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Humanism
And the
Spread of
Knowledge
Grade 8 Social Studies
Historical Worldviews Examined Book 3
NAME: _____________________________
________
VIDEO GUIDE –
All About the Renaissance
16
As trade and contact increased with the Islamic world and beyond, new ideas began to challenge the
medieval worldview. By the mid-fourteenth century, Western Europe began to experience a shift in
worldview, leading to the Renaissance.
The word “Renaissance” comes from the French word for “rebirth” or “to be reborn” and occurred in
Western Europe between 1350 and 1650 CE. This Renaissance was seen as a rebirth of the values of
the Greeks and Romans who had lived more than one thousand years before. This time period saw a
revival of learning, an expansion of science, and a growing belief in the individual person.
1. Identify AT LEAST THREE lasting contributions made by the Greek civilization. [3]
2. What event marked the beginning of the “Dark Ages”? [1]
3. What was ONE of the skills the barbarians lacked, making their settlements seem “primitive” by
Roman standards? [1]
4. Which religion increased in power during the Dark Ages? [1]
5. Which group of people kept ancient knowledge in the Dark Ages? [1]
6. What types of construction characterized the High Middle Ages? [1]
7. By the 1200s, approximately what percentage of people in Western Europe led religious lives as
Catholic nuns, monks, or priests? [1]
8a.How did most medieval people view life on Earth? [1]
b.How did medieval artwork support these beliefs? [1]
c. Which position on the View of Human Nature continuum does this reflect? [1]
9. Where did the first noticeable changes in the medieval worldview take place? [1]
10. What replaced the study of theology (the study of God) during the early Renaissance? [1]
11. Renaissance humanists investigated subjects they believed might help them understand human life
and solve the problems that faced mankind. What civilizations were studied in order to gain this
wisdom? [1]
12. How scholars, writers, scientists, and artists get support for their work? [1]
_______________
Sitko, Joseph (director). (2004) All About the Renaissance (Part One): Historical Background, Beginnings, and Art. Denver, CO: Ancient
Lights Educational Media. [10:23]
Origins of the Western Worldview
Norris 2013
2
8.2.1
8.2.2
8.2.3
8.2.4.2
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
HANDOUT E1: Medieval and Renaissance Paintings
HANDOUT E2: Testers
EXPLORING CHANGING WORLDVIEW IN ART
/37
Whether it is its buildings, writings, or art, every civilization creates artifacts that can be used to
determine how it sees and interprets the world. Paintings in particular provide many clues about
a culture’s worldview.
This activity will present you with a series of medieval and Renaissance paintings.
After generating criteria for deciding which time period these paintings came from, you will be
classifying a series of undated pictures to determine whether they belong to the Middle Ages or
the Renaissance. Finally, you will be exploring how the elements of worldview are illustrated in
the artwork that you have studied.
PART A: Generating Criteria
While looking at Group I (Paintings A, B, and C) and Group II (Paintings D, E, and F), generate
FOUR criteria that can be used to identify whether paintings belong to the Middle Ages
(the medieval period) or to the Renaissance. For each of your criterion, briefly describe how it
fits all three paintings in either the Middle Ages or the Renaissance. One criterion and its related
explanations have been provided for you.
CRITERIA
How are colour and
lighting used?
MIDDLE AGES
RENAISSANCE
paintings have a yellowish/gold
colour or lighting
paintings show a more realistic
or vibrant use of colour
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PART B: Testing Your Criteria
/28
After generating your criteria, examine the four paintings in Group III (Paintings G, H, I, and J).
For each painting, decide whether the four criteria (from Part A) best fit the description for art
created during the Middle Ages or the Renaissance. Circle the best fit (either “MA” for Middle Ages
or “REN” for Renaissance) and briefly explain why it fits that aspect of the criterion.
When you have finished going through all four criterion for one painting, indicate the degree to
which the paintings represent either Medieval or Renaissance art.
CLASSIFICATION
G
CRITERION
PERIOD
EXPLANATION
colour/
lighting
MA / REN
yellow/gold is the main colour in the
painting
MA / REN
1
2
3
4
Medieval
5
Renaissance
/7
MA / REN
MA / REN
colour/
lighting
H
MA / REN
/7
1
2
Medieval
3
4
5
Renaissance
MA / REN
MA / REN
MA / REN
Origins of the Western Worldview
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4
colour/
lighting
MA / REN
I
1
/7
2
3
Medieval
4
5
Renaissance
MA / REN
MA / REN
MA / REN
colour/
lighting
MA / REN
J
/7
1
Medieval
2
3
4
5
Renaissance
MA / REN
MA / REN
MA / REN
5
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PART C: Follow-Up Questions [
/9 marks]
1. The role of religion slowly began to change between the Middle Ages and the Renaissance.
Based on what you have seen in the paintings, how do you know? [1]
2. In which set of pictures (either Group I or Group II) do people have more control over their own
lives? How do you know? [2]
3. Are lords and vassals as important in the Renaissance as they were during the Middle Ages?
Why or why not? [2]
4a. Which set of paintings (Group I or Group II) is more concerned with presenting the world
realistically (what the world actually looks like)? How can you tell? [2]
b. Based on your knowledge of changes in medieval society, explain TWO reasons why this shift
toward more realism in painting has taken place. [2]
VIDEO GUIDE – Perspective
7
1. According to the medieval Church, what is the focus of this life (the life we live on earth)? [1]
2. According to the ancient Greek philosopher Aristotle, why is each object unique? [1]
3. Paintings in the Middle Ages were painted from whose point of view? [1]
4. What decided why some people and objects in medieval paintings were bigger than others? [1]
5a. What made Brunelleschi’s painting of the Baptistery so revolutionary to the medieval worldview was
that it used perspective geometry to change the point of view of the viewer. Whose point of view is
now being used to see the painting? [1]
b. Which worldview and shift in positions does this change represent? [1]
6. Perspective geometry was used in the ancient past by the Greeks and the Romans, but this style of
painting was not used in medieval Europe. Why do you think people living during this time period
were so excited about Brunelleschi’s experiment? [1]
_______________
“Perspective” from Mick Jackson (director). The Day the Universe Changed Episode 3: Point of View—Scientific Imagination in the
Renaissance. (1985). London, UK: British Broadcasting Corporation. [5:46]
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OPINION SURVEY: Are You a Humanist?
