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The Renaissance in Italy Prepare to Read

The Renaissance in Italy Prepare to Read

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Step-by-Step A detail from the Uffizi SECTION Instruction 1 WITNESS AUDIO An Artist Becomes a Biographer Objectives In 1546, a young artist named As you teach this section, keep students dined at the ’s residence in . The focused on the following objectives to help conversation turned to the amazing artistic them answer the Section Focus Question achievement of . Vasari decided and master core content. to record a tribute to all the important Italian 1 artists who had contributed to this remarkably ■ Describe the characteristics of the creative time period. Four years later, Vasari Renaissance and understand why it published his Lives of the Most Eminent began in Italy. Painters, Sculptors, and Architects. A true “Renaissance man”— he was an able painter ■ Identify Renaissance artists and and architect as well as a writer—Vasari also explain how new ideas affected became a biographer and historian of his era. of the period. Focus Question What were the ideals of the ■ Vasari designed the Uffizi Gallery in , Understand how writers of the time which houses his self-portrait. Renaissance, and how did Italian artists and addressed Renaissance themes. writers reflect these ideals? The Renaissance in Italy Prepare to Read

Objectives A new age had dawned in , given expression by Build Background Knowledge L3 • Describe the characteristics of the Renaissance remarkable artists and thinkers. Europeans called this age the Based on their previous reading about the and understand why it began in Italy. Renaissance, meaning “rebirth.” It began in the and reached , have students predict • Identify Renaissance artists and explain how its peak around 1500. The Renaissance marked the transition how Europe would change during the new ideas affected the arts of the period. from medieval times to the early modern . Renaissance. • Understand how writers of the time addressed Renaissance themes. What Was the Renaissance? Set a Purpose L3 Terms, People, and Places The Renaissance was a time of creativity and great change in ■ WITNESS HISTORY Read the selection Leonardo many areas—political, social, economic, and cultural. It marked a aloud or play the audio. humanities slow shift from an agricultural to an urban society, in which trade AUDIO Witness History Audio CD, assumed greater importance than in the past. It was also a time An Artist Becomes a Biographer Florence when creative thinking and new technology let people comprehend patron Niccolò Machiavelli and describe their world accurately. Ask Why was Vasari’s book so important? (It gave firsthand informa- A New Worldview Evolves During the Renaissance, creative tion about Renaissance artists from a minds set out to transform their own age. Their era, they felt, was knowledgeable source.) Reading Skill: Identify Main Ideas As you read, a time of rebirth after what they saw as the disorder and disunity create an outline like the one below to record main of the medieval world. ■ Focus Point out the Section Focus ideas about the . Renaissance thinkers had a reawakened in the classi- Question and write it on the board. cal learning of and Rome, which medieval scholars had Tell students to refer to this question I. What was the Renaissance? preserved. They continued to use as the language of the as they read. (Answer appears with A. A changing worldview 1. Church as well as for scholarship. Yet they produced new attitudes Section 1 Assessment answers.) 2. toward culture and learning. Medieval scholars had focused more B. A spirit of adventure ■ Preview Have students preview the on religious beliefs and spirituality. In contrast, Renaissance Section Objectives and the list of thinkers explored the richness and variety of human experience in Terms, People, and Places. ■ Reading Skill Have students use the Reading Strategy: Main Ideas Vocabulary Builder worksheet. Use the information below and the following resources to teach the high-use words from this section. Teaching Resources, Unit 1, p. 8 Teaching Resources, Unit 1, p. 7; Teaching Resources, Skills Handbook, p. 3 ■ Have students read this

section using the Structured Read High-Use Words Definitions and Sample Sentences Aloud strategy (TE, p. T20). Have them comprehend, p. 48 v. to understand; take in fill in the outline with the main themes They could not comprehend the ’s words at first because he spoke of the Italian Renaissance. so softly. Reading and Note Taking emerge, p. 48 v. to develop; rise from; become known A bustling new town began to emerge from the ruins of the old . Study Guide, pp. 34–35

