Download GWH Chapter 12B - Stamford High School

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Chapter Introduction
Section 1 The Renaissance
Section 2 The Intellectual and Artistic
Renaissance
Section 3 The Protestant Reformation
Section 4 The Spread of Protestantism
and the Catholic Response
Chapter Summary
Chapter Assessment
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Key Events
As you read, look for the key events in the
history of the Renaissance and the
Reformation in Europe. 
• Between 1350 and 1550, Italian
intellectuals began to reexamine the
culture of the Greeks and Romans.
Historians later referred to this period of
European history as the Renaissance. 
• Martin Luther’s break with the Catholic
Church led to the emergence of the
Protestant Reformation.
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Key Events
As you read, look for the key events in the
history of the Renaissance and the
Reformation in Europe.
• During the period known as the Catholic
Reformation, the Catholic Church enacted
a series of reforms that were successful in
strengthening the Church.
The Impact Today
The events that occurred during this time
period still impact our lives today. 
• Western art is founded on classical styles
developed by the Greeks and Romans. 
• Machiavelli’s views on politics had a
profound influence on later political
leaders in the Western world and are still
studied in universities today. 
• The Jesuits have founded many Catholic
colleges and universities in the United
States.
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Chapter Objectives
After studying this chapter, you should be
able to: 
• list three characteristics of the
Renaissance. 
• explain the three estates of Renaissance
society. 
• explain Renaissance education. 
• describe artistic contributions of the
Renaissance. 
• describe Christian humanism.
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Chapter Objectives
After studying this chapter, you should be
able to:
• describe Luther’s role in the Reformation.

• describe religious changes in Switzerland,
in England, and within the Catholic
church.
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The Renaissance
Main Ideas
• Between 1350 and 1550, Italian intellectuals
believed they had entered a new age of
human achievement. 
• City-states were the centers of political,
economic, and social life in Renaissance Italy. 
Key Terms
• urban society 
• mercenary 
• secular 
• dowry
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The Renaissance
People to Identify
• Leonardo da Vinci 
• Lorenzo de’ Medici 
• Francesco Sforza 
• Niccolò Machiavelli
• Cosimo de’ Medici 
Places to Locate
• Milan 
• Florence 
• Venice 
• Rome
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
The Renaissance
Preview Questions
• What was the Renaissance? 
• Describe the political world that existed
in the Italian states.
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The Renaissance
Preview of Events
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The three-volume Gutenberg Bible was
organized into two 42-line columns per
page. In the later stages of production,
six people worked simultaneously on
composing the type. About 40 Gutenberg
Bibles are still in existence, including
perfect copies in the U.S. Library of
Congress, the French Bibliothèque
Nationale, and the British Library.
The Italian Renaissance
• The word renaissance means rebirth. 
• The Italian Renaissance, which spread to
the rest of Europe, occurred between
1350 and 1550. 
• The rebirth was of the ancient Greek and
Roman worlds.
(pages 375–376)
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The Italian Renaissance (cont.)
• Italy of the Renaissance was largely an
urban society. 
• The powerful city-states of the Middle Ages
became political, economic, and social
centers. 
• A secular, or worldly, viewpoint developed
in this urban society as increasing wealth
created new opportunities for material
enjoyment.
(pages 375–376)
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The Italian Renaissance (cont.)
• The Renaissance was also an age when
the power of the Church declined, and
society recovered from the plagues and
instability of the Middle Ages. 
• Part of this recovery was a rebirth of
interest in the ancient Greek and Roman
cultures.
(pages 375–376)
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The Italian Renaissance (cont.)
• A new view of human beings that
emphasized individual ability and worth
emerged in the Renaissance. 
• The well-rounded, universal person was
capable of achievements in many areas
of life. 
• For example, Leonardo da Vinci was a
painter, sculptor, architect, inventor, and
mathematician.
(pages 375–376)
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The Italian Renaissance (cont.)
• The upper classes were more affected
by the Italian Renaissance than the lower
classes, and they embraced its ideals
more. 
• Even so, many of the intellectual and
artistic achievements were hard to
ignore. 
• Churches, wealthy homes, and public
buildings displayed art that celebrated
the human body, classical antiquity,
and religious and secular themes.
(pages 375–376)
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The Italian Renaissance (cont.)
What term in English expresses the
Renaissance ideal of a well-rounded,
multi-talented person?
The term is Renaissance man.
(pages 375–376)
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The Italian States
• The northern and central Italian city-states
of Milan, Venice, and Florence played
crucial roles in the Italian politics of the
time. 
• They prospered from trade with the
Byzantine, Islamic, and Mediterranean
civilizations. 
• They set up trading centers in the east
during the Crusades, and they exchanged
goods with merchants in England and the
Netherlands.
(pages 376–378)
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The Italian States (cont.)
• The wealthy city of Milan was located in
the north at the crossroads of the main
trade routes from Italian coastal cities to
the Alpine passes. 
• After the last Visconti family ruler died in
1447, Francesco Sforza conquered the
city with a band of mercenaries–soldiers
for hire. 
• He made himself duke. 
• Like the Viscontis, Sforza built a strong
centralized state with an efficient tax
system that generated large revenues for
the government.
(pages 376–378)
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The Italian States (cont.)
• Venice was a link between Asia and
western Europe. 
• Traders from all over the world came
there. 
• A small group of wealthy merchants ran
the city to serve their interests. 
• Due to its trade empire, Venice was an
international power.
(pages 376–378)
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The Italian States (cont.)
• The republic of Florence dominated the
Tuscany region. 
• In the fourteenth century a wealthy group
of merchants controlled the Florentine
government, led a series of successful
wars against their neighbors, and
established Florence as a major
city-state. 
• In 1434, Cosimo de’ Medici took control
of Florence. 
• He, and later his grandson Lorenzo de’
Medici, dominated Florence when it was
the cultural center of Italy.
(pages 376–378)
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The Italian States (cont.)
• In the late 1440s, Florence’s economy
declined because of English and Flemish
competition for the cloth market. 
• At the same time a Dominican preacher
named Girolamo Savonarola condemned
the Medicis’ corruption and excesses. 
• Many people followed him, causing the
Medicis to give them control of Florence. 
• Eventually people tired of Savonarola’s
regulations on gambling, swearing,
dancing, painting, and other such
activities.
(pages 376–378)
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The Italian States (cont.)
• He was convicted of heresy and executed
in 1498 after criticizing the pope. 
• The Medicis returned to power.
(pages 376–378)
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The Italian States (cont.)
• Attracted by Italy’s riches, Charles VIII of
France led an army of thirty thousand men
into Italy in 1494. 
• He occupied Naples in the south. 
• Northern Italian states asked Spain to
help. 
• For the next 30 years, France and Spain
made Italy their battleground.
(pages 376–378)
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The Italian States (cont.)
• In 1527 thousands of Spanish troops
along with mercenaries arrived at Rome. 
• They had not been paid for months and
demanded money. 
