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UNIT PLAN
Chapter 12
Recovery and Rebirth:
The Age of the Renaissance
Learning Objectives
In this chapter, students will focus on:
 The characteristics that distinguish the Renaissance from the Middle Ages
 The major social changes that occurred in the Renaissance
 The works of Machiavelli, and how they reflected the political realities of
Renaissance Italy
 The chief characteristics of Humanism
 The chief characteristics of Renaissance art in Italy
 The “new monarchies” or “Renaissance states” of the late 15 th century
 The policies of the Renaissance popes, and the impact these policies had on the
Catholic church
 How Renaissance art, and the Humanist movement, reflected the political,
economic, and social developments of the period
Lecture Outline
I.
II.
Meaning and Characteristics of the Italian Renaissance
A. Renaissance = Rebirth
B. Jacob Burkhardt
1.
Civilization of the Renaissance in Italy (1860)
C. Urban Society
D. Age of Recovery
E. Rebirth of Greco-Roman culture
F. Emphasis on individual ability
The Making of Renaissance Society
A. Economic Recovery
1.
Italian cities lose economic supremacy
2.
Hanseatic League
3.
Manufacturing
a.
Textiles, printing, mining and metallurgy
4.
Banking
a.
Florence and the Medici
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III.
Recovery and Rebirth: The Age of the Renaissance
Chapter 12
Social Changes in the Renaissance
A. The Nobility
1.
Reconstruction of the aristocracy
2.
Aristocracy: 2 – 3 percent of the population
B. Baldassare Castiglione (1478 – 1529)
1.
The Book of the Courtier (1528)
2.
Service to the prince
IV. Peasants and Townspeople
A. Peasants
1.
Peasants: 85 – 90 percent of population
2.
Decline of manorial system and serfdom
B. Urban Society
1.
Patricians
2.
Petty burghers, shopkeepers, artisans, guildmasters, and guildsmen
3.
The poor and unemployed
4.
Slaves
V. Family and Marriage in Renaissance Italy
A. Husbands and Wives
1.
Arranged Marriages
2.
Husband head of household
3.
Wife managed household
B. Children
1.
Childbirth
C. Sexual Norms
VI. The Italian States in the Renaissance
A. Five Major Powers
1.
Milan
2.
Venice
3.
Florence
a.
The Medici
4.
The Papal States
5.
Kingdom of Naples
B. Independent City-States
1.
Mantua
2.
Ferrara
3.
Urbino
C. The Role of Women
D. Warfare in Italy
1.
Struggle between France and Spain
2.
Invasion and division
VII. The Birth of Modern Diplomacy
A. Modern diplomacy a product of Renaissance Italy
B. Changing concept of the ambassador
1.
Resident ambassadors
2.
Agents of the territorial state
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VIII. Machiavelli and the New Statecraft
A. Niccolo Machiavelli (1469 – 1527)
1.
The Prince
2.
Acquisition, maintenance and expansion of political power
3.
Cesare Borgia
IX. Italian Renaissance Humanism
A. Classical Revival
B. Petrarch (1304 – 1374)
C. Humanism in Fifteenth-Century Italy
1.
Leonardo Bruni (1370 – 1444)
a.
New Cicero
2.
Lorenzo Valla (1407 – 1457)
D. Humanism and Philosophy
1.
Marsilio Ficino (1433 – 1499)
a.
Translates Plato’s dialogues
b.
Synthesis of Christianity and Platonism
E. Renaissance Hermeticism
1.
Ficino, Corpus Hermeticum
2.
Giovanni Pico della Mirandola (1463 – 1494), Oration on the Dignity of
Man
X. Education, History, and the Impact of Printing
A. Education in the Renaissance
1.
Liberal Studies: history, moral philosophy, eloquence (rhetoric), letters
(grammar and logic), poetry, mathematics, astronomy and music
2.
Education of women
3.