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the here and . At the same time, society placed a new emphasis on individual achievement. Indeed, the Renaissance ideal was a person with Teach talents in many fields. A Spirit of Adventure The Renaissance supported a spirit of adven- What Was the ture and a wide-ranging curiosity that led people to explore new L3 or to reexamine old ones. Navigators who sailed across the ocean, scien- Renaissance? tists who looked at the universe in new ways, and writers and artists Instruct who experimented with new forms and techniques all shared that spirit. In part, that spirit of adventure came from a new view of man himself. As ■ Introduce: Vocabulary Builder Italian thinker Pico della asserted in 1486: “To [man] it is Have students read the Vocabulary granted to have whatever he chooses, to be whatever he wills.” Builder term and definition. Ask them to predict what new ideas people might Expressing Humanism At the heart of the Italian Renais- have begun to comprehend during the sance was an intellectual movement known as humanism. Renaissance. Humanists studied the classical and Rome, but used that study to increase their understanding of their ■ Teach As you discuss the meaning of the own times. Though most humanists were pious Christians, Renaissance, ask What does the Wit- they focused on worldly subjects rather than on the religious ness History selection mean by the issues that had occupied medieval thinkers. Humanists term Renaissance man? (someone of believed that education should stimulate the individual’s cre- broad achievement with talent in many ative powers. They emphasized the humanities—subjects such areas) Then ask What other qualities as , rhetoric (the study of using language effectively), could you add to a description of a , and history—that had been taught in and Renaissance man? (curiosity, interest Roman schools. in classical learning, adventurous spirit, Francesco Petrarch (PEE trahrk), a Florentine who lived in the belief in importance of education) Why 1300s, was an early Renaissance humanist, poet, and scholar. He did these characteristics emerge so assembled a of Greek and Roman in monasteries strongly during the Renaissance and churches. In later years his efforts and those of others encouraged by his example enabled the works of , , and to again rather than the Middle Ages? become known to Western Europeans. (During the Middle Ages, people were more focused on religion and spiri- What were the main characteristics of the Renaissance? tuality. The Renaissance brought a Michelangelo’s new interest in the material and Michelangelo sculpted his masterpiece human worlds and an appreciation Italy: Cradle of the Renaissance David out of a block of left over for individual achievement.) The Renaissance began in Italy. Over the next hundred years it spread to from another . Completed in 1504, the statue was commissioned to ■ Quick Activity Display Color Trans- the rest of Europe, eventually transforming the entire . express the power and strength of Italy was the place where the Renaissance emerged for several reasons. Florence. parency 77: Pietà, by Michelangelo. Use the lesson suggested in the trans- Italy’s History and Renaissance thinkers had a new parency book to guide a discussion on interest in . Italy had been the center of the , Vocabulary Builder how Renaissance artists modeled their and people could study its art and . The Roman Catholic comprehend—(kahm pree HEND) v. works on the art of classical Greece and Church, based in Rome, supported many artists and scholars. understand; take in Italy’s location on the also encouraged trade with emerge—(ee MURJ) v. develop; rise Rome and revived interest in those from; become known the just across the sea. carrying a variety of goods cultures. Discuss how this piece reflects docked at Italy’s many ports. Banking, , and merchant classical elements, such as form and networks developed to support trade. Italian merchants led the growth of . trade across Europe during the . Trade provided the Color Transparencies, 77 wealth that fueled Italy’s Renaissance. Trade routes also carried new ideas that were important in shaping Independent Practice the Renaissance. Muslim scholars had preserved and developed the sci- Have students fill in the Outline Map entific and technical knowledge of and Rome, which had been forgotten in medieval Europe. Contact through trade gave Italy Europe About 1600 and label the main access to the Muslim world’s wealth of knowledge. states and kingdoms. Teaching Resources, Unit 1, p. 14

Monitor Progress Solutions for All Learners Circulate to make sure students are fill- ing in their Outline Maps accurately. L1 Special Needs L2 Less Proficient Readers L2 English Language Learners Administer the Geography Quiz.

