Download The Origins of the Renaissance

SSMM17.book Page 474 Monday, February 28, 2005 11:50 AM
Se ct i on
Section
1
1
Standards-Based Instruction
The Origins
of the Renaissance
Reading Preview
Standards at a Glance
In Chapter 16, students read about
changes taking place in the social and
economic life of Europe at the end of the
Middle Ages. In this section, students
will begin to learn about the early stages
of the great European movement known
as the Renaissance.
H-SS 7.8.2 Explain the
importance of Florence in the
early stages of the Renaissance
and the growth of
independent trading cities
(e.g., Venice), with emphasis
on the cities’ importance in
the spread of Renaissance
ideas.
E-LA Reading, 7.1.3 Clarify
Section Focus Question
What economic and social conditions gave rise to the Renaissance?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: The growth of trade and
industry weakened the feudal system but
strengthened cities. As cities grew there came
the rise and eventual secularization of universities. The trends merged in a renewed interest
in the classical past and a desire to incorporate
its ideals into contemporary life.)
Set a Purpose
■
L2
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements true or false.
Teaching Resources, Unit 7,
Reading Readiness Guide, p. 16
■
Have students discuss the statements in
pairs and then mark their worksheets
again. Use the Give One, Get One strategy (TE p. T39) to call on students to
share their group’s perspectives.
474 Chapter 17
High-Use Words
considerable (kuhn SIHD er uh
buhl), p. 474
rural (ROOR uhl), p. 475
Key Terms and People
mercantile (MER kuhn t¯ l),
p. 475
patron (PAY truhn), p. 476
Lorenzo de’ Medici (MEH deh
chee), p. 477
Background Knowledge During the Middle Ages,
considerable (kuhn SIHD er uh
buhl) adj. large enough to be
noticeable or to have noticeable
effects
life for most Europeans revolved around the manor and the
Church. By the 1300s, however, new forces were at work that
would bring considerable changes to Europe.
The Breakdown of the Feudal Order
L2
Introduce the concept of renaissance by
writing the word on the chalkboard and
drawing a slash between re- and naissance.
Explain that renaissance is a French word:
The prefix re- means “again,” and naissance
means “birth.” Tell students that renaissance (“small r”) can mean any kind of
“rebirth,” for example, a “comeback” in
the popularity of a certain clothing style
but that Renaissance (“capital r”) refers to a
specific historical era. As students read
Section 1, ask them to jot down some ideas
about the nature of this “rebirth.”
Clarify With Contrast
Contrast in a sentence or
paragraph is often indicated
with words or phrases such as
instead, in contrast, rather,
not, and unlike. Antonyms—
words with opposite or nearly
opposite meanings—can also
indicate contrast. You may
need to look at entire phrases,
not just individual words, to
clarify meaning with contrast.
Vocabulary Builder
Vocabulary Builder
The feudal order gave way to
the economic and cultural
changes of the Renaissance.
Prepare to Read
Build Background
Knowledge
word meanings through the
use of definition, example,
restatement, or contrast.
Reading Skill
During the 1300s, the old order in Europe began to change.
Trade and industry began to grow, weakening the feudal system.
A wealthy merchant in Scotland could now drink French wine,
buy clothing made of Asian silk, and flavor his food with African
spices. Textile factories in one Italian city employed 30,000 workers. These changes weakened the self-sufficient manor system.
Gradually, the old feudal order began to break down.
Urban Growth The labor force for this economic expansion came from migrants who moved from manors to towns.
Peasants were drawn to towns by the promise of paid work.
Nobles were also attracted to towns for economic reasons.
They saw opportunities to make money by buying property
and holding public office.
474 Chapter 17 The Renaissance
Universal Access
L1 English Language Learners
L1 Less Proficient Readers
Using Multiple Learning Styles Have
students read the text of The Origins of the
Renaissance as they listen to the SE on
Audio CD. Pause the CD after each subsection; ask students if they have any questions or comments, and encourage them to
summarize what they have read. Create
exit cards for the students to complete at
L1 Special Needs
the end of Section 1. The cards will read
“What I Learned About How the Renaissance Began.” If possible, provide students
with a copy of the CD to work with independently at home or in the school’s
Resource Center.