Aim of education was to create a complete citizen
B. Humanism and History
1.
Secularization
2.
Guicciardini (1483 – 1540), History of Italy, History of Florence
C. The Impact of Printing
1.
Johannes Gutenberg
a.
Movable type (1445 – 1450)
b.
Gutenberg’s Bible (1455 or 1456)
2.
The spread of printing
XI. Art in the Early Renaissance
A. Masaccio (1401 – 1428)
B. Perspective and Organization
C. Movement and Anatomical Structure
D. Paolo Uccelo (1397 – 1475)
1.
The Martyrdom of Saint Sebastian
E. Sandro Botticelli (1445 – 1510)
1.
Primavera
F. Donato di Donatello (1386 – 1466)
1.
David
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Recovery and Rebirth: The Age of the Renaissance
G.
Filippo Brunelleschi (1377 – 1446)
1.
The Cathedral of Florernce
2.
Church of San Lorenzo
XII. The Artistic High Renaissance
A. Leonardo da Vinci (1452 – 1519)
1.
Last Supper
B. Raphael (1483 – 1520)
1.
School of Athens
C. Michelangelo (1475 – 1564)
1.
The Sistine Chapel
XIII. The Artist and Social Status
A. Early Renaissance
1.
Artists as craftsmen
B. High Renaissance
2.
Artists as heroes
XIV. The Northern Artistic Renaissance
A. Jan van Eyck (c. 1380 – 1441)
1.
Giovanni Arnolfini and His Bride
B. Albrecht Dürer (1471 – 1528)
1.
Adoration of the Magi
XV. Music in the Renaissance
A. Burgundy
B. Guillaume Dufay (c. 1400 – 1474)
C. The Renaissance Madrigal
XVI. The European State in the Renaissance
A. The Renaissance State in Western Europe
1.
France
a.
Louis XI the Spider King (1461 – 1483)
2.
England
a.
War of the Roses
b.
Henry VII Tudor (1485 – 1509)
3.
Spain
a.
Unification of Castile and Aragón
b.
Establishment of professional royal army
c.
Religious uniformity
d.
The Inquisition
e.
Conquest of Granada
f.
Expulsion of the Jews
XVII.
Central, Eastern, and Ottoman Empires
A. Central Europe: The Holy Roman Empire
1.
Habsburg Dynasty
2.
Maximilian I (1493 – 1519)
B. The Struggle for Strong Monarchy in Eastern Europe
1.
Poland
2.
Hungary
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Chapter 12
C.
XVIII.
A.
B.
Recovery and Rebirth: The Age of the Renaissance
221
3.
Russia
The Ottoman Turks and the End of the Byzantine Empire
1.
Seljuk Turks spread into Byzantine territory
2.
Constantinople falls to the Turks (1453)
The Church in the Renaissance
The Problems of Heresy and Reform
1.
John Wycliff (c. 1328 – 1384) and Lollardy
2.
John Hus (1374 – 1415)
a.
Urged the elimination of worldliness and corruption of the clergy
b.
Burned at the stake (1415)
3.
Church Councils
4.
The Papacy
The Renaissance Papacy
1.
Julius II (1503 – 1513)
a.
“Warrior Pope”
2.
Nepotism
3.
Patrons of Culture
a.
Leo X (1513 – 1521)
Lesson Plan
AP Standards
1. Intellectual and Cultural History
 Changes in religious thought and institutions
 Secularization of learning and culture
 Major trends in literature and the arts
 Relationship to social values and political events
 Developments in social, economic, and political thought, including
ideologies characterized as “-isms,” such as socialism, liberalism, and
nationalism
 Developments in literacy, education, and communication
 The diffusion of new intellectual concepts among different groups
 Developments in elite and popular culture: religion, family, work, and
ritual
2. Political and Diplomatic History
 Political elites, and the development and ideologies of political parties
 The extension and limitation of rights and liberties
 War and conflict: origins, developments, technology, and consequences
3. Social and Economic History
 The shift in social structures, and changing distribution of wealth and
poverty
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Recovery and Rebirth: The Age of the Renaissance


Chapter 12
Commercial practices: mass production, consumption, economic and
social impact
Gender roles and their influence on work, social, and family structure
Suggested Time
4 traditional classes or 2 blocks — The entire chapter covers AP material.