To help students understand the changes during the Use the following resources to help students acquire Teaching Resources, Unit 1, p. 15 Renaissance, ask them to create a two- chart. basic skills: In the first column, have them list how people viewed Reading and Note Taking Study Guide Answer the world in the Middle Ages. Then have students read ■ Adapted Note Taking Study Guide, pp. 34–35 this section and list the new ideas of the Renaissance ■ Adapted Section Summary, p. 36 a new worldview based on human experience, in the second column. They can use this chart to sum- an emphasis on education and humanism, and marize the changes during the Renaissance. a spirit of adventure and curiosity

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Italy’s Vibrant City-States Unlike the kingdoms of Italy: Cradle of the most of the rest of Europe, Italy was divided into many Renaissance L3 small city-states. Each Italian city-state was controlled by a powerful family and dominated by a wealthy and power- Instruct ful merchant class. These merchant families exerted both ■ Introduce: Vocabulary Builder political and economic leadership, and their interest in art Have students read the Vocabulary and emphasis on personal achievement helped to shape the Builder term, emerge, and its defini- Italian Renaissance. tion. Remind them of the meaning of The Medici (MED uh chee) family of Florence, for exam- the word Renaissance. Ask students to ple, ranked among the richest merchants and bankers in make a connection between the two Europe. Cosimo de’ Medici gained control of the Florentine words. government in 1434, and the family continued as uncrowned rulers of the city for many years. Cosimo’s ■ Teach Emphasize how Italy’s city- grandson Lorenzo, known as “the Magnificent,” repre- states differed from political structures sented the Renaissance ideal. A clever politician, he held in the rest of Europe. Ask How did the Florence during difficult times in the late 1400s. city-state structure encourage the He was also a generous patron, or financial supporter, of Renaissance? (City-states were com- the arts. At Lorenzo’s invitation, poets and philosophers petitive, encouraging innovative ideas; frequently visited the Medici . Artists learned their wealthy rulers of city-states were craft by sketching ancient Roman statues displayed in the patrons to artists; cities had greater Medici . concentrations of artists, , and The Medicis’ great wealth and influence transformed scholars; trade was well established in Florence. Perhaps more than any other city, it came to sym- bolize the energy and brilliance of the Italian Renaissance. the city-states.) Like the ancient city of , it produced a dazzling ■ Quick Activity Direct students to the Italian Bankers number of gifted poets, artists, architects, scholars, and in a map on the next page. Point out Italy’s An illuminated from the late relatively span of time. 1400s depicts a typical scene in an location on the Mediterranean Sea. Italian banking house. How is the Why was Italy a favorable setting for the Renaissance? Have students trace Italy’s trade routes wealth of the banker shown in this on the map. Ask them why they think image? the cities of and became Flowers such important centers of trade. The Renaissance attained its most glorious expression in its , sculpture, and architecture. Wealthy patrons, , and played Independent Practice a role in this artistic flowering. Ordinary people—who were begin- ning to appreciate human experiences not related to the Church—also ■ Display Color Transparency 81: played a role. Venice as a Center of Trade. Ask students to choose a geographic Reflecting Humanist Thought Renaissance art reflected the ideas of that could be considered a crossroads of humanism. Like artists of the Middle Ages, Renaissance artists por- trade today. Have them write a para- trayed religious themes. However, they often set religious figures such as graph explaining what factors— and Mary against classical Greek or Roman backgrounds. Painters geographic, cultural, or other—make it also produced portraits of well-known figures of the day, reflecting the a crossroads. humanist interest in individual achievement. Renaissance artists stud- ied ancient Greek and Roman works and revived many classical forms. Color Transparencies, 81 The sculptor , for example, created a life-size statue of a soldier

■ Have students access Web Code on horseback. It was the first such figure done since ancient times. nbp-1311 to take the Geography Using New Artistic Techniques had been very realistic, Interactive Audio Guided Tour and but in medieval times art became much more stylized. Renaissance then have them answer the map skills painters returned to the of classical times by developing new questions in the text. techniques for representing both humans and landscapes. In particular, the rules of perspective allowed Renaissance artists to create realistic Monitor Progress art. By making distant objects smaller than those close to the viewer, art- Reread the title of this section, Italy: Cra- ists could paint scenes that appeared three-dimensional. dle of the Renaissance. Ask students to explain why the term cradle is used here to describe the growth of the Renaissance History Background in Italy. Ensure that students understand the reasons why Italy was the birthplace Italian Renaissance Society Not all people states feuded and fought, as Shakespeare immortalized of the Renaissance. experienced the Renaissance in the same way. While in his late- play . Italian city- the upper class enjoyed lives made easier by wealth states were constantly at with one another. Yet none Answers and enriched by art and ideas, most of the of this social conflict dampened the spirit of time lived and worked much as they had: from the Renaissance. Indeed, people looked to new, inno- Caption elegant clothing and furniture, servants, hand to mouth. Only slowly were the lives of the vative Renaissance ideas to help them solve the prob- bags of money working classes affected by the Renaissance. lems of their time. It was a crossroads of trade and had been the In addition, the Renaissance occurred against a

center of the classical world. background of extreme violence. Families within city-

