WARM-UP-
NORTHERN ITALIAN RENAISSANCE V
RENAISSANCE
Compare and contrast the paintings below:
Italian vs. Northern Renaissance
Italian Renaissance
Northern Renaissance
Subject matter:
Classical mythology, religious
scenes.
Domestic interiors, portraits,
religious scenes.
Style:
Symmetrical, balanced, good
sense of mass, linear
perspective.
Attention to surface detail,
naturalism.
Known for:
Figures with mass and volume,
knowledge of underlying
Minute surface detail.
anatomy.
Media:
Fresco, tempera, oil.
Oil on panel.
Example:
Michelangelo, Creation of
Adam from the Sistine Chapel
ceiling.
Jan van Eyck, Arnolfini Wedding
Portrait.
PRIMARY SOURCE READING
THE PRICE AND THE COURTIER
•
Using your assigned reading, bullet point the characteristics of a good leader and a civil
society, as described by your author.
•
If you finish early, read the other author. Bullet point the same characteristics.
TWO VISIONS OF CIVIL SOCIETY
MACHIAVELLI
CASTIGLIONE
• The ends justify the means
• Politics is separate from
Christian ethics
• The prince should prefer
fear to love as a tool of
government
• Centralized authority is
preferable to feudalism
• Leaders should do what is
effective, not ideal
• Leaders are role models and
should act accordingly to
inspire their people
• Ideals DO matter in
government
• The Prince should cultivate
his character to improve his
rule
• Rulers should be intellectually
curious
• Leaders should be pleasant in
company, witty, graceful, and
fun
WARM-UP
MACHIAVELLI V. CASTIGLIONE
•
What are ethics? Do ethics have a place in political leadership?
•
Is it “better to be feared than loved”?
•
What do you feel is the most effective type of leadership?
Primary Source Reading
Utopia
You will be given 20 seconds to find the answers to the
questions below. Once you find the answer underline
or highlight the line that supports your answer.
1) How is a Prince chosen?
2) How long is a Prince’s term of office?
3) What is it that a Prince or Tranibor must not do?
4) What is the number one occupation that every
man, woman and child is instructed in?
Primary Source Reading
Utopia
5) How do people dress in Utopia?
6) How does a person find an occupation in Utopia?
7) Describe the daily schedule of a Utopian. How many
hours do they work, sleep, and are at leisure?
8) What do Utopian’s do with their leisure time?
9) Thomas More talks about other nations being idle.
Explain who and why are so many people idle in other
nations.
10) List the people who are excused from labor in
Utopia? Why are they each excused?
Primary Source Reading
Utopia
11) When Thomas More talks about “a thriftless heir
suffers a house his father built”, is he talking about
Europe or Utopia?
12) When comparing the garments of people in
Europe and Utopia, what does he mean?
13) Why did More include this comparison? What is
he trying to say?
14) Throughout the whole essay, what do you feel
that More’s ultimate message is?
Discussion- Utopia
• What do you think about Utopia? Would this
society be possible?
• Would you want to live in Utopia?
Life in the
Renaissance
15TH CENTURY SOCIETY
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Europe was still widely rural
Cities served as central markets for foodstuff and goods
Value of labor increased
Disposable wealth increased due to the Black Plague and both
rich and poor began to purchase luxuries.
“The Culture of the Renaissance was created by the Plague”
What does this mean?????
Describe what you see in this picture? What can you
say about life in the Renaissance
Renaissance Families
•
•
•
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Homes were small, 2 rooms and the whole family sharing a single bed
Simple living, most people owned 2 outfits and 1 pair of shoes, some kitchen utensils, some tools, a
chest, a bed, and a chamber pot
Several generations (if they survived that long) lived under one roof
Guilds were established (pictured above). These were neighborhood organizations where each
member helped take care of the rest
The Church remained a central part of life
Role of Men:
• Supported the household in the
fields or in merchant shops
• Not all men were able to establish
independent households
• Often married at an older age
•
Complete authority over those
under their roof
Role of Women:
• Pregnancy
• Take care of the home and
children
• If they worked, it was as domestic
servants
• Their future depended on the
dowries their parents could
provide them
Role of Children:
• Seen as mini-adults
• Toddlers were confined to wooden walkers or tied up to prevent them from wondering
off
• Were allowed toys and playtime until they were old enough to work, (age 7-8)
• After age 7 boys would be sent to school if the family could afford it OR sent as a
servant in a wealthy house. At 14 they could apprentice themselves
• Girls stayed home to learn how to run a household if their parents could afford it. If
not, they were placed as domestic servants in wealthy households.
• If a woman didn’t marry, she was not considered a grown woman
CONTINUITY…….AND…..CHANGE
IN RENAISSANCE SOCIETY
• Agriculture and rural society
predominate
• Family relationships most
important
• Importance of the church in
daily life
• Patriarchy
• Disparity rich/ poor/small
middle class
• Short life expectancy
• “The Great Chain of Being”
dominates religious values
& beleifs
• Revival of cities
• More consumer goods
available to all
• More luxury goods
available to some
• Expectation of a better life
for future generations
emerges
• Beginning of the
bourgeoisie (=middle class)
and luxury
MEDIEVAL LEGACIES:
DEPARTURES:
(5TH – 14TH C)
“In innumerable ways today’s world is
linked to the Middle Ages”:
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Technological lead of the West
•
Higher law of God
•
•
•
RENAISSANCE
(15 TH – 18TH C)
“Although the elements of continuity are
clear, the characteristic outlook of the
Middle Ages was as different from that
of the modern age as it was from that of
the ancient world”
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Human intellect/reason CAN interpret
the natural world through science
•
Nature is a unified field, not a
hierarchical one
•
Nationalism replaced personal & feudal
allegiances
•
Science and possibility of human
progress replace faith and a sinful
individual
Sacred worth of individual
The ideal of the noble warrior
Government by consent and rule by
law (Magna Charta, 1215)
THE DBQ
• Point 1- Thesis
• The DBQ is worth 22% of
your AP test score.
• Point 2- Uses a majority of the
documents
• This is the single biggest
item.
• Point 3- Demonstrates understanding
of documents
• You can score a maximum
of 9 points
• However, if you don’t get all
of the first 6 points, you are
not eligible for the final 3
• Point 4- Supports Thesis
• Point 5- Analyzes POV
• Point 6- Puts documents in at least 3
groups
UNDERSTAND THE QUESTION:
THE QUESTION:
The period known as the Renaissance
witnessed a change in the nature of man.
Compare and contrast the views held by the
renaissance thinkers documented in the
following quotations.