• The leader let them sack Rome as their
pay. 
• The soldiers went crazy in a frenzy of
bloodshed and looting. 
• The authorities had to establish order. 
• This sacking of Rome ended the wars and
left Spain a dominant force in Italy.
(pages 376–378)
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The Italian States (cont.)
What are the world’s largest trading
cities today?
Possible answers: New York, Tokyo,
Paris, and Rome are some of the
world’s largest trading cities today.
(pages 376–378)
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Machiavelli and the New Statecraft
• The Prince by Niccolò Machiavelli is one
of the most influential works on political
power in the western world. 
• It concerns how to get and keep political
power. 
• Previously authors had stressed that
princes should be ethical and follow
Christian principles. 
• Machiavelli argued the prince’s attitude
toward power should be based on
understanding that human nature is selfinterested.
(pages 378–379)
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Machiavelli and the New Statecraft
• A prince, therefore, should not act on
moral principles but on behalf of the
interests of the state. 
(cont.)
• Machiavelli was among the first to
abandon morality as the basis for
analyzing political activity. 
• His views influenced political leaders who
followed.
(pages 378–379)
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Machiavelli and the New Statecraft
(cont.)
Should political leaders adhere to basic
moral principles when pursuing the
state’s affairs or just look out for the
state’s interests?
Possible answer: It may be in a state’s
interest to adhere to fundamental moral
principles.
(pages 378–379)
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Renaissance Society
• The Renaissance saw some changes in
the medieval division of society into three
estates, or social classes.
(pages 379–381)
Renaissance Society (cont.)
• The noble or aristocrat was expected to
fulfill certain ideals. 
• The Italian Baldassare Castiglione
expressed these in The Book of the
Courtier. 
• He described the characteristics of a
perfect Renaissance noble. 
• Nobles were expected to have talent,
character, and grace.
(pages 379–381)
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Renaissance Society (cont.)
• They also had to develop two skills: they
had to perform military and physical
exercises, and they had to gain a classical
education and enrich life with the arts. 
• The noble also had to follow a standard of
conduct. 
• Nobles were to show their achievements
with grace. 
• The goal of the perfect noble was to serve
his prince honestly. 
• Nobles followed Castiglione’s principles
for centuries.
(pages 379–381)
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Renaissance Society (cont.)
• Peasants made up 85 to 90 percent of the
total European population, except in
highly urban centers. 
• Serfdom decreased with the decline of the
manorial system. 
• More peasants became legally free. 
• Townspeople comprised the remainder of
the third estate. 
• Patricians, burghers, and workers and the
unemployed made up the three classes of
the towns.
(pages 379–381)
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Renaissance Society (cont.)
• Patricians had wealth from trade, banking,
and industry. 
• The burghers were shopkeepers,
artisans, and guild members who
provided goods and services for the
townspeople. 
• Workers made pitiful wages. 
• During the late 1300s and the 1400s,
urban poverty increased dramatically.
(pages 379–381)
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Renaissance Society (cont.)
• To maintain the family, parents arranged
marriages, often to strengthen family or
business ties. 
• The agreement between families was
sealed with a marriage contract, which
included the terms of the dowry, a sum
of money the bride’s family paid to the
groom.
(pages 379–381)
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Renaissance Society (cont.)
• The father-husband was the center of the
Italian family. 
• He gave it his name, managed the
finances, and made decisions that
determined his children’s lives. 
• The mother’s role was to supervise the
household. 
• The father’s authority over his children
was absolute.
(pages 379–381)
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Renaissance Society (cont.)
• Children did not become adults simply by
reaching an age. 
• Rather, the father had to go before a
judge and formally free a child from his
authority for that person to be recognized
as an adult.
(pages 379–381)
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Renaissance Society (cont.)
What are the criteria that indicate a
person has reached adulthood today?
(pages 379–381)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. a system in which cities
are the center of political,
economic, and social life
A. urban society
B. secular
C. mercenary
__
D 2. a gift of money or property
paid at the time of marriage, D. dowry
either by the bride’s parents
to her husband, or, in Islamic
societies, by a husband to
his wife
__
C 3. a soldier who sells his
services to the highest bidder
__
B 4. worldly
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Checking for Understanding
Explain how the Spanish became
involved in the Italian wars.
When the French invaded, the
northern Italian states turned to Spain
for help.
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Checking for Understanding
Summarize the characteristics of
Castiglione’s perfect noble.
The perfect noble was born, not made.
He had character, grace, and talent
and was well rounded.
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Critical Thinking
Explain Why was a strong family
bond so important in Renaissance
Italy?
A strong family bond was important for
financial security.
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Analyzing Visuals
Identify details in the painting of Venice
on page 376 of your textbook that show
it is a major city-state with a profitable
trade empire. Find other images of
Venice in your school library and
compare them to this painting.
There is impressive architecture, and
there are well-dressed people at
leisure.
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Close
Review Greek and Roman
civilizations, their social roles, art, and
architecture. Discuss specific ways in
which the Renaissance was a rebirth
of these ideals.
The Intellectual and Artistic
Renaissance
Main Ideas
• The most important intellectual movement
associated with the Renaissance was
humanism. 
• The Renaissance produced many great artists
and sculptors such as Michelangelo, Raphael,
and Leonardo da Vinci. 
Key Terms
• humanism 
• fresco
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The Intellectual and Artistic
Renaissance
People to Identify
• Petrarch 
• Jan van Eyck 
• Dante 
• Albrecht Dürer 
• Michelangelo 
Places to Locate
• Canterbury 
• Flanders
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The Intellectual and Artistic
Renaissance
Preview Questions
• What were the characteristics of Italian
Renaissance humanism? 
• What were the chief achievements of European
Renaissance painters?
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The Intellectual and Artistic
Renaissance
Preview of Events
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listen to the audio again.
The first recorded patent for an industrial
invention was granted in 1421 in Florence
to the architect Filippo Brunelleschi. The
patent gave him a three-year monopoly on
the manufacture of a barge with hoisting
gear used to transport marble.
Italian Renaissance Humanism
• The secularism and individualism of the
Renaissance was most apparent in its
intellectual and artistic movements. 
• One intellectual movement was
humanism. 
• Humanism was based on the classics,
the literary works of ancient Greece and
Rome. 
• Humanists studied the subjects that are
now known as the humanities–for
example, poetry, philosophy, and history.
(pages 382–383)
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Italian Renaissance Humanism (cont.)
• Petrarch (fourteenth century) did the most
to foster humanism’s development. 
• He generated a movement of finding
forgotten Latin manuscripts, especially
in monastic libraries. 
• He emphasized using pure classical Latin
(Roman Latin, not medieval Latin). 
• Cicero was the model for prose and Virgil
for poetry.
(pages 382–383)
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Italian Renaissance Humanism (cont.)
• Fourteenth-century humanists had
emphasized that the intellectual life was
solitary, rejecting family and community
engagement. 