The following survey has been designed to review some of your basic values and beliefs and
classify them as being either humanist or traditionalist. Please note that there is no right or
wrong answer to the questions on this survey.
HUMANISM refers to a system of thought that centers on humans and their values, capacities,
and worth. Humanism is concerned with the interests, needs, and welfare of humans.
TRADITIONALIST is someone who accepts traditional values and beliefs.
strongly agree (5)
agree (4)
neutral (3)
disagree (2)
strongly disagree (1)
DIRECTIONS
For each of the following statements, indicate the response that
best reflects your opinion on the issue. Using the values for
each response (given in brackets), calculate a total score. Use
the ratings scale at the bottom of the page to determine your
level of humanism or fundamentalism.
1. Life must be lived to the fullest.
2. Moral behaviour should be based on compassion and reason.
3. Human beings can figure out right and wrong from experience.
4. Science is the best way of understanding our world.
5. Natural events have natural causes.
6. We should be able to enjoy our life without guilt.
7. Feelings are natural. We should never be ashamed of the way
we feel.
8. There should be equality between women and men.
9. We must be open to learning from other people and hearing their
views.
10. It is good to like yourself and see yourself as a worthwhile
individual.
11. Human beings do not need spiritual guidance to be good.
12. What happens to us in life is a result of chance or our own
choices.
13. We should question everything, including our most important
beliefs.
14. Reason is the most important tool humans have for solving
problems.
15. The universe is neither for us nor against us.
STRONGLY
TRADITIONALIST
TRADITIONALIST
NEUTRAL
HUMANIST
STRONGLY
HUMANIST
15-19
20-34
35-54
55-70
71-75
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POWERPOINT: Renaissance Humanism NOTES
RENAISSANCE HUMANISM
Humanism is _________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Humanism was most popular from ________________________
4 Characteristics of Humanism
1. _____________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. _____________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. _____________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. _____________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Origins of the Western Worldview
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Shift in Worldview-
Draw and label the Medieval and Renaissance
position on each continuum. Copy the information for Renaissance following
each continuum.
1. Sources of Understanding
 _______________________________________________
o
o
o
o
o
politics and philosophy
natural sciences (biology, chemistry, physics
mathematics and engineering
art and architecture
literature, drama, and history
 _______________________________________________
2. View of Human Nature

_______________________________________________
o people had the freedom to choose whether to use their talents to
benefit themselves or to help others
 ________________________________________________
________________________________________________
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3. View of the Good Life

_______________________________________________
o the “fad” of the time was to learn as much as possible from
classical works and discuss ideas with friends and like-minded
people
 _______________________________________________
 _______________________________________________
o patrons had beautiful buildings built to display art, hold
manuscripts
o patrons publicly displayed art in the belief that it improved
society
o patrons wanted self-portraits or sculptures of
themselves/families
4. Social Organization
 _______________________________________________
o republics (rule by the people) are starting to appear
o more and more people have the opportunity to become wealthy
o society gradually losing classes
Origins of the Western Worldview
Norris 2013
10
8.2.1
8.2.2
8.2.3
8.2.4.2
8.2.4.5
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance?
HANDOUT: Worldview Quotations
AN IDEOLOGICAL SHIFT: Conflict in Worldviews/23
Following many significant events the worldview of the medieval people began to change. This new
way of thinking appears to have started in the northern Italian city-states, where scholars we now call
humanists looked back to the ancient classical civilization of Greece and Rome. These scholars
studied Greek and Roman writings and art and applied classical ideas in their own lives and work.
Part A: Comparing Worldviews [15 marks]
There are three specific steps to the first part of this exercise:
1. You will receive a set of quotations that represent the points of view of two worldviews.
Your first task, either on your own or with a partner, is to cut out and then divide up the
quotations into two categories.

The first category would represent what the traditional medieval person would say. (The
term used to describe these people is “Catholic Traditionalist”.)

The second category is for ideas that scholars, artists and those similar would probably share.
(The term used to describe these people is “Renaissance Humanist”.)
NOTE: There will be SIX quotations for the Catholic Traditionalist and NINE quotations for the
Renaissance Humanist and.
2. Your second task is to organize the information on each person into specific topics or categories.
There are three different categories into which the information can be divided. They are:
 Where should we get our values and beliefs from??
 How can we contribute to society?
 How important is the individual?
You will glue the quotations under the appropriate category on the “Conflicts in Worldviews
Quotations Organizer,” provided on the next page.
3. Once you have pasted in the information for both characters on the “Conflict in Worldviews
Organizer,” complete the follow-up questions.
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Origins of the Western Worldview
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12
I have recently
acquired several dozen
manuscripts on a
variety of different
topics. We must
translate these as soon
as possible and place
copies in the library so
that others can learn
from them and enjoy
them. [4]
Did you see his latest
statue?
It is so elegant, so
lifelike, that I imagine I
could hear its heartbeat
if I put my ear close.
The only reminder I
have of its human
craftsmanship is the
name of the sculptor
chiseled proudly into its
base. [2]
The Church has been,
and always will be, the
foundation of civilized
society. We are a part
of every person’s life,
from birth to death.
