Download reading section 27.4

APRIL 8, 2014
The Beginning of the Renaissance
Homework:
Answer 29.3 - # 1-2
Answer 29.4 - # 1-2
APRIL 8, 2014
 I will get ready for the 4th Unit of study with new
partners and vocabulary.
 I can examine and analyze thematic maps to learn
about the physical geography of Europe and how it
influenced the Renaissance.
 I can analyze the art work of three time periods and
distinguish the features of all three just like a true
master of the arts.
1. Locate: Venice, Florence, Milan, Madrid, Paris, London,
Worms, Wittenberg
2. Locate: The Holy Roman Empire – Shade in Green
3. Locate: Papal States – Shade it in Red. Label Rome
4. Locate: Spain, France, England. Shade in different
colors…which is an island nation?
5. Locate: Avignon. In what country is it located?
6. Locate: Elbe River, Rhine River, and Danube River
7. The city-state of Venice is located on what body of water?
8. Based on location, which city in western Europe was most
likely a center of trade with Africa and Asia. Why?
Venice, because it was conveniently located along the coast, between
the rest of Europe and Asia and Africa.
9. Locate: Wittenberg. A major religious movement began here
and spread throughout Europe.
A religious movement may have spread from Wittenberg to Europe
by means of the Rhine River.
10. Given the power of the Church, how might the move to Avignon
affected the relationship between the Church and Papal States?
It may have weakened the power of the Papal States and strained the
relationship between that area and the Church.
10. Given the power of the Church, how might the move to
Avignon affected the relationship between the Church and Italy?
It might also have weakened the control of the Church over the
Italian city-states.
10. Given the power of the Church, how might the move to Avignon
affected the relationship between France and the Church?
The move may have strengthened France.
VOCABULARY
 5 minutes to define all of the “Renaissance Vocabulary” – You will use
these words throughout the Renaissance Unit
1.
2.
3.
4.
5.
6.
7.
Renaissance
Classical Art
City-state
Humanism
Humanities
Individualism
Republic
 Manor Competition – If given a sentence who can figure out the
definition word first
SENTENCE # 1
 When sculpting, I decided to make my
sculptures very realistic looking just like the
Romans used to do. Unfortunately, I am not as
good as the sculptures from that time and broke
off the nose of my sculpture!
SENTENCE # 2
 Mesopotamia was the first civilization to
have all people live together, kind of like we do
today. They had a temple in the center of the
city where lots of people lived (kinds of like
Doylestown) and lots of farm land on the
outside.
SENTENCE # 3
 I believe all of my students, no matter
how much money they have or how cool
their shoes are, can get an A on Thursdays
test because they are all very intelligent and
work hard.
SENTENCE # 4
 When we are in class studying the history of
the ancient world and when you go to English
and recite poetry, such as The Lightening
Brigade.
SENTENCE # 6
 During ancient times, many people with consumed by
the idea of their god/gods ruling their life. They thought
they were to live only for life after death. However, this
idea eventually changed and taught people to enjoy
life…leading to the idea “Life each day as it if were your
last.”
SENTENCE # 5
 We have a government that is picked by the
people. We can question what our government
does at any time without fear of punishment,
for they must answer to us.
YOU ARE NOW PREPARE!
You are now prepared to experience the
culture, innovations, knowledge, and wonder
of the RENAISSANCE!
DRAW A VENN DIAGRAM
B
A
C
1. What interesting details
do you see?
2. What similarities do you
see among these three
pieces of art?
3. What differences do
you see?
4. Which one do you think
is the oldest? Why?
5. Which one do you think
was created most
recently? Why?
Art A
Art B
Art C
READING SECTION 27.2
“RENEWED INTEREST IN THE CLASSICAL WORLD”
READING SECTION 27.2
“RENEWED INTEREST IN THE CLASSICAL WORLD”
READING SECTION 27.2
“EXPLORING THE REBIRTH OF CLASSICAL IDEAS
THROUGH THE ART”
READING SECTION 27.2
“EXPLORING THE REBIRTH OF CLASSICAL IDEAS
THROUGH THE ART”
 Roman Copy of Myron’s Discobolus, Statue, circa 450 B.C.E. This
statue is a Roman copy of a Greek statue that was probably created to
celebrate the achievement of a famous athlete, perhaps his Olympic
victory. Notice how his strong, defined body is carefully arranged into
simple and harmonious shapes. He is neither an ordinary man nor a
god, but he represents an ideal man in Greek society.
READING SECTION 27.2
“EXPLORING THE REBIRTH OF CLASSICAL IDEAS
THROUGH THE ART”
 Narthex Tympanum, Sculpture, 1120 C.E. This sculpture was made
to fit into an arched niche, called a tympanum, over the entrance doors
to a church in France. The figure in the center is Jesus, who is sending
his apostles all over the world to preach. The figures in the scenes
surrounding them, and in the long line across the bottom, are people
around the world waiting for the apostles. Making the figures’ bodies
look realistic was not important to this artist. The artist’s intention was
to tell a story and convey religious meaning.
