Download McKay Ch12 Study Guide 11e - District 196 e

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AP EUROPEAN HISTORY
McKay, et. al. 11e, Chapter 13 – Study Guide
The Age of the Renaissance (ce 1350-1550)
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“Human subtlety...will never devise an invention more beautiful, more simple or
more direct than does nature, because in her inventions nothing is lacking, and
nothing is superfluous.” - Leonardo da Vinci
CHAPTER SUMMARY
The Renaissance was an era of intellectual and artistic brilliance unsurpassed in
European history. It is clear that some thinking people in this era, largely a mercantile
elite, saw themselves living in an age more akin to that of the bright and creative
ancient world than that of the recent dark and gloomy Middle Ages. Although many
of the supposedly “new” Renaissance ideas are actually found in the Middle Ages,
scholars generally agree that the Renaissance was characterized by a number of
distinctive ideas about life and humanity—individualism, secularism, humanism,
materialism, and hedonism.
The Renaissance began in Florence, Italy, in the late thirteenth century. It
subsequently spread to the rest of Italy—particularly Rome—and then to northern
Europe, where it developed somewhat differently. The best-known expressions of the
bold new Renaissance spirit can be seen in the painting, sculpture, and architecture
of the period. New attitudes were also found in education, politics, and philosophy; in
Northern Europe new ideas of social reform developed. Although the Renaissance
brought some benefits to the masses of people, such as the printing press, it was
basically an elitist movement. A negative development of the age was deterioration in
the power and position of women in society.
In politics, the Renaissance produced an approach to power and the state that
historians often call “new monarchies.“ The best known and most popular
theoretician of this school was the Florentine Niccolo Machiavelli. Its most able
practitioners were the fifteenth- and sixteenth-century monarchs of France, England,
and Spain. In Italy, the city-state system led to wealthy and independent cities that
were marvelously creative but also vulnerable to invasion and control from the
outside by powerful Spanish and French kings.
Chapter Timeline
--1350
--1400
--1450
--1475
--1500
--1525
--1550
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WEALTH AND POWER IN RENAISSANCE ITALY (13.1)
Before you read:
1. The primary patron of art and architecture of the Florentine Renaissance was the Medici family.
True or False or I don’t know
2.
Italy in the 15th century was not a united country but rather five independent nations with varying forms of
government. True or False or I don’t know
While you read:
1. The term Renaissance is from the French word meaning “rebirth.” Why is this term used to describe this period of
history?
2.
Describe the founding of Florence. How was it established and how did it flourish as a city? What system of
government was established in the city?
3.
The Italian peninsula was engaged in a power struggle during this period of history. Identify the positive and
negative consequences of this division using the chart below:
Positive consequences of political division
Negative consequences of political division
After you read:
1. The Italian popolo
A) established democracies in the Italian city-states.
B) desired government offices and equality of taxation.
C) were never able to influence Italian politics.
D) controlled the wool industry.
2. By 1300, most of the Italian city-states were ruled by either signori or
A) kings.
B) oligarchies.
C) elected assemblies.
D) ecclesiastical princes.
3. The subjugation of the Italian peninsula by outside invaders was
A) the product of the invaders' overwhelming superiority.
B) the result of the economic collapse of Italy.
C) the result of the Italians' failure to coordinate a common defense.
D) the result of a papal invitation to the French king to intervene.
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INTELLECTUAL CHANGE (13.2)
Before you read:
1. The study of Latin classics during the Renaissance became known as the studia humanitates (STOO-dee-uh oomahn-ee-TAH-tayz), usually translated as “liberal studies” or the “liberal arts.” People who advocated the liberal
arts were known as humanists. Humanists believed that a broad and practical knowledge of many subjects was
imperative to better understand human nature and contemplate how to improve society. In today’s world of
‘specialization’, do you think a humanistic approach to learning is relevant? Explain.
While you read:
1. Identify at least two essential humanists from the text and discuss their accomplishments.
2.
How did a humanistic approach to learning and education differ from the training that had been previously offered
at universities?
3.
Machiavelli’s, The Prince puts forth ideas on how a Prince should rule during this time. How would you summarize
this essential work?
4.
In what ways do Christian humanists differ from their Italian counterparts? Identify at least two essential Christian
humanists and discuss their accomplishments.
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Mapping the Past (Map 13.2):
1. What part of Europe had the greatest number of printing presses by 1550? What explains this?
2.
Printing was developed in response to a market for reading materials. Using the map, what geographical features
help explain the spread of these materials? What assumptions can you make about literacy rates as they relate to
geography?
After you read:
1. Italian humanists stressed the
A) study of the classics for what they could reveal about human nature.
B) study of the classics in order to understand the divine nature of God.
C) absolute authority of classical texts.
D) role of the church in the reform of society.
