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Welcome Back!
 Bell ringer…
 Agenda and Objective:
Through notes and
discussion students with
define the Renaissance
and identify differences
between the Renaissance
and M.A.
 Review…Why the
“Dark Ages?”
(Six Causes)
 FRIDAY’S QUIZ:
Review “Prelude to
the Modern World.”
article
Review…Why the “Dark Ages?”
(Six Causes)
(1) Great Famine (1315-1322)
From the Apocalypse in a
Biblia Pauperum illuminated
at Erfurt around the time
of the Great Famine.
Death sits astride a lion
whose long tail ends in a
ball of flame (Hell).
Famine points to her
hungry mouth.
(2) Black Death (1348)
Boccaccio in The Decameron:
The victims ate lunch with their friends and
dinner with their ancestors.
(3) Hundred Years’ War (ca 1337-1453)
ENGLAND VS. FRANCE
Battle of Sluys (1340). Illustration from a manuscript of Froissart’s
Chronicles.
(4) Church in Decline
(5) Fur collar crime
 Nobles attack rich and poor to raise money
(6) Peasant Revolts
Jacquerie (1358)
 Causes:
 Long-term socioeconomic
grievances
 100 Years War – taxation
 Result: Crushed by
nobility
English Peasants’ Revolt (1381)
 Causes:
 Long-term socioeconomic
grievances (Statute of
Laborers freezes wages)
 Urging by preachers
 100 Years War – French raids
 Head tax on adult males
 Result: Crushed by Richard
II but serfdom disappeared
by 1550
Society
Life went on even in the face of
calamity.
What did 14th c. society look like?
Marriage & Family
 Arranged
 Based on economics (vs. ♥)
 Age: men in mid-late 20s, women
<20
 Children = objects of affection
 No divorce (annulments in rare
cases)
Prostitution
 Legal & regulated
 Not respected
 Urban
Life in the Parish
 Work
 Recreation
 Rural: farming
 Aristocracy: tournaments
 Urban: craft guilds – hard to
 Commoners: archery,
enter (more open postplague)
 Women “inferior”  limited
opportunities
wrestling, alcohol
 Both: “blood sports,”
executions
 Religion
 Central to life
  lay control over parish
affairs
Race & Ethnicity on the Frontiers
 Migration of peoples to frontier regions
 “race”/“ethnicity” = used to mean language, customs,
laws (vs. blood)
 Legal dualism: natives subject to local laws & newcomers
subject to laws of former homeland
 As time passed, moved away from legal dualism toward
homogeneity & emphasis on blood descent
Vernacular Literature
 Dante, Divine Commedy


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(Italy)
Chaucer, Canterbury Tales
(England)
Villon, Lais & Grand
Testament (France)
Christine de Pisan, The
City of Ladies, etc.
(France)
 lay literacy – due to
needs of commerce &
gov’t.
Dante
Christine de Pisan presenting her
book to the Queen of France
14th – 16th
Century
(1350-1600)
1. What does the term Renaissance mean?
2. Why did it begin in Italy?
3. How was the Renaissance manifested in politics,
government, and social organization
4. What were the intellectual and artistic hallmarks of the
Renaissance?
5. Did the Renaissance involve shifts in religious attitudes?
6. What developments occurred in the evolution of the
Nation-State?
First things first
What do you think the term
Renaissance means?
Departure from the Middle Ages
“rebirth” – revival of classical learning,
character, and life
Beginning of the Modern Era
Changes in Art, Architecture, Literature,
Science, Technology, Politics, Religion
TWO FLAVORS – ITALIAN, NORTHERN
The Birth of the Modern World
what events mark the birth of the Modern World
1.
2.
3.
4.
5.
6.
the Renaissance
the rise of the nation state
discovery of the New World
widespread use of the printing press
the Reformation
the Scientific Revolution
these are the topics we’ll deal with over
the next month
Vitruvian Man
 drawn by Leonardo in 1487
 it has become an iconic
symbol
 what does it represent?
Welcome Back!
 Bell Ringer: Define the
Renaissance. What are some
events that marked the birth
of the Modern World?
 Agenda and Objective:
Through notes and class
discussion, students will
identify characteristics of the
Italian Renaissance, why it
started in Italy, and how
Florence became the most
influence city during the Italian
Renaissance.