SE on Audio CD, Chapter 17, Section 1
In Italian cities, the rural nobility married into the mercantile middle class to form a new urban aristocracy. Mercantile
means related to commerce or trade. This urban upper class
kept its ties to the land but lived mainly in town. Instead of
pouring its money into military needs such as castles and
armor, the new urban nobility used its wealth to build beautiful homes in the city.
Cultural Shifts Booming trade and thriving cities led to
other changes. For centuries, learning had been based in the
Catholic Church. Even after universities sprang up in European cities, theology, rather than secular subjects, remained the
most important course of study.
In time, however, secular subjects grew in popularity. These
subjects included law, medicine, philosophy, and science.
Vocabulary Builder
rural (ROOR uhl) adj. relating to
the countryside
The Breakdown of the
Feudal Order
H-SS 7.8.2
E-LA 7.1.3 Clarify With
Contrast
What happened to the feudal order in the 1300s?
Instruction
■
■
Have students read The Breakdown of
the Feudal Order, using the Structured
Silent Reading strategy (TE p. T36).
■
Have students think back to Chapter 16.
Ask: How did the Black Death affect
Europe’s feudal society? (Possible
answers: Because many people lost their
relatives, they felt free to move; there was a
shortage of workers, which empowered peasants and caused conflict with landowners.)
■
At this point, use the Concept Lesson
with the Concept Organizer.
Growing Trade
Italian shipping played a key
role in the growth of trade.
Traders bought and sold
valuable goods, such as the silk
textiles shown here, using gold
currency. Critical Thinking:
Draw Conclusions Why
would gold coins be important
for the growth of commerce?
The copyright holder has not granted permission to display this image in electronic format. Please see the teacher's edition of
your textbook for this image.
L2
Vocabulary Builder
High-Use Words Before teaching this
section, preteach the high-use words
using the strategy on TE p. 473.
Key Terms Following the instructions
on p. 7, have students create a See It–
Remember It chart for the key terms.
Which words in this
paragraph provide a contrast
clue that helps clarify the
meaning of theology? How
does the contrast help?
A Revival of Learning Around 1300, these trends
came together in Italy to begin what scholars call the Renaissance. This was a great cultural revival that swept through
Europe between the fourteenth and sixteenth centuries. The
term Renaissance is French for “rebirth.”
This revival began with increased interest in the ancient
civilizations of Greece and Rome. People began to rediscover
the literature, art, and learning of these ancient civilizations.
They looked to the classical culture of ancient Greece and
Rome for models of how to live.
Teach
Teaching Resources, Unit 7,
Concept Lesson, p. 24; Concept Organizer, p. 6
Independent Practice
Have students begin to fill in the Interactive Reading and Notetaking Study Guide.
Interactive Reading and Notetaking Study Guide, Chapter 17, Section 1
(Adapted version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure they understand the effect that urban growth had on
medieval society.
475
Answers
History Background
Wealth Equals Power in Florence By the
beginning of the 1300s, the merchant class
of Florence (see p. 476) had emerged victorious from a long political battle with the
nobles, for power in the city state. After
the year 1282, only guild members (bankers, merchants, and manufacturers) could
hold political office. Rich mercantile fami-
lies, most notably the Medici family, continued to hold power through much of the
Renaissance. Cosimo and Lorenzo de’
Medici (see p. 477) were important patrons
of the arts. The population of Florence was
decimated during the plague of 1348, but
the city’s economy recovered quickly.
Reading Skill rather than secular
subjects; the contrast suggests that theology
is not a secular subject
It began to break down
because of the expansion of commerce and
industry and the rise of cities.
Draw Conclusions Possible answer: Gold
coins are easier to carry around than the
items that one might barter in trade; they
also make far-reaching trade possible.
Chapter 17 Section 1 475
Birthplace of the
Renaissance
Birthplace of the Renaissance
The Renaissance began in
wealthy Italian cities.
In England, France, and Spain, the feudal order defined the
structure of life. In Italy, however, feudalism never took hold in
the same way. This may help explain why Italy was the birthplace of the Renaissance.
H-SS 7.8.2
Instruction
L2
Have students read Birthplace of the
Renaissance. Remind students to look
for causes and effects as they read.