• Humanists of the early 1400s took an
interest in civic life. 
• They believed that the humanities and
humanists should serve the state. 
• Many humanists served as secretaries
to popes and princes.
(pages 382–383)
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Italian Renaissance Humanism (cont.)
What might have been the effect on
many people of the new study of the
classics and the humanities?
People felt freed from the constrictions
of medieval life and felt a new sense of
discovery and self-reliance.
(pages 382–383)
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Vernacular Literature
• Some writers wrote in the language of
their regions, such as Italian, English,
or French. 
• In the fourteenth century the Italian works
of Dante and the English works of
Geoffrey Chaucer helped make such
vernacular literature more popular.
(pages 383)
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Vernacular Literature (cont.)
• Dante’s vernacular masterpiece is the
Divine Comedy. 
• This long poem is in three parts: Hell,
Purgatory, and Heaven (Paradise). 
• Dante is led on an imaginary journey
through these realms, ending in Paradise,
where he beholds God: “the love that
moves the sun and the other stars.”
(pages 383)
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Vernacular Literature (cont.)
• Chaucer’s most famous vernacular work
is The Canterbury Tales. 
• His beauty of expression and clear and
forceful language helped make his dialect
the chief ancestor of modern English. 
• This collection of stories is told by a group
of 29 pilgrims going to the tomb of Saint
Thomas à Becket at Canterbury. 
• Chaucer portrays the entire range of
English society.
(pages 383)
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Vernacular Literature (cont.)
• Christine de Pizan was a woman who
wrote in French. 
• Her 1404 book, The Book of the City of
Ladies, denounced the many male writers
who argued that women by nature are not
able to learn and are easily swayed. 
• She argued that women could learn if they
were able to attend the same schools as
men.
(pages 383)
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Vernacular Literature (cont.)
Does contemporary society in general
treat girls and boys equally in terms of
educational capacities and opportunities?
(pages 383)
Education in the Renaissance
• Renaissance humanists believed that
education could dramatically change
human beings. 
• They wrote books on education and
opened schools.
(pages 383–384)
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Education in the Renaissance (cont.)
• Liberal studies–history, moral philosophy,
rhetoric, grammar and logic, poetry,
mathematics, astronomy, and music–were
at the core of humanist schools because
it was thought that these subjects allowed
individuals to reach their full potential. 
• Liberal studies helped people attain virtue
and wisdom, which develop the highest
gifts that ennoble people. 
• Liberally educated people also learned
the rhetorical skills to persuade others to
take the path of wisdom and virtue.
(pages 383–384)
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Education in the Renaissance (cont.)
• Following the Greek ideal, humanist
educators also stressed physical
education, including dancing. 
• The goal of humanist education was
to create complete citizens. 
• Humanist schools provided the model
for the basic education of the European
ruling classes until the twentieth century.
(pages 383–384)
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Education in the Renaissance (cont.)
• Females rarely attended these schools. 
• Those that did received an education that
emphasized religion, morals, and
domestic, artistic skills like singing and
lute playing, so they could become good
Christian wives and mothers. 
• They were not taught mathematics or
rhetoric.
(pages 383–384)
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Education in the Renaissance (cont.)
What are the true goals of education?
Possible answers: Individual development,
civic participation, and employment are
true goals of education.
(pages 383–384)
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The Artistic Renaissance in Italy
• Renaissance artists sought to imitate
nature in their works so viewers would see
the reality of what they were portraying. 
• They also had a new world perspective,
one in which human beings were the
“center and measure of all things.” 
• Many of the artistic breakthroughs
occurred in Florence.
(pages 384–386)
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The Artistic Renaissance in Italy
(cont.)
• Masaccio’s fifteenth-century
frescoes are considered the first
masterpieces of early Renaissance art
(1400–1490). 
• A fresco is a painting done on wet plaster
with water-based paints. 
• Unlike the flat figures of medieval
painting, Masaccio’s figures have depth
because he used the laws of perspective
to create the illusion of three dimensions.
(pages 384–386)
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The Artistic Renaissance in Italy
(cont.)
• The realism of perspective became
a signature of Renaissance painting. 
• Using geometry to understand the laws
of perspective and the organization of
space and light, and studying human
movement and anatomy perfected this
realistic style of painting. 
• The realistic portrayal of individual
persons, especially the human nude,
became one of the chief aims of Italian
Renaissance art.
(pages 384–386)
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The Artistic Renaissance in Italy
• There were similar stunning
advances in sculpture. 
(cont.)
• Donatello modeled his figures on Greek
and Roman statues. 
• Among his most famous works is the
realistic, freestanding figure of Saint
George.
(pages 384–386)
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The Artistic Renaissance in Italy
(cont.)
• The architect Filippo Brunelleschi
created a new architecture based on
Roman classical buildings. 
• His church of San Lorenzo in Florence
does not overwhelm the worshipper, as
Gothic cathedrals might, but offers a
space to fit human needs. 
• Renaissance architects also sought to
reflect a human-centered world.
(pages 384–386)
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The Artistic Renaissance in Italy
(cont.)
• The last stage of Renaissance
painting is called the High Renaissance
(1490–1520). 
• The artistic giants Leonardo da Vinci,
Raphael, and Michelangelo dominated
this period. 
• Leonardo mastered realistic painting, but
his goal was to create idealized forms to
capture the perfection of nature and the
individual.
(pages 384–386)
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The Artistic Renaissance in Italy
• By age 25, Raphael was recognized
as one of Italy’s greatest painters. 
(cont.)
• His madonnas, in which he also tried
to achieve an ideal beauty surpassing
human standards, were especially
admired. 
• His famous fresco, School of Athens,
reveals a world of balance, harmony,
and order–the underlying principles of
classical art.
(pages 384–386)
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The Artistic Renaissance in Italy
(cont.)
• Michelangelo was an accomplished
painter, sculptor, and architect known
for his great passion and energy. 
• His paintings on the ceiling of the Sistine
Chapel in Rome show the beauty of an
idealized human being who reflects divine
beauty. 
• The more beautiful the body, the more
godlike the figure.
(pages 384–386)
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The Artistic Renaissance in Italy
(cont.)
Look at Raphael’s painting School of Athens
on page 386 of your textbook. The figures
under the arch are the Greek philosophers
Plato (left) and Aristotle (right). Remembering
what you learned about the differences
between their philosophies, why is Plato
pointing to the heavens and Aristotle pointing
to the earth?
Plato is pointing to the realm of ideal Forms
that he believed contained reality, while
Aristotle is indicating that reality is found in
the realm of observation and experience.
(pages 384–386)
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The Northern Artistic
Renaissance
• The artists of the Low Countries–presentday Belgium, Luxembourg, and the
Netherlands–took a different approach
to realistically portraying the world. 
• They illustrated books and wooden panels
for altarpieces, in part because their
Gothic cathedrals did not have the wall
space of the Italian churches on which to
paint frescoes. 
• The small scale made the northern
painters masters of detail.
