Presentation Plus! CD-ROM
Reproducible Lesson Plan 12–4
Daily Lecture and Discussion Notes 12–4
Guided Reading Activity 12–4*
Section Quiz 12–4*
Reteaching Activity 12*
Reading Essentials and Study Guide 12–4*
Daily Focus Skills Transparency 12–4
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM*
Presentation Plus! CD-ROM
Assign the Chapter 12 Reading Essentials and Study Guide.
*Also Available in Spanish
372C
Blackline Master
Transparency
CD-ROM
DVD
Poster
Music Program
Audio Program
Videocassette
Chapter 12 Resources
Teacher’s
Corner
INDEX TO
NATIONAL GEOGRAPHIC MAGAZINE
The following articles relate to this chapter:
• “Venice,” by Erla Zwingle, February 1995.
• “Out of the Darkness: Michelangelo’s Last Judgment,” by
Meg Nottingham Walsh, May 1994.
• “A Renaissance for Michelangelo,” by David Jeffrey,
December 1989.
• “Restoration Reveals the Last Supper,” by Carlo Bertelli,
November 1983.
• “Carrara Marble: Touchstone of Eternity,” by Cathy
Newman, July 1982.
WORLD HISTORY
Use our Web site for additional resources. All essential content is
covered in the Student Edition.
You and your students can visit www.wh.glencoe.com , the
Web site companion to Glencoe World History. This innovative
integration of electronic and print media offers your students a
wealth of opportunities. The student text directs students to the
Web site for the following options:
• Chapter Overviews
• Self-Check Quizzes
• Student Web Activities
• Textbook Updates
Answers to the Student Web Activities are provided for you in the
Web Activity Lesson Plans. Additional Web resources and
Interactive Tutor Puzzles are also available.
NATIONAL GEOGRAPHIC SOCIETY
PRODUCTS
To order the following products call National Geographic at 1-800-368-2728:
• PictureShow: The Renaissance (CD-ROM)
• The Renaissance (Transparencies, Poster Set)
Access National Geographic’s new dynamic MapMachine
Web site and other geography resources at:
www.nationalgeographic.com
www.nationalgeographic.com/maps
MEETING SPECIAL NEEDS
In addition to the Differentiated Instruction strategies found in
each section, the following resources are also suitable for
your special needs students:
•
•
ExamView® Pro Testmaker CD-ROM allows teachers to
tailor tests by reducing answer choices.
The Audio Program includes the entire narrative of the
student edition so that less-proficient readers can listen to
the words as they read them.
KEY TO ABILITY LEVELS
From the Classroom of…
Kevin Witte
Kearney High School
Kearney, Nebraska
Ranking Renaissance Figures
Divide the class into groups of two to four students. Assign to each group a major figure of the
Renaissance era such as Leonardo da Vinci, Joan of
Arc, Niccolò Machiavelli, Lucretia Borgia, Petrarch,
Desiderius Erasmus, the de’ Medici family,
Michelangelo, Thomas More, Martin Luther, and so
on. Have the students of each group investigate their
person’s life, achievements, and influence, and prepare a fact sheet to be reproduced and distributed
among the other students. Then ask one spokesperson from each group to make the case for that
group’s person being the most influential figure of
the Renaissance era.
When all the presentations have been made, ask
the students to rank the figures by the amount of
influence each had on history starting with the most
influential. Allow a limited amount of debate to occur
before each vote.
Teaching strategies have been coded.
L1
L2
L3
ELL
BASIC activities for all students
AVERAGE activities for average to above-average
students
CHALLENGING activities for above-average students
ENGLISH LANGUAGE LEARNER activities
Activities that are suited to use within the block
scheduling framework are identified by:
372D
Introducing
CHAPTER 12
Renaissance
and Reformation
Performance
Assessment
Refer to Activity 12 in the
Performance Assessment
Activities and Rubric
booklet.
1350–1600
Key Events
As you read, look for the key events in the history of the Renaissance and the
Reformation in Europe.
• Between 1350 and 1550, Italian intellectuals began to reexamine the culture of the
Greeks and Romans. Historians later referred to this period of European history as the
Renaissance.
• Martin Luther’s break with the Catholic Church led to the emergence of the Protestant
Reformation.
• During the period known as the Catholic Reformation, the Catholic Church enacted
a series of reforms that were successful in strengthening the Church.
The Impact Today
As they read the chapter, have
students create a word web for
either “Renaissance” or “Reformation.” Have students record
the information associated with
their chosen term and summarize its importance today. L1
FCAT LA.A.1.4.2
The Impact Today
The events that occurred during this time period still impact our lives today.
• Western art is founded on classical styles developed by the Greeks and Romans.
• Machiavelli’s views on politics had a profound influence on later political leaders in
the Western world and are still studied in universities today.
• The Jesuits have founded many Catholic colleges and universities in the United States.
The World History
Video Program
World History Video The Chapter 12 video, “Da Vinci: A Renaissance
Man,” chronicles Leonardo da Vinci’s numerous artistic and scientific innovations.
To learn more about the Renaissance
and Reformation, students can view
the Chapter 12 video, “Da Vinci: A
Renaissance Man,” from The World
History Video Program.
c. 1350
The Italian
Renaissance begins
MindJogger Videoquiz
Use the MindJogger Videoquiz to
preview Chapter 12 content.
1350
Page from the
Gutenberg Bible
1400
c. 1455
Gutenberg prints
Bible using
movable type
1450
Available in VHS.
1434
The de’ Medici
family takes
control of
Florence
c. 1450
Christian
humanism
spreads in
northern Europe
Cosimo de’ Medici
372
STUDENT EDITION
SUNSHINE STATE STANDARDS
PURPOSE FOR READING
Think-Pair-Share Review how many ideas of the Ancient world were forgotten during the Middle
Ages and explain that renaissance means rebirth. Think - Ask students to write about what
aspects of society needed to be “reborn.” Pair - Have students discuss their ideas with a partner.
Share - Solicit responses from each pair and discuss as a whole class. Conclude the activity by
discussing how many important ideas, such as education, arts, and business, were rediscovered
during the Renaissance. L1
Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities
in the TCR.
372
Introducing
CHAPTER 12
Chapter Objectives
After studying this chapter, students should be able to:
1. list three characteristics of the
Renaissance;
2. explain the three estates of
Renaissance society;
3. explain Renaissance
education;
4. describe artistic contributions
of the Renaissance;
5. describe Christian humanism;
6. describe Luther’s role in the
Reformation;
7. describe religious changes in
Switzerland, in England, and
within the Catholic Church.
Students page waiting
for position approval
HISTORY
Chapter Overview
Introduce students to chapter
content and key terms by having
them access Chapter Overview
12 at wh.glencoe.com .
Renaissance art and architecture flourished in Florence. The Duomo, a Renaissance church,
contains artwork by many important Renaissance artists.
1517
Martin Luther
initiates the
Protestant
Reformation
1500
1508
Michelangelo
begins
painting the
Sistine Chapel
HISTORY
1534
Henry VIII
creates the
Church of England
1550
1519
Charles I of
Spain is elected
Holy Roman
Emperor
Chapter Overview
1600
Visit the Glencoe World
History Web site at
wh.glencoe.com and click
on Chapter 12–Chapter
Overview to preview
chapter information.
1545
The Council of
Trent is formed
Michelangelo
Time Line Activity
Have students note significant
religious events on the time line. How
many years passed between
Gutenberg’s printing of the Bible and
the Council of Trent? How might
Gutenberg’s invention have led to the
many changes in religion? (90 years;
books like the Bible were cheaper
and more available, and ideas
spread more quickly) L1
373
MORE ABOUT THE ART
The Duomo of Florence is the result of six centuries of work. Although Arnolfo di Cambio designed
the cathedral at the end of the thirteenth century, the façade was not completed until the nineteenth century. During the Renaissance, Filippo Brunelleschi created the enormous cupola, or
dome. He worked on the cupola for sixteen years, completing it in 1436. Amazingly, the cupola
was built without scaffolding. The interior of the dome features work by Renaissance artists, such
as Vasari, Zuccari, Donatello, Uccello and Ghiberti. Behind the cathedral is the Duomo museum,
which contains the work of many Renaissance artists, including sculptures by Michelangelo.
Dinah Zike’s Foldables are threedimensional, interactive graphic
organizers that help students
practice basic writing skills, review
key vocabulary terms, and identify
main ideas. Have students complete
the foldable activity in the Dinah
Zike’s Reading and Study Skills
Foldables booklet.
373
Introducing
A Story That Matters
Depending upon the ability level
of your students, select from the
following questions to reinforce
the reading of A Story That
Matters.
• Who hired Michelangelo to
paint the ceiling of the Sistine
Chapel? (Pope Julius II)
• What was Michelangelo’s
attitude toward his art? (very
serious; he did not want to finish
until he was satisfied)
• How is the authority of the
pope evident in this story?
(Michelangelo did not want to
paint it, but the pope insisted;
ceiling finished early to please
the pope) L1 L2 L3
This detail from the Sistine Chapel is titled The Creation of Adam.
Painting the Sistine Chapel
A
round 1500, Pope Julius II wanted the great Italian
artist Michelangelo to paint the ceiling of the Sistine
Chapel in Rome. “This is not my trade,” Michelangelo
protested; he was a sculptor, not a painter. He recommended
other painters to the pope, but the pope persisted.
Michelangelo needed the money and undertook the project.
He worked, on and off, for four years, from May 1508 to
October 1512. For a long time he refused to allow anyone,
including the pope, to see his work.
Julius grew anxious and pestered Michelangelo on a regular basis about when the ceiling would be finished. Tired of
the pope’s requests, Michelangelo once replied that the ceiling would be completed “when it satisfies me as an artist.”
The pope responded, “We want you to finish it soon.” He
then threatened that if Michelangelo did not “finish the
ceiling quickly he would have him thrown down from
the scaffolding.”
Fearing the pope’s anger, Michelangelo quickly completed
his work. When he climbed down from the scaffold for the
last time, he was tired and worn out. Because he had been on
his back so long while painting the ceiling, it was said that he
now found it easier to read by holding a book up rather than
down. The Sistine Chapel ceiling, however, is one of the great
masterpieces in the history of Western art.
About the Art
Michelangelo was a painter,
sculptor, and architect. His figures on the ceiling of the Sistine
Chapel reveal an ideal human
being with perfect proportions.
The beauty of this idealized
human being is meant to be a
reflection of divine beauty. The
more beautiful the body, the
more godlike the figure. In The
Creation of Adam, God, from his
place in heaven, provides Adam
with the spark of life.
Why It Matters
In the fifteenth century, intellectuals
in Italy were convinced that they
had made a decisive break with the
Middle Ages and had entered a new
age of human achievement. Today,
we call this period of European history the Renaissance. Michelangelo
was but one of the great figures of
this time. Another was Martin
Luther of Germany, whose break
with the Roman Catholic Church at
the beginning of the sixteenth century led to the Protestant Reformation and a new era in the history of
Christianity.
History And You Identify two
pieces of public art in your community. Research what commendations
or criticism the city received following the unveiling of these pieces.
Create a multimedia presentation
with your findings.
374
HISTORY AND YOU
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
374
Renaissance art reflected the humanist emphasis on the individual or universal person. Bring in samples of the
works of Michelangelo, Leonardo da Vinci, and Raphael for the class to see. Have students explain how the
themes of the works emphasize the individual or universal person. Then ask students to list evidence of how the
importance of the individual is still emphasized in our own times. Examples might be found in popular music, film,
painting, and advertising. Ask students to identify how Renaissance art and the art of today demonstrate an artistic
ideal or visual principle. L2 SS.A.3.4.1
CHAPTER 12
The Renaissance
Section 1, 375–381
Guide to Reading
Main Ideas
People to Identify
Reading Strategy
• Between 1350 and 1550, Italian intellectuals believed they had entered a new
age of human achievement.
• City-states were the centers of political,
economic, and social life in Renaissance
Italy.
Leonardo da Vinci, Francesco Sforza,
Cosimo de’ Medici, Lorenzo de’ Medici,
Niccolò Machiavelli
Categorizing Information Use a web
diagram like the one below to identify the
major principles of Machiavelli’s work,
The Prince.
Key Terms
Preview Questions
Places to Locate
Milan, Venice, Florence, Rome
Preview of Events
✦1425
1447
Last Visconti ruler
of Milan dies
The Prince
1. What was the Renaissance?
2. Describe the political world that
existed in the Italian states.
urban society, secular, mercenary, dowry
✦1450
✦1475
1494
Charles VIII of France
invades Naples
1 FOCUS
Section Overview
This section describes the characteristics of the Renaissance, and
the political and social structure
of Renaissance society.
BELLRINGER
✦1500
1513
Machiavelli writes
The Prince
Skillbuilder Activity
✦1525
1527
Invading armies
sack Rome
Project transparency 12–1 and
have students answer questions.
1528
Castiglione writes The
Book of the Courtier
Daily Focus Skills Transparency
12–1
Voices from the Past
Copyright © by The McGraw-Hill Companies, Inc.
UNIT
3
The Renaissance
1
Inspired by Cesare Borgia, who conquered central Italy and set up a state, Niccolò
Machiavelli wrote The Prince, a short work on political power. He said:
“
2
When did he write these
words?
3
What qualities did
Machiavelli indicate were
needed by a prince?
Niccolò Machiavelli, The Prince, 1513
Guide to Reading
”
—The Prince, George Bull, trans., 1981
The Prince reflected the practice of politics in Renaissance Italy.
The Italian Renaissance
The word renaissance means rebirth. A number of people who lived in Italy
between 1350 and 1550 believed that they had witnessed a rebirth of the ancient
Greek and Roman worlds. To them, this rebirth marked a new age. Historians
later called this period the Renaissance, or Italian Renaissance—a period of European history that began in Italy and spread to the rest of Europe. What, then, are
the most important characteristics of the Italian Renaissance?
First, Renaissance Italy was largely an urban society. As the Middle Ages progressed, powerful city-states became the centers of Italian political, economic, and
social life. Within this growing urban society, a secular, or worldly, viewpoint
Renaissance and Reformation
Who was the author of this
quotation?
“Everyone realizes how praiseworthy it is for a
prince to honor his word and to be straightforward rather than crafty in his dealings;
nonetheless experience shows that princes who
have achieved great things have been those who
have given their word lightly, who have known
how to trick men with their cunning, and who, in
the end have overcome those abiding by honest
principles . . .”
Everyone realizes how praiseworthy it is for a prince to honor his word and to be
straightforward rather than crafty in his dealings; nonetheless experience shows that
princes who have achieved great things have been those who have given their word
lightly, who have known how to trick men with their cunning, and who, in the end,
have overcome those abiding by honest principles. . . . A prince, therefore, need not
necessarily have all the good qualities I mentioned above, but he should certainly
appear to have them. . . . He should not deviate from what is good, if that is possible,
but he should know how to do evil, if that is necessary.
CHAPTER 12
ANSWERS
1. Niccolò Machiavelli 2. 1513 3. actual or appearance
of good qualities and the ability to do evil if necessary
DAILY FOCUS SKILLS
Chapter 12 TRANSPARENCY 12-1
375
Answers to Graphic: The Prince:
how to acquire and keep political
power, attitude toward power based
on understanding of human nature,
political activity not restricted by
moral principles, prince acts on
behalf of the state
Preteaching Vocabulary
To understand the term secular, have
students find as many synonyms and
antonyms as possible for the word.
(synonyms: worldly, profane, temporal, non-religious, civil, lay, physical,
non-clerical; antonyms: religious,
spiritual) L1
SECTION RESOURCES
Reproducible Masters
• Reproducible Lesson Plan 12–1
• Daily Lecture and Discussion Notes 12–1
• Guided Reading Activity 12–1
• Section Quiz 12–1
• Reading Essentials and Study Guide 12–1
Transparencies
• Daily Focus Skills Transparency 12–1
Multimedia
Interactive Tutor Self-Assessment CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
2
3
375
CHAPTER 12
Section 1, 375–381
2 TEACH
Answer: A worldly viewpoint and
increasing wealth brought renewed
interest in ancient culture and a
belief that a well-rounded individual
should be capable of achievements
in many areas.
Daily Lecture
Daily Lecture
and and
Discussion
Notes 12–1
Discussion Notes 1–1
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 1
Did You Know
?
The three-volume Gutenberg Bible was organized into two 42–line columns per page. In the later stages of
production, six people worked simultaneously on composing the
type. About 40 Gutenberg Bibles are still in existence, including perfect copies in the U.S. Library of Congress, the French Bibliothèque
Nationale, and the British Library.
I.
The Italian Renaissance (pages 375–376)
A. The word renaissance means rebirth. The Italian Renaissance, which spread to the rest
of Europe, occurred between 1350 and 1550. The rebirth was of the ancient Greek and
Roman worlds.
This painting by Luca Carlevaris, titled The Pier and the Ducal Palace, shows the wealth associated with Venice.
B. Italy of the Renaissance was largely an urban society. The powerful city-states of the
Middle Ages became political, economic, and social centers. A secular, or worldly,
viewpoint developed in this urban society as increasing wealth created new opportunities for material enjoyment.
emerged as increasing wealth created new possibilities for the enjoyment of material things.
Second, the Renaissance was an age of recovery
from the disasters of the fourteenth century such as
the plague, political instability, and a decline of
Church power. Recovery went hand in hand with a
rebirth of interest in ancient culture. Italian thinkers
became aware of their own Roman past—the remains
of which were to be seen all around them. They also
became intensely interested in the culture that had
dominated the ancient Mediterranean world. This
revival affected both politics and art.
Third, a new view of human beings emerged as
people in the Italian Renaissance began to emphasize
individual ability. As Leon Battista Alberti, a
fifteenth-century Italian, said, “Men can do all things
if they will.” A high regard for human worth and a
realization of what individuals could achieve created
a new social ideal. The well-rounded, universal person was capable of achievements in many areas
of life. Leonardo da Vinci (VIHN•chee), for example, was a painter, sculptor, architect, inventor, and
mathematician.
C. The Renaissance was also an age when the power of the Church declined, and society
recovered from the plagues and instability of the Middle Ages. Part of this recovery
was a rebirth of interest in the ancient Greek and Roman cultures.
