Download Questions/ Vocabulary: Renaissance

Questions/ Vocabulary:
Renaissance- a French
word meaning “rebirth,”
used to describe the
rebirth of the culture of
classical antiquity in Italy
during the 14th to 16th
centuries
patronage- financial
support of writers and
artists by cities, groups,
and individuals often to
produce specific works or
works in specific styles
communes- sworn
associations of free men in
Italian cities led by
merchant guilds that
sought political and
economic independence
from local nobles
popolo- disenfranchised
common people in Italian
cities who resented their
exclusion from power
signori- government by
one-man rule in Italian
cities such as Milan; also
refers to these rulers
courts- magnificent
households and palaces
where signori and other
rulers lived, conducted
business, and supported
the arts
Summary I- During the
time of the Renaissance,
I.
Wealth and Power in Renaissance Italy
A. Trade and Prosperity
1. commercial revival occurred led by northern Italian cities
a) Genoa, Milan, and Venice had grown rich
b) Florence prospered in trade and investments
(1) Florentine merchants dominated banking
(2) Remained stable despite challenges like the plague
and King’s debts
2. Prosperity allowed for a higher standard of living for many
people
B. Communes and Republics of Northern Italy
1. Cities set up as communes
a) Merchant guilds maintained the city and regulated
commerce
b) Nobles married the daughters of commercial families and
started businesses
c) Created a powerful oligarchy
2. Unstable politics
a) High requirements for citizenship
(1) Property qualifications, residence, and social
connections
b) Common people resented disenfranchisement and heavy
taxation
c) Popolo used force to take over city governments
(1) Able to set up a republican gov’t in some cities
(2) Merchant oligarchies took back cities
3. Many cities became signori
4. Households transformed into courts
a) Allowed rulers to assert wealth and power
C. City-States and the Balance of Power
1. Competition characterized by intense city loyalty
a) Larger powers controlled smaller city states
(1) Large powers- Venice, Milan, Florence, Papal
States, Naples
b) Competed for territory
2. Many cities ruled by powerful families
Comment [1]: Sorry that my summaries are in
3. Established a balance of power
the wrong place! My computer was being
a) Other city-states banded together when one became too temperamental with Google Docs and this is the
only place I could fit the section summaries
powerful
without messing up the format of the outline
(and freezing my computer). I hope that's okay!
Italy’s economics were in
a fairly stable state,
leading to a commercial
revival. This increase in
commercialism and trade
gave merchants a lot of
power and wealth, leading
them to form merchant
oligarchies. Those cities
without oligarchies were
ruled by signori or
powerful families such as
the Medici in Florence.
With all of these different
powers, the various citystates banded together to
create a balance of power
and the foundations for
modern diplomacy, like
ambassadors. This
division, however, gave
the French a chance to
invade and power shifted
to Savonarola, who
created a strict moral
code. The Medici
eventually returned,
shifting the power yet
again in Italy.
humanism- a program of
study designed by Italians
that emphasized the
critical study of Latin and
Greek literature with the
goal of understanding
human nature
virtù- the quality of being
able to shape the world
according to one’s own
will
II.
b) Gave way to modern diplomacy
(1) Embassies with a resident ambassador
4. Invasion leads to new leadership
a) Divided power gave France a chance to invade
b) Girolamo Savonarola attacked Italian leadership
(1) Medici kicked out
c) radically changed the culture to be stricter
5. Savonarola excommunicated and Medici return
Intellectual Change
A. Humanism
1. began by Francesco Petrarch
a) thought that Rome had achieved cultural perfection and
should be studied
b) new education known as humanism
2. studied Roman author Cicero
a) thought Cicero’s death corresponded to the decline of
Rome
3. divided time
a) classified history into ancient, medieval, and modern
(1) classified by Leonardo Bruni
4. became interested in Greek philosophy
a) Platonic Academy
(1) Scholar Marsilio Ficino taught Plato’s ideas
5. combined Christian and Platonic ideas
a) Giovanni Pico della Mirandola believed in the divinity of
man
b) influential and brilliant people had virtù
(1) artists and renaissance thinkers believed they had
virtù
6. the best way to learn something was to look at its ideal form
B. Education
1. recommended a study of the classics
a) said that education would benefit the public
2. humanist schools
a) taught grammar, rhetoric, Roman history, political
philosophy, Greek, Greek literature and philosophy
3. disagreed about education for women
a) many valued exposing women to moral education
b) questioned if it was proper for women
(1) thought women belonged at home
Christian humanistsnorthern humanists who
interpreted Italian ideas
about and attitudes toward
classical antiquity and
humanism in terms of
their own religious
traditions
Summary II- Along with
the Renaissance came a
rebirth of classical
knowledge. This came to
be known as humanism.