2. Castiglione's manual on gentlemanly conduct
A) suggested that gentlemen cultivate their abilities in a variety of fields, athletics to music to art to mathematics.
B) suggested that early choice of a profession was crucial in becoming a gentleman.
C) asserted that real men need not learn French.
D) insisted that the real gentleman show Christian humility and kindness toward the downtrodden.
3. In terms of gender relations, Renaissance humanists argued that
A) men and women were equals in intellectual pursuits.
B) the status of women had improved since the Middle Ages.
C) men and men alone should act in the public sphere.
D) women should have equal opportunity in marital and extramarital sexual relations.
ART AND THE ARTIST (13.3)
Before you read:
1.
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This Renaissance work by Raphael is titled, The School
of Athens and can be seen in the Vatican apartments.
Think about what you already know about the
characteristics of the Renaissance – how are they
portrayed in this painting?
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While you read:
1. Why did powerful urban groups (merchant guilds) commission great works of architecture and art such as the
dome of the cathedral (il Duomo) in Florence and the incredible bronze doors of the adjacent Baptistery?
2.
How and why did the patronage of art change in the later 15th century?
3.
Citing at least two examples, in what ways did the content and style of art from the Middle Ages change during the
Renaissance?
4.
Why did Vasari offer superlatives to a few “rare men of genius” from the Renaissance? What sets them apart
during this time? Did women gain notoriety as artists to the same degree? Why or why not?
Individuals in Society: Leonardo da Vinci
1. In what ways does the notion of a “genius” and of a “Renaissance man” both support and contradict one another?
Which fits Leonardo better and why?
2.
Has the idea of artistic genius changed since the Renaissance? How?
After you read:
1. Rich individuals sponsored artists and works of art
A) because it was good for business.
B) in order to please God.
C) to glorify themselves and their families.
D) to control unemployment.
2. The leaders of the Catholic church
A) ignored the Renaissance.
B) attempted to crush the secularism of the Renaissance.
C) readily adopted the Renaissance spirit, especially when it came to art.
D) used Renaissance ideals to promote moral reform.
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SOCIAL HIERARCHIES (13.4)
Before you read:
1. Social hierarchies in the Renaissance were built on the orders of the Middle Ages. True or False or I don’t know
2.
Disorder in the proper gender hierarchy was linked with social upheaval and was viewed as threatening.
True or False or I don’t know
While you read:
1. In what ways were Africans valued in Renaissance society? What roles did they play in the economic and social life
of the times?
2.
How was the social hierarchy affected when some merchants became wealthy during this time?
3.
How was woman’s role viewed when compared to men in society at this time? Discuss the reasons for this “social
construction.”
4.
This image, which is also in your text, negatively portrays women and their
role in society. Explain the misogynistic portrayal which is rooted in this
history.
After you read:
1. The European conception of Africans was
A) they could improve the lives of blacks with their Christian values.
B) that blacks were of the same social hierarchy as most Europeans.
C) they had a full understanding of their culture and desire to work.
D) they were only helpful at Renaissance courts.
2. Concerning the “social construction of gender,” the Renaissance
A) refuted the phenomenon; women were considered equal to men.
B) supported the phenomenon; women were considered inferior to men.
C) afforded women a greater opportunities to establish equal roles in society.
D) established new opportunities for women in the political arena.
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POLITICS AND THE STATE IN WESTERN EUROPE ca. 1450-1521 (13.5)
Before you read:
1. After the devastation of the Hundred Years War and the Black Death the French monarchs made decisions which
helped centralize their authority. True or False or I don’t know
2.
In England, the Wars of the Roses in the mid 15th century created prosperity for the people.
True or False or I don’t know
3.
In Spain, Ferdinand and Isabella expelled the Jews from Spain while many Muslims were forcibly baptized as
Christians. True or False or I don’t know
While you read:
1. What were the obstacles to royal authority faced by the kings of France in the fifteenth century? How did Charles
VII and his successors strengthen the French monarchy?
2.
What devices did Henry VII of England use to check the power of the aristocracy and strengthen the monarchy?
3.
What were the achievements of Ferdinand and Isabella in the areas of national power and national expansion?
4.
Who were the New Christians (conversos) in Spain and why were they ultimately killed or expelled?
After you read:
1. The superiority of the French monarch over the church was the object of the
A) Concordat of Bologna.
B) Habsburg-Valois wars.
C) Declaration of Calais.
D) Hundred Years’ War.
2. The court of Star Chamber in England was
A) a common-law court.
B) under the control of the barons in the House of Lords.
C) done away with by the powerful Tudors.
D) used to check aristocratic power.
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FREE RESPONSE ESSAY PROMPT
Write an introductory paragraph which includes an original and relevant thesis to the following prompt:
Analyze the ways in which Italian Renaissance humanism transformed ideas about the individual’s role in society.
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