D. A new view of human beings that emphasized individual ability and worth emerged
in the Renaissance. The well-rounded, universal person was capable of achievements
in many areas of life. For example, Leonardo da Vinci was a painter, sculptor, architect, inventor, and mathematician.
E. The upper classes were more affected by the Italian Renaissance than the lower classes,
and they embraced its ideals more. Even so, many of the intellectual and artistic
achievements were hard to ignore. Churches, wealthy homes, and public buildings
displayed art that celebrated the human body, classical antiquity, and religious and
secular themes.
Discussion Question
What term in English expresses the Renaissance ideal of a well-rounded, multi-talented
person? (The term is Renaissance man.)
turn
166
Enrich
Have students discuss the Greek
concept of a sound mind in a
sound body in relation to the
quote “Men can do all things if
they will.” How do these two
statements reflect the time periods in which they were uttered?
(both stress the value and strength
of the individual, saw improving
individual as a way to improve society) L2
376
CHAPTER 12
Of course, not all parts of Italian society were
directly affected by these three general characteristics
of the Italian Renaissance. The wealthy upper classes,
who made up a small percentage of the total population, more actively embraced the new ideas and
activities. Indirectly, however, the Italian Renaissance
did have some impact on ordinary people. Especially
in the cities, many of the intellectual and artistic
achievements of the period were highly visible and
difficult to ignore. The churches, wealthy homes, and
public buildings were decorated with art that celebrated religious and secular themes, the human body,
and an appreciation of classical antiquity.
Reading Check Summarizing What were the characteristics of the Italian Renaissance?
The Italian States
During the Middle Ages, Italy had failed to
develop a centralized monarchical state. The lack of a
single strong ruler made it possible for a number of
city-states in northern and central Italy to remain
independent. Three of them—Milan, Venice, and
Renaissance and Reformation
COOPERATIVE
LEARNING
ACTIVITY
EXTENDING
THE CONTENT
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
Preparing a Summary Have students compare the Renaissance in Milan, Venice, and Florence.
Organize students into three teams, each studying a city-state. Have each team split into subgroups
to research a topic such as government, economy, patrons of the arts, women, painting, sculpture,
or architecture. When research is complete, have subgroups report their findings to the whole
team. Then have each team prepare an overall summary of its research. Ask each team to select a
member to present the team’s overall summary of its Renaissance city-state. L2 SS.A.3.4.1
For grading this activity, refer to the Performance Assessment Activities booklet.
376
Florence—expanded and played crucial roles in Italian politics.
The Italian city-states prospered from a flourishing trade that had expanded in the Middle Ages. Italian cities traded with both the Byzantine and Islamic
civilizations to the east. Italian trading ships had also
moved into the western Mediterranean and then
north along the Atlantic seaboard. These ships
exchanged goods with merchants in both England
and the Netherlands. Italian merchants had profited
from the Crusades as well and were able to set up
new trading centers in eastern ports. There, the Italian merchants obtained silks, sugar, and spices,
which they carried back to Italy and the West.
centralized state. By creating an efficient tax system, they generated enormous revenues for the
government.
Milan
Florence
Section 1, 375–381
Venice
Another major northern Italian city-state was
the republic of Venice. As a link between Asia and
western Europe the city drew traders from all over
the world. Officially Venice was a republic with an
elected leader called a Doge. In reality a small group
of merchant-aristocrats, who had become wealthy
through their trading activities, ran the government
of Venice on behalf of their own interests. Venice’s
trade empire was tremendously profitable and made
Venice an international power.
Answers:
1. Milan, Venice, Florence; all in
northern Italy
2. Venice
L1/ELL
Guided Reading Activity 12–1
The republic of Florence dominated the
region of Tuscany. In the course of the fourteenth century, a small but wealthy group of merchants established control of the Florentine government. They led
the Florentines in a series of successful wars against
their neighbors and established Florence as a major citystate in northern Italy.
In 1434, Cosimo de’ Medici
(MEH•duh•chee) took control
of the city. The wealthy Medici
family controlled the government from behind the scenes.
Using their wealth and personal influence, Cosimo, and
later Lorenzo de’ Medici, his Lorenzo de’ Medici
Name
Date
Class
Guided Reading Activity 12-1
The Renaissance
DIRECTIONS: Answer the following questions as you read Section 1.
1. Why was the term renaissance used to refer to the time between 1350 and 1550?
2. What are the three most important characteristics of the Italian Renaissance?
3. Which three city-states played crucial roles in Italian politics?
4. What about the location of Milan made it rich and powerful?
5. What activities in Florence did Dominican preacher Savonarola seek to regulate?
6. Which two European countries made Italy their battleground for 30 years?
7. Why did the army of Charles I of Spain sack the city of Rome in 1527?
8. What is the regard for Niccolo Machiavelli's book, The Prince?
9. From Machiavelli's point of view, what attitude should a prince have toward power?
Who?What?Where?When?
Renaissance Italy, 1500
Under the Visconti family
and later the Sforza dukes,
Milan prospered from trade
and an efficient tax system.
ri
0
200 kilometers
Chamberlin Trimetric projection
c
Se
Florence
a
Genoa
Mantua
Milan
Papal States
Tyrrhenian Sea
5°E
200 miles
ti
a
Rome
45°N
Ferrara
Naples
E
S
0
Corsica
Sardinia
N
W
Venice
Mantua
Genoa
Florence
Pisa
Ad
The cultural center of
Renaissance Italy, Florence
was governed by the wealthy
and powerful Medici family.
Venice was a rich trade
empire ruled by a small
group of self-serving
merchant-aristocrats.
Milan
40°N
Urbino
Venice
10°E
Sicily
Mediterranean Sea
15°E
20°E
CHAPTER 12
25°E
Government The city-state of Florence had a republican form of government. Students should recognize
the United States also has a republican
form of government. Students should
understand that in a republic, citizens
vote for representatives who will make
governmental decisions for them.
Italian city-states prospered
during the Renaissance.
1. Interpreting Maps
Using your text, identify
the three most powerful
city-states. What geographic features did they
have in common?
2. Applying Geography
Skills Which city-state
was in the best location
to trade by land and sea
with the Byzantine
Empire to the east?
Renaissance and Reformation
377
Cartography Have students work
in pairs to create thematic maps
showing the trade routes described
in the text, including wool coming
from England to be made into cloth
in Italy, and spices and silks coming
from the east. L2
READING THE TEXT
Responding and Reflecting As students read new material, their responses will be affected by the
opinions they form. Have students research the impact of either the Medici family or Savonarola on
Florence. Discuss the results of their findings. Ask students to decide whether they support or
oppose the rule of the person they researched. Then, have them write a letter to the editor of a
Florence newspaper concerning either the Medicis or Savonarola. In their letters, they may choose
to support or speak out against either the Medicis or Savonarola. Encourage students whose letters
express opposite points of view to share them with the class. L3 FCAT LA.A.2.4.4
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
377
Copyright ©
Milan, located in northern Italy at the crossroads of the main trade routes from Italian coastal
cities to the Alpine passes, was one of the richest citystates in Italy. In the fourteenth century, members of
the Visconti family established themselves as dukes
of Milan and extended their power
over all of Lombardy.
The last Visconti ruler of Milan
died in 1447. Francesco Sforza then
conquered the city and became its
new duke. Sforza was the leader of
a band of mercenaries—soldiers
who sold their services to the highest bidder.
Both the Visconti and Sforza
Francesco Sforza,
Duke of Milan
rulers worked to build a strong
CHAPTER 12
CHAPTER 12
Section 1, 375–381
History through Art
Answer: French and Spanish forces
fought in Italy, so they would have
seen the contributions of the
Renaissance and taken new ideas back
to their homelands.
History through Art
Entry of Charles VIII into Naples by Eloi
Firmin Feron, 1837 Some scholars believe
that the Italian wars helped spread Renaissance
ideals and practices. How could the wars have
had that effect?
Answer: worked to build a strong
centralized state and created an efficient tax system that brought in enormous revenues for the government
Connecting Across Time
grandson, dominated the city at a time when Florence
was the cultural center of Italy.
During the late 1400s, Florence experienced an economic decline. Most of its economy was based on the
manufacturing of cloth. Increased competition from
English and Flemish cloth makers drove down profits.
During this time a Dominican preacher named
Girolamo Savonarola began condemning the corruption and excesses of the Medici family. Citizens, tired
of Medici rule and frustrated by economic events,
turned to Savonarola. So many people followed him
that the Medici family turned Florence over to his
followers.
Eventually people tired of Savonarola’s strict regulations on gambling, horseracing, swearing, painting,
music, and books. Savonarola also attacked the corruption of the Church, which angered the pope. In
1498, Savonarola was accused of heresy and sentenced to death. The Medici family returned to power.
The Medici family was able to
dominate Florentine politics for
several generations. Ask students to suggest strategies that
would have enabled one family
to dominate city politics for such
a long time. Can students identify American families who have
dominated city or state governments for several generations?
(money, successful business, powerful ancestors, living in one place for
generations; answers will vary)
L1
The Italian Wars
The growth of powerful monarchical states in the rest of Europe eventually led to
trouble for the Italian states. Attracted by the riches
of Italy, the French king Charles VIII led an army of
thirty thousand men into Italy in 1494 and occupied
the kingdom of Naples in southern Italy. Northern
Italian states turned for help to the Spanish, who
gladly agreed to send soldiers to Italy. For the next 30
years, the French and Spanish made Italy their battleground as they fought to dominate the country.
Study Skills Have students create
a time line of the Italian Renaissance
that includes ten to twenty important
events, art works, or scientific
achievements that were produced
during this time. L2
SS.A.3.4.1
378
CHAPTER 12
A decisive turning point in their war came in 1527.
On May 5, thousands of troops belonging to the
Spanish king Charles I arrived at the city of Rome
along with mercenaries from different countries.
They had not been paid for months. When they
yelled, “Money! Money!” their leader responded, “If
you have ever dreamed of pillaging a town and laying hold of its treasures, here now is one, the richest
of them all, queen of the world.” The next day the
invading forces smashed down the gates and pushed
their way into the city. The troops went berserk in a
frenzy of bloodshed and looting. Church officials
were sold as slaves, and churches and palaces were
sacked while drunken soldiers fought over the spoils.
The destruction did not end until the authorities
were finally forced to establish some order. The terrible sack of Rome in 1527 by the armies of the Spanish
king Charles I ended the Italian wars and left the
Spanish a dominant force in Italy.
Reading Check Describing How did the Visconti and
Sforza rulers become powerful in Milan?
Machiavelli and the New Statecraft
No one gave better expression to the Italians’ love
affair with political power than Niccolò Machiavelli
(MA•kee•uh•VEH•lee). His book The Prince is one of
the most influential works on political power in the
Western world.
Renaissance and Reformation
EXTENDING THE CONTENT
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
378
Diplomats The struggle for political and economic supremacy in northern Italy gave rise to a fundamental diplomatic procedure among the Italian city-states. This procedure spread to Europe and
eventually the world. The Italians invented the machinery of modern diplomacy, such as placing resident ambassadors in capitals where political and commercial ties could be monitored. Diplomacy
enabled rulers to win victories without the expense and risk of military operation. Diplomats from
Milan, Florence, and other Italian city-states negotiated the Peace of Lodi (1454). The role of the
ambassador was four-fold: he or she won allies through negotiation, countered the designs of
enemies, represented his government at official functions, and reported information relevant to
aiding the preservation and expansion of his state. SS.A.3.4.1
Machiavelli, as portrayed by Santi di Tito
Machiavelli’s central thesis in The Prince concerns
how to acquire—and keep—political power. In the
Middle Ages, many writers on political power had
stressed the ethical side of a prince’s activity—how a
ruler ought to behave based on Christian principles.
Machiavelli rejected this approach.
From Machiavelli’s point of view, a prince’s attitude toward power must be based on an understanding of human nature, which he believed was
basically self-centered. He wrote, “One can make this
generalization about men: they are ungrateful, fickle,
liars, and deceivers, they shun danger and are greedy
for profit.” Political activity, therefore, should not be
restricted by moral principles. A prince acts on behalf
of the state. For the sake of the state, he must be willing to let his conscience sleep.
Machiavelli was among the first to abandon
morality as the basis for analyzing political activity.
His views on politics have had a profound influence
on political leaders who followed.
CHAPTER 12
during the greater part of the fourteenth and fifteenth
centuries. Many members of the old nobility, however, retained their lands and titles; new blood also
came into their ranks.
By 1500, nobles, old and new, again dominated
society. Although they made up only about 2 to 3 percent of the population in most countries, the nobles
held important political posts and served as advisers
to the king.
By this time, the noble, or aristocrat, was expected
to fulfill certain ideals. These ideals were clearly
expressed in The Book of the Courtier, written by
the Italian Baldassare Castiglione (KAHS•teel•
YOH•NAY) in 1528.
In his work, Castiglione described the characteristics of a perfect Renaissance noble. First, a noble was
born, not made. He was expected to have character,
grace, and talent. Second, the perfect noble had to
develop two basic skills. Because the chief aim of a
noble was to be a warrior, he had to perform military
and physical exercises. Unlike the medieval knight,
however, who was primarily concerned with acquiring military skill, the Renaissance noble was also
expected to gain a classical education and enrich his
life with the arts. Third, the noble needed to follow a
certain standard of conduct. Nobles were not supposed to hide their achievements but to show them
with grace.
Section 1, 375–381
Answer: Machiavelli rejected the
ethical side of a prince’s activity. He
was among the first to abandon
morality as the basis for the analysis
of political activity.
Connecting Across Time
Have students compare the three
characteristics of a noble as
described by Castiglione to the
American idea of a successful
businessperson or community
leader. How are the two similar
and how are they different? You
might also wish to have students
compare the difference in views
between Castiglione and Machiavelli. (in America, we believe a
“noble” can be made; it is not necessary to have military skill; students
may or may not see classical education as important; may or may not
see standard of conduct as important; Machiavelli believed moral
conduct was not important, but
Castiglione believed it was) L3
Reading Check Explaining Why was The Prince an
important work on political power?
Renaissance Society
Sociology Have students analyze
the information presented in the text
concerning the three estates and have
them construct an accurate pyramid
showing the percentage distribution
of the first, second, and third estates.
(nobility—2–3%; clergy—7–12%;
peasants—85–90% L1
In the Middle Ages, society was divided into three
estates, or social classes (see Chapter 9). Although
this social order continued into the Renaissance,
some changes became evident. We examine the
nobility and the peasants and townspeople here. The
clergy are discussed later in the chapter.
The Nobility Throughout much of Europe, landholding nobles were faced with declining incomes
A portrait of Baldassare Castiglione by Raphael, c. 1516
CHAPTER 12
Renaissance and Reformation
FCAT MA.A.2.4.2
379
CRITICAL THINKING ACTIVITY
Analyzing Information Have students take the role of noble, merchant, artisan, or another citizen
of Italy during the Renaissance. Pair students and have them write a series of letters to each other
in which they give details of the events of the time and express their feelings and attitudes regarding developments and reforms. Students should indicate in their letters either how they are influencing the developments of the Renaissance or how they are influenced by the developments
of the Renaissance. Each student should write at least five letters that are detailed, persuasive in
tone and style, and that respond to the information contained in the letters written by their student
partner. L2 SS.A.3.4.1
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
379
CHAPTER 12
Section 1, 375–381
The Impact of Printing
Answer: Printing made books much
more common and less expensive.
More people would see them and
want to know what was in them.
3 ASSESS
Assign Section 1 Assessment as
homework or as an in-class
activity.
Have students use Interactive
Tutor Self-Assessment CD-ROM.
he Renaissance saw the development of printing in
Europe. In the fifteenth century, Europeans gradually
learned how to print with movable metal type. Johannes
Gutenberg of Germany played a crucial role in the
process. Gutenberg’s Bible, printed about 1455, was the
first European book produced from movable type.
By 1500, there were over a thousand printers in Europe.
Almost forty thousand titles had been published. More
than half of these were religious books, including
Bibles, prayer books, and sermons. Most others were
Latin and Greek classics, legal handbooks, works on
philosophy, and popular romances.
Johannes
Gutenberg
Printing
press,
c. 1450
The printing of books encouraged scholarly research and
increased the public’s desire to gain knowledge, which would
eventually have an enormous impact on European society.
The new religious ideas of the Reformation would not have
spread as rapidly as they did in the sixteenth century without
the printing press.
Printing allowed European civilization to compete for the first time with
the civilization of China. The Chinese had invented printing much earlier, as
well as printing with movable type.
L2
Section Quiz 12–1
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
T
Score
Chapter 12
Analyzing Why do you think the printing of books encouraged
people’s desire to gain knowledge?
Fifteenth-century
type design
Section Quiz 12-1
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (10 points each)
Column A
Column B
1. rebirth
A. secular
2. city-centered, like late Middle Age Italy
B. urban society
3. worldly
C. renaissance
4. political work by Machiavelli
D. dowry
5. sum of money given to the groom by the wife’s family
E. The Prince
What was the purpose of these standards?
“
I think that the aim of the perfect Courtier is so to
win for himself the favor and mind of the prince
whom he serves that he may be able to tell him, and
always will tell him, the truth about everything he
needs to know, without fear or risk of displeasing
him; and that when he sees the mind of his prince
inclined to a wrong action, he may dare to oppose
him . . . so as to dissuade him of every evil intent and
bring him to the path of virtue.
DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best
completes the statement or answers the question. (10 points each)
Copyright © by The McGraw-Hill Companies, Inc.
6. The Renaissance was all of the following EXCEPT
A. an urban society.
B. an age of recovery from the plagues, political upheaval, and decline of Church
authority.
C. the end of poverty.
D. a higher regard for the value of the individual human.
7. The city-state that was led by a group of wealthy merchant-aristocrats was
A. Rome.
C. Milan.
B. the Papal States.
D. Venice.
8. Machiavelli encouraged rulers and would-be rulers to believe that
A. human nature was self-centered.
C. women were superior to men.
B. human nature was to be truthful.
D. the Church should be discredited.
9. According to Castiglione’s book, The Book of the Courtier, a noble should
do all of the following EXCEPT
A. fulfill certain ideals.
C. gain a classical education.
B. perform military exercises.
D. farm the land.
10. The third estate was made up of all of the following EXCEPT
A. patricians.
C. artisans.
B. peasants.
D. merchants.
”
The aim, then, of the perfect noble was to serve his
prince in an effective and honest way. Nobles would
adhere to Castiglione’s principles for hundreds of
years while they continued to dominate European
life socially and politically.
