Chapter Homework: Renaissance and Reformation. Read Textbook: Chapter Pgs. 34-69 2. Complete: Guided Readings -4 (pgs. 8-2) Vocabulary (pg. 22) After you Read (pgs. 23-24) 3. Read Primary Sources: The Courtier (p. 26), Machiavelli (The Prince, p. 27), Machiavelli (Political Science, p. 33) 4. Complete: Questions -3 for The Courtier (p.26) and questions -3 for Political Science (p.33). Responses should be in paragraph form and turned in as a typed document through School Fusion. 5. Listen and Respond: Listen to the podcast How Michelangelo Worked that s posted on the School Fusion page. Respond to the prompt on the blog with a response of at least 00-50 words (00 words =! credit, 50 words = " credit, 50+ words = full credit). Due : Thursday, September 9, 200!!
08-mwh0a-IDR-00 2/5/2003 3:00 PM Page 8 Section GUIDED READING Italy: Birthplace of the Renaissance A. Determining Main Ideas As you read about the rebirth of learning and the arts in Italy, write notes to answer the questions. In Italy, thriving urban centers, a wealthy merchant class, and the classical heritage of Greece and Rome encouraged the development of new ideas and values.. How did humanism influence the growth of learning? 2. How did ideas about piety and a simple life change? 3. What role did patrons of the arts play in the development of Renaissance ideas? Styles in art and literature changed as artists and writers emphasized the individual. 4. What effects did the emphasis on individuals have on painters and sculptors? 5. How did writers reflect Renaissance values in their work? 6. How did the writing of Petrarch, Boccaccio, and Machiavelli demonstrate the values of humanism? B. Summarizing On the back of this paper, define Renaissance, humanism, perspective, and vernacular. 8 Unit, Chapter
09-mwh0a-IDR-00 2/5/2003 3:5 PM Page 9 Section 2 GUIDED READING The Northern Renaissance A. Clarifying As you read about the ways that northern Europeans adapted the ideas of the Renaissance, take notes to answer each question.. What factors led to the beginning of the Renaissance in northern Europe? 2. How did the invention of the printing press help spread learning and Renaissance ideas? B. Drawing Conclusions Describe briefly how each of the following showed Renaissance influences in his work. 3. Albrecht Dürer 4. Jan van Eyck 5. Pieter Bruegel the Elder 6. Desiderius Erasmus 7. Thomas More 8. William Shakespeare European Renaissance and Reformation 9
020-mwh0a-IDR-00 2/5/2003 3:5 PM Page 20 Section 3 GUIDED READING Luther Leads the Reformation A. Analyzing Causes and Recognizing Effects As you read this section, note some of the causes and effects of the events identified. Causes Event or Situation Effects. In 57, Luther posts his 95 theses on the church door at Wittenberg. 2. In 520, Luther is excommunicated. In 52, he is declared an outlaw and a heretic. 3. The German peasants revolt in 524. 4. The Peace of Augsburg is signed in 555. 5. The English Parliament approves the Act of Supremacy in 534. 6. Parliament establishes the Anglican Church in 559. B. Clarifying On the back of this paper, define each term: indulgence, Lutheran, Protestant, and annul. 20 Unit, Chapter
02-mwh0a-IDR-00 2/5/2003 3:5 PM Page 2 Section 4 GUIDED READING The Reformation Continues A. Determining Main Ideas As you read about new Protestant churches and reforms within the Catholic Church, take notes to answer the questions. What were some religious or social beliefs of each new Protestant religion?. Calvinism 2. Presbyterianism 3. Anabaptism 4. What were the three major activities of the Jesuits? 5. Why were the effects of the work of Jesuit missionaries so long lasting? 6. What role did Popes Paul III and Paul IV play in reforming the Catholic Church? 7. What were some important effects of the Reformation? B. Perceiving Relationships On the back of this paper, identify the relationship between each term or name and the Reformation: predestination, Calvinism, Catholic Reformation, Jesuits, and Council of Trent. European Renaissance and Reformation 2
022-mwh0a-IDR-00 2/5/2003 3:6 PM Page 22 BUILDING VOCABULARY European Renaissance and Reformation A. Multiple Choice Circle the letter before the term or name that best completes the sentence.. An ideal society as depicted by Thomas More is called a (a) perspective (b) utopia (c) theocracy. 2. Members of a religious order for the followers of Ignatius of Loyola were called (a) Jesuits (b) Anabaptists (c) Calvinists. 3. The intellectual movement that focused on human potential and achievement was called (a) humanism (b) predestination (c) indulgence. 4. The period from about 300 to 600 during which Europe experienced an explosion of creativity in art, writing, and thought is called the (a) Reformation (b) Renaissance (c) Catholic Reformation. 5. Followers of the Scottish preacher John Knox became known as (a) Anabaptists (b) Protestants (c) Presbyterians. 6. The state church started by Elizabeth I in England is known as the (a) Calvinist Church (b) Protestant Church (c) Anglican Church. B. Completion Select the term or name that best completes the sentence. perspective secular William Shakespeare Council of Trent vernacular predestination Johann Gutenberg Catholic Reformation. Instead of writing in Latin, a Renaissance writer might use his or her native language, or the. 2. The most famous writer of the Elizabethan Age, regarded by many as the greatest playwright of all time, was. 3. Renaissance society was in spirit, meaning it was worldly rather than spiritual and concerned with the present. 4. Using the technique of, Renaissance painters showed three dimensions on a flat surface. 5. The German craftsman developed a printing press that made it possible to produce books quickly and cheaply. 6. The was a meeting of Catholic bishops and cardinals that agreed on doctrines reforming the Catholic Church. C. Writing Write a summary of Martin Luther s protest and its effects using the following terms. indulgence Reformation Lutheran Protestant Peace of Augsburg 22 Unit, Chapter