Humanists spread new
ideas about culture and
education in classical
subjects like rhetoric and
philosophy. They also had
new opinions on their
leaders, which translated
to the ideas of civic
humanism and The Prince
by Machiavelli. Christians
combined their ideas to
create Christian
humanism. All of these
ideas and more were more
easily spread with the
invention of the printing
press.
III.
c) women argued for their own education
4. Baldassare Castiglione’s The Courtier
a) book influencing the idea of the perfect courtier
b) required to be educated, skilled, and eloquent
c) also applied to court ladies
C. Political Thought
1. Civic humanism
a) the belief that educated men should be active in politics
b) ideal leader portrayed by their own leaders or leaders in
ancient history and philosophy
2. Niccolò Machiavelli
a) involved in gov’t until he was removed by Medici
b) The Prince
(1) the function of a ruler is to preserve order and
security
(2) better to be feared than loved, but avoid being
hated
(3) the ends justify the means
D. Christian Humanism
1. combined the best elements of classical and christian cultures
2. reflected in Thomas Moore’s Utopia
a) education, intellectual activities, end to poverty and
hunger, beneficent government
3. Desiderius Erasmus
a) education in the Bible is the key to reform
b) emphasis on inner spirituality and personal morality
E. The Printed Word
1. Johann Gutenberg invented the printing press in Germany in the
1440s
2. increase in literacy lead to a greater demand for books
3. identical books allowed people to discuss common ideas
4. print shops became gathering places
5. Governments/ church leaders tried to censor books
6. increased literacy
a) shortened the gap between written and spoken culture
Art and the Artist
A. Patronage and Power
1. demonstrated power by commissioning artwork
2. involvement of the patron varied
a) some commissioned a broad subject
Summary III- Patrons
began to commission
more and more art to
demonstrate their own
power. Artistic styles were
changing and leaning
more towards realism,
with less biblical scenes
being shown. Excluding
women, male artists were
being recognized for their
individual talents. The
genius of art was being
seen, although only from
artists with a noble
background. Art was a
huge part of the changing
culture.
debate about womendebate among writers and
IV.
b) some oversaw the entire project and gave criticism
3. demonstrated changing patterns of consumptions
a) evolution from military goods to artworks
B. Changing Artistic Styles
1. religious themes remained popular
a) patron often portrayed in the scene
2. change to individual portraits
a) given a more realistic appearance
3. revolutionary concepts
a) realism
b) linear perspective
c) revived classical human figure
4. center of culture shifted from Florence to Rome
a) Venice was also an artistic center
C. The Renaissance Artist
1. recognized the artists’ special talents
a) saw art as a unique and deliberate creation
2. seen as geniuses
a) still followed the guidelines of a patron
b) were well trained in their craft
(1) Raphael, Botticelli, and Michelangelo had
workshops for young artists
3. all artists were male
a) art made by women was only minor
b) women could not learn certain techniques
4. most artists came from noble backgrounds
Social Hierarchies
A. Race and Slavery
1. “race” represented ethnic, national, and religious groups
2. Africans were enslaved throughout Europe
a) seen as spoils of war
b) unstable African economy and politics
c) represented 3% of the Portuguese population
3. great demand for African servants
a) secured despite threats of excommunication
b) represented wealth and the exotic
4. had no knowledge of Africa or its culture
B. Wealth and Nobility
1. hierarchy of wealth allowed people to rise and fall
2. nobility was still a higher status
thinkers in the
Renaissance about
women’s qualities and
proper role in society
Summary IV- In
Renaissance culture, there
was a certain social
hierarchy in place. In
Portugal and elsewhere in
northern Europe, black
Africans were enslaved as
servants for the
Europeans. There was a
great demand for them,
fueled by a desire for the
exotic and a tumultuous
African political state.
Between Europeans, the
distinctions were less
obvious. Though there
were many wealthy
merchants, nobles were
still a higher social status.
The distinction between
men and women,
however, was seen as the
most natural, with men
being dominant over
women. This was the
common social order.
New Christians- a term
for Jews and Muslims in
the Iberian Peninsula who
accepted Christianity; in
many cases they included
Christians whose families
had converted centuries
earlier
Summary V- After the
Hundred Years’ War, both
England and France were
left weak. Both countries
attempted to strengthen
their monarchies. France
V.
a) wealthy merchants bought or married into nobility
3. honor was reflected in status
C. Gender Roles
1. Debate about women
a) misogynists denounced women as devious
b) other authors defended women’s loyalty
c) questioned why women were in a secondary position
d) debate about female rulers
(1) which was the stronger determinant of social role,
gender or rank?