1
Glencoe World History
Peasants and Townspeople In the Middle Ages,
peasants had made up the overwhelming mass of the
380
CHAPTER 12
third estate. In the Renaissance, they still constituted
85 to 90 percent of the total European population,
except in the highly urban areas of northern Italy and
Flanders.
Serfdom continued to decrease with the decline of
the manorial system. Increasingly, throughout the
late Middle Ages, the labor owed by a peasant to a
lord was converted into rent on land paid in money.
By 1500, especially in western Europe, more and
more peasants became legally free.
Townspeople made up the rest of the third estate.
In the Middle Ages, townspeople were mostly merchants and artisans. The Renaissance town or city of
the fifteenth century, however, was more diverse.
At the top of urban society were the patricians.
Their wealth from trade, industry, and banking
enabled them to dominate their communities economically, socially, and politically. Below them were
the burghers—the shopkeepers, artisans, guild
Renaissance and Reformation
DIFFERENTIATED INSTRUCTION
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
380
2
At-Risk Learners As a class, read the section entitled “Family and Marriage” on page 381. Have
each student make a chart outlining what roles they feel fathers and mothers play in today’s society. How are single parents able to perform all responsibilities necessary? How does this differ from
Renaissance Italy? Various charts can be reproduced on the overhead or copied for the hearingimpaired. Students requiring assistance may list characteristics aloud while a partner constructs the
chart. L1
Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities
in the TCR.
CHAPTER 12
masters, and guild members who provided the goods and services for their
fellow townspeople.
Below the patricians and the burghers
were the workers, who earned pitiful
wages, and the unemployed. Both
groups lived miserable lives. These people made up perhaps 30 or 40 percent of
the urban population.
During the late 1300s and the 1400s,
urban poverty increased dramatically
throughout Europe. One rich merchant
of Florence, who had little sympathy for
the poor, wrote:
Section 1, 375–381
History through Art
Answer: Painting supports view that
marriage was a business transaction.
Lack of musicians and festive decorations, the man recording the ceremony, the sober expressions, are
examples students could cite.
History through Art
“Those that are lazy in a way that does
harm to the city, and who can offer no just reason for
Celebration of a Marriage by Ghirlandaio
Domenico During the Renaissance, a marriage
was more of a business arrangement than a
matter of love. How does this painting support or contradict that statement?
their condition, should either be forced to work or
expelled from the city. The city would thus rid itself of
that most harmful part of the poorest class.
”
Family and Marriage The family bond was a
source of great security in the dangerous urban
world of Renaissance Italy. To maintain the family,
parents carefully arranged marriages, often to
strengthen business or family ties. Details were
worked out well in advance, sometimes when children were only two or three years old. The most
important aspect of the marriage contract was the
size of the dowry, a sum of money given by the wife’s
family to the husband upon marriage.
The father-husband was the center of the Italian
family. He gave it his name, managed all finances (his
wife had no share in his wealth), and made the deci-
Answer: In addition to being a warrior, he must also gain a classical
education and adorn his life with
the arts.
L1/ELL
sions that determined his children’s lives. The
mother’s chief role was to supervise the household.
A father’s authority over his children was absolute
until he died or formally freed his children. In
Renaissance Italy, children did not become adults on
reaching a certain age. Instead, adulthood came to
children when their fathers went before a judge and
formally freed them. The age of adulthood varied
from the early teens to the late twenties.
Reading Essentials and
Study Guide 12–1
Name
Date
Class
Reading Essentials and Study Guide
Chapter 12, Section 1
For use with textbook pages 375–381
THE RENAISSANCE
KEY TERMS
urban society
secular
mercenary
Reading Check Contrasting How was the Renais-
a society in which many of the people in cities (page 375)
worldly, rather than religious (page 375)
a soldier who sells his services to the highest bidder (page 377)
dowry in Renaissance Italy, a sum of money given by a wife’s family to her husband upon
marriage (page 381)
sance noble different from the medieval knight?
DRAWING FROM EXPERIENCEII
What does being an individual mean to you? In what ways can a person foster his or
her individuality?
In this section, you will learn about the beginnings of the Renaissance in Italy. During
the Renaissance, a new view of human beings emerged that emphasized individual
ability.
ORGANIZING YOUR THOUGHTSII
Use the concept web below to help you take notes. Name five characteristics of the
Checking for Understanding
1. Define urban society, secular, mercenary, dowry.
Critical Thinking
6. Explain Why was a strong family bond
so important in Renaissance Italy?
2. Identify Leonardo da Vinci, Francesco
Sforza, Cosimo de’ Medici, Lorenzo de’
Medici, Niccolò Machiavelli.
7. Contrasting Information Use a table
like the one below to describe the differences between the social structure of
the Middle Ages and the Renaissance.
3. Locate Milan, Venice, Florence, Rome.
4. Explain how the Spanish became
involved in the Italian wars.
5. Summarize the characteristics of Castiglione’s perfect noble.
Middle Ages
Analyzing Visuals
8. Identify details in the painting of
Venice on page 376 that show it is a
major city-state with a profitable trade
empire. Find other images of Venice in
your school library and compare them
to this painting.
Renaissance
Peasants
Townspeople
CHAPTER 12
Renaissance and Reformation
Have students make a threecolumn chart describing the
Italian Renaissance with the
headings: Characteristics, Major
City-States, and Three Estates. L1
SS.A.3.4.1
9. Expository Writing Read a few passages from The Prince. Write a brief
essay explaining whether or not you
agree with Machiavelli’s theory of
politics.
Nobility
Reteaching Activity
4 CLOSE
381
Review Greek and Roman civilization, their social roles, art,
and architecture. Discuss specific
ways in which the Renaissance
was a rebirth of these ideals.
SS.A.3.4.1
1. Key terms are in blue.
2. Leonardo da Vinci (p. 376); Francesco Sforza (p. 377); Cosimo de’
Medici (p. 377); Lorenzo de’
Medici (p. 377); Niccoló Machiavelli (p. 378)
3. See chapter maps.
4. When the French invaded, the
northern Italian states turned to
Spain for help.
5. born, not made; character, grace,
talent; well rounded
6. financial security
7. Nobility—Middle Ages: primarily
concerned with military skill;
Renaissance: classical education,
arts, warrior, standard of conduct
Peasants—Middle Ages: part of
manorial system; Renaissance:
more peasants were legally free
Townspeople—Middle Ages: merchants and artisans; Renaissance:
patricians, shopkeepers, artisans,
guild masters, workers.
8. impressive architecture, people at
leisure, well-dressed
9. Answers should be supported by
logic.
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
2
381
CHAPTER 12
The Intellectual and
Artistic Renaissance
Section 2, 382–387
1 FOCUS
Guide to Reading
Section Opener
After reading this section, students should understand the
intellectual movement of
humanism and be able to identify the major artists and accomplishments of the artistic
Renaissance.
Main Ideas
People to Identify
Reading Strategy
• The most important intellectual movement associated with the Renaissance
was humanism.
• The Renaissance produced many great
artists and sculptors such as Michelangelo, Raphael, and Leonardo da Vinci.
Petrarch, Dante, Michelangelo, Jan van
Eyck, Albrecht Dürer
Summarizing Information Use a table
like the one below to describe the three
pieces of literature written by Dante,
Chaucer, and de Pizan. What was the primary importance of each of these works?
Key Terms
1. What were the characteristics of Italian
Renaissance humanism?
2. What were the chief achievements of
European Renaissance painters?
humanism, fresco
BELLRINGER
Places to Locate
Canterbury, Flanders
Preview Questions
Divine
Comedy
The Canterbury
Tales
The Book of
the City of
Ladies
Preview of Events
Skillbuilder Activity
✦1300
Project transparency 12–2 and have students answer questions.
✦1350
c. 1310
Dante writes the
Divine Comedy
✦1400
c. 1390
Chaucer writes The
Canterbury Tales
✦1450
c. 1415
Donatello creates his
statue of St. George
c. 1434
Jan van Eyck paints
the Arnolfini portrait
✦1500
c. 1505
Leonardo da Vinci
paints the Mona Lisa
Daily Focus Skills Transparency
12–2
Copyright © by The McGraw-Hill Companies, Inc.
UNIT
3
DAILY FOCUS SKILLS
Voices from the Past
ANSWERS
1. has dignity and worth 2. seek fulfillment 3. humanists
believed that liberal studies enabled individuals to reach their
full potential
Chapter 12 TRANSPARENCY 12-2
The Intellectual
Initial and
Cap Artistic
Title Here
Renaissance
1
How was the individual
viewed according to
humanism?
2
What did humanism
expect people to do in
their everyday lives?
Seek
fulfillment in
daily life
3
According to humanism,
students were expected to
complete liberal studies. Explain
why humanists believed this to
be important to the individual.
Pico della Mirandola, a Renaissance philosopher, said in his Oration on the Dignity
of Man:
Individual
has dignity
and worth
Humanism
“
You, constrained by no limits in accordance with your own free will, shall ordain
for yourself the limits of your nature. We have set you at the world’s center that you
may from there more easily observe whatever is in the world. We have made you
neither of heaven nor of earth, neither mortal nor immortal, so that with freedom of
choice and with honor, as though the maker and molder of yourself, you may fashion
yourself in whatever shape you shall prefer.
History
Challenged
long-accepted
traditions and
institutions
Students
should study...
Moral
Philosophy
Mathematics
Literary Works
Music
Astronomy
”
Guide to Reading
—The Renaissance Philosophy of Man, Ernst Cassirer, Paul Kristeller,
and John Randall, Jr., eds., 1948
Answers to Graphic: Divine
Comedy: soul’s journey, written in
Italian; The Canterbury Tales: stories
of pilgrims journeying to Canterbury,
portrays range of English society,
written in English; The Book of the
City of Ladies: argues that women
were capable of learning, written in
French
Preteaching Vocabulary
Have students explain how a fresco
differs from an oil painting. (frescoes
done on wet plaster with waterbased paints; oil paintings done on
canvas with oil-based paints)
There is no better expression of the Renaissance’s exalted view of the importance of
the individual.
Italian Renaissance Humanism
Secularism and an emphasis on the individual characterized the Renaissance.
These characteristics are most noticeable in the intellectual and artistic accomplishments of the period. A key intellectual movement of the Renaissance was
humanism.
382
CHAPTER 12
Renaissance and Reformation
SECTION RESOURCES
Reproducible Masters
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
382
• Reproducible Lesson Plan 12–2
• Daily Lecture and Discussion Notes 12–2
• Guided Reading Activity 12–2
• Section Quiz 12–2
• Reading Essentials and Study Guide 12–2
Transparencies
• Daily Focus Skills Transparency 12–2
Multimedia
Interactive Tutor Self-Assessment CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
Humanism was based on the study of the classics,
the literary works of ancient Greece and Rome.
Humanists studied such things as grammar, rhetoric, poetry, moral philosophy, and history—all of
which was based on the works of ancient Greek and
Roman authors. Today these subjects are called the
humanities.
Petrarch (PEE•TRAHRK), who has often been
called the father of Italian Renaissance humanism,
did more than any other individual in the fourteenth
century to foster the development of humanism.
Petrarch looked for forgotten Latin manuscripts and
set in motion a search for similar manuscripts in
monastic libraries throughout Europe.
He also began the humanist emphasis on using
pure classical Latin (Latin as used by the ancient
Romans as opposed to medieval Latin). Humanists
used the works of Cicero as a model for prose and
those of Virgil for poetry.
In Florence, the humanist movement took a new
direction at the beginning of the fifteenth century.
Fourteenth-century humanists such as Petrarch had
described the intellectual life as one of solitude. They
rejected family and a life of action in the community.
In contrast, humanists in the early 1400s took a new
interest in civic life. They believed that it was the
duty of an intellectual to live an active life for one’s
state, and that their study of the humanities should
be put to the service of the state. It is no accident that
they served as secretaries in the Italian city-states and
to princes or popes.
Reading Check Examining Why is Petrarch called
the father of Italian Renaissance humanism?
Vernacular Literature
The humanist emphasis on classical Latin led to its
widespread use in the writings of scholars, lawyers,
and theologians. However, some writers wrote in the
vernacular (the language
spoken in their own
regions, such as Italian,
French, or German). In
the fourteenth century,
the literary works of the
Italian author Dante
(DAHN•tay) and the
English author Geoffrey
Chaucer helped make
vernacular
literature
Dante
more popular.
CHAPTER 12
Dante’s masterpiece in the Italian vernacular is the
Divine Comedy. It is the story of the soul’s journey to
salvation. The lengthy poem is divided into three
major sections: Hell, Purgatory, and Heaven, or Paradise. Dante is led on an imaginary journey through
these three realms until he reaches Paradise, where
he beholds God, or “the love that moves the sun and
the other stars.”
Chaucer used the English vernacular in his famous
work The Canterbury Tales. His beauty of expression
and clear, forceful language were important in
making his dialect the chief ancestor of the modern
English language.
The Canterbury Tales consists of a collection of stories told by a group of 29 pilgrims journeying to the
tomb of Saint Thomas à Becket at Canterbury, England. This format gave Chaucer the chance to portray
an entire range of English society, from the high to
the low born.
Another writer who
used the vernacular was
Christine de Pizan, a
Frenchwoman who is
best known for her works
written in defense of
women. In The Book of the
City of Ladies, written in
1404, she denounced the
many male writers who
had argued that women,
by their very nature, are
Christine de Pizan
unable to learn and are
easily swayed.
Women, de Pizan argued, could learn as well as
men if they could attend the same schools:
Section 2, 382–387
2 TEACH
Answer: looked for forgotten Latin
manuscripts; began the humanist
emphasis on using pure classical
Latin as opposed to medieval Latin
Answer: collection of stories told by
a group of 29 pilgrims journeying to
the tomb of Saint Thomas à Becket
at Canterbury, England
Daily Lecture and
Discussion Notes 12–2
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 2
Did You Know
?
The first recorded patent for an industrial
invention was granted in 1421 in Florence to the architect Filippo
Brunelleschi. The patent gave him a three-year monopoly on the
manufacture of a barge with hoisting gear used to transport marble.
I.
Italian Renaissance Humanism (pages 382–383)
A. The secularism and individualism of the Renaissance was most apparent in its intellectual and artistic movements. One intellectual movement was humanism.
B. Humanism was based on the classics, the literary works of ancient Greece and Rome.
Humanists studied the subjects that are now known as the humanities—for example,
poetry, philosophy, and history.
C. Petrarch (fourteenth century) did the most to foster humanism’s development. He
generated a movement of finding forgotten Latin manuscripts, especially in monastic
libraries. He emphasized using pure classical Latin (Roman Latin, not medieval Latin).
Cicero was the model for prose and Virgil for poetry.
Should I also tell you whether a woman’s nature
“
is clever and quick enough to learn speculative sci-
D. Fourteenth-century humanists had emphasized that the intellectual life was solitary,
rejecting family and community engagement. Humanists of the early 1400s took an
interest in civic life. They believed that the humanities and humanists should serve the
state. Many humanists served as secretaries to popes and princes.
ences as well as to discover them, and likewise the
manual arts. I assure you that women are equally
well-suited and skilled to carry them out and to put
them to sophisticated use once they have learned
them.
Discussion Question
What might have been the effect on many people of the new study of the classics and
th h
iti ? (P l f lt f d f
th
t i ti
f di l lif
d f lt
f
”
Reading Check Explaining What literary format does
Chaucer use to portray English society?
Education in the Renaissance
The humanist movement had a profound effect on
education. Renaissance humanists believed that education could dramatically change human beings.
CHAPTER 12
Renaissance and Reformation
383
Art and Literature Ask students
to give examples from this section of
innovations in literature and art that
resulted from the influence of
humanism. (new forms of writing,
such as sonnets and autobiography,
literature in common language
instead of Latin; more lifelike art;
classical and religious themes in art)
L3 SS.A.3.4.1
INTERDISCIPLINARY CONNECTIONS ACTIVITY
Sports The Renaissance revived the Greek concept that an ideal person participated in a variety of
activities, including sports. Have students research and report to the class on one of the following
popular Renaissance games or sports: javelin hurling, tennis, chess, archery, fencing, boxing, falconry, hunting, and gambling. Tell students to explain how these sports or games resemble or differ from the same activities today. Ask students to bring props for their reports and, if possible, if
space and safety concerns are met, to give a brief demonstration of the skills needed for their
game or sport. L2
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
2
383
CHAPTER 12
Section 2, 382–387
History through Art
Answer: Painting is of a Biblical scene
but uses Greek and Roman clothing,
poses, and architectural elements.
Renaissance elements include perspective and realistic portrayal of individuals.
History through Art
Answer: enabled individuals to
reach their full potential; liberal education produced individuals who followed a path of virtue and wisdom
They wrote books on education and opened schools
based on their ideas.
At the core of humanist schools were the liberal
studies. Humanists believed that the liberal studies
(what we call today the liberal arts) enabled individuals to reach their full potential. One humanist wrote,
“We call those studies liberal by which we attain and
practice virtue and wisdom; which calls forth and
develops those highest gifts of body and mind which
ennoble men.”
What, then, were the liberal studies? According to
the humanists, students should study history, moral
philosophy, eloquence (or rhetoric), letters (grammar
and logic), poetry, mathematics, astronomy, and
music. In short, the purpose of a liberal education
(and thus the reason for studying the liberal arts) was
to produce individuals who follow a path of virtue
and wisdom. These individuals should also possess
rhetorical skills so they can persuade others to take
this same path.
Following the Greek ideal of a sound mind in a
sound body, humanist educators also stressed physical education. Pupils were taught the skills of javelin
throwing, archery, and dancing, and they were
encouraged to run, wrestle, hunt, and swim.
Humanist educators thought that a humanist education was a practical preparation for life. Its aim was
not to create great scholars but complete citizens.
Humanist schools provided the model for the basic
education of the European ruling classes until the
twentieth century.
Females were largely absent from these schools.
The few female students who did attend humanist
schools studied the classics and were encouraged
to know some history as well as how to ride,
dance, sing, play the lute (a stringed instrument), and
L1/ELL
Guided Reading Activity 12–2
Name
Date
Class
Guided Reading Activity 12-2
The Intellectual and Artistic Renaissance
DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T if
the statement is true or F if the statement is false. For all false statements write a corrected
statement.