(pages 386–387)
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The Northern Artistic
Renaissance (cont.)
• The most important artistic center in
the north was Flanders. 
• The Flemish painter Jan van Eyck was
among the first to use oil paint, which
allowed the artist to use a wide variety
of colors and create fine details. 
• Each detail was painted as it was seen. 
• At first, northern Renaissance painters
did not study the laws of perspective,
but achieved realism through observing
reality.
(pages 386–387)
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The Northern Artistic
Renaissance (cont.)
• Then such artists as the German
Albrecht Dürer incorporated the laws
of perspective. 
• His famous Adoration of the Magi keeps
the northern emphasis on details but fits
them together harmoniously according to
the laws of perspective. 
• Like the Italian artists of the High
Renaissance, Dürer tried to achieve a
standard of ideal beauty based on a
careful examination of the human form.
(pages 386–387)
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The Northern Artistic
Renaissance (cont.)
In the classroom library, look up the term
genre painting. What is it, and why do
you think it most notably flourished in the
painting of seventeenth-century Holland?
Genre painting is the painting of scenes
from everyday life. One reason it flourished
in seventeenth-century Holland is that it
developed from the paintings in the
northern Renaissance, which emphasized
the material details of the scenes being
painted.
(pages 386–387)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A. humanism
B 1. a painting done on fresh,
wet plaster with water-based B. fresco
paints
__
A 2. an intellectual movement of the Renaissance
based on the study of the humanities, which
included grammar, rhetoric, poetry, moral
philosophy, and history
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Checking for Understanding
Summarize Christine de Pizan’s
main argument in The Book of the City
of Ladies. Why did her ideas receive
so much attention?
Pizan’s main argument is that women
could learn.
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Checking for Understanding
Compare the underlying principles of
both classical Greek and Roman art
with Italian Renaissance art. How are
the principles similar? How are they
different?
Like Renaissance art, both classical
Greek and Roman art display balance,
harmony, and order; unlike Greek and
Roman art, Renaissance art portrays a
human reflection of the divine.
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Critical Thinking
Compare and Contrast How do the
humanist goals and philosophy of
education developed during the
Renaissance compare with the goals
of your high school education?
Analyzing Visuals
Compare the paintings of Raphael
and Dürer, shown on page 386 and
387 of your textbook. What themes
does each artist explore? How does
each painting reflect the history of the
culture in which it was produced?
Raphael’s painting shows philosophy
and antiquity. It also reflects the
Renaissance interest in antiquity.
Dürer’s painting is religious.
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Close
Recognize the impact of the art
masterpieces that were created during
this time and that it was wealthy Italian
families and the Catholic Church who
were the primary sponsors of
Renaissance Art.
The Protestant Reformation
Main Ideas
• The major goal of humanism in northern
Europe was to reform Christendom. 
• Martin Luther’s religious reforms led to the
emergence of Protestantism. 
Key Terms
• Christian humanism 
• salvation 
• indulgence
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The Protestant Reformation
People to Identify
• Martin Luther 
• Desiderius Erasmus 
• Charles V 
Places to Locate
• Wittenberg 
• Bohemia 
• Hungary
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The Protestant Reformation
Preview Questions
• What were the beliefs of Christian humanists? 
• Explain what is meant by justification by grace
through faith alone.
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The Protestant Reformation
Preview of Events
Click the Speaker button to
listen to the audio again.
Half the proceeds of the German sales of
indulgences was to be used to pay off the
large debt of the archbishop and elector
Albert of Mainz, who had incurred the debt
to pay the pope for his appointment to
office.
Erasmus and Christian Humanism
• The Protestant Reformation, begun by
Martin Luther in the early sixteenth
century, divided the western Church into
Catholic and Protestant groups. 
• Earlier developments set the stage for this
event.
(pages 389–390)
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Erasmus and Christian Humanism
• Italian humanism spread to northern
Europe creating a movement called
Christian humanism. 
(cont.)
• Christian humanists believed in the ability
of human beings to reason and improve
themselves. 
• They wanted to reform the Catholic
Church. 
• This reform would occur through
developing inner piety, or religious feeling,
based on studying the works of
Christianity.
(pages 389–390)
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Erasmus and Christian Humanism
(cont.)
• The best known Christian humanist
was Desiderius Erasmus. 
• He developed what he called “the
philosophy of Christ,” meant to show
people how to live good lives on a daily
basis rather than how to achieve
salvation. 
• He stressed inward piety, not external
observance of rules and rituals.
(pages 389–390)
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Erasmus and Christian Humanism
(cont.)
• To reform the Church, Erasmus
wanted to spread the philosophy of Christ,
educate people about Christianity, and
criticize the abuses of the Church. 
• In his 1509 work The Praise of Folly, he
especially criticized the monks. 
• Erasmus did not want to break away from
the Church, as later reformers would. 
• Yet people of his day said, “Erasmus laid
the egg that Luther hatched.”
(pages 389–390)
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Erasmus and Christian Humanism
(cont.)
Why might the clergy object to the
movement of Christian humanism?
Its belief in the ability of human beings to
reason and improve themselves would
lessen the need for the clergy and the
Church to teach and lead people.
(pages 389–390)
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Religion on the Eve of the
Reformation
• People were calling for reform in part
because of corruption in the Catholic
Church. 
• Between 1450 and 1520 a series of
popes failed to meet the Church’s
spiritual needs. 
• They were more concerned with the
political interests of the Papal States. 
• Julius II, the “warrior-pope,” even led
armies against his enemies. 
• Many people were disgusted with him
and the Catholic Church.
(pages 390–391)
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Religion on the Eve of the
Reformation (cont.)
• Many Church officials used their offices
to advance their careers and wealth, and
many local priests seemed ignorant of
their spiritual duties, especially instructing
the faithful on achieving salvation–
acceptance into Heaven. 
• As a result, obtaining salvation became
almost mechanical; by collecting relics, for
example. 
• Venerating a saint could gain an
indulgence–release from all or part
of punishment for sin–according to the
(pages 390–391)
Church of the time.
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Religion on the Eve of the
Reformation (cont.)
• Some people sought salvation in the
popular mystical movement called the
Modern Devotion, which stressed the
need to follow the teaching of Jesus,
not Church dogma. 
• Most people found the Church
unconcerned with their spiritual needs. 
• This environment helps explain Luther’s
ideas.
(pages 390–391)
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Religion on the Eve of the
Reformation (cont.)
Why might Christians have been so
disgusted with Pope Julius II?
They believed that it was unholy for a
Christian, spiritual leader to be a military
commander. As one critic wrote, “How,
O bishop standing in the room of the
Apostles, dare you teach the people the
things that pertain to war?”
(pages 390–391)
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Martin Luther
• Martin Luther was a monk and professor
at the University of Wittenberg, where he
lectured on the Bible. 
• Through his study of the Bible, Luther
came to reject the Catholic teaching that
both faith and good works were necessary
for salvation. 
