History of the Ancient and
Medieval World
The Renaissance
Walsingham Academy
Mrs. McArthur
Room 107
The Renaissance
Man - the Measure of all Things
A “rebirth” that
Begins in the Italian city-states (1300s+,)
Moves north (1500s+,)
Inspires protest (Reformation,)
Dares to venture abroad (Voyages of Discovery,)
and over time, Ignites revolutions (scientific, English, American,
French, Russian, etc..)
The Renaissance
•
An expression of change and creativity that
shaped how people saw themselves and the world
as reflected by:
• A new world view
• A spirit of adventure
• Humanism
•
•
The new practices and ideas confined to an elite –
did not effect the ordinary person.
It witnessed an extraordinary flowering of genius.
Assignment 1
• Read text, pp. 336-338. Take notes per
model and answer questions posed in
side-bar themes and assessments.
• Whom do you consider a “Renaissance
person?” Justify your choice.
The Renaissance:
When man woke up and
started exploring himself…
Student answer
European History AP Exam
A New Worldview
• Renewed enthusiasm for the classical
•
•
world including languages and learning.
Emphasis on the “here and now” and
individual achievement.
Belief in man’s many and varied talents.
A Spirit of Adventure
• Beyond Europe:
voyages of discovery
• Intellectual curiosity
and skepticism
Renaissance Humanism
• Revival of classical education: languages,
grammar, poetry, rhetoric, history
• Judgments based on the light of personal
experience.
• Learning used to seek a
happy life.
François Rabelais: Fais ce que tu voudras.
(Do what you want.)
Love of learning make us truly
human. ('studia humanitatis.' )*
To each species of creatures has been
allotted a peculiar and instructive gift.
Galloping comes naturally to horses,
flying to birds. To man only is given the
desire to learn…
For learning and virtue are peculiar to
man.
*Battista Guarino (1459)
VirtÙ
• Not virtue in modern sense
• The ability to make an impact on one’s
chosen field of endeavor.
• Ruler: ability to shape society as a whole.
In-Class Activity
Read the 2 primary source
documents outlining
Renaissance views of
education.
Consider: What should one
study and why.
Compare and Contrast
what is being advocated
for the two sexes. Use
chart to organize your
presentation
Men
1.
2.
3.
4.
Both
Women
Assignment 2
• Read text, pp. 338-341 and complete
photocopy: Guided reading and review.
Rabelais: Using the giant as a metaphor for
man’s vast and varied talents.
How Gargantua was carried 11 months in
his mother’s stomach
Italy: Birthplace of Renaissance
Lorenzo “the Magnificent”
The merchant as patron of arts
In-Class Activity
Renaissance Portraits
Here are some examples of individuals who
reflect the ideals and practices of the
Renaissance.
For each individual, take notes including:
who, what, when, where and what aspects
or characteristics qualify them as
“Renaissance persons.”
Assignment 3
• Read text, pp. 342, 343 and 345
answering questions 1-5, pp 345.
Albrecht Dürer: Self-Portrait
What is genius?
In the Renaissance there appears to have
been an explosion of talent, especially in
the arts.
 Were people smarter?
 What factors help explain the appearance of
so much accomplishment?
Assignment 4
• Read pp. 344 of text and complete
photocopy: Guided reading and review.
• Quiz (?)
New Technology
c. 1450
Gutenberg’s press
and movable type
In-Class Activity (4/11+14)
Renaissance Portraits
Task: With your partner, create a 2-page
portrait (8 1/2 x 11”) of an renaissance figure
who reflects the ideals and practices of
that age.
For each individual, provide 2 documents:
• A visual composition
• A text that answers: who, what, when,
where and what aspects or characteristics
qualify them as “Renaissance persons.”