1. A key intellectual movement of the Renaissance was secularism.
2. Humanists used the works of Cicero as a model for prose and those of Virgil for
poetry.
3. Dante's masterpiece, The Divine Comedy, is the story of two clowns in a medieval
circus.
4. The Canterbury Tales is a collection of stories told by a group of 29 pilgrims
headed for the tomb of Saint Thomas a Becket.
5. “Liberal studies” at this time were called such because of their non-conservative
approach.
raw-Hill Companies, Inc.
6. In Renaissance art, God was the focus of attention.
7. By the end of the fifteenth century, Italian painters, sculptors and architects had
mastered the new techniques for symbolically portraying the world around
them.
8. The High Renaissance in Italy is associated with three artistic giants, Leonardo
da Vinci, Raphael and Michelangelo.
Critical Thinking
Guide students in a discussion
of the humanist view of virtue.
Why was this characteristic so
central to the humanist education? You might wish to assign
students to write a short essay
explaining what they feel is the
significance of virtue to the
Renaissance education. (to create
a moral, elite ruling class; responsibility to better one’s self in order to
better society, etc.) L3
384
CHAPTER 12
The Tribute Money by Masaccio, c. 1426
In this church fresco, Masaccio creates a realistic
relationship between the Biblical figures and the
background. Identify the Renaissance artistic
elements used by Masaccio in this work.
appreciate poetry. They were told not to learn mathematics or rhetoric. It was thought that religion and
morals should be foremost in the education of
“Christian ladies” so that they could become good
mothers and wives.
Reading Check Explaining How did a humanist education prepare a student for life?
The Artistic Renaissance in Italy
Renaissance artists sought to imitate nature in
their works. They wanted onlookers to see the reality
of the objects or events they were portraying. At the
same time, these artists were developing a new
world perspective. In this new view, human beings
became the focus of attention—the “center and measure of all things,” as one artist proclaimed.
New Techniques in Painting The frescoes painted
by Masaccio (muh•ZAH•chee•oh) in Florence at the
beginning of the fifteenth century have long been
regarded as the first masterpieces of early Renaissance (1400–1490) art. A fresco is a painting done on
fresh, wet plaster with water-based paints. Whereas
human figures in medieval paintings look flat,
Masaccio’s have depth and come alive. By mastering
the laws of perspective, which enabled him to create
the illusion of three dimensions, Masaccio developed
a new, realistic style of painting.
Renaissance and Reformation
SS.A.3.4.1
READING THE TEXT
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
384
Visualizing Help students create pictures in their minds to further their understanding of the
Renaissance. Renaissance art represents themes reflective of the times. Select examples of Renaissance art based on the following Renaissance themes: individualism, worldliness, learning, antiquity, and reform. Study the pictures and write a sentence summary. Have students indicate in
writing which of the themes are represented in each image. Suggested pictures include: The
School of Athens by Raphael, The Money Changer and His Wife by Quentin Massys, Vitruvian
Man by Leonardo da Vinci, Erasmus by Albrecht Dürer, Charles V by Titian, and The Creation of
Adam by Michelangelo. L2
This new, or Renaissance, style was used and
modified by other Florentine painters in the fifteenth
century. Especially important were two major developments. One stressed the technical side of painting—understanding the laws of perspective and the
organization of outdoor space and light through
geometry. The second development was the investigation of movement and human anatomy. The realistic portrayal of the individual person, especially the
human nude, became one of the chief aims of Italian
Renaissance art.
Sculpture and Architecture The revolutionary
achievements of Florentine painters in the fifteenth
century were matched by equally
stunning advances in sculpture
and architecture. The sculptor
Donatello spent time in
Rome studying and copy-
0°
Artists of the Renaissance
55°N
5°E
Jan van Eyck
(c. 1395–1441)
painter
David by Michelangelo
50°N
Pieter Brueghel
the Elder
(c. 1525–1569)
painter
Section 2, 382–387
Answers:
1. Florence
2. Answers will vary. Students might
include artists such as Raphael,
Dürer, da Vinci, Titian, and
Masaccio. L1
What changes did Renaissance artists
bring to the arts of Europe? (They
broke with medieval symbolism and
brought a new realism to the arts,
experimenting with new techniques,
such as perspective; much
Renaissance art was devoted to religious topics, but Renaissance artists
also turned to classical mythology.)
L2SS.A.3.4.1
20°E
Artistic center
0
Bruges
Hieronymus Bosch
(c. 1450–1516)
painter
200 miles
0
200 kilometers
Chamberlin Trimetric projection
Albrecht Dürer
(1471–1528)
painter
Enrich
N
Hans Holbein
the Younger
(1497–1543)
painter
Renaissance art was influenced by the artistic principles of ancient Greece and
Rome.
15°E
Hertogenbosch
FLANDERS
1. Interpreting Maps
In which Italian city did
the most Renaissance
artists work?
2. Applying Geography
Skills Create a chart
listing the artists of the
Renaissance. For each
artist include the artist’s
date of birth, the city in
which he worked, and
the name and description
of one of his creations.
10°E
NETHERLANDS
London
CHAPTER 12
ing the statues of the Greeks and Romans. Among his
numerous works was a statue of Saint George, a realistic, freestanding figure.
The architect Filippo Brunelleschi (BROO•nuhl•
EHS•kee) was inspired by the buildings of classical
Rome to create a new architecture in Florence. The
Medici, the wealthy ruling family of Florence, hired
Brunelleschi to design the church of San Lorenzo.
The classical columns and rounded arches that
Brunelleschi used in the church’s design create an
environment that does not overwhelm the worshiper,
as Gothic cathedrals might. Instead, the church provides comfort as a space created to fit human, and
not divine, needs. Like painters and sculptors,
Renaissance architects sought to reflect a humancentered world.
By the end of the fifteenth century, Italian painters,
sculptors, and architects had created a new artistic
world. Many artists had mastered the new techniques
Nuremberg
W
BAVARIA
Students should gain a certain
appreciation for the vast art
riches of the Renaissance. You
might wish to assign each student a research project based on
the life and work of an artist and
have students give their oral,
illustrated presentations to the
class. L2 SS.A.3.4.1
E
S
Augsburg
Giovanni Bellini
(c. 1430–1516)
painter
Titian
(1485–1576)
painter
45°N
Milan
Venice
Leonardo da Vinci
(1452–1519)
painter, sculptor,
architect, engineer
Michelangelo
Buonarroti
(1475–1564)
sculptor, painter,
architect
40°N
5°E
Filippo Brunelleschi
(1377–1446)
architect, sculptor
Donatello
(1386–1466)
sculptor
Florence
Masaccio
(1401–1428)
painter
Rome
Critical Thinking
Sandro Botticelli
(c. 1445–1510)
painter
Raphael
(1483–1520)
painter
CHAPTER 12
Renaissance and Reformation
385
EXTENDING THE CONTENT
Albrecht Dürer was perhaps the greatest artist of Renaissance Germany. This Nuremburg
goldsmith-illustrator-painter was able to link Italian and Northern art. After spending time studying
the Italian Renaissance artists he returned to Germany having grasped the possibilities of printing
and engraving as artistic expression. In 1498, the publication of “The Apocalypse,” was the first
printed work designed entirely by an artist. It told the story of the biblical book of Revelation in a
unique way—fourteen full-page wood cuttings on the right, and the corresponding text (in Latin
or German editions) on the left. Because it could be enjoyed by the illiterate, and because of the
uniqueness of woodcuts and prints together, the Apocalypse sold out rapidly and spread Dürer’s
fame far beyond Nuremburg.
Guide students in a discussion
comparing the soaring, immense
Gothic cathedrals built during
the High Middle Ages with the
Renaissance concept of smaller
churches. How does the smaller
size reflect the Renaissance
emphasis on the universal person? (church is not overwhelming;
fits needs of person) L1
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
385
CHAPTER 12
Section 2, 382–387
History through Art
Answer: Answers will vary; the figures include Socrates, Plato (painted
to look like Leonardo da Vinci), Aristotle, Zeno, Epicurus, Averroës, Pythagoras, Parmenides, Heraclitus (painted to
look like Michelangelo), Diogenes,
Euclid, Raphael, Ptolemy, Zoroaster,
Xenophon, Alcibiades, and Alexander,
among others.
Raphael
Answer: Medieval paintings
appeared flat and lifeless; in Renaissance paintings, perspective gave the
illusion of depth and individual people were realistically portrayed.
History through Art
School of Athens by Raphael Raphael created this painting for the pope to show the unity of Christian and classical
works. Research the painting to discover the identities of
the historical figures that Raphael depicted.
for realistically portraying the world around them
and were now ready to move into new forms of creative expression.
Answer: Leonardo da Vinci,
Raphael, Michelangelo
Reading Check Explaining How did Renaissance
paintings differ from medieval paintings?
3 ASSESS
Masters of the High Renaissance
The final stage
of Italian Renaissance painting, which flourished
between 1490 and 1520, is called the High Renaissance. The High Renaissance in Italy is associated
with three artistic giants, Leonardo da Vinci,
Raphael, and Michelangelo.
Leonardo mastered the art of realistic painting and
even dissected human bodies to better see how
nature worked. However, he also stressed the need to
advance beyond such realism. It was Leonardo’s goal
to create idealized forms that would capture the perfection of nature and the individual—perfection that
could not be expressed fully by a realistic style.
At age 25, Raphael was already regarded as one of
Italy’s best painters. He was especially admired for
his numerous madonnas (paintings of the Virgin
Mary). In these, he tried to achieve an ideal of beauty
far surpassing human standards.
Assign Section 2 Assessment
as homework or as an in-class
activity.
Have students use Interactive
Tutor Self-Assessment CD-ROM.
L2
Section Quiz 12–2
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
Chapter 12
Score
Section Quiz 12-2
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (10 points each)
Column A
Column B
1. key intellectual movement of the Renaissance
A. classical
2. form of Latin used by the ancient Romans
B. humanism
3. Dante’s masterpiece
C. fresco
4. a painting done on fresh, wet plaster
D. Michelangelo
5. painter of the Sistine Chapel ceiling
E. the Divine
Comedy
DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best
completes the statement or answers the question. (10 points each)
6. The Renaissance artists of northern Europe painted
386
CHAPTER 12
Raphael is also well known for his frescoes in the
Vatican Palace. His School of Athens reveals a world of
balance, harmony, and order—the underlying principles of the art of the classical world of Greece and
Rome.
Michelangelo, an accomplished painter, sculptor,
and architect, was another artistic master of the High
Renaissance. Fiercely driven by his desire to create,
he worked with great passion and energy on a
remarkable number of projects.
Michelangelo’s figures on the ceiling of the Sistine
Chapel in Rome reveal an ideal type of human being
with perfect proportions. The beauty of this idealized
human being is meant to be a reflection of divine
beauty. The more beautiful the body, the more godlike the figure.
Reading Check Identifying Name the three Italian
artists most closely associated with the High Renaissance.
The Northern Artistic Renaissance
Like the artists of Italy, the artists of northern
Europe became interested in portraying their world
realistically. However, their approach was different
from the Italians’. This was particularly true of the
artists of the Low Countries (present-day Belgium,
Luxembourg, and the Netherlands).
Renaissance and Reformation
COOPERATIVE
LEARNING
ACTIVITY
EXTENDING
THE CONTENT
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
386
Analyzing Art Assign students to small groups to study the works of one of the following Northern Renaissance artists: Pieter Brueghel the Elder, Jan van Eyck, Albrecht Dürer, Lucas Cranach the
Elder, or Hans Holbein the Younger. Tell students to use art history books to analyze their artist’s
works. Suggest that they record evidence of daily activities, occupations, social classes, entertainment, clothing, hairstyles, and housing shown in these works. Remind groups that each member
should be responsible for a task, such as organizing research, recording the group’s discussion,
making photocopies, or presenting the group’s analysis to the class. Tell students to include pictures of artworks in their reports to the class. L2
CHAPTER 12
Section 2, 382–387
Answer: enabled him to use a wide
variety of colors and create fine
details
L1/ELL
Reading Essentials and
Study Guide 12–2
Name
Date
Class
Reading Essentials and Study Guide
Chapter 12, Section 2
For use with textbook pages 382–387
THE INTELLECTUAL AND ARTISTIC RENAISSANCE
KEY TERMS
humanism an intellectual movement of the Renaissance that was based on the study of the
ancient Greek and Roman classics (page 383)
fresco
In the Adoration of the Magi, Albrecht Dürer retains the minute
details associated with northern European painting, but he also
makes use of perspective and proportion.
a painting done on fresh, wet plaster with water-based paints (page 385)
DRAWING FROM EXPERIENCEII
Do you enjoy looking at paintings and sculptures? What periods or styles do you like
best?
In the last section, you read about the beginnings of the Renaissance in Italy. In this
section, you will learn about art, literature, and education during the Renaissance.
ORGANIZING YOUR THOUGHTSII
Use the chart below to help you take notes. List some of the characteristics of the following art forms during the Renaissance.
those details more harmoniously into his works in
accordance with Italian artistic theories. Like the Italian artists of the High Renaissance, Dürer tried to
achieve a standard of ideal beauty that was based on
a careful examination of the human form.
Art Form
Characteristics
Architecture
1.
Sculpture
2.
Painting
3.
Reading Check Examining Why was Jan van Eyck’s
use of oil paint significant?
190
Checking for Understanding
1. Define humanism, fresco.
3. Locate Canterbury, Flanders.
Critical Thinking
6. Compare and Contrast How do the
humanist goals and philosophy of
education developed during the
Renaissance compare with the goals
of your high school education?
4. Summarize Christine de Pizan’s main
argument in The Book of the City of
Ladies. Why did her ideas receive so
much attention?
7. Summarizing Information Use a table
like the one below to describe the
greatest accomplishments of Leonardo
da Vinci, Raphael, and Michelangelo.
2. Identify Petrarch, Dante, Michelangelo, Jan van Eyck, Albrecht Dürer.
5. Compare the underlying principles of
both classical Greek and Roman art
with Italian Renaissance art. How are
the principles similar? How are they
different?
Leonardo
da Vinci
Raphael
Michelangelo
CHAPTER 12
1. Key terms are in blue.
2. Petrarch (p. 383); Dante (p. 383);
Michelangelo (p. 386); Jan van
Eyck (p. 387); Albrecht Dürer
(p. 387)
3. See chapter maps.
4. women could learn
5. balance, harmony, order; human
reflection of the divine
Copyright © by The McGraw-Hill Companies, Inc.
Circumstance played a role in the differences. The large wall spaces of Italian
churches had given rise to the art of
fresco painting. Italian artists used
these spaces to master the technical
skills that allowed them to portray
humans in realistic settings. In the north,
the Gothic cathedrals with their stained
glass windows did not allow for frescoes.
Dürer
Thus, northern artists painted illustrations for
books and wooden panels for altarpieces. Great care
was needed to depict each object on a small scale.
The most important northern school of art in the
fifteenth century was found in Flanders, one of the
Low Countries. The Flemish painter Jan van Eyck
(EYEK) was among the first to use oil paint, which
enabled the artist to use a wide variety of colors and
create fine details as in his painting Giovanni Arnolfini
and His Bride. Like other Northern Renaissance artists,
however, van Eyck imitated nature not by using perspective, as the Italians did, but by simply observing
reality and portraying details as best he could.
By 1500, artists from the north had begun to study
in Italy and to be influenced by what artists were
doing there. One German artist who was greatly
affected by the Italians was Albrecht Dürer. He made
two trips to Italy and absorbed most of what the Italians could teach on the laws of perspective.
As can be seen in his famous Adoration of the Magi,
Dürer did not reject the use of minute details characteristic of northern artists. He did try, however, to fit
6. Students will compare Renaissance
education to modern.
7. da Vinci: capture the perfection of
nature and the individual; Raphael:
achieve an ideal of beauty surpassing human standards; Michelangelo: ideal type of human being
with perfect proportions
Analyzing Visuals
8. Compare the paintings of Raphael and
Dürer, shown on page 386 and above.
What themes does each artist explore?
How does each painting reflect the
history of the culture in which it was
produced?
World History
Reteaching Activity
Ask students to list what they
think were the most important
innovations in literature, education, art, and architecture during
the Renaissance. (use of vernacular, humanist education, lifelike art,
smaller churches) L2
SS.A.3.4.1
9. Expository Writing Assume the
role of an art docent (a person who
guides people through museums).
Prepare a lecture to be given to a
group of students on the works of
Jan van Eyck and how they differ
from Italian Renaissance paintings.
Renaissance and Reformation
4 CLOSE
387
8. Raphael: philosophy, antiquity; It
also reflects the Renaissance interest in antiquity. Dürer: religious
9. Answers may include that van Eyck
painted in oils, used color, created
fine details.
Students should recognize the
impact of the art masterpieces
that were created during this
time and that it was wealthy Italian families and the Catholic
Church who were the primary
sponsors of Renaissance art.
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
2
387
TEACH
The Genius of Leonardo da Vinci
Analyzing Primary Sources At
a dinner party in 1546, Cardinal
Farnese, a patron of the arts,
asked Giorgio Vasari, an artist
and architect, if he would assemble “a catalogue of artists and
their works, listed in chronological order.” Vasari complied and
his famous “The Lives of the
Most Excellent Painters, Sculptors, and Architects” was first
published in 1550. The book has
become an important source for
historians despite some inaccuracies and bias. Using this
source, ask students to explain
and apply different methods that
historians use to interpret the
past, including the use of primary and secondary sources,
points of view, frames of reference, and historical context.
DURING THE RENAISSANCE,
artists came to be viewed
as creative geniuses with
almost divine qualities.
The painter Giorgio Vasari
helped create this image by
writing a series of brief biographies of Italy’s great artists,
including Leonardo da Vinci.
Leonardo da Vinci
are born with various remarkable qualities and talents; but occasionally, in a way that transcends
nature, a single person is marvelously endowed by
heaven with beauty, grace, and talent in such abundance that he leaves other men far behind, all his
actions seem inspired, and indeed everything he
does clearly comes from God rather than from
human art.