2. social expectations determined actions
a) married men were more involved in politics
b) women were seen as “married or to be married”
(1) their work was not as valuable as men’s
3. men were dominant to women
a) regarded as the natural hierarchy
Politics and the State in Western Europe
A. France
1. left depopulated and weak after the Hundred Years’ War
a) ruled by Charles VII
2. expelled the English
3. set up the first permanent royal army
a) son Louis XI used army to add territories
4. marriage added even more land
5. Concordat of Bologna
a) pope’s right to receive first year’s income of new bishops
in exchange for French ruler’s right to select
bishops/abbots
B. England
1. aristocracy dominated the government
a) Wars of the Roses
(1) civil war for control of the crown
(2) hurt agriculture, trade, and industry
b) authority of the monarchy diminished
2. Edward IV began to rebuild the monarchy
a) Edward IV, Richard III, and Henry VII worked to
establish order
b) ruthless and efficient
3. foreign policy of diplomacy
a) little reliance on parliament and thus nobles
did so by creating a royal
army and adding to its
territories, expelling the
English. England was
under control of the
nobles, and Henry VII
worked to change that. He
left England a united and
diplomatic country. Spain,
however, was not united.
The one thing that brought
the Spanish people
together was their distrust
of the Jewish. Ferdinand
and Isabella set up their
own Inquisition, creating
New Christians.
4. power centered in the royal council
a) conducted international negotiations
b) secured recognition
c) consisted of small landowners and urban residents
C. Spain
1. consisted of many independent kingdoms
2. Ferdinand and Isabella had some authority
a) excluded nobles
b) est. a national church
c) expanded their territories
3. resented Jewish influence
a) killed or forced jews to convert
b) New Christians
c) conducted their own inquisition
Questions:
1. How did politics and economics shape the Renaissance?
During the time of the Renaissance, the economic state of Italy was fairly stable, which
meant that most people enjoyed a higher standard of living, increasing the capacity for art and
culture. There was a large commercial revival, which lead to the formation of merchant
oligarchies that controlled the politics of their particular city. Where oligarchies did not rule,
cities were ruled by signori, or even powerful families such as the Medici family. This political
format greatly influenced the Renaissance because of the culture that people like the Medici
fostered and the magnificent courts that the signori built. Even modern practices have stemmed
from that time, such as the embassies the various city-states set up to ensure a balance of power.
The various political and economic rivalries and shifting power was a large part of the
Renaissance.
2. What new ideas were associated with the Renaissance?
The Renaissance was a birth of new ideas and culture. With it, came a revival of classical
ways of thinking, known today as humanism. Humanists studied old Greek and Roman ideas to
shed new light on the ways of the world, such as their ideas about the divinity of man and virtù.
The humanists were some of the world’s greatest minds and set new standards for education and
thought. With these new standards came the idea of the perfect courtier, presented by
Castiglione. This man, or woman, reflected the importance of education in the classicsliterature, philosophy, history, rhetoric, and other valuable subjects. Along with the idea of the
perfect courtier came ideas of the perfect ruler. Humanists took inspiration from leaders past and
present to cultivate the idea of how the perfect ruler would behave. More traditional thinkers
married the ideas of humanism to those presented in Christianity, and they became Christian
humanists. All of these ideas were able to be more widely spread with the invention of the
printing press in the 1440s by Johann Gutenberg.
3. How did art reflect new Renaissance ideals?
As a way of demonstrating their power, important figures known as patrons
commissioned many magnificent artworks from various artists. This art demonstrated more
contemporary ideas, with a focus on the realism of the human figure. Though biblical scenes
were still common, artists took more liberty with their design choices, and portraits became
common. Artists used new revolutionary techniques like perspective to create lifelike paintings.
The artists was finally seen as a person of immense talent, and his genius was recognized.
Women, however, were still not appreciated for their talent.
4. What were the key social hierarchies in Renaissance Europe?
Race, though it did not mean the same thing as it does today, had an impact in the social
order of Renaissance Europe. Many Africans were enslaved, especially in Portugal. In northern
Europe, African servants were seen as exotic entertainment for the wealthy. This was common
with more and more wealthy merchants emerging. Nobility was still highly regarded though, this
was the highest class distinction. The most “natural” hierarchy emerged in the relationship
between men and women. Women were seen as devious and naturally subordinate, while men
were the dominant heads of the house. These distinctions guided Renaissance society.
5. How did nation-states develop in this period?
Though France was left damaged after the Hundred Year’s War, King Charles VII
worked to strengthen the monarchy and unite France under the crown. His successors also tried
to do the same, forming France into a united nation-state. England was similar. Edward IV and
Henry VII worked to eradicate the power of the nobles and give more control to the monarchy.
They succeeded, and Henry VII left England a stable and peaceful nation-state. Spain, however,
was not united, but made of several smaller kingdoms. Ferdinand and Isabella did exercise some
of their power as monarchs though, and brought the Spanish together in their common distrust of
Jews. Through their own Inquisition, Ferdinand and Isabella worked to unfairly eradicate the
Jewish population. Each nation-state had its own focus at the time.
Comment [2]: Great Job!