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Political Europe About 1500 S 10˚ W COT 0˚ 20˚ E ER For: Audio guided tour LAN NIC ORD D TEUTO Web Code: nbp-1311 Renaissance Art Flowers L3 North Baltic Sea Instruct IREL S AND ea ■ Introduce: Key Terms Ask students to EN find the key term humanism (in ) GLA E ND lbe in the text and explain its meaning. Ask NETH. BRANDENBURG 50˚ N NIA How do Leonardo’s notebooks R (S R UA MALL i LITH h v O D– F e d OLAN i e P reflect humanist themes? (He had a ERS n GERMAN r r R e iv STATES) er special interest in the and R

i BOHEMIA S v e e in drawing figures realistically; his

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R notebook-keeping indicates his active i v VIA A e A LDA t r r I MO curiosity about the world around him.) lan ive tic R R O T How did an interest in humanism ce SWISS LPS S RY an FRA CO A U HUNGA NCE NF. A S lead to the development of new art . A V E R IC O N VE Danu techniques? (Artists looked for new Y R. be ck e Venice Bla n M er o antua iv R ea techniques that would let them draw, P h Gen S YR R oa EN A paint, and sculpt more realistically.) EES MTS. vignon E NAVA FLORENCE Florence br RRE PAPAL nik o Dubrov ■ Teach Review the lives and achieve- STATES A ENEGRO R d MONT S iv ri O P A er COR at ments of Leonardo, Michelangelo, and I N SICA Rome ic T S T O ea M Raphael. Remind students that each of Ta A gus River NAPLES N E M P I R E these artists created great religious works, which were often commissioned by popes. Ask How did Renaissance Ionian artists differ from medieval artists (Venice) Modon in their treatment of religious Syracuse themes? (Religious figures were shown AFRIC (Venice) A realistically, in more natural settings; Crete Kingdoms under e a (Venice) religious paintings included classical r a n e a n S Spanish M e d i t e r of Genoa Conic Projection themes.) Other city-states N 0200 400 mi Boundary of Gabès ■ Quick Activity Display Color Trans- 0200 400 km W E Major sea route Tripoli parency 79: School of Athens. Banking center S Together with students, identify all of Map Skills The states and kingdoms of Italy lay at the center of Europe’s sea the Renaissance elements that are Other techniques enabled Renaissance artists to give their work trade. blended in the : the classical energy and realism. Renaissance painters used shading to make objects 1. Locate (a) Florence (b) Palermo statues of ancient philosophers; the look round and real, and new oil paints to reflect light. Painters and (c) Crete emphasis on learning (several of the sculptors also studied human and drew from observing live 2. Identify Which republic controlled figures are perusing or dia- models. As a result, they were able to portray the human body much Crete? Which kingdom controlled grams); the use of perspective. Also more accurately than medieval artists had done. Sicily? explain to students that several of the Architecture: A “Social Art” Architecture was transformed in 3. Apply Information Why were so figures in the painting are actually of Renaissance Italy. Architect Leon Alberti described architecture as a many banking centers located in famous Renaissance artists, including “social art,” meant to blend with utility and improvement of soci- Italy? Leonardo and Raphael himself. ety. Architects rejected the Gothic style of the late Middle Ages as disor- Color Transparencies, 79 derly. Instead, they adopted the , arches, and that had been favored by the and Romans. For the in Florence, (broo nay LAYS kee) created a majestic , which he modeled on the dome of the Pantheon in Rome. Like other Renais- sance artists, Brunelleschi was multitalented. He studied art and sculp- ture with Donatello and was an accomplished engineer, inventing many of the machines used to construct his dome.