Everyone acknowledged that this was true of
Leonardo da Vinci, an artist of outstanding physical
beauty who displayed infinite grace in everything he
did and who cultivated his genius so brilliantly that
all problems he studied he solved with ease. He
possessed great strength and dexterity; he was a
man of regal spirit and tremendous breadth of
mind; and his name became so famous that not
only was he esteemed during his lifetime but his
reputation endured and became even greater after
his death. . . .
He was marvelously gifted, and he proved himself to be a first-class geometrician in his work as a
sculptor and architect. In his youth, Leonardo made
in clay several heads of women with smiling faces,
of which plaster casts are still being made, as well
as some children’s heads executed as if by a mature
artist. He also did many architectural drawings both
of ground plans and of other elevations, and, while
still young, he was the first to propose reducing the
Arno River to a navigable canal between Pisa and
Florence. He made designs for mills, . . . and
engines that could be driven by water-power;
Connecting Across Time
Encourage students to compare
this painting with religious
paintings of the Middle Ages
and to note the differences in
style and subject matter. L2
Arts Have students research specific achievements of Leonardo da
Vinci and prepare an illustrated essay
or chart detailing his contributions to
fields other than art. L2
In the normal course of
“
events many men and women
and as he intended to be a painter by profession he
carefully studied drawing from life. . . . Altogether,
his genius was so wonderfully inspired by the grace
of God, his powers of expression were so powerfully
fed by a willing memory and intellect, and his writing conveyed his ideas so precisely, that his arguments and reasonings confounded the most
formidable critics. In addition, he used to make
models and plans showing how to excavate and
tunnel through mountains without difficulty, so as
to pass from one level to another; and he demonstrated how to lift and draw great weights by means
of levers and hoists and ways of cleaning harbors
and using pumps to suck up water from great
depths.
—Giorgio Vasari, Lives of the Artists
”
A detail from da Vinci’s Last Supper, shown as the
painting was being restored in the late 1990s
Analyzing Primary Sources
1. Name the qualities that Vasari admires
in Leonardo da Vinci.
2. How does Vasari’s description of da Vinci
reflect the ideals of Italian Renaissance
humanism?
388
ANSWERS TO ANALYZING PRIMARY SOURCES
1. physical beauty, infinite grace, genius, strength and
dexterity, regal spirit, and tremendous breadth of
mind
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
388
2. He was a well-rounded person who was very accomplished in a wide range of areas, including painting,
sculpture, architecture, writing, geometry, and engineering.
CHAPTER 12
The Protestant
Reformation
Section 3, 389–393
1 FOCUS
Guide to Reading
Section Opener
Main Ideas
People to Identify
Reading Strategy
• The major goal of humanism in northern Europe was to reform Christendom.
• Martin Luther’s religious reforms led to
the emergence of Protestantism.
Martin Luther, Desiderius Erasmus,
Charles V
Cause and Effect Use a diagram like the
one below to identify steps that led to the
Reformation.
Places to Locate
After reading this section, students should understand the
development of Protestantism.
Wittenberg, Bohemia, Hungary
Key Terms
Steps Leading to
the Reformation
Preview Questions
Christian humanism, salvation,
indulgence
1. What were the beliefs of Christian
humanists?
2. Explain what is meant by justification
by grace through faith alone.
BELLRINGER
Skillbuilder Activity
Project transparency 12–3 and
have students answer questions.
Preview of Events
✦1500
✦1510
✦1520
1509
Erasmus writes his
satire The Praise of Folly
✦1530
1517
Martin Luther presents the
Ninety-five Theses
✦1540
1521
The Church excommunicates Luther
✦1550
1555
The Peace of Augsburg
divides Germany
Daily Focus Skills Transparency
12–3
ANSWERS
1. the Bible 2. excommunicated Martin Luther
policy of selling indulgences
Copyright © by The McGraw-Hill Companies, Inc.
UNIT
3
3. the
DAILY FOCUS SKILLS
Chapter 12 TRANSPARENCY 12-3
The Protestant Reformation
1
On what did Martin Luther
lecture at the University of
Wittenberg?
2
How did the Catholic
Church react to Martin
Luther’s Ninety-Five
Theses?
3
What Catholic Church
policy prompted Luther to
post his theses?
Key Events in the Life of Martin Luther
Voices from the Past
1480
1500
1510
1520
1530
1540
1550
1483
1512
1520
1522
1546
Martin Luther
is born
Martin Luther
is a monk and
professor at the
University of
Wittenberg
Martin Luther
calls on the
German
princes to
overthrow the
papacy in
Germany
Martin Luther
returns from
hiding to the
University of
Wittenberg
Martin
Luther dies
1517
Martin Luther posts
his Ninety-Five Theses
or statements against
the Catholic Church’s
policies, especially
the sale of indulgences
On April 18, 1521, Martin Luther stood before the emperor and princes of Germany
in the city of Worms and declared:
1521
The Catholic Church
excommunicates
Martin Luther
“
Since then Your Majesty and your lordships desire a simple reply, I will answer
without horns and without teeth. Unless I am convicted by Scripture and plain reason—I do not accept the authority of popes and councils, for they have contradicted
each other—my conscience is captive to the Word of God. I cannot and I will not
recant anything, for to go against conscience is neither right nor safe. Here I stand,
I cannot do otherwise. God help me. Amen.
Guide to Reading
Answers to Graphic: Steps Leading
to the Reformation: Christian humanism, corruption in the Catholic
Church, people desired meaningful
religious expression and assurance of
their salvation, sale of indulgences,
Modern Devotion
”
—Here I Stand: A Life of Martin Luther, Roland Bainton, 1950
With these words Martin Luther refused to renounce his new religious ideas.
Luther’s words became the battle cry of the Protestant Reformation.
Erasmus and Christian Humanism
The Protestant Reformation is the name given to the religious reform movement that divided the western Church into Catholic and Protestant groups.
Although Martin Luther began the Reformation in the early sixteenth century,
several earlier developments had set the stage for religious change.
One such development grew from widespread changes in intellectual thought.
During the second half of the fifteenth century, the new classical learning that was
CHAPTER 12
Renaissance and Reformation
389
Preteaching Vocabulary
Ask students to explain the difference
between Christian humanism and
Renaissance humanism. (Christian
humanists believed that studying
Christianity would lead to reform in
the Church; Renaissance humanism
believed that all studies made one a
better individual.)
SECTION RESOURCES
Reproducible Masters
• Reproducible Lesson Plan 12–3
• Daily Lecture and Discussion Notes 12–3
• Guided Reading Activity 12–3
• Section Quiz 12–3
• Reading Essentials and Study Guide 12–3
Transparencies
• Daily Focus Skills Transparency 12–3
Multimedia
Interactive Tutor Self-Assessment CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
2
389
CHAPTER 12
part of Italian Renaissance humanism spread to
northern Europe. From that came a movement called
Christian humanism, or Northern Renaissance
humanism. The major goal of this movement was the
reform of the Catholic Church.
The Christian humanists believed in the ability of
human beings to reason and improve themselves.
They thought that if people read the classics, and
especially the basic works of Christianity, they would
become more pious. This inner piety, or inward religious feeling, would bring about a reform of the
Church and society. Christian humanists believed
that in order to change society, they must first change
the human beings who make it up.
The best known of all the Christian humanists was
Desiderius Erasmus (ih•RAZ•muhs). He called his
view of religion “the philosophy of Christ.” By this,
he meant that Christianity should show people how
to live good lives on a daily basis rather than provide
a system of beliefs that people have to practice to be
saved. Erasmus stressed the inwardness of religious
feeling. To him, the external forms of medieval religion (such as pilgrimages, fasts, and relics) were not
all that important.
To reform the Church, Erasmus wanted to spread
the philosophy of Christ, provide education in the
Section 3, 389–393
2 TEACH
Answer: He criticized the abuses in
the Church along with other aspects
of his society and called for reform.
Daily Lecture and
Discussion Notes 12–3
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 3
Did You Know
?
Half the proceeds of the German sales of
indulgences was to be used to pay off the large debt of the archbishop and elector Albert of Mainz, who had incurred the debt to pay
the pope for his appointment to office.
I.
Erasmus and Christian Humanism (pages 389–390)
A. The Protestant Reformation, begun by Martin Luther in the early sixteenth century,
divided the western Church into Catholic and Protestant groups. Earlier developments
set the stage for this event.
B. Italian humanism spread to northern Europe creating a movement called Christian
humanism. Christian humanists believed in the ability of human beings to reason and
improve themselves. They wanted to reform the Catholic Church. This reform would
occur through developing inner piety, or religious feeling, based on studying the
works of Christianity.
Turning Points in World History
The ABC News videotape
includes a segment on the
Reformation.
Connecting Across Time
On the eve of and during the
Reformation, common people
were concerned with salvation.
They fasted, went on pilgrimages, attended mass, bought
indulgences. The question of salvation was large in their lives.
Ask students what people are
concerned about today. What do
those concerns reveal about our
culture? (Answers will vary, but
list may reveal more secular concerns of success, solving world problems, etc.) L1 SS.A.3.4.2
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
390
Raphael’s depiction of Pope Julius II
390
CHAPTER 12
works of Christianity, and criticize the abuses in the
Church. In his work The Praise of Folly, written in
1509, Erasmus humorously criticized aspects of his
society that he believed were most in need of reform.
He singled out the monks for special treatment.
Monks, he said, “insist that everything be done in
precise detail. . . . Just so many knots must be
on each shoe and the shoelace must be of only
one color.”
Erasmus sought reform within the Catholic
Church. He did not wish to break away from the
Church, as later reformers would. His ideas, however, did prepare the way for the Reformation. As
people of his day said, “Erasmus laid the egg that
Luther hatched.”
Reading Check Examining How did Erasmus pave
the way for the Reformation?
Religion on the Eve of
the Reformation
Why were Erasmus and others calling for reform?
Corruption in the Catholic Church was one reason.
Between 1450 and 1520, a series of popes—known as
the Renaissance popes—failed to meet the Church’s
spiritual needs. The popes were supposed to be the
spiritual leaders of the Catholic Church. As leaders of
the Papal States, however, they were all too often
more concerned with Italian politics and worldly
interests than with spiritual matters.
Julius II, the fiery “warrior-pope,” personally led
armies against his enemies. This disgusted Christians
who viewed the pope as a spiritual, not a military,
leader. One critic wrote, “How, O bishop standing in
the room of the Apostles, dare you teach the people
the things that pertain to war?”
Many church officials were also concerned with
money and used their church offices to advance their
careers and their wealth. At the same time, many
ordinary parish priests seemed ignorant of their spiritual duties. People wanted to know how to save
their souls, and many parish priests were unable to
offer them advice or instruction.
While the leaders of the Church were failing to
meet their responsibilities, ordinary people desired
meaningful religious expression and assurance of
their salvation or acceptance into Heaven. As a
result, for some, the process of obtaining salvation
became almost mechanical. Collections of relics grew
more popular as a means to salvation. According to
church practice at that time, through veneration of a
Renaissance and Reformation
EXTENDING THE CONTENT
Renaissance Popes Nicholas V (1447 to 1455) was the first pope of the Renaissance. He combined humanism with Christianity. He founded the Vatican Library and was a patron of the arts.
Callistus III was a Spaniard who advanced his family, the Borgias. His nephew was the infamous
Alexander VI. Alexander VI became pope in 1492 after bribing the cardinals. He worked shamelessly to further his own household. Julius II (1503 to 1513) worked to restore and extend papal
territory. Leo X (1513 to 1521) made Rome a center of culture. He loved luxury and engaged in
political intrigues. In 1517 there was a plot to poison him. Leo had the cardinal who led the plot
tortured and executed. He created 31 new cardinals to ensure his control. He promoted the sale of
indulgences in order to finance the building of St. Peter’s Cathedral. SS.A.3.4.2
CHAPTER 12
relic, a person could gain an indulgence—release
from all or part of the punishment for sin. Frederick
the Wise, Luther’s prince, had amassed over five
thousand relics. Indulgences attached to them could
reduce time in purgatory by 1,443 years. The Church
also sold indulgences, in the form of certificates.
Other people sought certainty of salvation in the
popular mystical movement known as the Modern
Devotion. The Modern Devotion downplayed religious dogma and stressed the need to follow the
teachings of Jesus. This deepening of religious life
was done within the Catholic Church. However,
many people soon found that the worldly-wise
clergy had little interest in the spiritual needs of their
people. It is this environment that helps to explain
the tremendous impact of Luther’s ideas.
Section 3, 389–393
Answer: a mystical movement that
rejected dogma and instead stressed
the need to follow the teachings of
Jesus
How did Luther’s protest affect European religious life?
(His protest led to the rise of Protestantism. In challenging the pope’s
authority, Luther also contributed to
ending the religious unity of western
Europe.) L1
Reading Check Explaining What was the Modern
Devotion?
Martin Luther
In this section, you will learn how,
on October 31, 1517, Martin Luther presented a list of
Ninety-five Theses that objected to the Church practice
of indulgences. The publication of Luther’s theses began
the Protestant Reformation.
Martin Luther was a monk and a professor at the
University of Wittenberg, in Germany, where he lectured on the Bible. Through his study of the Bible,
Luther arrived at an answer to a problem—the certainty of salvation—that had bothered him since he
had become a monk.
Catholic teaching had stressed that both faith and
good works were needed to gain personal salvation.
In Luther’s eyes, human beings were powerless in
the sight of an almighty God and could never do
enough good works to earn salvation.
Through his study of the Bible, Luther came to
believe that humans are not saved through their good
works but through their faith in God. If an individual
has faith in God, then God makes
that person just, or
worthy of salvation. God will
grant salvation
because God is
merciful. God’s
grace cannot be
earned by performing good works.
Indulgence box
This idea, called justification
The advent of the printing press allowed Luther’s views to spread
beyond Wittenberg.
L1/ELL
Guided Reading Activity 12–3
Name
(being made right before God) by faith alone, became
the chief teaching of the Protestant Reformation.
Because Luther had arrived at his understanding of
salvation by studying the Bible, the Bible became for
Luther, as for all other Protestants, the only source of
religious truth.
Date
Class
Guided Reading Activity 12-3
The Protestant Reformation
DIRECTIONS: Fill in the blanks below as you read Section 3.
I. The Protestant Reformation divided the Church into
and
.
A. Christian
believed that through
, humans
could improve themselves.
B.
sought
within the Catholic Church with-
out breaking away.
1. Popes were too often concerned with
The Ninety-five Theses
CHAPTER 12
Renaissance and Reformation
rather than
.
Luther did not see himself
as a rebel, but he was greatly upset by the widespread selling of indulgences. Especially offensive in
his eyes was the monk Johann Tetzel, who sold
indulgences with the slogan: “As soon as the coin in
the coffer [money box] rings, the soul from purgatory
springs.” People, Luther believed, were simply
harming their chances for salvation by buying these
pieces of paper.
On October 31, 1517, Luther, who was greatly
angered by the Church’s practices, sent a list of
Ninety-five Theses to his church superiors, especially
the local bishop. The theses were a stunning attack
on abuses in the sale of indulgences. Thousands of
copies of the Ninety-five Theses were printed and
spread to all parts of Germany. Pope Leo X did not
take the issue seriously, however. He said that Luther
was simply “some drunken German who will amend
his ways when he sobers up.”
2. Church officials often used their office to advance and grow
.
II. Martin Luther gained an answer to the problem of the
A. Catholic teaching stressed both faith and
of salvation.
to obtain
.
B. Luther came to believe that the Bible taught
1. Luther posted
by faith alone.
theses attacking the sale of
.
2. By 1520 Luther called to leave the papacy and establish a
church in Germany.
391
Vocabulary Some students may
not understand the terms indulgences, purgatory, remission, and
dogma, but these are critical to
understanding the reform movement
begun by Martin Luther. Allow time
for students to look these terms up
in the dictionary and discuss their
meanings with the class. L1
FCAT LA.A.1.4.2
EXTENDING THE CONTENT
Ninety-five Theses On October 31, 1517, Martin Luther nailed his Ninety-five Theses to the door
of the Castle Church in Wittenberg, thereby launching the Reformation. Or did he? For hundreds of
years people believed that Luther nailed his theses to the church door. In 1961, however, a
researcher asserted that the famous image of Luther nailing the theses to the door belonged to the
realm of legend. How did the researcher come to that conclusion? He noted that the first written
account of the event comes from someone who could not have been an eyewitness. Also, the
account appeared after Luther’s death, and Luther himself had never mentioned the event. What is
fact is that Luther wrote a letter to his superiors denouncing the sale of indulgences and included
the theses, which were to be the basis for a discussion on the topic. SS.A.3.4.2
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
391
CHAPTER 12
A Break with the Church
years,” he declared, “must be wrong!” By the Edict of
Worms, Martin Luther was made an outlaw within
the empire. His works were to be burned and Luther
himself captured and delivered to the emperor. However, Luther’s ruler, Elector Frederick of Saxony, was
unwilling to see his famous professor killed. He sent
Luther into hiding and then protected him when he
returned to Wittenberg at the beginning of 1522.
By 1520, Luther had
begun to move toward a more definite break with the
Catholic Church. He called on the German princes to
overthrow the papacy in Germany and establish a
reformed German church. Luther also attacked the
Church’s system of sacraments. In his view, they
were the means by which the pope and the Church
had destroyed the real meaning of the gospel for a
thousand years. He kept only two sacraments—baptism and the Eucharist (also known as Communion).
Luther also called for the clergy to marry. This went
against the long-standing Catholic requirement that
the clergy remain celibate, or unmarried.
Through all these calls for change, Luther continued to emphasize his new doctrine of salvation. It is
faith alone, he said, and not good works, that justifies
and brings salvation through Christ.
Unable to accept Luther’s ideas, the Church
excommunicated him in January 1521. He was also
summoned to appear before the imperial diet—or
legislative assembly—of the Holy Roman Empire,
which was called into session at the city of Worms by
the newly elected emperor Charles V. The emperor
thought he could convince Luther to change his
ideas, but Luther refused.
The young emperor was outraged. “A single friar
who goes counter to all Christianity for a thousand
Section 3, 389–393
Answers:
1. Worms
2. It was in Saxony. Luther benefited
from Elector Frederick’s protection. It was far from Rome and
papal influence.
