Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Renaissance philosophy wikipedia , lookup
Renaissance in Scotland wikipedia , lookup
French Renaissance literature wikipedia , lookup
Renaissance architecture wikipedia , lookup
Renaissance Revival architecture wikipedia , lookup
Renaissance music wikipedia , lookup
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