Careers

Conservators Archivists, curators, and conservators from paintings and paper to ceramics and work to preserve cultural objects. For instance, art con- furniture. While most work takes place in laboratories, servators, or restorers, first analyze materials to identify art restorers also spend time in , art galleries, Answers any damage and its cause. Next they determine how and private homes, advising on collections. They help best to repair the material and prevent dam- determine how artwork is stored, monitor environmental Map Skills age. Then they restore it to maintain its original char- conditions, and help set exhibits. This work com- 1. Review locations with students. acteristics. Art restorers work on a variety of objects, bines scientific, historical, and visual art skills. 2. Venice; 3. Its central location made it ideal for supplying loans to traders.

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Independent Practice Artist Leonardo da Vinci (duh VIN chee) (1452– 1519) had an endless curiosity that fed a genius for invention. He made Biography To help students better sketches of nature and of models in his studio, and dissected corpses to understand women’s role in Renaissance learn how bones and muscles work. As a result, Leonardo’s paintings art and society, have them read the biog- grip people with their realism. The is a portrait of a woman raphy Isabella d’Este and answer the whose mysterious smile has baffled viewers for centuries. The Last questions on the worksheet. Supper, showing Jesus and his apostles on the before the cruci- fixion, is both a moving religious painting and a masterpiece of per- Teaching Resources, Unit 1, p. 9 spective. Because Leonardo experimented with a new type of paint, much of The decayed over the years. However, it has Monitor Progress recently been restored. After students have read the biography, Leonardo thought of himself as an artist. Yet his talents and read them the History Background note accomplishments ranged over many areas, including botany, at the bottom of this page. Then ask them anatomy, optics, music, architecture, and . He made to write a paragraph explaining whether sketches for flying machines and undersea boats centuries they think d’Este was a typical Renais- before the first airplane or submarine was actually built. Though most of his paintings are lost today, his many note- sance woman or an unusual one. Use the books survive as a testament to his genius and creativity. Think-Write-Pair-Share strategy (TE, p. T23) to have students share their find- Michelangelo Artist Michelangelo Buonarroti (1475– ings with each other. 1564), like Leonardo, had many talents—he was a sculp- tor, engineer, painter, architect, and poet. Michelangelo has been called a “melancholy genius” because his work reflects his many life-long spiritual and artistic struggles. In his twenties, he created marble masterpieces such as David and the INFOGRAPHIC

Before the 1400s, artists did not know how to create perspective, or the technique of showing distant objects on flat surfaces the way the eye actually sees them. The discovery of perspective revolutionized art. Using simple geometry, Renaissance artists could for the first time reproduce what their eyes actually saw.

Brunelleschi is credited with invent- ing perspective. His many studies (left) helped him design Florence’s , completed in 1436. At 185 feet (56 m) high, it was the largest domed structure built since A.D. 125.

Artist Leon Alberti refined Brunelleschi’s ideas. He wrote books explaining the rules of perspective, and developed the “perspective net” (right). To show perspective, the artist looks over an eyepiece and through the net at a (far right). Then he reproduces the outlines of the model on paper with grids corresponding to those on the net.

Link to Art

Renaissance Women Most upper-class Renais- women kept their activity secret, allowing their work sance women led domestic lives, running their house- to be passed off by their husbands as their own. holds, attending court, or serving in religious orders. Much more rarely, a woman artist gained profes- While these women often received a classical sional acceptance on her own terms. In the 1500s, humanist education, they were expected to use their (soh foh NEEZ bah ahn GWEE skills privately. A very few women overcame the soh lah), an Italian noblewoman, became court Renaissance limits on education and training to painter to King Philip II of Spain. become professional artists. Sometimes these