Enrich
Have students imagine that they
are living in Germany in the
1500s. Ask them to assert a
Catholic or Lutheran point of
view in a letter to the editor
about the implications of
Luther’s reforms on the Catholic
Church in Germany. L3
SS.A.3.4.2
Political Europe, 1555
3 ASSESS
IRELAND
50°
N
AN
FL
ine
Rh
Assign Section 3 Assessment
as homework or as an in-class
activity.
a
Se
North DENMARK
tic
Sea
Ba l
ENGLAND NETHERLANDS
RS
HOLY Wittenberg
London
DE
SAXONY
ROMAN
The Rise of Lutheranism During the next few
years, Luther’s religious movement became a revolution. Luther was able to gain the support of many of
the German rulers among the numerous states that
made up the Holy Roman Empire. These rulers
quickly took control of the Catholic churches in their
territories, forming state churches whose affairs were
supervised by the government.
As part of the development of these statedominated churches, Luther also set up new religious
services to replace the Catholic mass. These featured
a worship service consisting of Bible readings,
preaching of the word of God, and song. The doctrine
developed by Luther soon came to be known as
Lutheranism, and the churches as Lutheran churches.
Lutheranism was the first Protestant faith.
In June 1524, Luther faced a political crisis when
German peasants revolted against their lords. The
peasants looked to
Luther to support
their cause, but
Luther instead supported the lords. To
him, the state and its
N
rulers were called by
POLAND
God to maintain the
E
W
peace necessary for
S
R.
Atlantic
Ocean
Have students use Interactive
Tutor Self-Assessment CD-ROM.
Paris
FRANCE
Worms EMPIRE
BOHEMIA
Augsburg
HUNGARY
Geneva
L2
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
Score
Chapter 12
Black
Sea
AL
POR
40°N
TUG
Section Quiz 12–3
Madrid
SPAIN
Rome
Naples
NAPLES
Corsica
Sardinia
10°W
Section Quiz 12-3
Mediterranean Sea
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (10 points each)
Column A
Sicily
Column B
1. belief in the ability of humans to reason and improve
themselves
2. assurance of acceptance into heaven
3. earned or purchased release from punishment for sin
0°
A. salvation
B. the Ninety-Five
Theses
4. Luther’s attack on abuses of the Church
C. Holy Roman
emperor
5. title held by Charles V
D. indulgence
10°E
Boundary of the Holy Roman Empire
Hapsburg territories of Holy Roman Emperor Charles V
Major German secular states
Papal States
Ottoman Empire
E. Christian
humanism
DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best
completes the statement or answers the question. (10 points each)
he McGraw-Hill Companies, Inc.
6. Charles V ruled all of the following lands EXCEPT
A. France.
C. the Austrian lands.
B. Spain.
D. the Low Countries.
7. The division of Christianity in Germany into Catholic and Lutheran
states was recognized by
A. the Treaty of Rome.
C. the Peace of Augsburg.
B. the Peace of Luther.
D. the Diet of Worms.
8. Luther taught that
A. the clergy should remain celibate.
B. good works, not faith alone,
bring salvation.
Constantinople
392
CHAPTER 12
Crete
300 miles
0
30°E
300 kilometers
0
Lambert Azimuthal Equal-Area projection
Charles V wanted to keep
his vast territories Catholic.
1. Interpreting Maps In
which city was Luther
declared an outlaw?
2. Applying Geography
Skills How did the
location of Wittenberg
benefit the Protestant
cause?
20°E
Renaissance and Reformation
C. the sacraments promoted the gospel.
D. the selling of indulgences was wrong.
9. Luther taught that justification by faith (being made right before God) was
A. an abuse used by Catholicism.
C. acceptable for selling by churches.
READING THE TEXT
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
392
Questioning Help students focus on individuals discussed in the section by writing questions that
they would like to ask if they could speak to that person. Ask students to write four or five questions they would ask Tetzel about the sale of indulgences, Luther on his Ninety-five Theses, Pope
Leo X on excommunicating Luther, Elector Frederick of Saxony on hiding Luther, or Luther on the
teachings of Lutheranism. L1
Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities
in the TCR.
the spread of the gospel. It was the duty of princes to
stop revolt. By the following spring, the German
princes had crushed the peasants. Luther found himself even more dependent on state authorities for the
growth of his church.
Reading Check Contrasting How did Luther’s theory
of salvation differ from what the Catholic Church believed was
necessary for salvation?
Politics in the German
Reformation
From its very beginning, the fate of Luther’s
movement was closely tied to political affairs.
Charles V, the Holy Roman emperor (who was also
Charles I, the king of Spain), ruled an immense
empire consisting of Spain and its colonies, the Austrian lands, Bohemia, Hungary, the Low Countries,
the duchy of Milan in northern Italy, and the kingdom of Naples in southern Italy.
Politically, Charles wanted to keep this enormous
empire under the control of his dynasty—the Hapsburgs. Religiously, he hoped to preserve the unity of
his empire by keeping it Catholic. However, a number of problems kept him busy and cost him both his
dream and his health. These same problems helped
Lutheranism survive by giving Lutherans time to
organize before having to face the Catholic forces.
The chief political concern of Charles V was his
rivalry with the king of France, Francis I. Their conflict over disputed territories in a number of areas led
to a series of wars that lasted more than 20 years. At
the same time, Charles faced opposition from Pope
CHAPTER 12
Clement VII. Guided by political considerations, the
pope had joined the side of the French king. The
advance of the Ottoman Turks into the eastern part of
Charles’s empire forced the emperor to send forces
there as well.
Finally, the internal political situation in the Holy
Roman Empire was not in Charles’s favor. Germany
was a land of several hundred territorial states.
Although all owed loyalty to the emperor, Germany’s development in the Middle Ages had
enabled these states to free themselves from the
emperor’s authority. Many individual rulers of the
German states supported Luther as a way to assert
their own local authority over the authority of the
empire and Charles V.
By the time Charles V was able to bring military
forces to Germany, the Lutheran princes were well
organized. Unable to defeat them, Charles was
forced to seek peace.
An end to religious warfare in Germany came in
1555 with the Peace of Augsburg. This agreement
formally accepted the division of Christianity in Germany. The German states were now free to choose
between Catholicism and Lutheranism. Lutheran
states were to have the same legal rights as Catholic
states. The peace settlement did not recognize the
principle of religious toleration for individuals, however. The right of each German ruler to determine the
religion of his subjects was accepted, but not the right
of the subjects to choose their own religion.
Section 3, 389–393
Answer: Catholics believed that salvation came from both faith and
good works; Luther believed that
faith alone made a person worthy
of salvation.
Answer: It formally ended religious
warfare in Germany by allowing individual states to choose between
Catholicism and Lutheranism.
L1/ELL
Reading Essentials and
Study Guide 12–3
Name
Date
Class
Reading Essentials and Study Guide
Chapter 12, Section 3
For use with textbook pages 389–393
THE PROTESTANT REFORMATION
KEY TERMS
Christian humanism a movement in northern Europe during the Renaissance (also called
Northern Renaissance humanism) that stressed a belief in the ability of human beings to reason and improve themselves (page 390)
salvation
indulgence
Reading Check Evaluating How did the Peace of
acceptance into heaven (page 390)
a release from all or part of the punishment for sin (page 391)
DRAWING FROM EXPERIENCEII
Have you ever attended Catholic mass? Have you ever attended a Lutheran worship
service? What differences did you see?
In the last two sections, you learned about the changes and achievements during the
Renaissance period. In this section, you will learn about the Protestant Reformation that
took place during the end of this period.
Augsburg influence the political and religious development of
Germany?
ORGANIZING YOUR THOUGHTSII
Reteaching Activity
Checking for Understanding
1. Define Christian humanism, indulgence, salvation.
Critical Thinking
6. Discuss What were the consequences
of Luther’s Ninety-five Theses?
2. Identify Martin Luther, Desiderius
Erasmus, Edict of Worms, Charles V,
The Peace of Augsburg.
7. Sequencing Information Use a
diagram like the one below to show
Luther’s actions leading to the emergence of Protestantism.
3. Locate Wittenberg, Bohemia, Hungary.
4. Explain the impact of the Edict of
Worms.
Luther’s Actions
Protestantism
5. List the ways Erasmus wanted to
reform the Catholic Church.
CHAPTER 12
1. Key terms are in blue.
2. Martin Luther (p. 389); Desiderius
Erasmus (p. 390); Edict of Worms
(p. 392); Charles V (p. 393); The
Peace of Augsburg (p. 393)
3. See chapter maps.
4. outlawing Luther turned his religious movement into a revolution
5. spread the philosophy of Christ,
provide education in works of
Christianity, criticize abuses of the
church
6. gave rise to separate religious
reform movements and to the
breakdown of religious unity in
Europe
7. Ninety-five Theses → called for
German princes to establish a
reformed German church → [additional reforms] → Protestantism
Have students list the main differences between Lutheranism
and Catholicism. (idea of salvation, sacraments, clergy could
marry) L1 SS.A.3.4.2
Analyzing Visuals
8. Identify the event illustrated in the
painting on page 391. Why was this
event significant? How has the painter
portrayed Martin Luther?
4 CLOSE
9. Persuasive Writing Martin Luther’s
father wanted him to become a
lawyer. Write a letter in which
Martin Luther tries to convince his
father that the path he chose was
better than the law.
Renaissance and Reformation
8. Luther posting his Ninety-five
Theses on the church door.
Answers will vary.
9. Students will compose a letter
from Luther’s point of view.
393
Ask students to explain the relevance of justification by faith
and the sale of indulgences to
Luther’s break from the Catholic
Church. (Luther did not believe
actions brought salvation, but faith
alone. The Church did not accept
this.) L2 SS.A.3.4.2
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
2
393
TEACH
Summarizing Information
Summarizing Information
Before asking students to read
the Skillbuilder, distribute copies
of a newspaper editorial. Ask
students which sentence best
indicates the subject of the editorial. Ask them what this type of
sentence is called (topic sentence).
Have them restate the point of
the topic sentence in their own
words. Now ask them to identify
sentences that support the main
point. Have students list, in as
few words as possible, the supporting points. L1
Why Learn This Skill?
Imagine you have been assigned a chapter on the
Renaissance for a midterm. After taking a short
break, you discover that you cannot recall important information. What can you do to avoid this
problem?
When you read a long selection, it is helpful to
take notes. Summarizing information—reducing
large amounts of information to a few key
phrases—can help you remember the main ideas
and important facts.
To summarize information, follow these guidelines when you read:
• Distinguish the main ideas from the supporting
details. Use the main ideas in the summary.
Additional Practice
L1
• Use your own words to describe the main ideas.
Do not copy the selection word for word.
Skills Reinforcement
Activity 12
• Summarize the author’s opinion if you think it is
important.
✎
Date
1 What are the main ideas of this paragraph?
2 What are the supporting details of the main
ideas?
3 Write a brief summary of two or three sentences
that will help you remember what the
paragraph is about.
Learning the Skill
FCAT LA.A.2.4.1
Name
The next day the invading forces smashed down the
gates and pushed their way into the city. The terrible
sack of Rome in 1527 by the armies of the Spanish
king Charles I ended the Italian wars and left the
Spanish a dominant force in Italy.
• If the summary is almost as long as the reading
selection, you are including too much information. The summary should be very short.
Class
Skills Reinforcement Activity 12
Summarizing Information
The ability to summarize information is a part of note taking. Summarizing allows you
to record and remember the most important ideas and facts from your reading. When you
summarize, you record main ideas in your own words.
Practicing the Skill
DIRECTIONS: Read the following excerpt from your text, pages 375–376. Then answer the
questions below in the space provided.
The word renaissance means rebirth.
A number of people who lived in Italy
between 1350 and 1550 believed that they
had witnessed a rebirth of the ancient
Greek and Roman worlds. To them, this
rebirth marked a new age. Historians later
called this period the Renaissance, or Italian
Renaissance—a period of European history
that began in Italy and spread to the rest of
Europe. What, then, are the most important
characteristics of the Italian Renaissance?
First, Renaissance Italy was largely an
urban society. As the Middle Ages pro-
Read the selection below, and then answer the
questions that follow.
instability, and a decline of Church power.
Recovery went hand in hand with a rebirth
of interest in ancient culture. Italian
thinkers became aware of their own Roman
past—the remains of which were to be
seen all around them. They also became
intensely interested in the culture that had
dominated the ancient Mediterranean
world. This revival affected both politics
and art.
Third, a new view of human beings
emerged as people in the Italian Renaissance
began to emphasize individual ability. As
For the next 30 years, the French and Spanish made
Italy their battleground as they fought to dominate
the country. A decisive turning point in their war
came in 1527. On May 5, thousands of troops
belonging to the Spanish king Charles I arrived at the
city of Rome along with mercenaries from different
countries. They had not been paid for months. When
they yelled, “Money! Money!” their leader
responded, “If you have ever dreamed of pillaging a
town and laying hold of its treasures, here now is
one, the richest of them all, queen of the world.”
CD-ROM
Glencoe Skillbuilder
Interactive Workbook
CD-ROM, Level 2
This interactive CD-ROM reinforces
student mastery of essential social
studies skills.
St. Peter’s Square, sixteenth-century Rome
Applying the Skill
Read and summarize two articles from the front page of
a newspaper. Have a classmate ask you questions
about them. How much were you able to remember
after summarizing the information?
Glencoe’s Skillbuilder Interactive Workbook,
Level 2, provides instruction and practice in key
social studies skills.
394
ANSWERS TO PRACTICING THE SKILL
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
394
1. The wars of the French and Spanish in Italy led to the
sack of Rome.
2. dates, the name of the Spanish king, quotation
3. The French and Spanish fought in Italy for 30 years.
When the Spanish king could not pay his troops, they
sacked Rome. This ended the war, and Spain dominated Italy.
Applying the Skill: Students will work in pairs to summarize information.
The Spread of Protestantism
and the Catholic Response
Guide to Reading
Section 4, 395–401
1 FOCUS
Section Overview
Main Ideas
People to Identify
Reading Strategy
• Different forms of Protestantism
emerged in Europe as the Reformation
spread.
• The Catholic Church underwent a religious rebirth.
Ulrich Zwingli, John Calvin, Henry VIII,
Ignatius of Loyola
Cause and Effect Use a diagram like the
one below to list some of the reforms
proposed by the Council of Trent. Beside
each, give the Protestant viewpoint to
which it responded.
Key Terms
Preview Questions
Places to Locate
Zürich, Geneva, Trent
Council of Trent
This section discusses the different forms of Protestantism and
reforms in the Catholic Church.
BELLRINGER
Protestant Viewpoint
1. What different forms of Protestantism
emerged in Europe?
2. What were the contributions of the
Jesuits, the papacy, and the Council of
Trent to the revival of Catholicism?
predestination, annul
Preview of Events
✦1530
CHAPTER 12
✦1535
✦1540
1531
War between the Protestant and
Catholic states in Switzerland
1534
The Act of Supremacy
is passed in England
Skillbuilder Activity
Project transparency 12–4 and
have students answer questions.
✦1545
✦1550
1540
The Society of Jesus
becomes a religious order
1545
The Council of
Trent is formed
✦1555
1553
Mary Tudor, “Bloody Mary,”
becomes Queen of England
Daily Focus Skills Transparency
12–4
Copyright © by The McGraw-Hill Companies, Inc.
UNIT
3
ANSWERS
1. 4 2. Church of England
Anabaptist
3. Lutheran, Calvinist, and
DAILY FOCUS SKILLS
Chapter 12 TRANSPARENCY 12-4
The Spread of Protestantism and the Catholic Response
Voices from the Past
In order to fight Protestantism, the Catholic Ignatius Loyola founded a new religious
order. He insisted on certain principles:
1
How many Protestant
churches grew out
of the Protestant
Reformation by
about 1600?
2
Which church was
associated with a
particular country?
3
What were the names
of the other churches
that grew out of
the Protestant
Reformation?
Christian Churches, c. 1600
Catholic
Early
Christian
Church
Eastern
Orthodox
Anabaptists
Protestant
Reformation
Church of
England
Lutherans
Calvinists
“
We must put aside all judgment of our own, and keep the mind ever ready and
prompt to obey in all things the true Spouse of Jesus Christ, our holy Mother, the
Roman Catholic Church. . . . If we wish to proceed securely in all things, we must hold
fast to the following principle: What seems to me white, I will believe black if the
Catholic Church so defines. For I must be convinced that in Christ our Lord, the bridegroom, and in His spouse the Catholic Church, only one Spirit holds sway, which governs and rules for the salvation of souls.
Guide to Reading
Answers to Graphic: Council of
Trent: salvation through faith and
works; Protestant viewpoint: salvation
by faith alone
Council of Trent: seven sacraments;
Protestant viewpoint: two sacraments
Council of Trent: clerical celibacy;
Protestant viewpoint: called on clergy
to marry
”
—Spiritual Exercises of Ignatius Loyola, Louis J. Puhl, trans., 1951
Loyola’s ideal of complete obedience to the church was the cornerstone of his fight
against the spread of Protestant groups.
The Zwinglian Reformation
With the Peace of Augsburg, what had at first been merely feared was now certain: the ideal of Christian unity was forever lost. Even before the Peace of Augsburg, however, division had appeared in Protestantism. One of these new groups
appeared in Switzerland.
CHAPTER 12
Renaissance and Reformation
395
Preteaching Vocabulary
Annul and divorce are two terms we
still use today. Ask students to think
about how annulment differs from a
divorce. (annul pertains to religion;
divorce is secular) L1
SECTION RESOURCES
Reproducible Masters
• Reproducible Lesson Plan 12–4
• Daily Lecture and Discussion Notes 12–4
• Guided Reading Activity 12–4
• Section Quiz 12–4
• Reading Essentials and Study Guide 12–4
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STUDENT EDITION
SUNSHINE STATE STANDARDS
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395
CHAPTER 12
Ulrich Zwingli was a priest in Zürich. The city
council of Zürich, strongly influenced by Zwingli,
began to introduce religious reforms. Relics and
images were abolished. All paintings and decorations were removed from the churches and replaced
by whitewashed walls. A new church service consisting of scripture reading, prayer, and sermons
replaced the Catholic mass.
As his movement began to spread to other cities in
Switzerland, Zwingli sought an alliance with Martin
Luther and the German reformers. Both the German
and Swiss reformers realized the need for unity to
defend themselves against Catholic authorities, but
they were unable to agree on the meaning of the
sacrament of Communion. ; (See page 994 to read
excerpts from Martin Luther and Ulrich Zwingli’s A Reformation
Debate in the Primary Sources Library.)