French “rebirth”
Intellectual and cultural transformation of Europe
Giorgio Visari (1511-1574) – Lives of the Most Excellent
Italian Architects, Painter, Sculptors (1550) – rinascita –
Italian “rebirth”
Jacob Burckhardt The Civilization of the Renaissance of
Italy (1860)
Italy, France, Spain, Low Countries, central Europe
Geographically – Florence
“birthplace” Italy
Emphasis on the individual
New World View
Moral and personal gradual
shift from religion
Italian Renaissance Basics
The Italian Peninsula: location at geographic center of the
Mediterranean
•allowed for contact with advanced Arab civilization
•allowed easy access to & inspiration from classical civilizations
(Ancient Greece & Rome)
•ideal for trade between Eastern Mediterranean & Western Europe
Renaissance wealth
•trade (ex. silk, spices, glass, jewelry)
•Politics (oligarchy)
•banking (ex. the Medici family)
•allowed nobles and merchants to enjoy secular lives: comfortable
palaces, grand banquets, patrons of the arts (sculpture, painting,
architecture)
500-1500 C.E.
Battle of Hastings (1066), Magna
Carta (1215)
Charlemagne (r. 768-814)
Guilds, Universities
The Black Death (1347)
The Hundred Years War (1337-1453)
Middle Ages – Dominated by
Agriculture and The Church
Dance of Death (1493)
During the Middle Ages or socalled “Dark Ages” only
civilizing agent remained
The Roman Catholic Church
Latin predominant language –
literate mostly clergy
Most people saw themselves
as part of a larger community
Little “self-awareness”
Largely spiritual
Northern Italy – market economy – banking, wool trade
Crusades (1095-?) new wealth and ideas
Enlarged merchant class, literate and with leisure
No single controlling authority in Italy
“Economic growth laid the material basis for the Italian
Renaissance” - McKay
Glory of the rich and powerful (CHURCH?)
Patronize the Arts
Geographical position –
crossroads of trade
Commercial competition b/w
city-states
Venice, Genoa, Milan
Powerful merchants controlled
politics
Medici Family
Politically unstable
Review!
 List two characteristics that defined a break between the
Middle Ages and the Renaissance
 List two reasons was Italy became the center of the
Renaissance
Politics of the Renaissance
(Pages 409-412,415)
Politics and the Rise of the City States
 Competition among city-
 The political disunity of the
states meant that Italy did not
unify politically
 In effect, an early balance-ofpower pattern emerged where
weaker states would ally with
other states to prevent a single
state from dominating the
peninsula
Italian city-states led to their
downfall in the late-15th and
early 16th centuries when
French and Spanish armies
invaded Italy.
 Condottieri: mercenary
generals of private armies
hired by cities for military
purposes
Welcome Back!
 Bell Ringer: Review for Quiz!
 Agenda and Objective:
Through notes and discussion,
students will identify the
causes for the rise and fall of
the Italian city states during
the Renaissance.
Communes – merchants guilds
northern Italian cities
Republics – power reside with people –
popolo – (middle class) excluded from
gov’t rose up to overthrow city gov’t and
establish republics (or façade?)
*Oligarchs - ruled by an elite wealthy
few – merchant aristocracies
Signori – one man ruled
Rise of the Italian City-States
 Northern Italian cities
developed international trade:
Genoa, Venice, Milan
 Signori (despots) or oligarchies
(rule of merchant aristocracies)
controlled much of Italy by 1300
 Commenda: Contract between
merchant and merchantadventurer who agreed to take
goods to distant locations and
return with the proceeds
 As a result, Italy became more
urban: more towns and cities
with significant populations
than anywhere else in Europe
at this
Capital of Tuscany
Republic
Guilds – Goldsmiths,
Lawyers, Merchants
(wool & silk), Poets
Il Dumo
100 years dome remained
unfinished
The City States
 Republic of Florence (included
 Cosimo de’ Medici (1389-
Republic of Genoa)
 Center of the Renaissance
during the 14th and 15th
centuries.
 Dominated by the Medici
family
1464): allied with other
powerful families of Florence
and became unofficial ruler of
the republic
 Most powerful of the Medici
rulers
 Lorenzo de’ Medici (the
“Magnificent”) (1449- 92):
significant patron of the arts
(son of Cosimo)
Status and power – not thru warfare,
marriage, or inheritance
COMMERCE – Wool Industry, “God’s
Banker” – Papal Banking
Giovanni de Medici (1360-1429) – Founder
Cosimo de Medici (r. 1434-1464) – “The
Elder”
Lorenzo de Medici ( r. 1469-1492) – “The
Magnificent”
Pope Leo X (1513-1521), Pope Clement VII
(1523-1534)
Communes – merchants guilds
northern Italian cities
Republics – power reside with people –
popolo – (middle class) excluded from
gov’t rose up to overthrow city gov’t and
establish republics (or façade?)