• He believed human deeds were
powerless to affect God and that salvation
was through faith alone. 
• God grants salvation to the faithful
because he is merciful.
(pages 391–393)
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Martin Luther (cont.)
• The idea of justification (being made right
before God) by faith alone is the
Protestant Reformation’s chief teaching. 
• For all Protestants, the Bible, not the
Church, became the only source of
religious truth.
(pages 391–393)
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Martin Luther (cont.)
• The widespread selling of indulgences
upset Luther. 
• This practice simply harmed people’s
chances of salvation, he believed. 
• Angered by the practice, in 1517 Luther
sent a list of Ninety-five Theses to his
church superiors. 
• They attacked abuses in selling
indulgences. 
• Thousands of copies were printed.
(pages 391–393)
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Martin Luther (cont.)
• In 1520, Luther called for the German
princes to overthrow the papacy and
establish a reformed German church. 
• Luther wanted to keep only two
sacraments–baptism and Communion–
and called for the clergy to marry. 
• Luther continued to emphasize his new
doctrine of salvation.
(pages 391–393)
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Martin Luther (cont.)
• The Church excommunicated Luther
in 1521. 
• He was summoned to appear before the
imperial diet (legislative assembly) of the
Holy Roman Empire in the city of Worms. 
• The emperor Charles V thought he could
get Luther to change his ideas. 
• Luther refused, which outraged the
emperor.
(pages 391–393)
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Martin Luther (cont.)
• The Edict of Worms made Luther an
outlaw in the empire. 
• His books were to be burned and Luther
delivered to the emperor. 
• Luther’s local ruler, however, protected
him.
(pages 391–393)
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Martin Luther (cont.)
• Luther’s religious movement soon became
a revolution. 
• It gained support from many German
rulers, who took control of Catholic
churches and formed state churches
supervised by the government. 
• Luther set up new services to replace the
Mass, featuring Bible readings, preaching
the word of God, and song. 
• His doctrine became known as
Lutheranism, the first Protestant faith.
(pages 391–393)
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Martin Luther (cont.)
Why, according to Luther, would buying
indulgences interfere with a person’s
possibility of salvation?
If people thought they could get into
Heaven through buying indulgences,
they would not attend to the quality of
their faith.
(pages 391–393)
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Politics in the German
Reformation
• From the beginning Luther’s movement
was tied to politics. 
• He believed the state was called by God
to maintain the peace and order
necessary to spread the gospel. 
• The Holy Roman Emperor Charles V
ruled an empire consisting of Spain, the
Austrian lands, Bohemia, Hungary, the
Low Countries, Milan, Naples, and
Spanish territories in the New World.
(page 393)
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Politics in the German
Reformation (cont.)
• He wanted to keep all this Catholic and
under the control of his Hapsburg dynasty,
but he faced many problems. 
• Charles V’s chief political problem was his
rivalry with Francis I, king of France. Pope
Clement VII also opposed him. 
• The pope joined the side of the French in
their wars with Charles V. 
• Charles also had to send troops against
the advancing Ottoman Empire. 
• Finally, many individual rulers of the
German states supported Luther.
(page 393)
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Politics in the German
Reformation (cont.)
• Charles was forced to make peace with
the Lutheran princes, which he did in 1555
with the Peace of Augsburg. 
• It accepted the division of Christianity
within Germany. 
• German states could choose between
Catholicism and Lutheranism. 
• All states would have the same legal
rights. 
• Rulers could choose their subjects’
religion.
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(page 393)
Politics in the German
Reformation (cont.)
• The settlement did not recognize the right
of subjects to choose their own religion,
however, so it did not recognize religious
tolerance for individuals.
(page 393)
Politics in the German
Reformation (cont.)
What right that was not recognized by the
Peace of Augsburg began to be recognized
in the seventeenth century and was fully
recognized in the U.S. Constitution?
The right of individuals to worship
according to their consciences.
(page 393)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
C 1. the state of being saved
(that is, going to heaven)
through faith alone or
through faith and good
works
A. Christian
humanism
B. indulgence
C. salvation
__
A 2. a movement that developed in northern Europe
during the Renaissance combining classical
learning with the goal of reforming the Catholic
Church
__
B 3. a release from all or part of punishment for sin by
the Catholic Church, reducing time in purgatory
after death
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Checking for Understanding
Explain the impact of the Edict of
Worms.
Outlawing Luther turned his religious
movement into a revolution.
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Checking for Understanding
List the ways Erasmus wanted to
reform the Catholic Church.
Erasmus wanted to spread the
philosophy of Christ, provide education
in the works of Christianity, and criticize
abuses of the church.
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Critical Thinking
Discuss What were the consequences
of Luther’s Ninety-five Theses?
Luther’s Ninety-five Theses gave rise to
separate religious reform movements
and to the breakdown of religious unity
in Europe.
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Analyzing Visuals
Identify the event illustrated in the
painting on page 391 of your textbook.
Why was this event significant? How
has the painter portrayed Martin Luther?
Luther is posting his Ninety-five Theses
on the church door.
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Close
Explain the relevance of justification
by faith and the sale of indulgences
to Luther’s break from the Catholic
Church.
The Spread of Protestantism
and the Catholic Response
Main Ideas
• Different forms of Protestantism emerged in
Europe as the Reformation spread. 
• The Catholic Church underwent a religious
rebirth. 
Key Terms
• predestination 
• annul
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The Spread of Protestantism
and the Catholic Response
People to Identify
• Ulrich Zwingli 
• Henry VIII 
• John Calvin 
• Ignatius of Loyola 
Places to Locate
• Zürich 
• Geneva 
• Trent
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The Spread of Protestantism
and the Catholic Response
Preview Questions
• What different forms of Protestantism emerged
in Europe? 
• What were the contributions of the Jesuits, the
papacy, and the Council of Trent to the revival
of Catholicism?
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The Spread of Protestantism
and the Catholic Response
Preview of Events
Click the Speaker button to
listen to the audio again.
On May 2, 1536, King Henry VIII of
England committed Anne Boleyn–his
second wife, who had failed to bear him a
son–to the Tower of London on a charge of
adultery. Tried by a court of her peers and
unanimously convicted, Boleyn was
beheaded on May 19. On May 30, Henry
married Jane Seymour.
The Zwinglian Reformation
and Calvin and Calvinism
• With the Peace of Augsburg, the ideal of
Christian unity was lost forever. 
• Ulrich Zwingli, a priest in Zürich, began
a new Christian group in Switzerland. 
• Relics and images were forbidden in the
city, and a new service of scripture
reading, prayer, and sermons replaced
the Catholic Mass.
(pages 395–397)
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The Zwinglian Reformation and
Calvin and Calvinism (cont.)
• The Swiss and German reformers sought
an alliance, but they could not agree on
the meaning of the sacrament of
Communion. 
• In 1531, Zwingli was killed in a war
between Protestant and Catholic states
in Switzerland. 
• John Calvin assumed the leadership of
Protestantism in Switzerland.