In October 1531, war broke out between the
Protestant and Catholic states in Switzerland.
Zürich’s army was routed, and Zwingli was found
wounded on the battlefield. His enemies killed him,
cut up his body, and burned the pieces, scattering the
ashes. The leadership of Protestantism in Switzerland now passed to John Calvin.
Section 4, 395–401
2 TEACH
Answer: Relics and images were
abolished. Painting and decorations
were removed from the churches
and replaced with whitewashed
walls. Scripture reading, prayer, and
sermons replaced the Catholic mass.
History
Answer: Answers will vary. Calvin
emphasized education, blending of
clergy and laity in work of church, and
the Consistory to oversee moral life
and doctrinal purity. Artist conveys
a favorable impression of Calvinism.
Reading Check Describing What religious reforms
were introduced in Zürich?
John Calvin was educated in his native France.
After his conversion to Protestantism, however, he
was forced to flee Catholic France for the safety of
Switzerland. In 1536, he published the Institutes of the
Christian Religion, a summary of Protestant thought.
This work immediately gave Calvin a reputation as
one of the new leaders of Protestantism.
On most important doctrines, Calvin stood very
close to Luther. He, too, believed in the doctrine of
justification by faith alone to explain how humans
achieved salvation. However, Calvin also placed
much emphasis on the all-powerful nature of God—
what Calvin called the “power, grace, and glory
of God.”
Calvin’s emphasis on the all-powerful nature of
God led him to other ideas. One of these ideas was
predestination. This “eternal decree,” as Calvin
called it, meant that God had determined in advance
who would be saved (the elect) and who would be
damned (the reprobate). According to Calvin, “He
has once for all determined, both whom he would
admit to salvation, and whom he would condemn to
destruction.”
The belief in predestination gave later Calvinists
the firm conviction that they were doing God’s work
History
Daily Lecture and
Discussion Notes 12–4
John Calvin is shown speaking before leaders in Geneva. What attitudes about
Calvin and the Protestant movement
does the artist convey in this painting?
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 12, Section 4
Did You Know
Calvin and Calvinism
?
On May 2, 1536 Henry committed Anne
Boleyn—his second wife, who had failed to bear him a son—to the
Tower of London on a charge of adultery with various men. Tried
by a court of her peers and unanimously convicted, Boleyn was
beheaded on May 19. On May 30, Henry married Jane Seymour.
I.
The Zwinglian Reformation and Calvin and Calvinism (pages 395–397)
A. With the Peace of Augsburg the ideal of Christian unity was lost forever. Huldrych
Zwingli, a priest in Zürich, began a new Christian group in Switzerland. Relics and
images were forbidden in the city, and a new service of scripture reading, prayer, and
sermons replaced the Catholic mass.
B. The Swiss and German reformers sought an alliance, but they could not agree on the
meaning of the sacrament of Communion. In 1531 Zwingli was killed in a war
between Protestant and Catholic states in Switzerland. John Calvin assumed the leadership of Protestantism in Switzerland.
C. John Calvin fled Catholic France for Switzerland after he converted to Protestantism.
He placed a new emphasis on the all-powerful nature of God—what Calvin called the
“power, grace, and glory of God.” This led him to the important idea of predestination, which meant that God in an eternal decree had determined in advance who
would be saved (the elect) and who would be damned (the reprobate).
D D
i
hi i j
i
h
C l i ’ f ll
b li
h
Connecting Across Time
Guide students in a discussion
concerning the decision of the
city council of Zürich to follow
Zwingli’s religious reforms.
Could such a thing happen in
the city council chambers in the
United States? Why or why not?
(no, because of separation of church
and state) L1
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
396
396
CHAPTER 12
Renaissance and Reformation
COOPERATIVE
LEARNING
ACTIVITY
EXTENDING
THE CONTENT
Panel Discussion Organize the class into five groups to prepare and present a panel discussion of
Reformation movements in one of the following countries: Switzerland, Scotland, the Netherlands,
England, or Germany (Anabaptists). Using outside sources, each group member should focus on a
specific topic, such as leadership, religious beliefs, relationship to government, or important political events. Have each group appoint a member to serve as moderator or timekeeper. After each
group member presents his or her topic, have the moderator summarize the panel’s main points.
After all panels have made their presentations, encourage the class to compare and contrast these
Reformation movements. L2 FCAT LA.A.2.4.2
in
Rh
on Earth. This conviction, in turn, made them determined to spread their faith to other people. Calvinism became a dynamic and activist faith.
In 1536, Calvin began working to reform the city
of Geneva. He created a church government that
used both clergy and
laity in the service of
HOLY
the church. The ConR
OMAN
sistory, a special body
Danu
be R
.
EMPIRE
for enforcing moral
SWITZERLAND
discipline, was set up Geneva
Lake of
as a court to oversee
Geneva
the moral life and
doctrinal purity of Genevans. The Consistory had the
right to punish people who deviated from the
church’s teachings and moral principles. Citizens in
Geneva were punished for such varied “crimes” as
dancing, singing obscene songs, drunkenness, swearing, and playing cards.
Calvin’s success in Geneva made the city a powerful center of Protestantism. Following Calvin’s lead,
missionaries trained in Geneva were sent to all parts
of Europe. Calvinism became established in France,
the Netherlands, Scotland, and central and eastern
Europe.
By the mid-sixteenth century, Calvinism had
replaced Lutheranism as the most important and
dynamic form of Protestantism. Calvin’s Geneva
stood as the fortress of the Protestant Reformation.
John Knox, the Calvinist reformer of Scotland, called
it “the most perfect school of Christ on earth.”
CHAPTER 12
.
eR
In 1534, at Henry’s request, Parliament moved to
finalize the break of the Catholic Church in England
with the pope in Rome. The Act of Supremacy of 1534
declared that the king was “taken, accepted, and
reputed the only supreme head on earth of the [new]
Church of England.” This position gave the king control over religious doctrine, clerical appointments,
and discipline. Thomas More, a Christian humanist
and devout Catholic, opposed the king’s action and
was beheaded.
Henry used his new powers to dissolve the
monasteries and sell their land and possessions to
wealthy landowners and merchants. The king
received a great boost to his treasury and a group of
supporters who now had a stake in the new order. In
matters of doctrine, however, Henry remained close
to Catholic teachings.
When Henry died in 1547, he was succeeded by
Edward VI, a sickly nine-year-old, the son of his third
wife. During Edward’s reign, church officials who
favored Protestant doctrines moved the Church of
England, also called the Anglican Church, in a
Protestant direction. New acts of Parliament gave the
clergy the right to marry and created a new Protestant church service. These rapid changes aroused
much opposition. When Mary, Henry’s daughter by
Catherine of Aragon, came to the throne in 1553, England was ready for a reaction.
Section 4, 395–401
Answer: set up as a court, with the
right to punish people who deviated
from the church’s teachings and
moral principles; “crimes” included
dancing, singing obscene songs,
drunkenness, swearing, and playing
cards
L1/ELL
Guided Reading Activity 12–4
Name
Date
Class
Guided Reading Activity 12-4
The Spread of Protestantism and the Catholic Response
DIRECTIONS: Fill in the blanks below as you read Section 4.
1. With the Peace of Augsburg, many feared the ideal of Christian
was forever lost.
2.
, a reformer priest in Switzerland, sought an alliance with
and the German reformers.
3. When John Calvin converted to
, he was forced to flee his native
.
4. Calvin placed much emphasis on the
nature of God.
5. In 1534, Henry VIII asked
to finalize the break of the Catholic
Church in England with the pope in Rome.
6. During the reign of
, church officials moved the Church of
England, or Anglican Church, in a Protestant direction.
7. The
were a protestant group that strongly disliked giving power
to the state to control the affairs of the church.
8. Anabaptists considered all believers to be
ters, and any member of the community was
, chose their own ministo be a minister.
9. Protestantism eliminated the idea that special holiness was associated with
.
Reading Check Explaining How did the Consistory
enforce moral discipline in Geneva?
The Reformation in England
The English Reformation was rooted in politics,
not religion. King Henry VIII wanted to divorce his
first wife, Catherine of Aragon, with whom he had a
daughter, Mary, but no son. Since he needed a male
heir, Henry wanted to marry Anne Boleyn. Impatient
with the pope’s unwillingness to annul (declare
invalid) his marriage to Catherine, Henry turned to
England’s own church courts.
As the archbishop of Canterbury, head of the highest church court in England, Thomas Cranmer ruled
in May 1533 that the king’s marriage to Catherine
was “null and absolutely void.” At the beginning of
June, Anne was crowned queen. Three months later a
child was born. Much to the king’s disappointment,
the baby was a girl. She would later become Queen
Elizabeth I.
Politics Have students make a
chart in which they show the country,
leader, and basic beliefs and religious
reforms of Zwinglism, Calvinism, the
Anabaptists, and Anglicanism. (Example: Zwinglism, Switzerland, Zwingli,
salvation by faith alone, stripped
church and changed church service)
L1 SS.A.3.4.2
Who?What?Where?When?
Henry VIII disagreed with Luther’s theology but found it
politically convenient to break with the Catholic Church.
CHAPTER 12
Renaissance and Reformation
397
Henry VIII was married a total of six
times. Have students research his
marriages and make a family tree
showing his wives and his offspring.
EXTENDING THE CONTENT
Ireland King Henry VIII’s decisions are still affecting Ireland’s relations with England. Historically,
their relations have not been good. The Irish, most of whom were Catholic, were angered by
England’s political and commercial domination. In the seventeenth century, Oliver Cromwell identified Catholicism with sedition and savagely crushed a rebellion. This, coupled with the nineteenthcentury potato famine, led to the death of about one million people, and another 1.5 million
emigrated to the U.S., Great Britain, Canada, and Australia. In the twentieth century, Britain granted
Ireland autonomy, but retained Northern Ireland. In the 1990s, talks between the British government and the Irish Republican Army (IRA) resulted in some progress, but problems continue.
SS.B.1.4.4
STUDENT EDITION
SUNSHINE STATE STANDARDS
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2
397
CHAPTER 12
There was no doubt that Mary was a Catholic who
wanted to restore England to Roman Catholicism.
However, the way she went about it had the opposite
effect. Among other actions, she had more than three
hundred Protestants burned as heretics, earning her
the nickname “Bloody Mary.” As a result of her policies, England was even more Protestant by the end of
Mary’s reign than it had been at the beginning.
Section 4, 395–401
Answer: The pope would not annul
his marriage to Catherine of Aragon
so that he could remarry, so Henry
broke with the Church.
Anabaptists from Catholics and Protestants who baptized infants.
Anabaptists also believed in following the practices and the spirit of early Christianity. They considered all believers to be equal, a belief they based on
the accounts of early Christian communities in the
New Testament. Each Anabaptist church chose its
own minister, or spiritual leader. Because all Christians were considered priests, any member of the
community was eligible to be a minister (though
women were often excluded).
Finally, most Anabaptists believed in the complete
separation of church and state. Not only was government to be kept out of the realm of religion, it was not
even supposed to have any political authority over
real Christians. Anabaptists refused to hold political
office or bear arms, because many took literally the
biblical commandment “Thou shall not kill.”
Their political beliefs, as much as their religious
beliefs, caused the Anabaptists to be regarded as dangerous radicals who threatened the very fabric of
sixteenth-century society. Indeed, the chief thing
Reading Check Examining Why did Henry VIII form
the Church of England?
The Anabaptists
Reformers such as Luther had allowed the state to
play an important, if not dominant, role in church
affairs. However, some people strongly disliked
giving such power to the state. These were radicals
known as the Anabaptists.
To Anabaptists, the true Christian church was a
voluntary community of adult believers who had
undergone spiritual rebirth and had then been
baptized. This belief in adult baptism separated
Answer: Student answers should reflect
understanding of religious basis for
Amish way of life.
Enrich
Review with students Henry
VIII’s decision to create a different church in England. Discuss
the reasons that his daughter,
Mary, intended to restore the
Catholic Church as the only
church in England. Solicit input
from the students on their reactions to Mary’s motives.
SS.A.3.4.2
Writing Activity
The European Renaissance and
the Reformation were two very
influential eras in world history.
After they have read this chapter, ask students to write an
essay in which they identify and
describe the causes, characteristics, and effects of both the European Renaissance and the
Reformation. L1 FCAT LA.E.2.2.1
The Descendants of the Anabaptists
Despite being persecuted for their belief in the complete separation of church and state, Anabaptists managed to survive.
Menno Simons was a popular leader of Anabaptism
in the Netherlands. He dedicated his life to the spread of
a peaceful Anabaptism that stressed separation from the
world as the means for living a truly Christ-like life.
Because of persecution, Menno Simons’s followers,
known as Mennonites, spread from the Netherlands into
Germany and Russia. In the nineteenth century, many
moved to Canada and the United States, where Mennonite communities continue to flourish.
In the 1690s, Jacob Ammann took the lead in encouraging a group of Swiss Mennonites to form their own
church. They came to be known as the Amish (after the
name Ammann). By the end of the seventeenth century,
many of the Amish had come to North America in search
of a land where they could practice their religion freely.
Today, Amish communities exist throughout Canada
and the United States. One of the largest groups of
Amish can be found in Pennsylvania, where they are
known as the Pennsylvania Dutch. The Amish continue
to maintain the Anabaptist way of life as it first developed in the sixteenth century. They live simple lives and
refuse to use any modern devices, including cars and
electricity.
䊱
The Amish are religious descendants of the Anabaptists.
Today, many people living in the United States, such
as the Amish, live without modern conveniences.
Which appliances and conveniences would you be
willing to give up? What cause or belief today might
encourage people to give up a modern lifestyle?
398
DIFFERENTIATED INSTRUCTION
STUDENT EDITION
SUNSHINE STATE STANDARDS
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398
Reading Support Create a stack of 3 x 5 cards with major events from 1400—1600 written on
them. Events should include the Renaissance, humanism, Martin Luther’s challenge, the rise of
Calvinism, Catholicism, and various sub-events and details. Copy the cards so that you have one
set for each group of four students in your class. Ask groups to arrange the cards in sequential
order. Mix up the cards again. Have a race to see which group can place the cards in correct order.
The cards can also be used for quizzing in pairs, or for fastening to the desktop for use by physically impaired students. The cards may be used by students who need repetition and for self-study.
This activity is helpful for students who benefit from visual aids, practice in sequencing, or have difficulty with reading comprehension. L1
CHAPTER 12
Major European Religions, 1600
Section 4, 395–401
60°
N
S W E D E N
Anabaptist
Anglican
Calvinist
Eastern Orthodox Christian
Jewish
Lutheran
Muslim
Roman Catholic
NORWAY
N
W
SCOTLAND
E
IRELAND
50°
N
Se
DENMARK
NETHERLANDS
ENGLAND
Canterbury
Atlantic
Ocean
SPANISH
NETHERLANDS
i
c
North
Sea
a
S
Ba
lt
GERMAN
STATES
Wittenberg
0
POLAND
BOHEMIA
Worms
Paris
BAVARIA
Augsburg
Z¨urich
AUSTRIA
Geneva SWITZERLAND
FRANCE
Trent
HUNGARY
Black Sea
ITALY
AL
TUG
POR
10°W
2. Lutheranism spread in northern
German states because that is
where it began, Anglicanism was
the English form of Protestantism,
Calvinism began in Switzerland
and spread to Scotland via the
Scots reformer John Knox,
Anabaptists beliefs survived in
areas where authorities did not
persecute them. Protestantism
was more widespread the farther
it was geographically from Rome.
RUSSIA
Avignon
40°N
Answers:
1. Anglican, Calvinism, Lutheran,
Anabaptist
Rome
SPAIN
OT
TO
MA
NE
MP
IR E
300 miles
300 kilometers
0
Lambert Azimuthal Equal-Area projection
0°
Answer: They believed in complete
separation of church and state, and
that the state had no authority over
real Christians. They refused to hold
political office or bear arms.
Mediterranean Sea
10°E
Less than 100 years after Luther posted the Ninety-five
Theses, the religious affiliations of Europeans were greatly
altered.
20°E
30°E
other Protestants and Catholics could agree on was
the need to persecute Anabaptists.
celibacy and had abolished both monasticism and the
requirement of celibacy for the clergy. The family
could now be placed at the center of human life. The
“mutual love between man and wife” could be
extolled.
Were idea and reality the same, however? More
often, reality reflected the traditional roles of husband as the ruler and wife as the obedient servant
whose chief duty was to please her husband. Luther
stated it clearly:
Reading Check Describing Why were the Anabaptists considered to be dangerous political radicals?
The rule remains with the husband, and the wife
“
is compelled to obey him by God’s command. He
1. Interpreting Maps What religions would not have
been on this map prior to 1517?
2. Applying Geography Skills Summarize why Protestant religions spread as shown on the map.
Effects on the Role of Women
The Protestants were important in developing a
new view of the family. Protestantism had eliminated
the idea that special holiness was associated with
Connecting Across Time
rules the home and the state, wages war, defends his
possessions, tills the soil, builds, plants, etc. The
woman on the other hand is like a nail driven into
the wall . . . so the wife should stay at home and look
after the affairs of the household, as one who has
been deprived of the ability of administering those
CHAPTER 12
Renaissance and Reformation
399
READING THE TEXT
Summarizing Information Have students research the more recent history of one of the
Protestant groups mentioned in this section. Have them prepare brief reports that include the size
of the sect today and where most members live, current beliefs and practices, and how the beliefs
and practices have evolved since the group was founded. Students should include the role of
women as part of their report. In a class discussion, encourage students to compare and contrast
current practices and religious doctrines with their findings about other Protestant religions. L1
During the Reformation, individuals, groups, and nations had
to make difficult decisions as
the Protestant religion spread
throughout Europe. The choice
between Catholicism and Protestantism was both a religious and
a political choice, since a nation
often determined the religion of
its peoples. Have students evaluate the political choices and decisions that individuals, groups,
and nations made during the
Reformation era, taking into
account historical context. Then
ask students to apply this knowledge to the analysis of choices
and decisions faced by contemporary societies. L3 SS.A.3.4.2
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
FCAT LA.A.2.2.7
399
CHAPTER 12
affairs that are outside and that concern the state.
She does not go beyond her most personal
duties.