Oligarchs - ruled by an elite wealthy
few – merchant aristocracies
Signori – one man ruled
Bell Ringer Review!
 What was the most powerful city state in Italy?
 Give one example of how these city states were run (type of
government)
 Who was considered the most powerful family during the
Renaissance?
Objective…
ARCHITECTURE
Brunelleschi’s Duomo
Uffizi Gallery
Palazzo Medici
ART
Donatello’s David
Michelangelo's David, The
Last Judgment
Botticelli’s Birth of Venus
Basilica of San Lorenzo
“Chapel of
Princes”
Medici Tomb
Michelangelo
“New Sacristy” (1520)
Duchy of Milan
 The peace was, in part, a
 ruled by Sforza family after 1450
 was a major enemy of Venice
and Florence until the Peace of
Lodi (1454) created a relative 40year period of peace in northern
Italy
response to concerns over the
Ottoman conquest of
Constantinople a year earlier.
 Created a stable balance of
power for a time
The Rest…
 Rome, the Papal States: popes
served both as religious and
political leaders; controlled
much of central Italy
 Venice, Venetian Republic Longest lasting of the Italian
states (did not succumb to
foreign powers until Napoleon
conquered it in the early 1800s)
 Greatest maritime power in Italy
and one of the world‘s great
naval and trading powers during
the 14th and 15th centuries.
 Naples, Kingdom of the Two
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Sicilies
Included southern Italian region
of Naples and the island of Sicily
Only Italian city-state to
officially have a king
Controlled by France between
1266-1435
Controlled by Spain after 1435
Philosophy of The Renaissance
(Pages 412-421)
Today’s Objective:
To understand the components of
Humanism and its impact on the
politics of the Renaissance
Activity!
 identify positions that call for leadership—from leader of a
service organization to leader of a country
 what are skills that leaders should have?
 What skills, traits, or powers that a leader should have to
get ahead or get things done?
Welcome Back!
 Bell Ringer…
 Compare your answers and
Venn Diagram with your
neighbor regarding The Prince
 Agenda and Objective: 1. By
reviewing the Prince, students
will identify Machiavelli’s
qualities of a good leader.
 2. Through notes and Art
discussion, students will be able
to define Humanism and its
impact of the Renaissance as
well as important Humanistic
artists.
Niccolò Machiavelli (1469-1527)
 The Prince (1513)
 Rulers had to be practical and
 The quintessential political
cunning, in addition to being
aggressive and ruthless
 Sack of Rome in 1527 by
armies of Holy Roman
Emperor Charles V (who was
also king of Spain) symbolized
the end of the Renaissance in
Italy
treatise of the 16th century
 Observed the political
leadership of Cesare Borgia
(son of Pope Alexander VI) who
had ambitions of uniting Italy
under his control
 Stated that politically, ―the
ends justifies the means
The Prince
 Create a Venn diagram that shows the following:
 In the overlapping area, what both you and Machiavelli
think of as essential traits, skills, or powers of a leader of a
nation
 On the left, what you look for in a leader of a nation but
Machiavelli doesn't
 On the right, what Machiavelli wants in a leader of a nation
but you don’t.
The Prince!
Chapter 17
 Should a leader be loved or feared in ruling over the people?
 Which type would be more successful? Why?
Chapter 18
 What makes a good leader?
 Is being honest a good policy in the realm of politics? Why/why
not?
Decline of City States
 French invasions began in 1494
(―First Italian War)
 This was the beginning of
foreign invasions throughout
the Italian peninsula.
 Florence -When Florence
attempted to appease France
during its invasion in 1494, it
led to the overthrow of the
Medici family.
 Girolamo Savonarola became
the unofficial leader of
Florence between 1494 and
1498.
Dominican Friar
earlier predicted the French invasions
due to paganism and moral decay in
the Italian city-states
became a puppet of the Frenchimprisoned and then burned at the
stake.