mwh0a-rsg-00_p9 2/6/2003 0:26 AM Page 23 Glossary European Renaissance and Reformation bubonic plague Deadly disease that spread across Europe and Asia in the mid-4th century, killing millions of people classical Related to ancient Greece and Rome and emphasizing ideas of order, balance, and harmony clergy Religious officials doctrines Principles; statements of policy landscapes Pictures showing scenery or land forms merchants Storekeepers and traders movable type Printing blocks that did not have to be made one by one but could be moved into new positions and reused nobles People of high rank oil-based paints Paints that are made with oil; the oil dries slowly and allows for details, blending, and changes Parliament Law-making body in England peasant Related to poor or lower class people who worked the land protested Actively disagreed realistic Lifelike revolt Uprising, rebellion salvation Freedom from the effects of sin sculptors People who create works of art by carving spiritual Sacred; related to religion three-dimensional Having length, width, and height; giving a sense of depth AFTER YOU READ Terms and s A. Fill in the blank with the name or term that best completes the paragraph. Presbyterian Anabaptists Anglican Lutheran Reformation Protestant In Germany, Martin Luther began a movement for religious change called the. He and his followers began a separate religious group called the 2 Church. In England, Elizabeth founded and headed the 3 church. In Scotland, John Knox established yet another branch of the 4 faith. His church was the 5 Church. Other Protestant reformers included the 6, who believed in separation of church and state. B. Write the letter of the name or term next to the description that best explains it. a. Jesuits b. secular c. Calvinism d. Peace of Augsburg e. patrons f. indulgence g. Utopia h. humanism i. predestination j. vernacular. Focus on human potential and achievements 2. An agreement in 555 declaring that the religion of each German state would be decided by its ruler 3. Concerned with worldly rather than spiritual matters 4. Doctrine that God has decided all things beforehand, including which people will be eternally saved 5. Use of native language instead of classical Latin 6. Body of religious teachings based on the ideas of the reformer John Calvin 7. Members of the Society of Jesus, a Roman Catholic religious order founded by Ignatius of Loyola 8. Imaginary land described in a book by Thomas More; this word now means an ideal place 9. People who financially supported artists 0. Release from punishments due for a sin EUROPEAN RENAISSANCE AND REFORMATION 23
mwh0a-rsg-00_p0 2/6/2003 0:26 AM Page 24 AFTER YOU READ (continued) Main Ideas. What changes in the arts occurred during the Italian Renaissance? European Renaissance and Reformation 2. What changes in learning and the arts occurred during the northern Renaissance? 3. What changes in the Christian Church did Martin Luther bring about? 4. How did the Reformation in Germany change German political life? 5. Why and how did the Church change in England? Thinking Critically Answer the following questions on a separate sheet of paper.. How did the northern Renaissance differ from the Italian Renaissance? 2. Which leader Henry VIII or Luther do you think had a greater impact? Explain why. 24 REVIEW
026-mwh0a-IDR-00 2/5/2003 3:7 PM Page 26 Section PRIMARY SOURCE from The Courtier by Baldassare Castiglione Baldassare Castiglione was a well-known Venetian diplomat who served under the Duke of Urbino. Sent to the courts of Henry VIII in London and Louis XII in Milan, Castiglione observed court life firsthand. His book of manners and polite society, The Courtier, was published in 528 and was translated into several languages. A whole generation of young courtiers diligently followed his advice. As you read this excerpt from his book, consider what characteristics the perfect courtier should possess. o come, therefore, to the quality of the per- I say he is well if he be neither of the Tson, least nor of the greatest size. For both the one and the other hath with it a certain spiteful wonder, and such men are marveled at, almost as much as men marvel to behold monstrous things. Yet if there must needs be a default in one of the two extremities, it shall be less hurtful to be somewhat of the least than to exceed the common stature in height. For men so shot up of body, beside that many times they are of a dull wit, they are also inapt for all exercises of nimbleness, which I much desire to have in the Courtier. And therefore will I have him to be of a good shape, and well proportioned in his limbs, and to show strength, lightness, and quickness, and to have understanding in all exercises of the body that belong to a man of war. And herein I think the chief point is to handle well all kind of weapon both for footman and horseman, and to know the vantages in