Section 4, 395–401
”
Obedience to her husband was not a woman’s
only role. Her other important duty was to bear children. To Calvin and Luther, this function of women
was part of the divine plan. Family life was the only
destiny for most Protestant women. Overall, then,
the Protestant Reformation did not change women’s
subordinate place in society.
Answer: A greater emphasis was
put on the family; the wife was compelled to obey her husband and to
bear children.
Reading Check Evaluating What impact did the
Protestant Reformation have on women?
History through Art
Answer: The painting conveys the
power, unity, and authority of the
Catholic Church.
The Catholic Reformation
By the mid-sixteenth century, Lutheranism had
become rooted in Germany and Scandinavia, and
Calvinism had taken hold in Switzerland, France, the
Netherlands, and eastern Europe. In England, the
split from Rome had resulted in the creation of a
national church. The situation in Europe did not look
particularly good for the Catholic Church.
Critical Thinking
Have students describe the
impact of the Jesuits and the
Council of Trent on the Catholic
Church throughout the world.
(restored and spread Catholicism
through education; reunited and
strengthened the Church) L2
However, the Catholic
Church also had a revitalHISTORY
ization in the sixteenth
century, giving it new
Web Activity Visit
strength and enabling it to
the Glencoe World
regain much that it had
History Web site at
wh.glencoe.com and
lost. This Catholic Reforclick on Chapter 12–
mation was supported by
Student Web Activity
three chief pillars: the
to learn more about the
Jesuits, reform of the
Reformation.
papacy, and the Council of
Trent.
The Society of Jesus, known as the Jesuits, was
founded by a Spanish nobleman, Ignatius of Loyola.
Loyola gathered together a small group of followers,
which was recognized as a religious order by the
pope in 1540. All Jesuits took a special vow of
absolute obedience to the pope, making them an
important instrument for papal policy. Jesuits used
education to spread their message. Jesuit missionaries were very successful in restoring Catholicism to
parts of Germany and eastern Europe and in spreading it to other parts of the world.
History through Art
Council of Trent by Titian The Council of
Trent is thought to be the foundation of the
Catholic Reformation. How does Titian’s
painting convey this idea?
SS.A.3.4.2
3 ASSESS
Assign Section 4 Assessment
as homework or as an in-class
activity.
Have students use Interactive
Tutor Self-Assessment CD-ROM.
L2
Section Quiz 12–4
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
Chapter 12
Score
Section Quiz 12-4
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (10 points each)
Column A
Column B
1. Calvin’s belief that God determined in advance who would
be served
A. annul
2. the damned
C. Anabaptists
3. declare invalid a marriage
4. believers in adult baptism
D. the Council of
Trent
5. meetings that reaffirmed Catholic teachings
E. predestination
B. the reprobate
DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best
completes the statement or answers the question. (10 points each)
6. King Henry VIII did all of the following EXCEPT
A. had his marriage to Catherine ruled
C. had Thomas more beheaded.
“null and void.”
B. dissolved Catholic monasteries.
D. conquered lands in France.
400
Copyrigh
7. The Anabaptists believed that
A. church and state should be separate.
B. children should be baptized.
C. church and state should be unified.
D. ministers should be appointed by Martin Luther.
COOPERATIVE
LEARNING
ACTIVITY
EXTENDING
THE CONTENT
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
400
Visual Reports Organize the class into five groups. Using the map on page 399, have one group
create a large map showing the distribution of religions in Europe after the Council of Trent. Have
the second group research the Index of Forbidden Books and make a list of well-known authors
and books that were on the list over the years. Have the third group research the Inquisition and
make a drawing of the trials and punishments. Have the fourth group make an illustrated list of the
main outcomes of the Council of Trent. Have the fifth group make a large world map showing
areas of Jesuit missionary activities. Remind students to use library resources when needed. Have
groups display their work on a Catholic Reformation bulletin board display. SS.A.3.4.2
Reform of the papacy was another important factor in the Catholic Reformation. The
participation of Renaissance popes in dubious
financial transactions and Italian political and
military affairs had created many sources of
corruption. It took the jolt of the Protestant
Reformation to bring about serious reform.
Pope Paul III perceived the need for change
and took the bold step of appointing a Reform
Commission in 1537 to determine the Church’s
ills. The commission blamed the Church’s problems on the corrupt policies of the popes. Paul
III (who recognized the Jesuits as a new religious order) also began the Council of Trent,
another pillar of the Catholic Reformation.
In March 1545, a group of cardinals, archbishops, bishops, abbots, and theologians met
in the city of Trent, on the border between Germany and Italy. There, they began the Council
of Trent, which met off and on for 18 years.
The final decrees of the Council of Trent
reaffirmed traditional Catholic teachings in opposition to Protestant beliefs. Both faith and good works
were declared necessary for salvation. The seven
sacraments, the Catholic view of the Eucharist, and
clerical celibacy were all upheld. Belief in purgatory
and in the use of indulgences was strengthened,
although the selling of indulgences was forbidden.
After the Council of Trent, the Roman Catholic
Church possessed a clear body of doctrine and was
unified under the supreme leadership of the pope.
CHAPTER 12
Section 4, 395–401
History
Answer: They helped turn back the
Protestant tide by restoring Catholicism in parts of Germany and eastern
Europe, as well as spreading it to
other parts of the world.
Answer: Jesuits took a special vow
of absolute obedience to the pope,
making them an important instrument for papal policy.
History
Ignatius of Loyola, founder of the Jesuits,
is shown kneeling before Pope Paul III.
What role did the Jesuits play in the
Catholic Reformation?
L1/ELL
Reading Essentials and
Study Guide 12-4
Name
With a renewed spirit of confidence, Catholics
entered a new phase, as well prepared as Calvinists
to do battle for their faith.
Date
Class
Reading Essentials and Study Guide
Chapter 12, Section 4
For use with textbook pages 395–401
THE SPREAD OF PROTESTANTISM AND THE CATHOLIC
RESPONSE
Reading Check Describing What was the relation-
KEY TERMS
predestination the belief that God has determined in advance (predestined) who will be saved
and who will be damned (page 396)
ship between the Jesuits and the pope?
annul
declare a marriage invalid (page 397)
DRAWING FROM EXPERIENCEII
Do you think religion should ever influence a government’s policies? Why or why
not?
I th l t
ti
d b t th b i i
f th P t t t R f
ti i
Checking for Understanding
1. Define predestination, annul.
2. Identify Ulrich Zwingli, John Calvin,
Henry VIII, Ignatius of Loyola.
3. Locate Zürich, Geneva, Trent.
4. Describe the results of “Bloody Mary’s”
religious policies. How might Mary’s
actions have indirectly affected the
history of the United States?
5. List which countries had adopted
Calvinism and which had adopted
Lutheranism by the mid-sixteenth
century.
Critical Thinking
6. Analyze How were the religious
reforms in Zürich consistent with the
aims of the Reformation?
7. Contrasting Information Use a diagram like the one below to describe
how the Calvinists and the Anabaptists
differed in their attitudes toward church
members participating in government
activities.
Calvinists
Analyzing Visuals
8. Identify the details shown in the portrait of Henry VIII on page 397 that
illustrate his power and authority. How
did the king use his position as “the
only supreme head on earth of the
Church of England”? Based on what
you have read in your text, do you
think that Henry was a religious man?
Explain your answer.
9. Expository Writing Compose an
unbiased account of the Council of
Trent. Include who was involved,
why it was convened, and its final
results.
CHAPTER 12
5. Lutheranism in Germany and Scan1. Key terms are in blue.
dinavia; Calvinism in Switzerland,
2. Huldrych Zwingli (p. 396); John
France, the Netherlands, and eastCalvin (p. 396); Henry VIII (p. 397);
ern Europe
Ignatius of Loyola (p. 400)
6. removed relics and images
3. See chapter maps.
7. Calvinists: church was government;
4. English Protestants came to
Anabaptists: complete separation
America.
of church and state
Renaissance and Reformation
On the chalkboard, draw a time
line from 1500 to 1600. On the
time line, have volunteers list
important events from this section. L1
4 CLOSE
Anabaptists
Church
Participation in
Government
Reteaching Activity
401
8. his regal attire, marriage annulled
9. cardinals, archbishops, bishops,
abbots, and theologians; called to
reform the Catholic Church; convened in March 1545, and met off
and on for the next 18 years; reaffirmed traditional Catholic teachings; established doctrine
Ask students to summarize the
major differences between the
practices of Protestantism and
Catholicism. (justification by faith
vs. good works; only two sacraments vs. all seven sacraments;
unadorned church vs. decorated
churches; emphasis on Bible vs. doctrine) L2 SS.A.3.4.2
STUDENT EDITION
SUNSHINE STATE STANDARDS
1
3
2
401
CHAPTER 12
Assessment and Activities
MJ
MindJogger Videoquiz
Use the MindJogger Videoquiz to
review Chapter 12 content.
Available in VHS.
The Renaissance was a period of great intellectual and artistic
achievement. Religious rebirth followed in the 1500s.
1. Italy experiences an artistic, intellectual, and
commercial awakening.
VENICE: The city becomes an international
trading power.
FLORENCE: The Medici family improves city
life and sponsors humanists and artists.
Using Key Terms
1. mercenaries 2. humanism 3. Christian humanism 4. predestination
5. secular 6. urban society 7. dowry
8. indulgence 9. fresco
2. Ideas quickly spread from Italy to northern Europe.
ENGLAND: King Henry VIII invites humanists
to court.
FLANDERS: Artists use oil paints to depict
fine detail in their paintings.
Reviewing Key Facts
FRANCE: Architects create elegant castles
that combine Gothic and classical styles.
10. Medici
11. Geoffrey Chaucer
12. Greek and Roman
13. to show people how to live good
lives on a daily basis rather than
provide a system of beliefs that people have to practice to be saved
3. Reformers begin to challenge both secular and
religious rules and practices.
GERMANY: Martin Luther begins the Protestant
Reformation. The Peace of Augsburg divides
Germany into Catholic and Protestant states.
ENGLAND: King Henry VIII breaks with the
pope to create the Church of England.
Catholic Queen Mary executes Protestants.
SWITZERLAND: John Calvin promotes the
concept of predestination.
14. realistically
15. they were governed by wealthy families—the Visconti and Sforza families in Milan, the Medici family in
Florence, and a group of merchantaristocrats in the republic of Venice;
nobility, townspeople (including
wealthy patricians as well as
burghers—shopkeepers, artisans,
guild masters, and guild members),
and peasants
16. by establishing the Society of Jesus,
or Jesuits, a religious order that took
a special vow of absolute obedience
to the pope and used education to
spread their message, restoring
Catholicism to parts of Germany and
eastern Europe and spreading it to
other parts of the world
17. a worldly viewpoint and increasing
wealth brought renewed interest in
ancient culture; Italian thinkers
became aware of their Roman past;
emphasis on individual worth and
ability began to emerge, leading to
the ideal of the well-rounded individual
18. Niccolò Machiavelli, The Prince
402
4. The Catholic Church enacts reforms.
ITALY: The Council of Trent defines Catholic
Church doctrine and tries to end Church abuses.
The Jesuits, who take special vows of obedience
to the pope, help spread Catholicism.
Using Key Terms
1. Soldiers who sell their services to the highest bidder are
called
.
2. The study of grammar, rhetoric, moral philosophy, and history was the basis of the intellectual movement called
.
3. A movement whose major goal was the reform of Christendom was called
.
4. John Calvin emphasized
, the belief that God chose
who would be saved and who would be damned.
5. A
society places less emphasis on religion and more
emphasis on a worldly spirit.
6. An
is one in which a great many people live in cities.
7. The money and goods given by the wife’s family at the time
of marriage is called a
.
8. A remission, after death, from all or part of the punishment
due to sin is called an
.
9. An image painted on fresh, wet plaster is called a
.
Reviewing Key Facts
10. History Which family dominated Florence during the
Renaissance?
11. Culture Who wrote The Canterbury Tales?
12. Culture The Renaissance was a rebirth of the ideas of which
ancient civilizations?
13. History According to Erasmus, what should be the chief
concerns of the Christian church?
14. Culture How did Renaissance artists portray the human
body?
15. Government How were the city-states of Renaissance Italy
governed? What social classes were present in the typical
city-state?
16. History How did Ignatius of Loyola help to reform Catholicism?
17. History Why did the Renaissance begin in Italy?
18. Culture Name the title and the author of one of the most
influential works on political power.
19. Culture When were children considered adults in Renaissance Italy?
Critical Thinking
20. Analyzing Why did Martin Luther split with the Catholic
Church? Identify the causes that led to the Protestant
Reformation.
21. Explaining List one masterpiece of Renaissance literature or
art and explain how it reflects Renaissance ideals.
Writing About History
22. Expository Writing Analyze how the Reformation shaped
the political and religious life of Europe. Be sure to identify
the historical effects of the Reformation.
402
19. when their fathers decided to give them their freedom
Critical Thinking
20. Luther’s study of the Bible led him to believe that
humans are saved through their faith in God alone,
and that grace could not be earned by performing
good works. This was at odds with the Catholic doctrine that salvation depended on faith and good works.
Luther also attacked abuses in the sale of indulgences
in his Ninety-five Theses. He attacked the Church’s
view of the sacraments, keeping only baptism and the
Eucharist. He was opposed to celibacy of the clergy.
Eventually he called on the German princes to break
with the Catholic Church and establish a reformed German church. Luther was excommunicated by the pope
and made an outlaw within the Holy Roman Empire by
Charles V. During the next few years, his movement
became a revolution, and he gained the support of
many of the German rulers who broke with the
CHAPTER 12
Assessment and Activities
Holy Roman Empire, 1400
HISTORY
55°N
“
Cologne Leipzig
Brussels
Frankfurt
.
Rhin
eR
FRANCE
Z¨urich
HOLY
POLAND
Dresden SILE
SI
A
Prague
BOHEMIA MORAVIA
D
ROMAN anube AUSTRIA
R.
BAVARIA
Munich
EMPIRE
Vienna
STYRIA
SWISS
CONFEDERATION
Geneva
TYROL
Y
Milan
RD Venice
45°N
BA
Genoa OM
L
VENCE
PAPAL
PRO
0
STATES
REP. OF
Marseille
GENOA
0
Mediterranean
Sea
Corsica
Y
AN
SC
TU
The rule remains with the husband, and the wife is
compelled to obey him by God’s command. He rules
the home and the state, wages war, defends his possessions, tills the soil, builds, plants, etc. The woman on
the other hand is like a nail driven into the wall . . . so
the wife should stay at home and look after the affairs
of the household, as one who has been deprived of the
ability of administering those affairs that are outside
and that concern the state. She does not go beyond her
most personal duties.
Berlin
R.
50°N
HISTORY
BRANDENBURG
GERMAN Elbe
BRABANT
PRINCIPALITIES
Analyzing Sources
Read the following description by Luther of a woman’s role in
marriage.
Hamburg
D
AN
LL
Ode r R.
Visit the Glencoe World History Web site at
wh.glencoe.com and click on Chapter 12–Self-Check
Quiz to prepare for the Chapter Test.
H
O
Self-Check Quiz
Boundary of the
Holy Roman Empire
DENMARK
North
Sea
10°E
5°E
Rome
Have students visit the Web site at
wh.glencoe.com to review Chapter
12 and take the Self-Check Quiz.
N
E
W
S
HUNGARY
Applying Technology Skills
25. Students will use the Internet to create a Renaissance autobiography.
200 miles
200 kilometers
Lambert Azimuthal
Equal-Area projection
15°E
20°E
Making Decisions
26. Answers will vary.
”
23. What does this quote reveal about the woman’s role in
Protestant society?
24. What do you think Luther meant by the statement “The
woman on the other hand is like a nail driven into the wall”?
Applying Technology Skills
25. Using the Internet Use the Internet to research a Renaissance artist. Find information about the person’s life and
achievements. Using your research, take on the role of that
person and create an autobiography about your life and
your contributions to the Renaissance.
Making Decisions
26. Select two of the following types of Renaissance people: a
noble, merchant, shopkeeper, or peasant. Research what life
was like for these individuals. How did their lives vary? Who
had the more comfortable lifestyle? Take into account economic and social factors.
Analyzing Maps and Charts
27. Study the map at the top of the page. What are two of the
bodies of water that border the Holy Roman Empire?
28. Using a contemporary atlas, name the modern countries
that are within the boundaries of what was the Holy Roman
Empire.
29. According to this map, was Rome a part of the Holy Roman
Empire in 1400?
21. Answers will vary, depending on the work selected, but
should reflect understanding of Renaissance ideals.
27. North Sea, Mediterannean
28. Netherlands, Belgium, Luxembourg,
Switzerland, Germany, Austria, parts
of northern Italy, parts of Slovenia,
the Czech Republic, and part of
France
Directions: Use the passage below and your
knowledge of world history to answer the
following question.
from the Ninety-five Theses (1517)
Ignorant and wicked are the doings of those priests who,
in the case of the dying, reserve canonical penances
for purgatory.
29. Rome was not a part of the Holy
Roman Empire in 1400.
Martin Luther’s famous document attacked the Catholic
Church for which practice?
F The Catholic Church had allowed humanism to spread
through Europe.
G Luther disagreed with the doctrine of predestination.
H Many religious leaders sold indulgences.
J The Catholic popes were too concerned with worldly
affairs.
Standardized
Test Practice
Answer: H
Test-Taking Tip: Read the title as
well as the quote, then choose an
answer.
Test-Taking Tip: If the question asks you to read a quote,
look for clues that reveal its historical context. Such clues
can be found in the title and date of the text as well as in
the quote itself. Determining the historical context will help
you to determine the quote’s historical significance or the
importance it has gained over time.
CHAPTER 12
Catholic Church.
Analyzing Maps and Charts
Standardized
Test Practice
Renaissance and Reformation
403
cism, and by spurring a reformation within the Catholic
Church to get rid of corruption.
Analyzing Sources
Writing About History
22. Answers will vary. Politically, the Reformation led to a
power struggle between the Holy Roman Emperor and
the German princes. It affected the religious life of
Europe by introducing alternatives to Roman Catholi-
23. that her place was in the home, looking after household affairs
STUDENT EDITION
SUNSHINE STATE STANDARDS
24. Answers will vary, but should be supported by logic. It
sounds as though Luther thought that women should
remain at home.
1
3
2
403