Savonarola: Reflections On
 “Florence was surprised to discover that the swarthy preacher [Savonarola]
who a decade before had chilled them with argument, could now awe them
with apocalyptic fantasies, thrill them with vivid descriptions of the paganism,
corruption, and immorality of their neighbor, lift up their souls to repentance
and hope, and renew in them the full intensity of the faith that had inspired
and terrified their youth:
 Ye women, who glory in your ornaments, your hair, your hands, I tell you you
are all ugly. Would you see true beauty? Look at the pious man or woman in
whom spirit dominates matter; watch him when he prays, when a ray of the
divine beauty glows upon him when his prayer is ended; you will see the beauty
of God shining in his face, you will behold it as it were the face of an angel.
 ....The literature and art, said Savonarola, are pagan; the humanists merely
pretend to be Christians; those ancient authors whom they so sedulously
exhume and edit and praise are strangers to Christ and the Christian virtues,
and their art is an idolatry of heathen gods, or a shameless display of naked
women and men AP European History •”


The Italian Renaissance • J.F. Walters & G.W.Whitton
Source: The Story of Civilization: The Reformation, Will Durant (New York: Simon & Schuster, 1957), pp. 145-46.
Humanism
Humanism
 Based on secularism and individualism
 based on the classics, the literary works of ancient
Greece and Rome.
 studied the subjects that are now known as the
humanities—for example, poetry, philosophy, and
history.
 Virtú: ―the quality of being a man; idea of excelling in all
of one‘s pursuits
Renaissance Man – the gentleman has
the ability to do many things well:
academically, socially, politically,
culturally
Thus, a gentleman should develop
every aspect of his personality
Free, Intelligent, trusting in his ideas
Humanism Through ART and
Literature
Western Europe – rise of monarchial
states – Spain, France, England
Central Europe – Florence,
Switzerland, Venice – self-rule
republics
Eastern Europe – Holy Roman Empire
(HRE), Poland-Lithuania, Ottoman
Empire
Map – Lynn Hunt
Welcome back! Bell Ringer
 With a partner, go over
your reading questions
 Agenda- review northern
renaissance thought in
literature and art
 Objectives- Understand
the differences between
Italian and Northern
Renaissance Humanists
Welcome Back!
 Bell Ringer: Compare with your
neighbor your list of positions
of power, and the
characteristics of power people
(leaders)
 For Tuesday: Come prepared to
discuss Renaissance
Humanism
 Agenda and Objective:
Through a reading activity,
students will able to
understand Renaissance
Politics as well as identify
Point of View (P.O.V)
Welcome Back! Bell Ringer- Quiz!
 1. Define Humanism
 2. What is “Virtu?”
 3. Humanism promoted what two concepts?
 4. What does it mean to be a Renaissance Man?
 5. What are the characteristics of Christian Humanism?
 Today’s Agenda and Objective: Through notes and readings
students will be able to define Humanism and its impact of the
Renaissance as well as important Humanistic authors
Renaissance Humanism: New Conception of
Life
secularism: valued life on earth
•there was more to life than trying to achieve salvation (heaven)
•wealth was to be enjoyed
•stressed an active life
•civic responsibilities important
•looked to classical Europe (Greece & Rome) for models, inspiration &
heroes
promoted individualism
•optimistic about the range of human powers
• stressed importance of individual attainments
•argued that humans were the shaper of their own destiny
• religion was still incredibly important but religion was interpreted more
humanistically (“the humanization of the divine”)
Northern Renaissance
 Christian Humanism:
 Emphasis on early Church writings that provided answers
on how to improve society and reform the Church
Christian Humanism
(Northern Renaissance)
 Emphasis on early Church
writings that provided
answers on how to
improve society and
reform the Church
 Less emphasis on pagan
works from ancient Greece
and Rome
 Drew on Hebrew and Greek
texts of the Bible and the
writings of the Church
Fathers.
 Emphasized education and
power of human intellect to
bring about institutional
change and moral
improvement.
 Writings led to criticism of
the church thus leading to
the Reformation
Readings on Humanism
 Be ready to discuss
 Answer the questions
 Also, by Monday have
provided (highlight in
text)
 Be ready to discuss with
your group.
(similarities/differences)
section on social classes
and last page of your
graphic organizer
completed.
 Thursday- ART!!!
Welcome Back!
 Bell Ringer
 Review with your
neighbor the three
primary documents and
their relationship to
Humanism.
 Agenda and Objective:
Through notes and
discussion students will 1.
evaluate Humanist writers
2. Identify characteristics
of Renaissance Art.