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Pietà. The Pietà captures the sorrow of the Biblical Mary as she cradles her dead son Jesus on her knees. Michelangelo’s heroic statue of David, Writing for a New Society L3 the Biblical shepherd who killed the Goliath, recalls the Instruct and grace of ancient Greek tradition. One of Michelangelo’s greatest projects was painting a series of huge ■ Introduce Ask students if they recog- to decorate the ceiling of the in Rome. The enor- nize the key term Machiavellian. mous task, which took four years to complete and left the artist partially Elicit meanings, then explain that the crippled, depicted the biblical history of the world from the Creation to word came from Machiavelli and his the . Michelangelo was also a talented architect. His most famous book The . Have students read design was for the dome of St. Peter’s Cathedral in Rome. It served as a the subsection titled Machiavelli’s model for many later structures, including the Capitol Successful Prince and then engage in a building in Washington, D.C. brief debate between those who agree with Machiavelli and those who side Raphael A few years younger than Michelangelo, Raphael (rah fah EL) (1483–1520) was widely admired both for his artistic talent and “his sweet with his critics. and gracious nature.” Raphael studied the works of the great masters but ■ Teach Review the two writers discussed developed his own style of painting that blended Christian and classical in the section and their motivations for styles. He is probably best known for his tender portrayals of the writing. Ask What Renaissance ideals , the of Jesus. In , Raphael pictured did each of these men espouse? (Cas- an imaginary gathering of great thinkers and scientists, including , tiglione: the multi-talented man; Machia- , , and the Arab philosopher Averroës. With typical velli: political realism) Why might these Renaissance self-confidence, Raphael included the faces of Michelan- ideas have particularly appealed to gelo, Leonardo—and himself. people during the Renaissance? How were Renaissance ideals reflected in (Emerging from the stagnation of the the arts? For: Interactive The Last Supper medieval world, they would have Visit: www.PHSchool.com embraced a vision of their society as Web Code: nbp-1312 better than the past.) ■ Quick Activity Show students Machia- velli’s “” from the Witness History Discovery School™ video pro- Leonardo eagerly explored perspective gram. Ask them to list the factors that in his The Last Supper. He uses may have inspired Machiavelli to write converging lines, like those shown The Prince. (his experience as a diplo- below, to create a vanishing point. This mat, his understanding of government, vanishing point draws the viewer’s eye to the space above Jesus, and gives power, and conflict in his native Italy, the painting the illusion of and the rise of interest in the humanities) space and depth. ᭤ Independent Practice Ask students if “how-to” books are still written today. Have pairs of students create lists of subjects a “how-to” writer Thinking Critically might today to help people suc- 1. Apply Information Why was the ceed in society. invention of perspective necessary for artists to achieve realism in painting? Monitor Progress 2. Analyze Visuals What other As students fill in their outlines, circulate techniques bring the eye to the central figure of Jesus in The Last to make sure they understand the main Supper? themes of the Italian Renaissance. For a completed version of the outline, see Note Taking Transparencies, 114

Answers Solutions for All Learners Artists emphasized classical subjects and the

L4 Advanced Readers L4 Gifted and Talented human form, and they employed new tech-

To extend the lesson on Renaissance art, challenge comparing and contrasting both works of art. Ensure niques for showing subjects more realistically. students to analyze two pieces of art, one created dur- that students discuss the subject matter depicted and Thinking Critically ing the Middle Ages and the other created during the the techniques used in each piece. 1. Without it, artists could not show objects as the Renaissance. Ask students to write an essay eye sees them. 2. Jesus appears in the center and in front of the windows, and most apostles are looking in his direction.

