History of the Ancient and
Medieval World
The Renaissance
Walsingham Academy
Ms. Hockaday
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 Exploration,)
and over time, Ignites revolutions (scientific, English, American,
French, Russian, etc..)
Italy: Birthplace of Renaissance
Why?
• Italy is located in the center of the Mediterranean region, surrounded on
three sides by water, possessing good natural ports.
• Italy was the home of the Roman Empire, possessing many remains of
that civilization.
• Italy was urban and center of trade, banking – concentration of wealth.
• Italy’s cities were cosmopolitan – diversity of people, cultures, ideas.
• Italy’s city-states were competitive, which encouraged innovation.
• Wealthy merchant-bankers (rulers) were patrons of the arts. It was chic.
• Cities had greater concentrations of artists, artisans, scholars.
Italy: Birthplace of Renaissance
Lorenzo “the Magnificent”
The merchant as patron of arts
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.
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.
An Artist Becomes a Biographer
•
Why was Vasari’s book so important?
•
What other arts felt the effects of the Renaissance? Who
served as a key patron of such activities? Why?
•
Why is da Vinci described as the archetypical ideal
“Renaissance Man?”
Painting a Renaissance Marvel
•What concession did the Pope give to Michelangelo?
•Why was he given such freedom? What does this
suggest about both the Pope and the artist?
The Renaissance:
An Expanding World
1. Why does Rabelais compare
his time to that of Plato and
Cicero?
2. Rabelaisian: behavior
marked by gross, robust
humor or bold naturalism.
Can you provide any examples?
Discuss
Self-Test
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
Renaissance Portrait
Project: due Friday, 4/25
Task: On your own or with a partner, create a 2page portrait (8 1/2 x 11”) of an Renaissance figure
who reflects the ideals and practices of that age.
For your individual, produce 2 documents (using Word
and/or PowerPoint
1. A visual composition
2. A text that answers: what aspects or
characteristics (who, what, when, where and why) qualify
the individual as a “Renaissance person” and/or
“genius?”
In-Class Activity
Renaissance Portraits
For your individual, take notes using a
criteria matrix. Ask yourself what details of
the person’s life or career suggest traits or
characteristics that reflect the ideals and
practices of the Renaissance and that
qualify them as “Renaissance persons.”
Renaissance Portrait: Criteria Matrix
Defining
Characteristics of
Renaissance
1.
2.
3.
4.
Details of
Individual’s
life/career
Image that
reflects/documents
columns 1&2
Project Rubric
• Project ties definition of Renaissance as developed in
course to the life/work of 1 contemporary.
• Visuals chosen support text and promote understanding of
individual’s contributions
• Project reflects guidelines established, displays
appropriate technical, i.e. DTP, standards developed.
Bonus: Project is a polished product displaying key practices
modeled in class: reflection, collaboration, personal
deadlines and the benefits of constructive criticism.
The Pietà
by Michelangelo
A Renaissance Person
Choose 1 individual from the period we have
studied and discussed and explain how he
reflects the ideals of the Renaissance.
For your individual, take notes with a
particular emphasis on details of the
person’s life or career that suggest traits
or characteristics that reflect the ideals and
practices of the Renaissance and that
qualify them as “Renaissance persons.”
Machiavelli: The Prince
Machiavelli advised rulers that they must be
like both the fox (to know about traps and
how to avoid them) and the lion (to terrify
the wolves.)
1. Using the quote above, explain the
qualities that Machiavelli believed a
successful prince must have?
2. What does machiavellian mean today? Is
it fair to call Machiavelli machiavellian?
The King Orders a Saltcellar
(Primary Source Activity)
The Salieri (Saltcellar)
of Francis I
by Benvenuto Cellini
1540-43, gold and
enamel with ebony
base,
26 x 33,5 cm
Kunsthistorisches
Museum, Vienna
What is genius?
In the Renaissance there appears to have
been an explosion of talent, especially in
the arts.
1.
2.
Were people smarter? Explain.
What factors help explain the appearance of
so much accomplishment?
A Renaissance Portrait
In what ways might William Shakespeare be
cited as an example of a Renaissance
Man?
In your answer, be sure to link (1) our
definition of Renaissance (2) our
discussion of Renaissance education with
specific facts about Shakespeare’s life and
work.
Assignment 1: due 4/7
1. Read text, pp. 410-412. Identify main
ideas (Begin Note Taking photocopy)
2. Define 5 bold-blue terms and answer 1
checkpoint question.
3. Complete map skills activity, pp 413. Use
link, if preferred.
4. Whom do you consider a “Renaissance
person?” Justify your choice.
Quiz on the Renaissance on Friday 4/11
Assignments 1-2:
1.
2.
3.
Read text, pp. 412-416 and complete
Note Taking photocopy.
Define 6 bold-blue terms and answer 2
Checkpoint questions.
Answer Thinking Critically questions, pp
415
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
Quiz on the Renaissance on Friday 4-11
due 4/8
Assignment 3- Due 4/9
1.
2.
Read text, pp. 418-421
Define 9 terms and answer 3 checkpoint
questions.
New Technology
c. 1450
Gutenberg’s press
and movable type
Quiz on the
Renaissance on
Friday 4/11
Assignment 4:
due 4/10
1. Read text, pp 417
2. What is Machiavelli’s general view of
people? How might his experience as a
diplomat have shaped this view?
3. Answer Thinking Critically questions.
4. What is the meaning of the word
Machiavellian today? (check a dictionary)
Quiz on the Renaissance- Friday 4/11
Renaissance Project Deadline: Fri., 4/25 (In-class workdays: Throughout
this week and Tuesday, 4/22. Be sure to consult Project Parameters and
Rubric
Assignment 5:
due 4/11
1. Infographic, pp 420-421 with questions.
2. Possible participation grade
Albrecht Dürer: Self-Portrait
Quiz on the Renaissance- Friday 4/11
Renaissance Project Deadline: Fri., 4/25 (Inclass workdays: Throughout this week and
Tuesday, 4/22. Be sure to consult Project
Parameters and Rubric
Have a GREAT BREAK!!! 
Renaissance Portrait
Project: due 4/25
Task: On your own or with a partner, create a 2page portrait (8 1/2 x 11”) of an Renaissance figure
who reflects the ideals and practices of that age.
For your individual, produce 2 documents (using Word
and/or PowerPoint
1. A visual composition
2. A text that answers: what aspects or
characteristics (who, what, when, where and why) qualify
the individual as a “Renaissance person” and/or
“genius?”
3. Guides for development and Rubric are in Class
Notes.