READING SECTION 27.2
“EXPLORING THE REBIRTH OF CLASSICAL IDEAS
THROUGH THE ART”
 The School of Athens, Raphael, Mural, about 1510 C.E. This mural
was created to decorate an entire wall of a room in the pope’s palace in
Rome. It shows an imaginary gathering of the great thinkers of
ancient Greece in a large, open building. It is arranged to frame the two
most important philosophers, Plato and Aristotle, who stand in the
center. The building recalls the architecture of classical antiquity and
uses perspective to create depth.
NOW, Which one do you think is the oldest? Why?
Art A
Art B
Art C
READING SECTION 27.3
“WHAT DO YOU SEE?”
1. What kinds
of objects do
you see?
2. What are the
people doing?
3. Who do you
think are the
merchants?
4. Who do you
think are the
customers?
READING SECTION 27.3
“THE GROWTH OF TRADE & COMMERCE”
And the Fish Bone
READING SECTION 27.3
“THE GROWTH OF TRADE & COMMERCE”
1. In the 13th century, Mongol conquests made it safe to travel along the
Silk Road. Marco Polo’s travels sparked a greater interest in the East, and
helped encourage the transport of food, art, and luxury goods along the
trade route. “Travels”
READING SECTION 27.3
“THE GROWTH OF TRADE & COMMERCE”
2. An increase in trade led to a new economy. It also
helped craftspeople, merchants, and bankers become
more important in society.
FISH BONE & 27.3
The Growth of Trade
& Commerce
READING SECTION 27.3
“THE GROWTH OF TRADE & COMMERCE”
Ideas for the Fish Bone:
Bankers grew wealthy and could afford to pay for new
buildings and art to beautify their cities. Growing trade
meant that more classical texts, art, and artifacts were
passed along trade routes, sparking interest in classical
culture.
FISH BONE & 27.3
The Growth of Trade
& Commerce
Banker &
Increase trade=
new artifacts from
classics
merchant $$$ - pay
for art & building
READING SECTION 27.4
“ T H E I N F L U E N C E O F I TA L I A N C I T Y - S TA T E S ”
And the Fish Bone
READING SECTION 27.4
“ T H E I N F L U E N C E O F I TA L I A N C I T Y - S TA T E S ”
1. Italian city-states were powerful cities in Renaissance
Italy that ruled the surrounding towns and countryside.
They were independent and were often republics governed
by elected councils. Sometimes, in reality, they were ruled
by rich merchants, guilds, or powerful families.
2. The became powerful because of their central
Mediterranean location, Italian city-states became major
centers of trade and business.
FISH BONE & 27.4
The Growth of Trade
& Commerce
The Influence of
Italian City-States
READING SECTION 27.4
“ T H E I N F L U E N C E O F I TA L I A N C I T Y - S TA T E S ”
Ideas for the Fish Bone:
Their wealth encouraged a growth in art and
learning. Rich families supported the creation
of art, new buildings, and centers of learning,
such as universities and hospitals.
FISH BONE & 27.4
The Growth of Trade
& Commerce
The Influence of
Italian City-States
central location
for trade
Republic – elected
officials = guilds &
merchants
READING SECTION 27.5
“THE GROWTH OF HUMANISM”
READING SECTION 27.4
“ T H E I N F L U E N C E O F I TA L I A N C I T Y - S TA T E S ”
1. Renaissance humanists believed that people could
shape their own lives and achieve great things.
2. Renaissance humanists studied classical art,
architecture, government, history, poetry, and
language.
READING SECTION 27.4
“ T H E I N F L U E N C E O F I TA L I A N C I T Y - S TA T E S ”
3. The Church taught that laws were made by God and
required people to follow its teachings without
question. It also emphasized life after death as
opposed to life on Earth. Renaissance humanists
believed that people should question everything, and
tried to balance religious faith with an active interest
in human existence.
FISH BONE & 27.3
The Growth of Trade
& Commerce
The Influence of
Italian City-States
The Growth of
Humanism
READING SECTION 27.4
“ T H E I N F L U E N C E O F I TA L I A N C I T Y - S TA T E S ”
Ideas for the Fish Bone:
People began to change their ideas about many things,
such as government, social class, and religion. They
tried to improve upon the art, architecture, and ideas of
the classical period, which led to new discoveries, new
ways of studying things, and new inventions in many
areas of life.
FISH BONE & 27.3
The Growth of Trade
& Commerce
new discoveries,
inventions, & ways to study
things –improve art,
architecture & classics
The Influence of
Italian City-States
change idea of gov.,
social class, & religion
The Growth of
Humanism