The Church gives to
society by offering
religious services,
baptism, education,
weddings, and
funerals. [10]
I was overwhelmed by
the painting of Jesus
sitting with his
disciples. I was about
ready to buy it when I
noticed the artist’s
signature on the
bottom. I think this
defaces value and
beauty of the art. I
was disgusted at the
selfishness of the
artist. [7]
The Holy Bible
contains all the
wisdom necessary to
lead a good life. To be
influenced by the
ancients who have
never known God is to
open the door to
dangerous ideas. [9]
A person’s first duty is
to serve God and His
Holy Church. By
paying the tithe, we
serve the church in her
duty to help the poor
and the unfortunate.
[1]
I am shocked at the
greed of our city’s
bankers. While I do
not see a problem with
lending money, I
cannot believe that
they are charging
interest. They do so
only for their own
personal benefit. [5]
How can we
contribute
to society?
How
important
is the
individual?
Where
should we
get our
values and
beliefs
from?
I had the good fortune
to meet last night with
the new doctor from
Constantinople. He
told me that medicine
in the Eastern Empire
still follows ancient
Greek and Roman
practices, and he
would gladly share his
medical knowledge
with us. [3]
If we are going to take
a chance by lending
our money to others,
there is nothing wrong
with making money by
charging interest. If we
gain riches this way, it
will let us enjoy the
beautiful things that the
merchants bring to our
city. [6]
There is nothing wrong
with demonstrating
wealth and status by
constructing proud
buildings and filling
them with art.
Everyone benefits
when their community
is filled with beauty.
[11]
If we are to think about
creating a better
society, we should look
to the writings of
classical Greek
philosophers such as
Plato. [8]
We must practice and
improve our abilities,
doing as much with our
lives as possible. In
doing so, we improve
our lives and the lives
of others. By
developing our talents,
we serve God, for He
gave us these gifts to
use and enjoy. [14]
Our regular
discussions are
important for sharing
ideas. We, the
scholars, philosophers,
teachers, public
officials, writers,
scientists, architects,
artists, and musicians
of Florence, can work
together to make this
city great. [15]
We all have the power
of reason, which
separates man from
the common animal.
We alone can find truth
for ourselves and make
meaning in the world.
[13]
VIEW OF A
RENAISSANCE HUMANIST
Studying classical art
will not improve our
lives. Surrounding
ourselves with such
lifelike statues and
images of people in
various stages of
undress is obscene
and can only corrupt
our morals. We must
stay true to the Holy
Scriptures. [12]
VIEW OF A
CATHOLIC TRADITIONALIST
Part B: Follow-Up Questions [8 marks]
1. Which position on the Sources of Understanding continuum is closest to that of a
Renaissance Humanist? How do you know? [1]
2. A Renaissance Humanist would be closer to which position on the View of Human Nature
continuum? What is your evidence? [1]
3. Which position on the Social Organization continuum BEST fits the worldview of a
Renaissance Humanist? Explain your choice. [1]
4. When it comes to understanding a Renaissance Humanist’s View of the Good Life, many
people see them as a balance of group interest and self-interest. Provide evidence that
supports BOTH positions on the View of the Good Life continuum. [2]
5. Because of the shift in worldview that was taking place, education in schools also began to
change. Based upon your understanding of Renaissance Humanism, predict TWO changes
that you think would occur. (The easiest change would be what kind of subjects were taught,
but it could also be how students were taught or who was teaching them) Explain your
choices. [2]
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8.2.1
8.2.2
8.2.3
8.2.4.2
8.2.4.5
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance?
WORKING WITH SOURCES: Renaissance Humanism
/14
As more and more people came into contact with classical Greek and Roman ways of doing things,
they adopted and spread the values of humanism. By the late Middle Ages, this new way of seeing
the world started in northern Italy and gradually spread to the rest of Western Europe.
The following sources illustrate this development of humanism during the Renaissance.
Use the following information to answer questions 1 to 5.
In the Middle Ages, most art had religious themes and was drawn from God’s point of view.
While this practice continued into the early Renaissance, artists such as Michelangelo and
Leonardo da Vinci were inspired by Greek and Roman paintings and attempted to recreate classical
styles.
People in the paintings became more life-like than before, with realistic human proportions and facial
expressions. Some of these developments came from knowledge of the human body gained from
human dissection. The backgrounds in paintings also became more natural, reflecting the value of
life on earth. Finally, the use of perspective added depth and realism, allowing paintings to represent
the world as it really looked.
PATRONS [people who pay others to provide goods or services] played an important role in
promoting the arts during the Renaissance. They included members of the new wealthy merchant
class, as well as the government and the Church.
As more and more people were earning more money than ever before, they began to hire artists to
create portraits or sculptures of themselves and their families. Since photography did not yet exist,
it was the only way to record the way a person looked.
In many cases, wealthy patrons commissioned artists to decorate public places. Humanists argued
that the more people that were exposed to fine works of art, the more people would appreciate culture
and show pride in their community.
1. Which TWO characteristics of humanism are described in the first and second paragraphs:
modeling the ancient past, importance of the individual, contributing to society, and/or the
importance of learning? [2]
2. Which characteristic of humanism is reflected in the last paragraph: modeling the ancient past,
importance of the individual, contributing to society, or the importance of learning? [1]
3. Which factor of change is MOST related to the reading? [1]
4. Why do you think patrons were important to the spread of humanism? [1]
5. Where would you place the information in the reading on the View of the Good Life continuum?
Explain your choice. [2]
1
2
3
4
5
group interest
self-interest
Origins of the Western Worldview
Norris 2013
14
Use the following information to answer questions 6 to 8.
Francesco Petrarch (1304-1374) believed that the classical past was a glorious time, and called the
medieval period in which he lived a “dark age.” Petrarch believed that truly educated people read
books, traveled a lot, and surrounded themselves with beautiful art.