Some Italian Humanists
 Petrarch (1304-1374)—the
“father of humanism”
 Claimed that the Middle
Ages were the “Dark
Ages”
 perhaps the first to use
critical textual analysis to
ancient texts.
Pico della Mirandola (1463-1494)
 Oration on the Dignity of
Man (1486)
 most famous Renaissance
work on the nature of
humankind.
 Humans were created by
God and therefore given
tremendous potential for
greatness, and even union
with God if they desired it.
Baldassare Castiglione (14781529)
 The Book of the Courtier
 Described the ideal of a
(1528)
 Perhaps most important
work on Renaissance
education
 Specified qualities
necessary to be a true
gentleman
“Renaissance man”
 virtú
Writers
 Erasmus (1466-1536)
 Most famous and
celebrated of all northern
humanists
 In Praise of Folly (1513)
 Criticized immorality and
hypocrisy of Church
leaders and the clergy.
 The book inspired
renewed calls for reform,
and influenced Martin
Luther.
Thomas More (1478-1536)
 Utopia (1516)
 Mixes civic humanism with
religious ideals to describe
a perfect (utopian) society
located on an imaginary
island
 More sees the
accumulation of property
as a root cause for
society’s ills; a few have
it—most don’t
Miguel de Cervantes (1547-1616)
 Don Quixote (1605-15
 Among the greatest
pieces of Spanish
literature
 Critical of excessive
religious idealism and
chivalric romance
François Rabelais (1494-1553)
 secular writings portrayed
his confidence in human
nature and reflected
Renaissance tastes
 Gargantua and Pantagruel
(1532-1542)
 A folk epic and comic
masterpiece that satirized
French society.
 Attacked clerical education
and monastic orders;
championed secular learning
William Shakespeare (1564-1616)
 Greatest of the English
Renaissance authors
 works reflected the
Renaissance ideas of
classical Greek and Roman
culture, individualism and
humanism
 Wrote comedies,
tragedies, histories and
sonnets
Bell Ringer!
 Compare and contrast one
Italian and Northern
Renaissance writer
 Objectives- finish Northern
Renaissance, Review how
Renaissance thought impacted
the State
 For Thursday- Social Classes
and review!
Northern
Renaissance Art
mannerism
 Spain: El Greco (1541-1614)
 Reaction against the
Renaissance ideals of balance,
symmetry, simplicity and
realistic use of color
 High Renaissance had taken art
to perfection; there was little
that could be done to improve it;
thus, mannerists rebelled
against it
 Works often used unnatural
colors while shapes were
elongated or otherwise
exaggerated
Flemish style
 Heavily influenced by the Italian Renaissance
 More detail throughout paintings (especially the
background) than the Italian Renaissance
 Use of oil paints (in contrast to Italian Renaissance that
used tempera)
 More emotional than the Italian style
 Works often preoccupied with death
Jan Van Eyck (c. 1339- c. 1441)
 Most famous and innovative
Flemish painter of the 15th
century
 Perfected oil painting
 Naturalistic wood panel
paintings used much religious
symbolism.
 Arnolfini and his Wife (1434) is
perhaps his most famous
work.
Bosch (c. 1450-1516)
 Master of symbolism and
fantasy
 His art often looks surrealistic
(like Dali of the 20thcentury) and
focused often on death and the
torments of Hell.
 Works reflect confusion and
anguish that people felt in the
Later Middle Ages
 Death and the Miser (c. 1490)
Garden of Earthly Delights
Germans
 Albrecht Dürer (1471-1528)
 Foremost northern
Renaissance artist.
 First northerner artist to
master Italian Renaissance
techniques of proportion,
perspective
Hans Holbein the Younger (1497-1543)
 Premier portrait artist of his
era: painted Erasmus, More,
numerous portraits of King
Henry VIII and also his family
members
 The Ambassadors (1533)
encompasses some of the
major themes of the era:
exploration, religious discord,
preoccupation with death and
the rising tide of international
relations in an age of
expansion
Bell Ringer
 In your group, Discuss 1, the
effects of the Renaissance on
social classes and 2. the
formation of nation states
during this time.
 Agenda/objective- Through
group discussion, students will
analyze the impact of the
Renaissance on social classes
as well as the rise of the Nation
state.
Welcome Back! Bell Ringer:
 With your index card…. On each side…
 1. Evaluate the impact of the Renaissance on specific
social classes.