it. And especially to be skilful on those weapons that are used ordinarily among gentlemen, for beside the use that he shall have of them in war, where peradventure needeth no great cunning, there happen oftentimes variances between one gentleman and another, whereupon ensueth a combat. And many times it shall stand him in stead to use the weapon which he hath at that instant by his side.... There be also many other exercises, the which, though they depend not thoroughly upon arms, yet have they a great agreement with them, and have in them much manly activity. And of them methink hunting is one of the chiefest, for it hath a certain likeness with war, and truly a pastime for great men, and fit for one living in court. And it is found that it hath also been much used among them of old time. It is meet for him also to have the art of swimming, to leap, to run, to cast the stone; for besides the profit that he may receive of this in the wars, it happeneth to him many times to make proof of himself in such things, whereby he getteth him a reputation, especially among the multitude, unto whom a man must sometime apply himself. Also it is a noble exercise and meet for one living in court to play at tennis, where the disposition of the body, the quickness and nimbleness of every member, is much perceived, and almost whatsoever a man can see in all other exercises.... But because we cannot always endure among these so painful doings, besides that the continuance goeth nigh to give a man his fill, and taketh away the admiration that men have of things seldom seen, we must continually alter our life with practising sundry matters. Therefore will I have our Courtier to descend many times to more easy and pleasant exercises. And to avoid envy and to keep company pleasantly with every man, let him do whatsoever other men do; so he decline not at any time from commendable deeds, but governeth himself with that good judgment that will not suffer him to enter into any folly; but let him laugh, dally, jest, and dance, yet in such wise that he may always declare himself to be witty and discreet, and everything that he doeth or speaketh, let him do it with a grace. from Baldassare Castiglione, The Courtier, Thomas Hoby, trans. (The National Alumni, 907), 30 35. Discussion Questions Determining Main Ideas. According to Castiglione, what physical attributes befitted a courtier? 2. Why did a courtier need to handle different kinds of weapons skillfully? 3. Analyzing Issues Why did Castiglione feel a courtier should engage in such activities as hunting, swimming, and tennis? 26 Unit, Chapter
027-mwh0a-IDR-00 2/5/2003 3:8 PM Page 27 Section PRIMARY SOURCE from The Prince by Niccolò Machiavelli Niccolò Machiavelli (469 527) was an Italian political philosopher, historian, poet, and playwright from Florence. Serving in public office for 4 years, he went on almost 30 diplomatic missions for the Florentine city-state. During his diplomatic career, he traveled around Italy and to the courts of France and Germany, gaining insight into the world of Renaissance politics. In 53 Machiavelli wrote The Prince, a book of advice to rulers on how to found a state and how to stay in power. The following excerpt shows Machiavelli s views on how a ruler should build his reputation. How a Prince Should Conduct Himself so as to Gain Renown Nothing makes a prince so much esteemed as great enterprises and setting a fine example. We have in our time Ferdinand of Aragon, the present King of Spain. He can almost be called a new prince, because he has risen, by fame and glory, from being an insignificant king to be the foremost king in Christendom; and if you will consider his deeds you will find them all great and some of them extraordinary. In the beginning of his reign he attacked Granada, and this enterprise was the foundation of his dominions. He did this quietly at first and without any fear of hindrance, for he held the minds of the barons of Castile occupied in thinking of the war and not anticipating any innovations; thus they did not perceive that by these means he was acquiring power and authority over them. He was able with the money of the Church and of the people to sustain his armies, and by that long war to lay the foundation for the military skill which has since distinguished him. Further, always using religion as a plea, so as to undertake greater schemes, he devoted himself with a pious cruelty to driving out and clearing his kingdom of the Moors; nor could there be a more admirable example, nor one more rare. Under this same cloak he assailed Africa, he came down on Italy, he has finally attacked France; and thus his achievements and designs have always been great, and have kept the minds of his people in suspense and admiration and occupied with the issue of them. And his actions have arisen in such a way, one out of the other, that men have never been given time to work steadily against him.... Never let any Government imagine that it can choose perfectly safe courses; rather let it expect to have to take very doubtful ones, because it is found in ordinary affairs that one never seeks to avoid one trouble without running into another; but prudence consists in knowing how to distinguish the character of troubles, and for choice to take the lesser evil. A prince ought also to show himself a patron of ability, and to honour the proficient in every art. At the same time he should encourage his citizens to practise their