He was best known for discovering and translating ancient classical Greek and Roman texts and
promoting their study. He believed artists, writers, and scholars should “return to the sources”
(to the original documents) to improve understanding.
Petrarch was a Christian. He believed that a person could be religious and still follow the humanist
philosophy. He felt that it was possible to believe in God and at the same time believe that there was
value in life on earth.
6. Which TWO characteristics of humanism are shown in the source: modeling the ancient past,
importance of the individual, contributing to society, and/or the importance of learning? [1]
7. Why would it be better to read an original document rather than a translation or a copy? [1]
8. Does Petrarch’s view of believing in God yet valuing life on earth go against Christian values?
Why or why not? [2]
Use the following information to answer questions 9 to 11.
This is a story retold by the Renaissance art historian, Giorgio Vasari:
One morning Michelangelo had gone to the place to where the Pietà stands and
observed a number of Lombards [people from Lombardy, Italy] who were
praising it loudly. One of them asked another the name of the sculptor, and he
replied, “Our Gobbo of Milan.” Michelangelo said nothing, but he resented the
injustice of having his work credited to another, and that night he shut himself in
the chapel with a light and his chisels and carved his name on it.
9. Which characteristic of humanism is suggested by the reading: modeling the ancient past,
importance of the individual, contributing to society, or the importance of learning? [1]
10. Which position on the View of the Good Life continuum is represented by Michelangelo’s
actions? [1]
11. Most medieval art and literature were unsigned. Explain why do you think this changed
during the Renaissance? [1]
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8.2.1
8.2.2
8.2.3
8.2.4.2
8.2.4.5
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance?
THE MEDICI FAMILY
/8
The Medici family was the most famous and powerful family in Italy. They were an
important part of Florence’s cultural and political life for more than 300 years.
The family made a fortune as wool and silk merchants and bankers. They built
alliances with other wealthy families, held important positions in the Church, and
married into Europe’s royal families.
The Medici family crest
Founded by Giovanni de Medici (1360-1429), the Medici bank made the family the wealthiest in
Italy and perhaps in all of Europe. The political influence of the family increased, and Giovanni
became the gonfaliere [“standard bearer”] of Florence, which was a high ceremonial position.
By 1434, Giovanni was powerful enough to take control of Florence. Florence was a republic
[a state in which power is held by the people], so Cosimo could not openly declare himself head
of the government. Instead, he used his wealth to buy support and to have his enemies exiled
from the city. Under his leadership, Florence attacked neighbouring city-states, such as Siena,
and made alliance with others, such as Milan. Although Cosimo could be quite ruthless in
political matters, he also had a real interest in the arts. He began the Medici tradition of helping
promising artists.
Despite his great wealth, Cosimo lived simply, choosing instead to give large sums of money to
charity and to cultivate literature and the arts. He created to the largest library in Europe,
brought in many Greek manuscripts from Constantinople, founded the Platonic Academy and
sponsored the philosopher Marsilio Ficino, who later issued the first Latin edition of the
collected works of the ancient Greek philosopher Plato. The artists supported by Cosimo
included Ghiberti, Brunelleschi, Donatello, Alberti, Fra Angelico, and Ucello. During his rule
and that of his sons and grandson, Florence became the cultural center of Europe and the cradle
of the new humanism.
The most famous Medici was Cosimo’s grandson, Lorenzo the Magnificent (1449-1492).
Like his grandfather, Lorenzo was also a patron of art and literature. He sponsored
Michelangelo, Botticelli, Leonardo da Vinci, and other great artists and thinkers during the
Renaissance.
Fitton, Avis, Donna M. Goodman, and Edward O’Connor. (2007). Worldviews: Contact and Change (54). Toronto: Pearson Education Canada and
van Helden, Al. (2004). “The Medici Family.” The Galileo Project. Retrieved 23 Oct 2010 from http://galileo.rice.edu/gal/medici.html
1. Underline and label specific examples of the following factors of change from the reading:
[4]




Biographical
political
economic
ideological
2. Which position on the View of the Good Life continuum was promoted by the Medici?
How do you know? [2]
3. Based on the history provided, are the Medici more interested in hierarchy or equality?
Explain your choice with specific evidence from the reading. [2]
Origins of the Western Worldview
Norris 2013
16
8.2.1
8.2.2
8.2.3
8.2.4.2
8.2.4.5
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance?
VIDEO GUIDE –
The Medici: Birth of a Dynasty
25
PART A: Visual Comprehension
1. What “treasure” is being sought after in the beginning of the video? [1]
2. The Medicis lived in the “place to be”. What city was this? [1]
3. The Medici bank was originally run from the back of what kind of shop? [1]
4a. The Medici’s took a chance when they backed a man by the name of Baldassare Cossa to become the
pope of the Roman Catholic Church. This pope had something of a shady background.
What was he before he became pope? [1]
b. How did the Medici family plan to get Cossa the papacy (the position of pope)? [1]
5a. How do you think Florence’s unfinished cathedral affect their city’s pride? [1]
b. A person by the name of Filippo Brunelleschi was hired to finish the cathedral. When he was
working on the solution, he wrote everything down in code.
Why did he write in code? [1]
c. Which civilization inspired Brunelleschi’s building ideas? [1]
d. In order to get ideas about how to solve the problem, Brunelleschi went to the city that had the
biggest free standing dome in Europe, a building that had been built hundreds of years earlier, before
the Middle Ages.
What city was this? [1]
e. Unfortunately the dome in this city was made out of two things that Brunelleschi did not have at his
disposal, so he had to come up with another method.
What was one of the materials used in the building he examined? [1]
f. Brunelleschi finished the dome of Santa Maria del Fiore in 1436.
What materials did he use to complete the dome? [1]
6a. The Albizzi family thought that Cosimo Medici was a threat, and eventually had him arrested.