Ask: How did the strength of the feudal system in Italy compare to that in
England, France, and Spain? (The system was not as strong in Italy.) Remind
students that the ancient Greeks conquered what is now Italy; therefore, Italian culture is closely related to Greek
culture. Explain that this connection to
ancient Greece is another reason that the
Renaissance began in Italy.
■
Make sure students understand that
although Italians shared a common culture and language, the Italian city-states
were separate political entities and often
at war with one another. Ask: What did
traders bring to the city-states besides
products from other lands? (new ideas
and customs)
■
Now, introduce the worksheet The Rise
of Venice. Ask: In what ways was Venice more like a nation than a city? (It
had its own armed forces and colonies.)
among a number of city-states. Because of their location on the
Mediterranean Sea, the Italian city-states were a natural crossroads between northern Europe and the lands of the Middle
East and Africa. For this reason, Italy led medieval Europe in
commercial growth.
Italian city-states became wealthy centers of economic
activity. In Venice, for example, merchants traded freely in a
wide variety of goods. They bought and
sold Indian spices, Scandinavian furs,
and English wool. The shipyard in VenItalian City-States
ice employed thousands of workers.
The growth of trade and commerce in
KEY
Italy also promoted a free flow of ideas.
Duchy of
Republic of
Traders who dealt in goods from around
Milan
Venice
Republic
Kingdom under
the world also came into contact with
of Genoa
Spanish sovereignty
Republic
N
new ideas and customs. People began to
Other city-states
of Florence
City
open their minds to new ways of thinkPapal States
E
W
ing and doing things.
S
In the Italian city-states, the old arisMilan Venice O
T
tocrats had to compete for power and
E MT O 45°N
FRANCE
Genoa
PI M
status with wealthy merchants and
Florence
R
Pisa
Ad
ria
bankers. As the newly rich gained promtic
Se
Corsica
Rome
0 km
200
inence, they became patrons of art and
Naples
0 miles
200
learning. A patron is someone who
Mercator Projection
Sardinia
N A P L E S 40°N
gives money or other support to a perMediterranean Sea
son or group. Members of the mercantile
Sicily
class used their wealth to support artists
and to boost their prestige.
N
AE
■
Italian City-States By the 1300s, Italy was divided
15°E
■
5°E
0°
Call on a student to read aloud the
quotation from Lorenzo de’ Medici.
Ask: Why did Lorenzo feel that spending a lot of money on new art and
architecture was a good idea? (Possible
answer: He believed that doing so would
make Florence look better and would make
people admire and respect the city more.)
10°E
■
a
Teaching Resources, Unit 7, The
Rise of Venice, p. 20
At the time of the Renaissance, Italy was made up
of numerous city-states.
Independent Practice
Have students complete the Interactive
Reading and Notetaking Study Guide.
(Adapted version also available.)
ck Cyan Magenta Yellow
Teaching Resources, Unit 7,
Reading Readiness Guide, p. 16
Answer
(a) the Republic of Florence
(b) Venice was on the Adriatic Sea, near the
Ottoman Empire.
476 Chapter 17
start in the city of Florence. Unlike Venice,
Florence was located inland and was not
a major port. Instead, it was a center of
banking, where even the pope kept his
money. The banking industry brought
great wealth to the city.
476 Chapter 17 The Renaissance
Monitor Progress
Tell students to fill in the last column of the
Reading Readiness Guide. Probe for what
they learned that confirms or invalidates
each statement.
Florence The Renaissance got its
(a) Read a Map Which city-state controlled the city
of Pisa?
(b) Draw Inferences Based on
this map, why was Venice
For: Interactive map
in a good position to
m7281mc06.eps
Visit: PHSchool.com
trade withItaly
lands to the
281 Renaissance
Web Code: mxp-7171
pping Specialists,
Ltd.
east?
Universal Access
L3 Advanced Readers
L3 Gifted and Talented
Presenting Renaissance Skits Invite pairs
or small groups of students to create and
present skits on topics such as:
■ two peasants discussing leaving their
feudal manor and moving into town
■
a scholar suggesting “secular” curriculum changes to university leaders
■
a trader trying to interest a group of
Italian merchants in exotic goods
Encourage students to supplement the
information in Section 1 with outside
research. The skits may be serious or
humorous.
