Transcript Da Vinci design template

The Renaissance
was a
R.E.B.I.R.T.H
Timeline to the Renaissance
Height of
Roman
Empire
130 AD
Fall of
Roman
Empire
500 AD
1350 AD
Renaissance
1100 AD
Crusades
100
BC
Dark
Ages
800 AD
Medieval
Period
R.
Rebirth of Greek and
Roman Classic culture
Vocabulary
Classics = ideas of ancient
Greece & Rome
Renaissance Man-used to describe a
multi-talented person with many interests
and abilities; who tried to excel in almost
every study and activity.
E.
Established Italian city
states which became
wealthy from trade.
City-State: Individual Italian
states such as:
Milan (metal)
Venice (Asian goods)
Florence (textiles)
B.
Birth of the “modern”
world 1350-1600.
•Less superstition
•Education, Literature were
encouraged
• Art, music & sport
• Study of science & history
Humanism: a movement during this time
that focused on human potential and
achievement
I.
Italian Art:
•emphasized realism, attention to
detail, & a desire for perfection.
• painting, sculpture &
architecture
• Raphael, Da Vinci, Michelangelo
Patron: people who support, encourage
and buy art , music & literature.
Perspective: Artistic technique that
creates the appearance of 3 dimensions on
a flat surface.
R.
Reading and Writing
•Invention of the printing press
by Gutenberg
• made it cheap to print materials
• affordable for all people
• opportunities for literacy
•Shakespeare
Vernacular: The everyday language of
people in a region or country.
T
..
Turned (or Spread) to Northern
European countries (1500 AD)
There were differences:
• learned to read in order to read the
Bible
• developed plans for social reform
based on Christian beliefs
Utopia: an imaginary ideal society where
greed, war, and conflict do not exist.
•Idea based on a book by Sir Thomas Moore
H
..
Humans Questions the Church
• monarchs started to question
motives of the church
• since people could read, they
wondered about the need of a Pope
• Church corruption was rampant or
frequent
Secular: Concerned with worldly rather than
spiritual matters
1. The Renaissance began in
(country) in the early to mid –
(date).
2. The period between the fall of
Rome and the Renaissance is
called the _________.
3. The Renaissance period ended
roughly around _______.
4. The glorification of the human
body by Renaissance artists
may have helped inspire
scientists to study ________.
5. Wealthy supporters of artists,
musicians, scholars, and
scientists are called _______.
6. What big shift in thinking (away
from Medieval patterns) occurred
among the leaders of the
Renaissance and how did the
classical civilizations of ancient
Greece and Rome influence
them?
Things to Listen For:
•
Martin Luther & Protestant Reformation
– What caused the Protestant
Reformation?
– What impact did it have?
•
Copernicus & Galileo’s Ideas of the
Universe
– How were their ideas different than
those of the Medieval period and the
Catholic Church?
– What impact did these ideas have?
•
Gutenberg’s invention
– How did it impact the world?
•
Other key inventions & their impact
1. During the Renaissance, Martin
Luther sought to ________ the
Roman Catholic Church.
2. Johannes Gutenberg’s invention of
____________ helped speed up the
rate at which new information could
be spread.
3. During the Renaissance, improved
ships and instruments for
___________ made it possible to
explore the world.
4. _______ was the first European
kingdom to establish colonies in North
America.
5. _______ was the first European
kingdom to send ships around the
southern tip of Africa.
Essay:
Describe the Medieval view of the
universe and discuss how the studies
of Copernicus and Galileo changed
that view. Include a discussion of how
Galileo’s studies were greeted by the
Catholic Church.
PRIMARY SOURCE
Gold and silver, of which money is made, are so treated . . . that no one
values them more highly than their true nature deserves. Who does not
see that they are far inferior to iron in usefulness since without iron mortals
cannot live any more than without fire and water?
THOMAS MORE, Utopia
PRIMARY SOURCE
I am amazed by the opinion of some men who claim that they do not want
their daughters, wives, or kinswomen to be educated because their mores
[morals] would be ruined as a result. . . . Here you can clearly see that not
all opinions of men are based on reason and that these men are wrong.
CHRISTINE DE PIZAN, The Book of The City of Ladies
PRIMARY SOURCE
What a piece of work is a man, how noble in reason, how infinite in
faculties, in form and moving, how express and admirable; in action how
like an angel, in apprehension [understanding] how like a god: the beauty
of the world, the paragon of animals.
WILLIAM SHAKESPEARE, Hamlet (Act 2, Scene 2)
Sources: http://mistermoore.com/Media%20/textbooks/Chapter%2017.pdf
http://media.wix.com/ugd/ee48bc_f309126
ed42e906781665226835fc5ff.pdf