In order to find him guilty of treason, there had to be a vote by the people.
How did the Albizzi family do to make sure that Cosimo Medici would be found guilty? [1]
b. Cosimo was found guilty, but he bought his way out of being executed, and he and his family were
banished from the city.
Why did business in Florence come to a halt after the Medici family was exiled? [1]
SOURCE: modified from E.Dick/CHHS 2007
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7a. Eventually the Medici returned and, with help of the pope’s agents, regained control. Over time, the
Medici became extremely wealthy. One of the reasons for this was that they were given the task of
collecting money for which institution everywhere in Europe? [1]
b. How did the Medici bank make sure that people paid their dues? [1]
8. The Medici family spent an enormous amount of money on art.
According to the video, why did they do this? [1]
9. One of the famous artists that the Medici backed was a moody and unpredictable person by the name
of Donatello.
What controversial sculpture did Donatello create? [1]
10a.In 1439, Cosimo Medici celebrated the completed dome by inviting people from around Europe and
Asia to come to Florence.
What was the name of this celebration? [1]
b.For what unique reason would so many of his foreign guests actually have come? [1]
c.Why do you think Cosimo de Medici would do this? [1]
PART B: Characteristics of Humanism [5 marks]
After watching the video, identify A TOTAL OF FIVE examples for the characteristics of humanism.

modeling the ancient past –

importance of the individual –

contributing to society –

importance of learning –
_______________
Devillier, Ron and Brian Donegan. (Executive Producers). (2004). The Medici—Godfathers of the Renaissance Part 1: The Birth of a Dynasty.
Alexandria, VA: PBS Home Video. [53:36]
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8.2.1
8.2.2
8.2.3
8.2.4.2
8.2.4.5
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance?
HUMANIST EDUCATION
/17
Using your knowledge of the Middle Ages and your textbook, page 67, please answer the following
questions.
1. Who controlled education during the Middle Ages? [1]
2. Why would the Church see the spread of humanist education as a threat? [1]
3. What was meant by “educating the whole child”? [1]
4. For each of the following points, identify which criterion of humanism is shown:
a) adding Greek and Roman writings to Renaissance education [1]
b) developing a curious, questioning attitude [1]
c) promoting the value of individual human life and personal potential [1]
d) teaching good citizenship so that students would become leaders in their community [1]
5. Please match the medieval and Renaissance subjects in the blue chart on the bottom of page
67 according to the most similar modern subject in the chart below. Some categories will
have more than one, some will be empty. [8]
MODERN SUBJECTS
MEDIEVAL STUDIES
ADDED DURING THE RENAISSANCE
LANGUAGE ARTS
MATHEMATICS
SCIENCE
SOCIAL STUDIES
RELIGION
PHYSICAL EDUCATION
CTS/OPTIONS
a) Which education system does the BEST job of “educating the whole child”? Why? [2]
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POWERPOINT: Science—A New Way of Seeing
PRESENTATION GUIDE –
“Science: A New Way of Seeing”
12
1. Which position on the Sources of Understanding continuum was the most important for
people living in the Middle Ages and the early Renaissance? [1]
2. What was HERESY? [1]
3. Why did it take “courage and determination” to challenge the teachings of the church during
the Middle Ages and early Renaissance? [1]
4a. What is the name of the process of making observations, experimentation, and drawing
conclusions? [1]
b. This process focuses on which position on the Sources of Understanding continuum? [1]
5a. How did the Roman Catholic Church see the universe during the Middle Ages and early
Renaissance? [1]
b. How did Nicolaus Copernicus change this view in 1543? [1]
6. What was one of the most important advances made in medicine during the Renaissance? [1]
7. Which mathematical technique was used to recreate three-dimensional images on twodimensional surfaces, giving paintings the illusion of depth and realism? [1]
8. How did the use of perspective change the way maps were used? [1]
9. Advances in astronomy, medicine, and mathematics are MOST RELATED to which factor
of change? [1]
10. Which characteristic of humanism was the most important for the development of science:
modeling the ancient past, importance of the individual, contributing to society, or
importance of learning? Explain your choice. [1]
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8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context
8.2.4.2 How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
THE SPREAD OF IDEAS
/12
At the beginning of the Renaissance, most people were illiterate. Only the
most educated people in society could read and write. Most books and
manuscripts were written in Latin or Greek—the language of scholars
and the Church. Books were also very expensive, so the average person
did not have much of an opportunity to learn how to read.
Then, in about 1450, everything changed. A German goldsmith
named Johannes Gutenberg developed moveable type that could be
set in forms called “blocks” and print two side-by-side pages at a time.
This “printing press” allowed books to be produced quickly, cheaply,
and in large numbers. People could produce thousands of books in the time it had once taken to
make a single copy by hand. Books were also printed on paper, which was much less expensive
than parchment.
The first European book printed was the Gutenberg Bible, around 1454 or 1455. Within fifty
years, there were more than six million books in print in Europe. With such large numbers of
books, they became cheaper and easier to get. Books were also being printed in the
VERNACULAR—the language that ordinary people spoke. Writing in a person’s native
language made books even more accessible to the common person. People of all backgrounds
began to read, discuss, and eventually write about the exciting ideas of their time. Europe was
undergoing an exchange of ideas and knowledge on a scale that had never been known before.
There was much controversy over the first printed books. Some leaders of the Roman Catholic
Church did not want the common people to have copies of the Bible in their own language.
They believed people might think they no longer needed priests to interpret the Bible for them.