(pages 395–397)
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The Zwinglian Reformation and
Calvin and Calvinism (cont.)
• John Calvin fled Catholic France for
Switzerland after he converted to
Protestantism. 
• He placed a new emphasis on the allpowerful nature of God–what Calvin called
the “power, grace, and glory of God.” 
• This led him to the important idea of
predestination, which meant that God in
an “eternal decree” had determined in
advance who would be saved (the elect)
and who would be damned (the
(pages 395–397)
reprobate).
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The Zwinglian Reformation and
Calvin and Calvinism (cont.)
• Calvin’s followers came to believe they
were certain of salvation and were doing
God’s work on Earth. 
• Calvinism became a dynamic, activist
faith. 
• In 1536, Calvin began to reform the city
of Geneva. 
• He created a church government and a
body called the Consistory, which
enforced moral discipline.
(pages 395–397)
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The Zwinglian Reformation and
Calvin and Calvinism (cont.)
• He set up a court to oversee the moral life
and doctrinal purity of Genevans. 
• People who deviated could be punished,
even for such “crimes” as dancing and
gambling.
(pages 395–397)
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The Zwinglian Reformation and
Calvin and Calvinism (cont.)
• Calvin’s success in Geneva made it a
powerful center of Protestantism. 
• Missionaries trained in Geneva were sent
throughout Europe. 
• By the mid-sixteenth century, Calvinism
had replaced Lutheranism as the most
important form of Protestantism.
(pages 395–397)
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The Zwinglian Reformation and
Calvin and Calvinism (cont.)
How did Calvin differ from Luther in
regard to achieving salvation?
Calvin agreed with Luther that humans
achieved salvation by faith alone.
However, Calvin also believed that God
determined in advance who would and
would not be saved.
(pages 395–397)
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The Reformation in England
• Not religion but politics brought about the
English Reformation. 
• King Henry VIII wanted to divorce his first
wife, Catherine of Aragon, whom he
thought could not give him a male heir. 
• The pope was unwilling to annul (declare
invalid) his marriage, however, and Henry
turned to England’s church courts. 
• The archbishop of Canterbury ruled that
Henry’s marriage to Catherine was null
and void.
(pages 397–398)
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The Reformation in England (cont.)
• Henry then married Anne Boleyn, who
was crowned queen and who gave birth
to a girl. 
• The child later would become Queen
Elizabeth I.
(pages 397–398)
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The Reformation in England (cont.)
• At Henry’s request, in 1534 Parliament
moved to break England’s Catholic
Church away from the pope in Rome. 
• The Act of Supremacy of 1534 ruled that
the king was the supreme head of the
new Church of England. 
• The king controlled religious doctrine,
clerical appointments, and discipline. 
• Thomas More famously opposed the king
and was beheaded.
(pages 397–398)
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The Reformation in England (cont.)
• Henry dissolved the monasteries and sold
their land and possessions to the wealthy. 
• This gave him more money and
supporters. 
• He stuck close to Catholic teachings,
however. 
• The sickly nine-year-old Edward VI
succeeded him. 
• During his reign, church officials moved
the Church of England, also called the
Anglican Church, in a Protestant direction.
(pages 397–398)
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The Reformation in England (cont.)
• Clergy could now marry, and a new
church service developed.
(pages 397–398)
The Reformation in England (cont.)
• Henry’s daughter Mary came to the throne
in 1553. 
• She wanted to return England to
Catholicism, but her actions had the
opposite effect. 
• She earned the name “Bloody Mary” by
having 300 Protestants burned as
heretics. 
• By the end of her reign, England was
more Protestant than ever.
(pages 397–398)
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The Reformation in England (cont.)
For what reason do you think Thomas
More opposed King Henry VIII?
Thomas More believed that religious
authority should be in the hands of
religious leaders and that the supreme
authority of the Church was the pope.
Also, he knew that Henry was moving
against the Church out of self-interest.
(pages 397–398)
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The Anabaptists and
Effects on the Role of Women
• The radical Anabaptists rejected the
involvement of the state in church affairs. 
• To them the true Christian church was a
voluntary community of adult believers
who had undergone spiritual rebirth and
had then been baptized. 
• This belief in adult baptism separated the
Anabaptists from both Catholics and
Protestants, who baptized infants.
(pages 398–400)
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The Anabaptists and
Effects on the Role of Women (cont.)
• Based on New Testament accounts of
early Christianity, Anabaptists considered
all believers equal. 
• Any member of the community could be a
minister because all Christians were
considered priests. 
• Women were often excluded from the
ministry, however.
(pages 398–400)
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The Anabaptists and
Effects on the Role of Women (cont.)
• Anabaptists believed in the complete
separation of church and state. 
• Government was not to even have
political authority over real Christians. 
• Anabaptists would not hold office or bear
arms. 
• They took literally the biblical
commandment to not kill. 
• Their political and religious beliefs caused
Anabaptists to be branded dangerous
radicals.
(pages 398–400)
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The Anabaptists and
Effects on the Role of Women (cont.)
• Protestants and Catholics agreed on the
need to persecute Anabaptists. 
• Contemporary Mennonites and Amish are
Anabaptist communities.
(pages 398–400)
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The Anabaptists and
Effects on the Role of Women (cont.)
• Protestants developed a new view of the
family. 
• They had rejected the idea that special
holiness stemmed from celibacy, and the
family was placed at the center of human
life. 
• Protestants extolled the “mutual love
between man and wife.”
(pages 398–400)
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The Anabaptists and
Effects on the Role of Women (cont.)
• Protestantism continued the traditional
subservience and obedience of the wife,
however. 
• Woman’s role was to bear children. 
• This function was part of the divine plan,
according to Luther and Calvin. 
• Protestantism did not change women’s
subordinate place in society.
(pages 398–400)
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The Anabaptists and
Effects on the Role of Women (cont.)
The Amish and Mennonites refuse to fight
in wars. The American government allows
them to forego military service. Do you
agree or disagree with this policy? Why?
Possible answer: The government’s
recognition of the right to be a pacifist is
consistent with American ideals because
this recognizes freedom of conscience.
(pages 398–400)
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The Catholic Reformation
• By the mid-sixteenth century, things did
not look good for Catholicism due to the
spread of Protestantism. 
• However, the Catholic Church revitalized
in the sixteenth century for three chief
reasons: the Jesuits, reform of the
papacy, and the Council of Trent.
(pages 400–401)
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The Catholic Reformation (cont.)
• A Spanish nobleman named Ignatius of
Loyola founded the Society of Jesus,
known as the Jesuits. 
• The pope recognized Loyola and his
followers as a religious order in 1540. 
• Jesuits took a special vow of obedience
to the pope. 
• They used education to spread their
message.
(pages 400–401)
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The Catholic Reformation (cont.)
• They were successful in restoring
Catholicism to parts of Germany and
eastern Europe, and in spreading it to
other parts of the world.