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Assess and Reteach Writing for a New Society Italian writers reflected the trademark Renaissance curiosity and inter- Assess Progress L3 est in the humanities. Humanists and historians wrote works of philoso- phy and scholarship. Other writers developed a literature of guidebooks ■ Have students complete the Section to help ambitious men and women who wanted to achieve success in the Assessment. Renaissance world. ■ Administer the Section Quiz. Castiglione’s Ideal The most widely read of Teaching Resources, Unit 1, p. 2 In the mid-1500s, these handbooks was The Book of the Courtier. Its author, Giorgio Vasari wrote a Baldassare Castiglione (kahs teel YOH nay), describes the ■ To further assess student under- biography of Leonardo manners, skills, learning, and virtues that a member of the standing, use da Vinci, whose self- court should have. Castiglione’s ideal courtier was a well- Progress Monitoring Transparencies, 53 portrait is shown here. Why is Leonardo da Vinci educated, well-mannered aristocrat who mastered many described today as an ideal Renaissan ce man”? fields, from poetry to music to sports. Castiglione’s ideal differed for men and women. The ideal Reteach Primary Source If students need more instruction, have man, he wrote, is athletic but not overactive. He is good at Sometimes, in supernatural fashion, beauty, grace, games, but not a gambler. He plays a musical instrument them read the section summary. “ and talent are united beyond measure in one single and knows literature and history but is not arrogant. The Reading and Note Taking L3 person. . . . This was seen by all mankind in Leonardo ideal woman offers a balance to men. She is graceful and Study Guide, p. 36 da Vinci . . . so great was his genius, and such its kind, lively but reserved. She is beautiful, “for outer beauty,” growth, that to whatever difficulties he turned his wrote Castiglione, “is the true sign of inner goodness.” Adapted Reading and L1 L2 mind, he solved them with ease. In him was great bodily strength . . . with a spirit and ever Machiavelli’s Successful Prince Niccolò Machiavelli Note Taking Study Guide, p. 36 royal and magnanimous; and the fame of his name so (mahk ee uh VEL ee) wrote a guide for rulers on how to gain increased, that not only in his lifetime was he held in and maintain power. Unlike ancient writers such as Plato, Spanish Reading and L2 esteem, but his reputation became even greater Machiavelli did not discuss leadership in terms of Note Taking Study Guide, p. 36 among posterity after his . AUDIO high ideals. Instead, his book The Prince looked at real rul- ” ers in an age of ruthless power . Machiavelli stressed Extend L4 that the end justifies the means. He urged rulers to use Point out the Infographic about perspec- whatever methods were necessary to achieve their goals. tive. Divide students into small groups. Machiavelli saw himself as an enemy of oppression and corruption, Have each group discuss why the discov- but critics attacked his cynical advice. (In fact, the term “Machiavellian” ery of perspective was such an important came to refer to the use of deceit in politics.) Later students of govern- milestone in the development of Renais- ment, however, argued that Machiavelli provided a realistic look at poli- sance art. Then have each group present tics. His work continues to spark debate because it raises important ethical questions about the nature of government and the use of power. its conclusions to the class. How did Renaissance writings express realism?

Answers Progress Monitoring Online For: Self-quiz with vocabulary practice PRIMARY SOURCE His wide-ranging Web Code: nba-1311 1 talents and avid curiosity reflect Renaissance Terms, People, and Places Comprehension and Critical Thinking ● Writing About History ideals. 1. For each term, person, or place listed at 3. Make Generalizations How was the Quick Write: Generate Arguments Writers focused on the human experience in the beginning of the section, write a Renaissance worldview different from Consider the following thesis statement for

the world around them. sentence explaining its significance. that of the Middle Ages? a persuasive essay: Renaissance Italy pro- 4. Summarize In what ways did Italian duced some of the greatest writers and city-states encourage the Renaissance? thinkers that the world has ever known. 2. Reading Skill: Identify Main Ideas 5. Synthesize Information How did Next, generate a number of arguments that Use your completed outline to answer humanism influence Renaissance support that thesis. Rank your arguments the Focus Question: What were the painting and sculpture? in order of importance. ideals of the Renaissance, and how did 6. Recognize Ideologies Why were Italian artists and writers reflect these nature and human nature important to ideals? Renaissance artists and writers?

that only God was perfect. In contrast, ● Writing About History Section 1 Assessment the Renaissance worldview was shaped Responses should show an understanding 1. Sentences should reflect an understanding by inquiry, , and the idea that that each argument should support the of each term, person, and place listed at humans could perfect themselves. thesis statement, and arguments should the beginning of the section. 4. Their connections to trade brought wealth be ranked. 2. Artists, architects, and writers used real- that spurred the Renaissance and spread istic techniques. Their work reflected the new ideas. The competition among city- Renaissance ideals of humanism, an states encouraged new ways of thinking. appreciation of the , and curiosity. 5. Artists focused on human beings, their For additional assessment, have students 3. The medieval worldview was shaped by achievements, and their relationship to God. access Progress Monitoring Online at religion; it accepted tradition and the idea 6. They thought that art should reflect the Web Code nba-1311. reality of human experience.