1. What were TWO general reasons why most people were illiterate [cannot read or write]
at the beginning of the Renaissance? [1]
2. How were books made or copied before 1450? [1]
3. Which invention revolutionized the way books were copied? [1]
4. How did the printing press make books more available to people during the Renaissance?
[1]
5. What does “printed in the vernacular” mean? [1] (define vernacular)
6. Other than having more books available, how would printing in the vernacular increase
the spread of knowledge during the Renaissance? [1]
7. Explain how the ideological and technological factors of change are used in the reading.
[2]
21
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8.2.1
8.2.2
8.2.3
8.2.4.2
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
GROWING OPPOSITION TO THE CHURCH /20
PART A: Comparing Historical Figures [
/8 marks]
Using the information on pages 92-94, fill in the Venn Diagram below, listing key ways in which
Savonarola and Luther were the same in the middle section, and ways in which they were different in
the outer sections.
Information that you collect should include:





where they were from
what their occupations were
what their goals were
what actions they took to meet their goals
how the church dealt with them
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PART B: Identifying Factors of Change [10 marks]
1. What are INDULGENCES? [1]
2. Identify which factor of change is described for each of the following statements:
a. The idea of the “Bonfire of the Vanities” was to destroy all material things (such as
clothing, art, and books) that distracted people from serving God. [1]
b. Savonarola and his followers believed in equality and accused the Church of being
greedy and corrupt. They demonstrated what they saw as proper behaviour by giving
away all of their possessions. [1]
c. By selling indulgences, the Church became one of the wealthiest organizations in
Renaissance Europe. [1]
d. The “Ninety-Five Theses” was a document that criticized Church corruption and made
recommendations for changes. [1]
e. In 1521, Luther was summoned to attend the Imperial Diet in the city of Worms. The
Holy Roman Emperor and Church representatives ordered Luther to give up his protests.
[1]
f. In the both the stories about Savonarola and Luther, a person takes it upon themselves to
stand up to the power of the Roman Catholic Church and demand change. [1]
8.2.1
8.2.2
8.2.3
8.2.4.2
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
THE REFORMATION AND COUNTER-REFORMATION/12
In 1522, a year after he was excommunicated, Martin Luther finished translating the
New Testament into German. Twelve years later, he completed translating the entire Bible into
German. With the help of the printing press, his translation of the Bible reached a record number
of Germans. As more and more people learned to read, and as Bibles written in a person’s
mother tongue (the language they learned from birth) became more available, there was less need
for clergy to interpret the Bible for them.
Like Luther, many Europeans questioned the behaviour of the popes and the clergy, and the
necessity of following church laws and rituals that the Church expected people to follow without
question. Many wanted to see reforms, but did not want to break from the Roman Catholic
Church. This desire for reform became the basis of the Protestant Reformation.
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The PROTESTANT REFORMATION began as a movement to bring about changes in the
Catholic Church, not to separate from it. Protestants “protested” against the Church’s refusal to
allow “reform” and eventually achieved a Reformation. However, this reform movement created
a major division among Christians that led to religious wars and new religious ideas.
Luther eventually broke away from the Roman Catholic Church and started the Lutheran Church.
The Roman Catholic Church lost much of its authority and membership because of the Protestant
Reformation. Pope Paul III called a series of meetings at which the Church examined its
policies. This movement was known as the CATHOLIC COUNTER-REFORMATION. As a
result of these meetings, corruption among the higher clergy was cleaned up and priests were
given a better education.
New religious orders that focused on converting people to Catholicism were also established
during this time. It was called the Society of Jesus; his followers were called Jesuits. Jesuit
missionaries were very active among the Wendat (Huron) during the early days of European
settlement in Canada.
Using the reading above and pages 94 and 95 in your textbook, please answer the following
questions.
1. How did the printing press help spread religious ideas? [1]
2. How did translating the Bible into the vernacular weaken the Roman Catholic Church?
[1]
3. Which characteristic of humanism BEST explains how having your own Bible would
weaken the Church: modeling the ancient past, the importance of learning, the
importance of the individual, or contributing to society? Explain your choice. [1]
4. What was the goal of the Protestant Reformation? [1]
5. What were TWO unintended effects of the Reformation? [2]
6. What was the overall goal of the Catholic Counter-Reformation? [1]
7. What were TWO results of the Counter-Reformation? [2]
8. Explain whether or not the Roman Catholic Church would support groups such as the
Jesuits who converted North American natives to the Catholic religion. [1]
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24
8.2.1
8.2.2
8.2.3
8.2.4.2
appreciate how Renaissance Europe formed the basis for the worldview of the Western world
demonstrate a willingness to consider differing beliefs, values and worldviews
recognize how beliefs and values are shaped by time, geographic location and societal context
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
CHALLENGING SOURCES OF UNDERSTANDING/12
For several centuries, throughout the Middle Ages and into the early Renaissance, the Roman
Catholic Church was the keeper of knowledge and the chief educator in Western Europe.
The development and growth of science, however, sought to supplement faith with an observable
and testable understanding of how the world worked. This challenged the views of the Church,
which saw science as threatening its authority and attempting to replace faith.
COPERNICUS AND THE THEORY OF A SUN-CENTERED SOLAR SYSTEM [6 marks]
In 1543, Nicolaus Copernicus wrote a book called On the Revolutions of the
Heavenly Spheres, which explained how a person could figure out how the
planets moved in the sky. Using the basic theory that the planets traveled
around the sun, he came up with mathematical formulas which showed how
they would move.
By placing the sun at the center of the solar system, Copernicus’s theory
contradicted the teachings of the Roman Catholic Church.
Despite some of the changes brought about by humanism, the Church was still THE Source of
Understanding during this time.
Going against what the Church said was heresy.
The punishment for this crime was imprisonment, torture, or even death.
Copernicus probably believed that the sun was the center of the solar system, but he did not let
many people know about his theory and he did not try to change most people’s point of view.
As long as he did not spread his ideas, he was relatively safe. In fact, many Church scholars
used his theory about how the planets moved because it made the calculation of Easter more
accurate.