(pages 400–401)
The Catholic Reformation (cont.)
• Pope Paul III saw the need to reform
the papacy and appointed a Reform
Commission in 1537 to determine the
Church’s ills. 
• It blamed the corrupt policies of the
popes. 
• Pope Paul III also convened the Council
of Trent.
(pages 400–401)
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The Catholic Reformation (cont.)
• In 1545, a group of cardinals, archbishops,
abbots, and theologians met in Trent. 
• The council met off and on there for 18
years. 
• Its final decrees reaffirmed traditional
Catholic teachings in opposition to
Protestant beliefs. 
• Both faith and works were needed for
salvation. 
• The seven sacraments, the Catholic view
of Communion (Eucharist), and clerical
celibacy were upheld.
(pages 400–401)
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The Catholic Reformation (cont.)
• Belief in purgatory and the use of
indulgences was strengthened, though
selling indulgences was forbidden. 
• After the Council of Trent, the Roman
Catholic Church had a clear body of
doctrine and was unified under the pope. 
• It had a renewed spirit of confidence.
(pages 400–401)
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The Catholic Reformation (cont.)
What is the Catholic belief in purgatory?
Purgatory is the state in which the souls
who have died in grace work off their
sins before entering into Heaven.
(pages 400–401)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. declare invalid
__
A 2. the belief that God has
determined in advance
who will be saved (the
elect) and who will be
damned (the reprobate)
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A. predestination
B. annul
Checking for Understanding
Describe the results of “Bloody Mary’s”
religious policies. How might Mary’s
actions have indirectly affected the
history of the United States?
English Protestants came to America.
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Checking for Understanding
List which countries had adopted
Calvinism and which had adopted
Lutheranism by the mid-sixteenth
century.
Lutheranism was adopted in Germany
and Scandinavia. Calvinism was
adopted in Switzerland, France, the
Netherlands, and eastern Europe.
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Critical Thinking
Analyze How were the religious
reforms in Zürich consistent with the
aims of the Reformation?
The reforms removed relics and
images.
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Analyzing Visuals
Identify the details shown in the portrait
of Henry VIII on page 397 of your
textbook that illustrate his power and
authority. How did the king use his
position as “the only supreme head on
earth of the Church of England”? Based
on what you have read in your text, do
you think that Henry was a religious
man? Explain your answer.
His regal attire and the fact that he had
his marriage annulled illustrate his
power, authority, and position as the
head of the Church of England.
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Close
Summarize the major differences
between the practices of
Protestantism and Catholicism.
Chapter Summary
The Renaissance was a period of great
intellectual and artistic achievement.
Religious rebirth followed in the 1500s.
Chapter Summary
Using Key Terms
Insert the key term that best completes each of the following
sentences.
1. The study of grammar, rhetoric, moral philosophy, and
history was the basis of the intellectual movement
humanism
called _______________.
predestination
2. John Calvin emphasized _______________,
the
belief that God chose who would be saved and who
would be damned.
urban society is one in which a great many
3. An _______________
people live in cities.
4. A remission, after death, from all or part of the
indulgence
punishment due to sin is called an _______________.
5. An image painted on fresh, wet plaster is called a
fresco
_______________.
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Reviewing Key Facts
History Which family dominated
Florence during the Renaissance?
The Medici family dominated Florence
during the Renaissance.
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Reviewing Key Facts
Culture The Renaissance was a
rebirth of the ideas of which ancient
civilizations?
The Renaissance was a rebirth of
Greek and Roman ideas.
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Reviewing Key Facts
Government How were the city-states of
Renaissance Italy governed? What social
classes were present in the typical citystate?
They were governed by wealthy families–
the Visconti and Sforza families in Milan,
the Medici family in Florence, and a group
of merchant-aristocrats in the republic of
Venice. Nobility, townspeople (including
wealthy patricians as well as burghers–
shopkeepers, artisans, guild masters, and
guild members), and peasants were
present in a typical city-state.
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Reviewing Key Facts
History How did Ignatius of Loyola
help to reform Catholicism?
He helped reform Catholicism by
establishing the Society of Jesus, or
Jesuits, a religious order that took a
special vow of absolute obedience to
the pope and used education to spread
their messages, restoring Catholicism
to parts of Germany and eastern
Europe and spreading it to other parts
of the world.
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Reviewing Key Facts
Culture When were children
considered adults in Renaissance
Italy?
Children were considered adults when
their father decided to give them their
freedom.
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Critical Thinking
Analyzing Why did Martin Luther split
with the Catholic Church? Identify the
causes that led to the Protestant
Reformation.
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Critical Thinking
Luther’s study of the Bible led him to believe that
humans are saved through their faith in God alone,
and that grace could not be earned by performing
good works. This was at odds with the Catholic
doctrine that salvation depended on faith and good
works. Luther also attacked abuses in the sale of
indulgences in his Ninety-five Theses. He attacked
the Church’s view of the sacraments, keeping only
baptism and the Eucharist. He was opposed to
celibacy of the clergy. Eventually he called on the
German princes to break with the Catholic Church
and establish a reformed German church. Luther was
excommunicated by the pope and made an outlaw
within the Holy Roman Empire by Charles V. During
the next few years, his movement became a
revolution, and he gained the support of many of the
German rulers who broke with the Catholic Church.
Critical Thinking
Explaining List one masterpiece of
Renaissance literature or art and
explain how it reflects Renaissance
ideals.
Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
Study the map on
the right. What are
two of the bodies
of water that
border the Holy
Roman Empire?
The North Sea and
the Mediterranean
border the Holy
Roman Empire.
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Analyzing Maps and Charts
Using a
contemporary atlas,
name the modern
countries that are
within the
boundaries of what
was the Holy
Roman Empire.
The Netherlands,
Belgium, Germany,
Luxembourg, Switzerland, the Czech
Republic, Austria, and parts of Italy, France,
and Slovenia are within the boundaries of
what was the Holy Roman Empire.
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Analyzing Maps and Charts
According to this
map, was Rome
a part of the Holy
Roman Empire
in 1400?
No, Rome was not
a part of the Holy
Roman Empire in
1400.
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Standardized Test Practice
Directions: Use the passage below and your knowledge of
world history to answer the following question.
from the Ninety-five Theses (1517)
Ignorant and wicked are the doings of those
priests who, in the case of the dying, reserve
canonical penances for purgatory.
Standardized Test Practice
Martin Luther’s famous document attacked the Catholic
Church for which practice?
F The Catholic Church had allowed humanism to spread
through Europe.
G Luther disagreed with the doctrine of predestination.
H Many religious leaders sold indulgences.
J The Catholic popes were too concerned with worldly
affairs.
Test-Taking Tip If the question asks you to read a quote,
look for clues that reveal its historical context. Such clues
can be found in the title and date of the text as well as in
the quote itself. Determining the historical context will help
you to determine the quote’s historical significance or the
importance it has gained over time.
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Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Art and Literature
Arts
Click on a hyperlink to view the corresponding slide.