callings peaceably, both in commerce and agriculture, and in every other following, so that the one should not be deterred from improving his possessions for fear lest they be taken away from him or another from opening up trade for fear of taxes; but the prince ought to offer rewards to whoever wishes to do these things and designs in any way to honour his city or state. Further, he ought to entertain the people with festivals and spectacles at convenient seasons of the year; and as every city is divided into guilds or into societies, he ought to hold such bodies in esteem, and associate with them sometimes, and show himself an example of courtesy and liberality; nevertheless, always maintaining the majesty of his rank, for this he must never consent to abate in anything. from Niccolò Machiavelli, The Prince. Reprinted in Robert Maynard Hutchins, ed., Great Books of the Western World (Encyclopaedia Britannica, Inc., 952), 3 33. Activity Options. Analyzing Causes and Recognizing Effects Make a cause-and-effect diagram illustrating how a prince gains renown according to Machiavelli. Then share your diagram with your classmates. 2. Determining Main Ideas Write a numbered list of tips for princes who want to gain fame and public approval. Share your list with a group of classmates and discuss which tips political leaders today might use. European Renaissance and Reformation 27
033-mwh0a-IDR-00 2/5/2003 3:27 PM Page 33 Section HISTORYMAKERS Niccolò Machiavelli Inventor of Political Science My intent being to write a useful work... it seemed to me more appropriate to pursue the actual truth of the matter than the imagination of it. Many have imagined republics and principalities which were never seen or known really to exist; because how one lives is so far removed from how one ought to live that he who abandons what one does for what one ought to do, learns rather his own ruin than his preservation. Niccolò Machiavelli, The Prince (53) Niccolò Machiavelli, an intellectual and sometime government official, nearly lived an anonymous life. He was an educated man who had written plays but remained an unknown citizen of Florence, Italy, well into middle age. It was not until the age of 44 that he single-handedly revolutionized the study of governments and politics. Machiavelli was born in 469 to a noble family in Florence, one of the intellectual centers of the Italian Renaissance. He received a solid education. During his twenties, he worked in Rome on behalf of a Florentine banker. Florence was experiencing political upheaval at the time. Lorenzo de Medici, the great banker and patron of the arts, had ruled the city until his death in 492. His son proved to be an incompetent heir and was banished from the city. A few years later, the people of Florence decided to form a republic. Machiavelli became an official in the new government. He served the city-state on several diplomatic missions that allowed him close observation of some of the leading political figures of his time. He grew to respect those who knew how to gain and use power. He also took the role of organizing a citizen-army for Florence, which he modeled after the army of the ancient Roman Republic. Machiavelli s militia did not have the fighting ability of Rome s famed legions, though. In 52, the Spanish army defeated the Florentine troops, and the Medici family once again took power. Machiavelli was dismissed from the government and retired to his country estate to write. Among Machiavelli s creations was The Prince. A devoted supporter of republican government, he nevertheless dedicated the work to the new Medici ruler of Florence. Machiavelli hoped The Prince would prove his intelligence so he could win a job in the new regime. He also hoped to spur the Medici family to unite northern Italy and insulate it from foreign interference. Previous writers of political philosophy tried to describe perfect governments. Machiavelli had a different idea in mind. He wanted to understand how political leaders could best obtain and hold power. He thought that trickery was more effective in achieving these goals than honesty. He also thought that acquiring and maintaining power was more important to rulers than being a good leader. The chapter title On Cruelty and [compassion], and Whether It Is Better To Be Loved or Feared reveals the core of his view of government, which is based on his view of human nature: It will naturally be answered that it would be desirable to be both [loved] and [feared]; but as it is difficult to be both at the same time, it is much more safe to be feared than to be loved, when you have to choose between the two. For it may be said of men in general that they are ungrateful and fickle, dissemblers, avoiders of danger, and greedy of gain. His name became an adjective Machiavellian came to describe any leader who used deceit to impose his or her will. Ironically, Machiavelli was ruined by his own ambitions. The Medici gave him diplomatic work. However, when they were overthrown and the republic restored again, Machiavelli was tainted by his association with the Medici. He was turned down for employment and died shortly thereafter. Questions. Drawing Conclusions How did Machiavelli s ideas and actions reflect his respect for ancient Rome? 2. Analyzing Issues Why is it appropriate to call Machiavelli s work political science? 3. Making Inferences What was Machiavelli s view of human nature? European Renaissance and Reformation 33