wh07_te_ch01_s01_MOD_s.fm Page 48 Wednesday, February 28, 2007 WH07MOD_se_CH01_S01_s.fm 4:29 PM Page 48 Tuesday, January 23, 2007 3:16 PM Step-by-Step A detail from the Uffizi SECTION Instruction 1 WITNESS HISTORY AUDIO An Artist Becomes a Biographer Objectives In 1546, a young artist named Giorgio Vasari As you teach this section, keep students dined at the Cardinal’s residence in Rome. The focused on the following objectives to help conversation turned to the amazing artistic them answer the Section Focus Question achievement of Renaissance Italy. 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 book 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 the arts 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 Florence, 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 Western Europe, 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 1300s and reached Middle Ages, 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 world. 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 humanism Leonardo many areas—political, social, economic, and cultural. It marked a aloud or play the audio. humanities Michelangelo slow shift from an agricultural to an urban society, in which trade AUDIO Witness History Audio CD, Petrarch Raphael assumed greater importance than in the past. It was also a time An Artist Becomes a Biographer Florence Baldassare Castiglione when creative thinking and new technology let people comprehend patron Niccolò Machiavelli and describe their world more accurately. Ask Why was Vasari’s book so perspective 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 Italian Renaissance. Renaissance thinkers had a reawakened interest in the classi- Question and write it on the board. cal learning of Greece and Rome, which medieval scholars had Tell students to refer to this question I. What was the Renaissance? preserved. They continued to use Latin 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 speaker’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 city. Study Guide, pp. 34–35 48 Renaissance and Reformation WH09MOD_se_CH01_S01_s.fm0048_wh09MODte_Ch01s1_s.fm Page 49 Monday,Page 49 April Wednesday, 9, 2007 8:45 May AM 30, 2007 12:13 PM the here and now. 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 worlds 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 Mirandola 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 culture of Greece 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 grammar, rhetoric (the study of using language effectively), could you add to a description of a poetry, and history—that had been taught in ancient Greek 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 library of Greek and Roman manuscripts 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 Cicero, Homer, and Virgil 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 David 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 marble left over for individual achievement.) The Renaissance began in Italy. Over the next hundred years it spread to from another sculpture. Completed in 1504, the statue was commissioned to ■ Quick Activity Display Color Trans- the rest of Europe, eventually transforming the entire Western world. 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 Geography Renaissance thinkers had a new parency book to guide a discussion on interest in ancient Rome. Italy had been the center of the Roman empire, Vocabulary Builder how Renaissance artists modeled their and people could study its art and architecture. 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 Mediterranean Sea also encouraged trade with emerge—(ee MURJ) v. develop; rise Rome and revived interest in those from; become known the Muslim world just across the sea. Ships carrying a variety of goods cultures. Discuss how this piece reflects docked at Italy’s many ports. Banking, manufacturing, and merchant classical elements, such as form and networks developed to support trade. Italian merchants led the growth of style. trade across Europe during the late Middle Ages. 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 ancient Greece 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.