Art and Literature Give examples from this section
of innovations in literature and art that resulted from
the influence of humanism.
Arts Research specific achievements of Leonardo
da Vinci and prepare an illustrated essay or chart
detailing his contributions to fields other than art.
Vocabulary Take time to look up the following
terms in the dictionary and then discuss their
meaning in the class: indulgences, purgatory,
remission, and dogma. These terms are critical
to understanding the reform movement begun
by Martin Luther.
Politics Make a chart in which you show the country,
leader, and basic beliefs and religious reforms of
Zwinglism, Calvinism, the Anabaptists, and
Anglicanism.
Cartography
Study Skills
Sociology
Click on a hyperlink to view the corresponding slide.
Cartography Work in pairs to create thematic
maps showing the trade routes described in the
text, including wool coming from England to be
made into cloth in Italy, and spices and silks
coming from the east.
Study Skills Create a time line of the Italian
Renaissance that includes ten to twenty important
events, art works, or scientific achievements that
were produced during this time.
Sociology Analyze the information presented in
the textbook concerning the three estates and
construct an accurate pyramid showing the
percentage distribution of the first, second, and
third estates.
Government The city-state of Florence had a
republican form of government. You should
recognize the United States also has a republican
form of government. In a republic, citizens vote for
representatives who will make governmental
decisions for them.
Henry VIII was married a total of six times.
Research his marriages and make a family
tree showing his wives and his offspring.
What changes did Renaissance artists bring to the
arts of Europe?
How did Luther’s protest affect European religious
life?
Summarizing Information
Why Learn This Skill?
Imagine you have been assigned a chapter on the
Renaissance for a midterm. After taking a short break, you
discover that you cannot recall important information. What
can you do to avoid this problem? 
When you read a long selection, it is helpful to take notes.
Summarizing information–reducing large amounts of
information to a few key phrases–can help you remember the
main ideas and important facts.
This feature can be found on page 394 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Summarizing Information
Learning the Skill
To summarize information, follow these guidelines when you
read: 
• Distinguish the main ideas from the supporting details.
Use the main ideas in the summary. 
• Use your own words to describe the main ideas. Do not
copy the selection word for word. 
• Summarize the author’s opinion if you think it is important. 
• If the summary is almost as long as the reading selection,
you are including too much information. The summary
should be very short.
This feature can be found on page 394 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Summarizing Information
Practicing the Skill
Read the selection below, and then answer the questions
that follow.
For the next 30 years, the French and Spanish made Italy their battleground
as they fought to dominate the country. A decisive turning point in their war
came in 1527. On May 5, thousands of troops belonging to the Spanish king
Charles I arrived at the city of Rome along with mercenaries from different
countries. They had not been paid for months. When they yelled, “Money!
Money!” their leader responded, “If you have ever dreamed of pillaging a
town and laying hold of its treasures, here now is one, the richest of them all,
queen of the world.”
The next day the invading forces smashed down the gates and pushed their
way into the city. The terrible sack of Rome in 1527 by the armies of the
Spanish king Charles I ended the Italian wars and left the Spanish a
dominant force in Italy.
This feature can be found on page 394 of your textbook.
Summarizing Information
Practicing the Skill
What are the main ideas of this paragraph?
The wars of the French and Spanish in Italy led
to the sack of Rome.
This feature can be found on page 394 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Summarizing Information
Practicing the Skill
What are the supporting details of the main
ideas?
Supporting details include dates, the names of
the Spanish king, and the quotation.
This feature can be found on page 394 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Summarizing Information
Practicing the Skill
Write a brief summary of two or three sentences
that will help you remember what the paragraph
is about.
Possible answer: The French and Spanish
fought in Italy for 30 years. When the Spanish
king could not pay his troops, they sacked
Rome. This ended the war, and Spain
dominated Italy.
This feature can be found on page 394 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
This detail from the Sistine Chapel is titled The Creation of Adam.
Read Painting the Sistine Chapel on page 374 of your
textbook. Then answer the questions on the following
slides.
This feature can be found on page 374 of your textbook.
Who hired Michelangelo to paint the ceiling of
the Sistine Chapel?
Pope Julius II hired Michelangelo.
This feature can be found on page 374 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
What was Michelangelo’s attitude toward his art?
His attitude was very serious. He did not want
to finish until he was satisfied.
This feature can be found on page 374 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How is the authority of the pope evident in this
story?
Michelangelo did not want to paint the ceiling,
but the pope insisted. The ceiling was finished
early to please the pope.
This feature can be found on page 374 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click the image on the
right to listen to an
excerpt from page 388
of your textbook. Read
the information on
page 388 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 388 of your textbook.
Click the Speaker button to listen to the audio again.
Name the qualities that Vasari admires in
Leonardo da Vinci.
Vasari admires da Vinci’s physical beauty,
infinite grace, genius, strength and dexterity,
regal spirit, and tremendous breadth of mind.
This feature can be found on page 388 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How does Vasari’s description of da Vinci reflect
the ideals of Italian Renaissance humanism?
He was a well-rounded person who was very
accomplished in a wide range of areas,
including painting, sculpture, architecture,
writing, geometry, and engineering.
This feature can be found on page 388 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
The Impact of Printing
The Renaissance saw the
development of printing in
Europe. In the fifteenth century,
Europeans gradually learned
how to print with movable metal
type. Johannes Gutenberg of
Germany played a crucial role
in the process. Gutenberg’s
Bible, printed about 1455,
was the first European book
produced from movable type.
Read the excerpt on page 380
of your textbook and answer the
question on the following slide.
This feature can be found on page 380 of your textbook.
Analyzing Why do you think the printing of
books encouraged people’s desire to gain
knowledge?
Printing made books much more common and
less expensive. More people would see them
and want to know what was in them.
This feature can be found on page 380 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Da Vinci,
a Renaissance Man
Objectives
After viewing “Da Vinci, a Renaissance Man,” you should: 
• Understand why Leonardo da Vinci is the person most
associated with the achievements of the Italian
Renaissance. 
• Know that many of his ideas
anticipated later discoveries
or inventions. 
• Appreciate that he excelled in
both the arts and sciences
of his time.
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Click in the window above to view a preview of the World History video.
Da Vinci,
a Renaissance Man
Which two paintings are Leonardo da Vinci’s
most famous?
Leonardo’s most famous paintings are Mona
Lisa and The Last Supper.
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Da Vinci,
a Renaissance Man
What resulted from Leonardo’s fascination with
birds and wind?
Leonardo used his studies of nature to design
devices that would enable people to fly.
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Niccolò Machiavelli
1513
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actual or appearance
of good qualities and
the ability to do evil if
necessary
has dignity and worth
seek fulfillment
Humanists believed that
liberal studies enabled
individuals to reach their
full potential.
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the Bible
excommunicated
Martin Luther
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the policy of selling
indulgences
4
Church of England
Lutheran, Calvinist,
and Anabaptist
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