Renaissance and Reformation 1350
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Introducing Focus Renaissance and MAKING CONNECTIONS Reformation 1350 –1600 How was architecture Section 1 The Renaissance influenced by the Section 2 Ideas and Art of the Renaissance Renaissance? Section 3 The Protestant Reformation Discuss with students the power Section 4 The Spread of Protestantism of new ideas to bring about signif- icant and lasting changes to soci- ety. For example, students may mention ideas about democracy MAKING CONNECTIONS or about technologies such as the How was architecture influenced personal computer, mobile phones, and the Internet. Talk by the Renaissance? Tremendous advances in architecture took place during the Italian about how these new ideas affect Renaissance. Among the great masterpieces was the dome of St. daily life, including politics and Peter’s Basilica shown in the photo. Architect Donato Bramante began economics. Remind students that this project for Pope Julius II; however, Michelangelo completed the design of this structure. In this chapter you will learn about social, in many ways the Renaissance political, economic, and cultural effects of the Renaissance. served as the bridge between the • What are some other accomplishments for which Michelangelo Middle Ages and modern times. is famous? • Compare and contrast the design of the dome of St. Peter’s As students learn about the Basilica to that of more modern domes such as the U.S. Capitol. Renaissance, have them examine the chapter graphics and analyze how the ideas of the Renaissance influenced architecture and changed daily life—then and now. Teach 1350 1434 1517 Italian Cosimo de’ Medici Martin Luther The Big Ideas Renaissance takes control of presents his As students study the chapter, EUROPE begins Florence Ninety-five Theses remind them to consider the 1350 1500 section-based Big Ideas included in each section’s Guide to Reading. THE WORLD 1405 1518 Zheng He of China begins Spanish ship carries first The Essential Questions in the first voyage of exploration enslaved Africans to the Americas activities below tie in to the Big 396 Ideas and help students think Scala/Art Resource, NY, Paul Hardy/CORBIS about and understand important chapter concepts. In addition, the Hands-on Chapter Projects with their culminating activities relate The Renaissance Ideas and Art of the Renaissance the content from each section to Discuss the meaning of the word renaissance. Explain that the Renaissance elevated the the Big Ideas. These activities Essential Question: Why did the Renaissance value of the individual. build on each other as students begin in the Italian city-states? (As trade cen- Essential Question: What characterizes progress through the chapter. ters, cities provided an environment in which Renaissance art, such as Michelangelo’s Section activities culminate in the ideas could be ex changed.) After students have David or da Vinci’s Mona Lisa? (It portrays the wrap-up activity on the Visual discussed the question, tell them that in beauty and individuality of human figures in a Summary page. Section 1, they will learn more about the realistic manner.) Tell students that in Section 2, growth of the Renaissance. OL they will learn how humanistic values affected Renaissance culture. OL 396 Introducing More About the Photo Visual Literacy The construc- tion of St. Peter’s Basilica began in 1506 and was completed in 1615. The photo shows the central inte- rior looking up at the great dome, which rises 394 feet (120 meters) from the floor. Although domes covered many structures in ancient Rome, the techniques used to build them had been forgotten during the Dark Ages. Renaissance architects and engineers had to FPO rediscover methods and develop technologies to build them. Many architects contributed to the design of St. Peter’s, including Michelangelo, who served as chief architect from 1546 until his death in 1564. Although he did not live to see the dome’s completion in 1593, Michelangelo created the columned walkway that circles the base of the dome. The dome itself is intended to symbolize the heav- ens, as well as also the power of Renaissance & God and the Church. Reformation nce enice, Flore es: Milan, V Italian Stat Analyzing Analyze Germany how the Renaissance Switzerland and Reformation Flanders 1534 1555 England Dinah Zike’s Peace of Augsburg affected various parts Italy Henry VIII initiates of Europe. Record Foldables creation of Church divides Christianity your findings in a layered-look book. of England in Germany Make sure you label each effect as Dinah Zike’s Foldables are three- Renaissance or Reformation. 1600 dimensional, interactive graphic organizers that help students 1535 practice basic writing skills, Francisco Pizarro conquers the Inca Empire (ISTORY /.,).