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INTRODUCTION TO THE RENAISSANCE AIM #1: Were the intellectual achievements of the Renaissance a continuation of the Middle Ages, or completely new and innovative ideas? Document 1 (As found in Wallace Ferguson, The Renaissance, 1940) The idea that there was a great revival or rebirth of literature and the arts, after a thousand years of cultural sterility [no cultural achievements], in the fourteenth and fifteenth centuries originated with the Italian writers of the Renaissance themselves. Finding the feudal and ecclesiastical [church] literature and Gothic art of the Middle Ages uncongenial [uninteresting] to their taste, they turned for inspiration to the civilization of Roman and Greek antiquity.... Thus, from the beginning, the double conception of medieval darkness and subsequent cultural rebirth was colored by the acceptance of classical [Greek and Roman] standards. 1. According to Ferguson, how did the writers and thinkers of the fifteenth and sixteenth centuries view themselves? Why did they believe that they were part of a new era (the Renaissance) that was very different from the Middle Ages? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ________________________________________________________________ Document 2 (As found in Jacob Burchhardt, The Civilization of the Renaissance in Italy, 1878 ) In the Middle Ages both sides of human consciousness lay dreaming or half-awake beneath a common veil. The veil was woven of faith, illusion, and childish prepossession .... Man was conscious of himself only as member of a race, people, party, family, or corporation only through some general category. In Italy this veil first melted into air . . .; man became a spiritual individual, and recognized himself as such. In the same way the Greek had once distinguished himself from barbarian .... When this impulse to the highest individual development was combined with a powerful and varied nature, . . . then arose the "all-sided man" . . . . in Italy at the time of the Renaissance we find artists who in every branch created new and perfect works, and who also made the greatest impression as men. 2. According to historian Jacob Burchhardt, was there a difference between the people of the Middle Ages and people of the Renaissance? Explain. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Document 3 (As found in W.T. Waueh, A History of Europe from 1378 to 1494) It has become evident that there was no suspension of intellectual life in Medieval Europe. If there was a revival of learning, it occurred [during the Middle Ages] in about the year A.D. 1000, since then human knowledge has never ceased to advance. It cannot even be said that the humanists [Renaissance thinkers] of the fourteenth and fifteenth centuries revived the study of the classics. Scholars had been nourished on the classics for centuries.... In the first place, the classical writer most studied in the Middle Ages was a Greek, Aristotle.... And actually the medieval scholars of Western Europe were acquainted with most of the [Roman] authors familiar to us… 3. According to historian W.T. Waueh, why are intellectual ideas of the Renaissance just a continuation of the ideas of the Middle Ages? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________ Document 4 Universities founded in the twelfth through fifteenth centuries Italy France England Bologna Paris Oxford Vicenza , 1204 Orleans , 1231 Cambridge , 1209 Naples , 1224 Avignon , 1303 St. Andrews , 1415 Siena , 1246 Grenoble , 1339 Glasgow , 1451 Rome ( Studium Urbis) , Poitiers , 1431 Aberdeen , 1494 1303 Bordeaux , 1441 Pisa , 1343 Nantes , 1460 Florence , 1349 Besancon , 1485 Pavia , 1361 Ferrara , 1391 Catania , 1444 4. What does the chart tell you about the times and places where universities were founded? What conclusion can you draw about learning during the Middle Ages? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Document 5 As found in The End of Europe’s Middle Ages, compiled by the University of Calgary (http://www.faculty.umb.edu/gary_zabel/Courses/Phil%20281b/Philosophy%20o f%20Magic/Dante.%20etc/Philosophers/End/FRAMES/langframe.html). In the late Middle Ages, the rise of universities led to more Europeans learning how to read and write. Before this, Latin was the official language of law, government, business, education and religion in Western Europe. Now, a growing number of books and documents started to be published in the vernacular, which is the language of a particular country or region. So people in Spain could read books in Spanish, and people in France could read books in French. While the aristocrats turned up their noses at this vulgar innovation, the common people gobbled up this new vernacular literature. For the first time, the economically and educationally (that is, not trained in Latin) disadvantaged could own and read a family Bible in their own language. However, one can only own so many Bibles and the public soon began to demand a broader range of writings and secular (non-religious) literature experienced an explosion in popularity. 5. What was vernacular literature? What does its popularity tell us about Europe during the late Middle Ages? _________________________________________________________________________________________ _________________________________________________________________________________________ ______________________________________________________________ ____ Task: 1. With your group members, discuss the Aim question (Were the intellectual achievements of the Renaissance a continuation of the Middle Ages, or completely new and innovative ideas?). Then, write a paragraph answering the question. Use specific information from at least TWO documents to support the argument you are making (these documents should be cited in your paragraph).