 2. Evaluate the importance of the formation of nation
states during this time.
Agenda/objective Through group discussion, students will analyze the
impact of the Renaissance on social classes as well as the
rise of the Nation state.
 MC TEST TOMORROW!!!
Social Relationships during the
Renaissance
Race
 Group by blood (i.e. Jews) and
 Were seen as a source of
tradition, language, and
customs.
 By the 1400s, black Africans
entered Europe through the
Portuguese slave trade.
 Many began to intermingle
and intermarry with white
Europeans (i.e. Iberian
peninsula)
domestic servitude, manual
labor, as well as
entertainment.
 European attitudes seem
ambivalent.
Class
 Medieval period- organized in
 Many moved into the nobility
to orders/estates
 Difference in rights between
noble and commoner.
 By 14th century came the
development of hierarchy of
wealth.
class.
 Created sumptuary laws.
Peasants and Townspeople
 Peasants
 Peasants: 85 – 90 percent of population
 Decline of manorial system and serfdom
 Urban Society
 Patricians
 shopkeepers, artisans, guildmasters, and guildsmen
 The poor and unemployed
Social Norms in Renaissance Italy
 Fundamentally divided: First, Second, and Third Estates
 Valued duty and service to the state
 Families: Patriarchal, patria potesta head of the fam.
 sons had to be liberated in their 20s or 30s
 Daughters were married off as early as their midteens,
arranged for financial benefit
 Slavery: 10% of Italian pop. in 1400 was slaves. Mostly
domestic servants. Declined in the 15th C.
Gender
 Wealthy women
 Querelles des Femmes (“The
Problem of Women”): A new
debate emerged over the proper
role of women in society
(starting with Christine de Pisan
in the 14th century); the debate
continued for six hundred years.
 Women enjoyed increased
access to education; However,
lost some status compared to
women in the Middle Ages
 women functioned now as
“ornaments” to their middleclass or upper-class husbands
education and culture
 Women were to make


1.
2.
themselves pleasing to the man
(Castiglione)- only applied to the
upper classes
Sexual double-standard: women
were to remain chaste until
marriage; men were permitted
to “sow their wild oats.”
Important Renaissance
noblewomen at court:
Christine de Pisan
Isabella d’Este
Isabella d’ Este
 well educated woman from

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
noble Italian family
skilled musician (espoused ideas
of Castiglione’s Book of the
Courtier )
known as the “The First Lady
of the Renaissance”
collector of Roman art & coins
many new buildings and
sculptures were commissioned
by her
Christine de Pisan
 The City of Ladies (1405);
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The Book of Three Virtues
Chronicle of
accomplishments of great
women of history.
Renaissance woman’s
survival manual.
Perhaps Europe’s first
feminist
Extremely well-educated
in France.
Politics and the State
 Consolidated power and created
the foundation for Europe’s first
modern nation-states in France,
England and Spain.
 Reduced the power of the
nobility through taxation,
confiscation of lands (from
uncooperative nobles), and the
hiring of mercenary armies or
the creation of standing armies
 Reduced the political power of
the clergy
 Created more efficient
bureaucracies
France
 Political and economic
recovery began after the
Hundred Years’ War.
 Louis XI “Spider King” (r.
1461-83)
 Francis I (r. 1515-1547):
 Condordat of Bologna
(1516): The king of France
now had power to appoint
bishops to the Gallican
(French) Church.
England:
 Henry VII (r. 1489-1509):
 Nobles were tried without a
 Reduced the influence of
jury, could not confront
witnesses, and were often
tortured
 Nobles were not allowed to
have private armies with
their own insignias
the nobility, in part,
through the Star Chamber
(secret trials)
Spain
 Marriage of Ferdinand of
 hermandades: alliances of
Aragon (r. 1478-1516) &
Isabella of Castile (r. 14741504): unified Spain
 1492, Reconquista
cities to oppose nobles,
helped bring cities in line
with royal authority
 Spanish Inquisition
 conversos: Jews who
had converted to Christianity
but were now suspected of
backsliding into Judaism
Weakening of Church Authority
Modern frame of mind emerges
Revival of Classical style, ideas, text
Improved technology – Printing
Use of vernacular
Increasing self-awareness – “know thyself
Continued subordination of women
Life in the present can be improved, not just in the
hereafter
Greater interest in science, exploring unknown
Awesome ART!