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The Prince by Niccolò Machiavelli Niccolò Machiavelli:

Florentine Niccolò Machiavelli (1469–1527) served in the The Prince government as a diplomat for fourteen years before becoming a full-time writer and scholar. In 1513, he used Objectives his experience in politics and his studies of ancient Roman ■ Explain why Machiavelli believes that it is better for a prince to be feared than history to write a book called The Prince. In this book, loved. Machiavelli combined his personal experience of politics ■ Identify the qualities Machiavelli with his knowledge of the past to offer a guide to rulers on believes successful prince needs to have. how to gain and maintain power.

ere the question arises: is it better to be loved than feared, or vice Build Background Knowledge L3 H versa? I ’t doubt that every prince would like to be both; but since it is hard to accommodate these qualities, if you have to make a choice, to Ask students what qualities they think be feared is much safer than to be loved. For it is a good general rule about A portrait of Niccolò Machiavelli painted in an ideal leader should have. As they iden- men, that they are ungrateful, fickle1, liars and deceivers, fearful of the late 1500s tify qualities, write them on the board. danger and greedy for gain. While you serve their welfare, they are all yours, offering their blood, their belongings, their lives, and their Instruct children’s lives, as we noted above—so long as the danger is remote. But ■ Remind students of the meaning of the when the danger is close at hand, they turn against you. Then, any prince who has relied on their words and has made no other preparations will term Machiavellian. After students come to grief; because friendships that are bought at a price, and not with have read the selection, ask them if greatness and nobility of soul, may be paid for but they are not acquired, they think the common usage of the term accurately describes Machiavelli’s and they cannot be used in time of need. People are less concerned with WITNESS HISTORY VIDEO offending a man who makes himself loved than one who makes himself prince. (Students should note that feared: the reason is that love is a link of obligation which men, because Watch Machiavelli’s The Prince to explore Machiavelli points out that even a they are rotten, will break any time they think doing so serves their the world of an important “Renaissance feared leader must act justly so as not to man” on the Witness History Discovery advantage; but fear involves dread of punishment, from which they can School™ video program. incite hatred.) Have students identify never escape. specific words or phrases from the Still, a prince should make himself feared in such a way that, even if he excerpt to support their views. gets no love, he gets no hate either; because it is perfectly possible to be ■ Point out that although the subject of feared and not hated, and this will be the result if only the prince will keep his hands off the property of his subjects or citizens, and off their women. The Prince is political leaders, Machia- When he does have to shed blood, he should be sure to have a strong velli spends a good deal of time talking justification and manifest2 cause; but above all, he should not confiscate3 about people in general. Ask What is people’s property, because men are quicker to forget the death of a father Machiavelli’s general view of peo- than the loss of a patrimony4. Besides, pretexts5 for confiscation are ple? (He has a critical view; he describes always plentiful; it never fails that a prince who starts living by plunder them as “greedy,” “fickle,” and “liars.”) can find reasons to rob someone else. . . .Returning to the question of being Thinking Critically How might his experience as a feared or loved, I conclude that since men love at their own inclination but 1. Summarize Information Why does diplomat have shaped that view? can be made to fear at the inclination of the prince, a shrewd prince will Machiavelli believe that it is better (He may have observed diplomats who lay his foundations on what is under his own control, not on what is for a prince to be feared than to be used any means necessary to get what controlled by others. loved? they wanted.) 2. Make Comparisons Reread the section of the text titled Castiglione’s 1. fickle (FIK ul) adj. changeable 4. patrimony (PA truh moh nee) n. property or Ideal Courtier. Is Machiavelli’s Monitor Progress 2. manifest (MAN uh fest) adj. clear; to see inheritance description of an ideal prince Have students return to the qualities 3. confiscate (KAHN fis kayt) v. to seize or take 5. pretexts (PREE teksts) n. excuses; false consistent with that of Castiglione’s they identified in the background exer- courtier? Why or why not? reasons cise. Ask them to write a paragraph explaining whether Machiavelli would agree that a leader should have these qualities. Solutions for All Learners Thinking Critically L4 Advanced Readers L4 Gifted and Talented 1. He says that people’s love is fickle and untrust- Tell students that Machiavelli advised rulers that true? Then have students read more of Machia- worthy, while people’s fear can be counted on they must be like both the fox and the lion: a fox to velli’s The Prince. Ask them to evaluate a modern at all times. know about traps and how to avoid them, and a leader by Machiavelli’s standards. Do students 2. Answers should suggest that they are not con- lion to terrify the wolves. What do students think of think his advice is useful? Would they vote for a sistent, because Castiglione’s courtier is well- Machiavelli’s advice? Is it outdated? Does it ring leader who followed Machiavelli’s standards? mannered, not arrogant, and always attuned to those around him, while Machiavelli’s prince is concerned with his own power.

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