% review vocabulary terms, and Chapter Overview—Visit glencoe.com to preview Chapter 12. identify main ideas. Instructions Paul Hardy/CORBIS, (t) HIP/Art Resource, NY, (b) Bildarchiv Preussischer Kulturbesitz/Art Resource, NY for creating and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study The Protestant Reformation The Spread of Protestantism Skills Foldables booklet. Essential Question: What conditions encour- Essential Question: What led to the forma- age the growth of revolutions? (Students may tion of different Protestant churches? say that discontent with present circumstances, (Students may say that Protestants disagreed strong leaders, and good ideas can all lead to on doctrine and wanted to establish their own (ISTORY /.,).% dramatic change.) After students have dis- religion.) After students have discussed the Introduce students to chapter cussed the question, tell them that in this sec- question, explain that in Section 4 they will content and key terms by hav- tion, they will learn how Martin Luther’s examine the rise of Calvinism and Anglicanism, ing them access the Chapter 12 dissatisfaction with the Catholic Church altered and the Catholic Church’s response to Overview at glencoe.com. the course of history. OL Protestantism. O L 397 CHAPTER 12 • SECTION 1 Focus The Renaissance Bellringer Beginning in Italy and spanning two centuries, the GUIDE TO READING Renaissance emphasized secularism, awareness of ties to Daily Focus Transparency 12.1 the ancient Greek and Roman worlds, and the ability of the Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The BIG Idea ANSWERS UNIT 1. Niccolò Machiavelli 2. 1513 3. actual or appearance of good qualities and the ability to do evil if necessary 3 DAILY FOCUS SKILLS Chapter 12 TRANSPARENCY 12-1 Ideas, Beliefs, and Values Between individual. City-states became centers of political, economic, The Renaissance 1 Who was the author of this 2 When did he write these 3 What qualities did 1350 and 1550, Italian intellectuals believed they quotation? words? Machiavelli indicate were needed by a prince? and social life. Machiavelli influenced political thought, and had entered a new age of human achievement. “Everyone realizes how praiseworthy it is for a Castiglione defined what made a perfect Renaissance noble. prince to honor his word and to be straightfor- ward rather than crafty in his dealings; nonetheless experience shows that princes who Content Vocabulary The Renaissance affected everyone, from noble to peasant. have achieved great things have been those who have given their word lightly, who have known • urban society (p. 398) • mercenaries (p. 400) how to trick men with their cunning, and who, in the end have overcome those abiding by honest principles. .” • secular (p. 398) • dowry (p. 403) Niccolò Machiavelli, The Prince, 1513 The Italian Renaissance Academic Vocabulary • instability (p. 398) • decline (p. 398) As the Renaissance began, three Italian city-states were the centers GUIDE TO READING of Italian political, economic, and social life. People, Places, and Events HISTORY & YOU Do you excel at more than one skill, for example, math and • Italian Renaissance • Cosimo de´ Medici art? Read to learn about the Renaissance belief in individual ability. Answers to Graphic: (p. 398) (p. 400) The Prince: how to acquire and keep political • Leonardo da Vinci • Lorenzo de´ Medici power, attitude toward power based on under- (p. 398) (p. 400) The word renaissance means “rebirth.” A number of people who standing of human nature, political activity not • Milan (p. 399) • Rome (p. 400) lived in Italy between 1350 and 1550 believed that they had wit- • Venice • Niccolò Machiavelli restricted by moral principles, prince acts on behalf (p. 399) nessed a rebirth of the ancient Greek and Roman worlds. To them, • Florence (p. 399) (p. 401) of the state this rebirth marked a new age. Historians later called this period • Francesco Sforza the Renaissance, or Italian Renaissance—a period of European (p. 400) history that began in Italy and spread to the rest of Europe. What are the most important characteristics of the Renaissance? Reading Strategy First, Renaissance Italy was largely an urban society. As the Categorizing Information As you Middle Ages progressed, powerful city-states became the centers Section Spotlight Video read, use a web diagram like the one below to identify the major principles of Machiavelli’s work of Italian political, economic, and social life. Within this growing The Prince. urban society, a secular, or worldly, viewpoint emerged as increas- To generate student interest and ing wealth created new enjoyment of material things. provide a springboard for class Second, the Renaissance was an age of recovery from the disas- ters of the fourteenth century—the plague, political instability, discussion, access the Chapter 12, The Prince and a decline of Church power. Recovery went hand in hand with Section 1 video at glencoe.com or a rebirth of interest in ancient culture. Italian thinkers became on the video DVD. aware of their own Roman past—the remains of which were to be seen all around them. They also became intensely interested in the culture that had dominated the ancient Mediterranean world.