Spreading the theory beyond the most academic of the priests and monks, however, meant going
public about contradicting the Church. Doing so would be heresy, and Copernicus was very
aware of the possible consequences.
Wikipedia contributors. (2010). “http://en.wikipedia.org/wiki/Nicolaus_Copernicus.” Wikipedia, The Free Encyclopedia. Retrieved 2 Nov 2010 from http://en.wikipedia.org/wiki/Nicolaus_Copernicus
1. What was the theory that Copernicus developed? [1]
2. Why was this theory a problem? [1]
3a. What was heresy? [1]
b. What was the punishment for heresy? [1]
4. What were TWO reasons why the Church did not accuse Copernicus of heresy? [2]
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GALILEO USES OBSERVATION TO SUPPORT THEORY
[6 marks]
Galileo Galilei (1564-1642) was a good Catholic and a scientist and teacher at a
university in Italy. He taught many subjects but his passion was astronomy.
When he was in his early 40s, he found out about a tool that had been invented
about a year earlier in Holland—the telescope. He figured out how to make it work
much better than the original and aimed his improved version at the night sky.
Galileo’s telescope helped him to see many details about the solar system, including
the moons orbiting Jupiter. This, and some observations he made after looking at
the planet Venus, proved to him that the math that Copernicus had worked out
nearly seventy years earlier was not just math. Instead, what he saw in his
telescope was actually real: that the planets went around the Sun, not the Earth.
A metaphor
is an
implicit
comparison
between two
otherwise
dissimilar
things.
Although he was religious, he did not think that everything that was said in the Bible had to be taken
literally. Some things could be metaphors—and what the Bible had to say about the planets, the sun and
the stars should be understood that way. He, unlike Copernicus, challenged a number of some
high-ranking church authorities with his discoveries.
This turned out to be a bad idea. Church officials did not agree with Galileo. They told him to “shut up
or else.” They then banned the book Copernicus wrote in 1543, making it illegal to have a copy of it or to
even read it. Galileo agreed to keep his thoughts to himself.
In 1623, there was a new pope. This new pope happened to be an old friend of Galileo’s who supported
him and kept him from getting into even more trouble. With his friend now serving as pope, Galileo had
the confidence to make his point of view public. Just to be careful that he did not cross the Church,
Galileo asked for the pope’s support before writing a book about his observations.
The pope told Galileo that he could indeed write the book, so long as he presented both sides and did not
do anything to persuade the reader that the earth-centered view of the solar system was incorrect.
In 1632, Galileo published Dialogue Concerning the Two Chief World Systems. In it, he compared the
earth-centered idea of the solar system to the sun-centered one. He also included many drawings based
on his observations. Combined with his comments, these drawings gave strong evidence for the suncentered view of the solar system.
The Church was offended, and Galileo was ordered to give evidence to the Inquisition—
a Church-run court that sought out and punished heresy.
Fridman, Michael. (2009). “The Trial of Galileo.” a Nadder! Retrieved 1 Nov 2009 from http://anadder.com/the-trial-of-galileo and
Wikipedia contributors. (2010). “Galileo Galilei.” Wikipedia, The Free Encyclopedia. Retrieved 2 Nov 2010 from http://en.wikipedia.org/wiki/Galileo_Galilei
5. How was Galileo able to prove the theory that Copernicus came up with? [1]
6. Briefly explain why Galileo thought that he was not going against the Bible. [1]
7. What were TWO reasons why Galileo thought he could go public with his beliefs in 1632? [2]
8. Why did Galileo’s book offend the Church? [1]
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26
VIDEO GUIDE –
“Counter-Reformation, Copernicus and Galileo”
15
1. What was the crisis in 1535? [1]
2. Identify TWO changes the Council of Trent made to the Roman Catholic Church. [2]
3. What did the Council of Trent do to get people more interested in the Church? [1]
4. Why was the Church interested in astronomy? [1]
5. According to Aristotle, what was at the center of the universe? [1]
6. Nicolaus Copernicus contradicted Church beliefs in his book On the Revolutions of the
Heavenly Spheres in 1543.
a. How should the Church have reacted to the theories of Copernicus? [1]
b. Why did the Church accept the Copernican system? [1]
c. How did the Church rationalize [justify] Copernican theory? [1]
7. Galileo’s new and improved telescope could magnify distant objects nine times.
How did this innovation benefit merchants? [1]
8. Copernicus and Galileo were both interested in astronomy.
What did Galileo do that Copernicus did not do? [1]
9. Did Galileo’s observations prove or disprove Copernican theory? [1]
10a.What was Galileo’s opinion regarding the Bible’s view of the Earth? [1]
b.How did the Church originally react to Galileo’s point of view? [1]
c.Why was Galileo arrested in 1633 while Copernicus was not? [1]
_______________
“Counter-Reformation, Copernicus and Galileo” from Mick Jackson (director). The Day the Universe Changed Episode 5: Science Revises the
Heavens (Infinitely Reasonable). (1985). London, UK: British Broadcasting Corporation. [13:31]
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8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews
8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context
8.2.4.2 How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe?
POLITICAL LEADERSHIP
/12
Niccoló Machiavelli (1469-1527) was an Italian philosopher, diplomat,
musician, and playwright who worked for the city-state of Florence.
In 1513, he wrote a book called The Prince which offered advice on how an
effective leader should act. Machiavelli was a theorist and a writer, not an
actual leader. The book was published five years after his death, in 1532.
Answer the questions following each excerpt from The Prince.
Niccoló Machiavelli
by Santi di Tito, c.1500
Is it better for a prince to be loved more than feared? Or is it better to be feared more than loved?
If one of the two must be sacrificed, it is much safer for a prince to be feared than to be loved.