SSMM17.book Page 477 Monday, February 28, 2005 11:50 AM
One of the most powerful banking families in Florence was
the Medici family. Generations of Medicis were patrons of the
arts. In the 1400s, Lorenzo de’ Medici spent large sums of
money on artistic and architectural projects. “I think it casts a
brilliant light on our estate [public reputation],” he noted, “and
it seems to me that the monies were well spent.”
Other wealthy Florentines were also willing to spend their
wealth on artistic projects. By becoming patrons, they could
bring honor to themselves and to their families. Guilds and
civic groups also hired artists to create works of art. As a
result, Florence became a showcase of Renaissance art and
architecture. The people of Florence took great pride in the
beauty of their city.
The copyright holder has not
granted permission to display this
image in electronic format. Please
see the teacher's edition of your
textbook for this image.
Looking Back and Ahead In this section, you have
read about changes in Europe that helped bring about a cultural revival. In the next section, you will read how new ways
of thinking contributed to the artistic and literary achievements of the age.
Section
1 Check Your Progress
H-SS: 7.8.2; E-LA: 7.1.3
Comprehension
and Critical Thinking
1. (a) Describe What changes
were taking place in European cities and universities
in the 1300s?
(b) Analyze Cause and
Effect How did these
changes affect the old medieval order of the Church and
manor?
2. (a) Recall How was Italy
divided in the 1300s?
(b) Analyze Cause and
Effect How did economic
changes in Italy produce
changes in Italian society?
Reading Skill
L2
Teaching Resources, Section
Quiz, Unit 7, p. 25
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies, Chapter 17, Section 1
Money from the Medici family
funded many works of art,
including this sculpture of
Lorenzo de’ Medici. Critical
Thinking: Link Past and
Present How did Medici help
set a pattern for modern
patrons?
Reteach
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
(Adapted version available.)
Extend
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mxa-7171
Writing
3. Clarify With Contrast
Explain the meaning of urban
in the following sentence: In
Italian cities, the rural nobility
married into the mercantile
middle class, forming a new
urban aristocracy.
Assess Progress
Have students complete Check Your
Progress. Administer the Section Quiz.
Lorenzo de’ Medici
Why did the Renaissance begin in Italy?
Assess and Reteach
5. Brainstorm for a topic for a
persuasive speech related to
the material in this section.
The topic ideas should be
statements of opinion. List
at least two possible topics
for the speech.
L3
Have students go to PHSchool.com to
research the Medici family. Ask them to
find out who some of the most important
and powerful family members were and
what their impact was on the city of Florence, its people, and its reputation. Students can work together on a visual classroom display of this fascinating family.
For: Help in starting the Extend
activity
Visit: PHSchool.com
Web Code: mxe-1705
Vocabulary Builder
Writing Rubrics Share rubrics with students before they write their sentences.
4. Write two definitions for
each word: mercantile,
patron. First, write a formal
definition for your teacher.
Second, write a definition in
everyday English for a classmate who was absent.
Section 1 The Origins of the Renaissance
Section 1 Check Your Progress
1. (a) People were moving to cities. The
universities began teaching secular subjects such as law, science, and philosophy. (b) The Church began losing its
hold over the people. The manors still
existed, but some nobles also had homes
in the cities.
2. (a) It was divided into several citystates. (b) Increased trade introduced
new ideas and customs into Italian society. As Italy grew more wealthy, cul-
477
ture, learning, and the arts became
much more important.
3. Urban means “of the city.”
4. mercantile: formal, having to do with
merchants or trade; informal, involving
trade.
patron: formal, a wealthy person who
provided financial support for artists
and their projects; informal, supporter
of the arts
5. Students’ sentences should express
clear, supportable opinions on topics
discussed in Section 1.
Score 1 Sentences do not relate to a
topic in the section and/or do not
express opinions.
Score 2 Sentences may be statements
of fact rather than opinion; they
appear difficult to support.
Score 3 Sentences express opinions
on a topic from Section 1.
Score 4 Sentences express clear and
supportable opinions on a relevant
topic; they demonstrate a real interest
in the issues discussed in the section.
Answers
The growth of trade also
brought new ideas and customs; wealthy
citizens were willing to support artists.
Link Past and Present He used some of
his wealth to support the arts.
Chapter 17 Section 1 477