Assessment
See Tutorial Quiz for Chapter 12 at www.academic.cengage.com/history/spielvogel.
Glossary
Balance of power: a distribution of power among several states such that no single
nation can dominate or interfere with the interests of another.
Civic humanism: an intellectual movement of the Italian Renaissance that saw Cicero,
who was both an intellectual and a statesman, as the ideal and held that humanists should
be involved in government and use their rhetorical training in the service of the state.
Condottieri: leaders of bands of mercenary soldiers in Renaissance Italy who sold their
services to the highest bidder.
Hermeticism: an intellectual movement beginning in the fifteenth century that taught
that divinity is embodied in all aspects of nature; included works on alchemy and magic
as well as theology and philosophy. The tradition continued into the seventeenth century
and influenced many of the leading figures of the Scientific Revolution.
Humanism: an intellectual movement in Renaissance Italy based upon the study of the
Greek and Roman classics.
Neoplatonism: a revival of Platonic philosophy. In the third century a.d., a revival
associated with Plotinus; in the Italian Renaissance, a revival associated with Marsilio
Ficino who attempted to synthesize Christianity and Platonism.
Nepotism: showing favoritism to relatives; common practice among the Renaissance
popes.
New monarchies: the governments of France, England, and Spain at the end of the
fifteenth century, where the rulers were successful in reestablishing or extending
centralized royal authority, suppressing the nobility, controlling the church, and insisting
upon the loyalty of all peoples living in their territories.
Patricians: economic elites who derived their incomes for capitalistic ventures and
dominated urban communities during the Renaissance.
Chapter 12
Recovery and Rebirth: The Age of the Renaissance
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Renaissance: the “rebirth” of classical culture that occurred in Italy between c. 1350 and
c. 1550; also, the earlier revivals of classical culture that occurred under Charlemagne and
in the twelfth century.
See interactive Flashcards for Chapter 12 at
www.academic.cengage.com/history/spielvogel.
Lecture and Discussion Topics
1. The Development of Printing and Its Impact on the Development of Western
Civilization.
2. The Role of Women in the Renaissance: Was Rebirth and Humanism Only for Men?
3. The Art of the Renaissance [a slide lecture].
4. Were the New Monarchs Really New?
5. The Church and the Renaissance.
6. The Renaissance, Humanism, and New Paradigms of Education
Group Work Suggestions and Possible Projects
1. Have students examine the attitudinal elements that fueled the accomplishments of
the Italian Renaissance. Was it just of direct importance to the small elite part of the
urban population, or was there possibly some “trickle down” to lower social groups?
2. Assign students parts of Castiglione's The Book of the Courtier. Have them determine
what Renaissance courtly manners are still evident in society today.
3. Assign students parts of Machiavelli's The Prince. Have them find evidence of
Machiavelli's prince in world rulers today.
4. Have students do an essay on a Renaissance painter of their choice. The student
should write about the artist's life, most famous paintings, and the characteristics of
the painter's art.
5. Have students pick a Renaissance Pope and do a short essay on the life of that pope,
showing the contributions of the pontiff to the decline of the Catholic Church.
6. Have students discuss or debate the question: Renaissance Art, Revolution or
Evolution?
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Recovery and Rebirth: The Age of the Renaissance
Chapter 12
See online simulations and At the Movies activities in the Western Civilization Resource
Center at www.wadsworth.com/history.
Media Menu
See Resource Integration Guide for Chapter 12.
Handout Masters & Black Line Transparency Masters
See Multimedia Manager and Instructor’s Resource CD-ROM with ExamView®
Computerized Testing.