In general, men are ungrateful, dishonest, cowardly, and envious. As long as you help them, they
will do what you want them to do. They will offer you their blood, their goods, their lives, and their
children when it seems that you will not need to take them up on their word. If a prince has relied
solely on the good faith of others, he will be ruined. Men are less afraid to offend a prince they love
than one they fear… I conclude, therefore, that men have control of their love for a prince,
but the prince, himself, controls their fear of him. The wise prince will rely on what he can control
and not what others control. He must be careful, however, not to make men hate him.
1. What was Machiavelli’s opinion of human beings? [1]
2. Why does Machiavelli believe that it is better for a prince to be “feared more than loved”? [1]
Everyone knows that it is a good thing for a prince to keep his word and live a faithful life.
The history of our times shows, however, that those princes who have done great things have not
worried about keeping their word. A successful prince must imitate both the lion and the fox.
In imitating the lion, the prince protects himself from wolves. In imitating the fox, he protects
himself from traps. Also, a prince ought not to keep his word if doing so would go against his best
interests. If all men were good, this rule would not be a sound one. But because they are bad, and do
not honour their word to the prince, he is not bound to keep his word.
3. Why must a prince show strength? [1]
4. Why must a prince be cunning [crafty; skilled in deception]? [1]
5. Machiavelli states that it is a good thing for a prince to keep his word, but then later gives very
different advice. According to Machiavelli, when should a prince break his word? [1]
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28
It is well to seem merciful, faithful, sincere, religious, and also to be so. But a prince must be always
ready to have the opposite qualities if need be. New princes, particularly, fail when they have these
good qualities. In order to maintain their power they often must act against faith, against charity,
against humanity, and against religion. A prince must be ready to shift with the wind as the ups and
downs of fortune require. He should not go against what is good if he can avoid it, but he should be
ready and able to do evil when necessary.
6. According to Machiavelli, what must a prince do to keep his power? [1]
7. Using evidence from the sources, explain where you would place Machiavelli on the Social
Organization continuum. [1]
equality
hierarchy
1
2
3
4
5
8. Using evidence from the sources, explain where you would place Machiavelli on the Good Life
continuum. [1]
group interest
self-interest
1
2
3
4
5
9. Using evidence from the sources, explain where you would place Machiavelli on the Human
Nature continuum. [1]
predetermination
self-determination
1
2
3
4
5
10. What information or evidence from the reading suggests that Machiavelli would be at the
following position on the Sources of Understanding continuum? [1]
human
divine
1
2
3
4
5
11. Why do you think people still study Machiavelli today, nearly 500 years after his death? [1]
12. Would a teacher who was Machiavellian (having the qualities that Machiavelli described)
be more effective or less effective in getting students to learn? Explain your choice. [1]
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REVIEW: Renaissance Humanism and the Spread of Knowledge
M
N
B
I
R
I
B
M
C
P
A
P
G
S
C
I
F
S
G
T
I
O
T
T
S
I
R
P
O
C
R
M
A
R
L
P
T
C
S
H
E
H
P
M
L
M
M
M
T R
A
D
I
T
I
O
N
A
L
I
S
T
V
ACROSS
DOWN
3.
1. This person wrote The Prince—a book which advised people how to be
effective rulers.
2. Luther showed his frustration with the Church by nailing this document
to a cathedral door. [3 words]
4. The only Christian religion during the Middle Ages and early
Renaissance. [2 words]
5. The Church would make money selling one of these to a person who was
trying to buy forgiveness for their sins.
6. The characteristic of humanism that focused on the discovery of new
knowledge and education. [3 words]
7. The humanist characteristic of using classical knowledge to remake
Renaissance society. [4 words]
8. The very first book that was printed on the printing press.
9. The movement that protested corruption in the Church. [2 words]
11. During the Renaissance, some of the most important developments in
medicine were made in this specific field of study.
12. The invention that used moveable type to produce books quickly,
cheaply, and in large numbers. [2 words]
13. The Church sentenced this astronomer to house arrest because he used a
telescope to show that the Earth was not the center of the solar system.
17. The process of making observations, experimenting, and drawing
conclusions based on evidence. [2 words]
19. The term used to describe a person who is very skilled in a wide range of
different subjects and trades. [2 words]
22. The mathematical technique that made Renaissance painting seem threedimensional and more realistic.
24. The Social Organization of the Middle Ages and early Renaissance.
10.
14.
15.
16.
18.
20.
21.
23.
25.
26.
27.
28.
29.
30.
The architect, engineer, and mathematician that completed
the Dome of Florence.
The astronomer that developed the theory that the Sun was
the center of the solar system.
Critics of the Church were accusing priests of pursuing
this position on the Good Life continuum. [2 words]
The monk that was executed for accusing the Pope and the
Church of being corrupt. He briefly led Florence.
The surname of the person who invented moveable type.
The characteristic of humanism that put individual people
and their goals first. [4 words]
The Church’s response to the Reformation. [2 words]
The family in Florence that sponsored many works of art,
opened libraries, and donated classic manuscripts.
The characteristic of humanism that describes
commissioning art, constructing public buildings, and
donating books. [3 words]
This was Luther’s punishment for defying the Church.
The term for a system of thought that centers on humans
and their values, capacities, and worth.
The full name of the German monk who protested against
the corruption of the Church. [2 words]
The artist who painted the ceiling of the Sistine Chapel.
A person who supports old values, particularly the values
of the medieval Church.
The term used for writing in a person’s native language or
mother tongue.
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30
THE ELEMENTS OF WORLDVIEW
SOURCES OF UNDERSTANDING
divine
human
VIEW OF HUMAN NATURE
predetermined
self-determined
VIEW OF THE GOOD LIFE
group interest
self-interest
SOCIAL ORGANIZATION
hierarchy
equality
FACTORS OF CHANGE
political
ideological
biographical
FACTORS
OF
CHANGE
economic
environmental
technological
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