Test Bank
For an online Test Bank, see Chapter 12 in Instructor Resources at
www.academic.cengage.com/history/spielvogel.
Suggested Readings
See comprehensive list of suggested readings at the end of Chapter 12.
Web Exercises
See Internet Exercises for Chapter 12 at www.academic.cengage.com/history/spielvogel.
Document Based Questions
Directions: The following question is based on the listed documents, available on the
corresponding pages in your textbook. Some of the documents have been edited or
excerpted. You will be graded based upon the Advanced Placement European History
standards for Document Based Questions (DBQs). According to the College Board,
DBQs are designed to test your ability to:
…understand some of the principal themes in modern European history, analyze
historical evidence and historical interpretation, and express historical understanding
in writing.
Chapter 12
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Part A: Answer the questions that pertain to each document. The questions are designed
to help build your understanding of the documents and develop your ability to analyze
documents during the beginning of the course. Some of the questions ask you to utilize
knowledge outside of the documents. Although you are not required to use outside
knowledge on the exam, outside historical context may earn you a higher score. The
Advanced Placement examination and DBQs in later chapters will not contain these
questions.
Part B: The Advanced Placement examination will require you to write an essay based
on a series of documents. You will see the following instructions on the examination:
Write an essay that:
 Has a relevant thesis and supports that thesis with evidence from the
documents.
 Uses a majority of the documents.
 Analyzes the documents by grouping them in as many appropriate ways as
possible.
 Does not simply summarize the documents individually.
 Takes into account both the sources of the documents and the authors’ points
of view.
You may refer to relevant historical information not mentioned in the documents.
Question: Using the documents and illustrations, assess the growing secularism
during the Renaissance. To what extent did the Renaissance make a secular break
with the past?
Background: While many intellectuals of the Renaissance already saw their era as
consciously breaking with the Medieval past to create a new secular humanism,
Europe during the Renaissance was still very tied to the Catholic Church.
Part A Questions
A. Document: A Renaissance Banquet
 Who is giving this banquet?
 What was the purpose of these banquets in Renaissance society?
B. Illustration: Harbor Scene at Hamburg
 What does this image of Hamburg emphasize?
C. Document: Marriage Negotiations
 What are the pros and cons of Francesco di Messer Tanagli’s daughter as a
potential bride?
 What are the main concerns Alessandra Strozzi has in marrying her son?
 What might Alessandra Stozzi’s motivations be in finding a match for her son?
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Recovery and Rebirth: The Age of the Renaissance
Chapter 12
D. Map 12.1: Renaissance Italy
 What new institutions are labeled on the map?
 How is the map of Renaissance Italy divided?
 In what ways did this change the concept of diplomacy during the Renaissance?
E. Document: Machiavelli: “Is It Better to Be Loved Than Feared?”
 According to Machiavelli, what is the nature of man?
 How should a ruler act, given this is the nature of man?
 What does Machiavelli say should be avoided, above all else?
 What was Machiavelli’s intent in writing The Prince?
F. Document: Petrarch: Mountain Climbing and the Search for Spiritual Contentment
 Why did Petrarch climb the mountain?
 What did he discover once he had reached the mountain’s peak?
 In what way does Petrarch’s discovery anticipate later humanist philosophy?
G. Document: Pico della Mirandola and the Dignity of Man
 According to Pico della Mirandola, why is man unique among God’s creations?
 How can man grow into “an angel” and “the son of God”?
H. Illustrations of Renaissance Art: Massaccio, Tribute Money; Botticelli, Primavera;
Leonardo da Vinci, The Last Supper; Raphael, School of Athens; Michelangelo, David
 What are the subjects of these works?
 Who commissioned these works?
 What new stylistic developments are evident in these works?
I. Document: The Genius of Leonardo da Vinci
 In what ways did Leonardo typify the “Renaissance man”?