0368A-0372D C12 TE-Nat/FL©05 3/11/04 7:12 AM Page … Secularism Questioning of Ideas, Traditions, and Institutions Humanism TEACHING TRANSPARENCIES KEY TO ABILITY LEVELS Teaching

Unit 3 Resources

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Unit 3 Resources

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment Activitiesand Rubrics

• Chapter Tests• Section Quizzes• Standardized Test Practice Workbook• SAT I/II Test Practice

•• Interactive Tutor Self-Assessment

CD-ROM• MindJogger Videoquiz• ExamView® Pro Testmaker CD-ROM

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Unit 3 (1 day)

Day 1Introduction

Chapter 12 (6 days)

Day 1Chapter 12Intro,Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 12ReviewDay 6Chapter 12Assessment

Chapter 13(5 days)

Day 1Chapter 13Intro,Section 1Day 2Section 2Day 3Section 3Day 4Chapter 13ReviewDay 5Chapter 13Assessment

Chapter 14(6 days)


Chapter 15(4 days)

Day 1Chapter 15Intro,Section 1Day 2Section 2Day 3Section 3Day 4Chapter 15Review/Assessment

Chapter 16(4 days)


Chapter 17(6 days)


Chapter 18(4 days)


Unit 3 (1 day)

Day 1Wrap-Up/Projects/Unit 2Assessment

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Unit Time Line Transparency 3 L2

Global Chronology, 1400–1800

UNIT TIME LINE TRANSPARENCY 3

Copyright © by The McGraw-Hill Companies, Inc.

Mozart writes his first symphony at age 8

1764

Lady Mary Wortley Montagu introduces inoculation against smallpox

1717

First checks are used to replace cash in the Netherlands

1608

EnglishEast India Company is established

1600

Martin Luther posts Ninety-five Theses at Wittenberg Church

1517

Columbus reaches the Bahamas

1492

16421763

1469

1521

1795

1581

1400 1480 1560 1640 1720 1800

1789

The FrenchRevolutionbegins

English Civil War begins

Peace of Paris ends Seven Years’ War

Russia, Prussia, and Austria divide Poland among themselves

Lorenzo de’ Medici begins rule of Florence, Italy

Dutch rebels fight for independence from Spain

Cortésconquersthe AztecEmpire

Politics

Scienceand Culture

Cause-and-Effect Transparency 3 L2

The Renaissance: Causes and Effects

CAUSE-AND-EFFECT TRANSPARENCY 3


Interest inSocial Issues

ArtisticAchievements

ReligiousReforms

Exploration andColonization

New Formsof Literature

Renaissance

Secularism Questioning ofIdeas, Traditions, and Institutions

Humanism

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES

KEY TO ABILITY LEVELSTeaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

•• Timed Readings Plus in Social Studies help students increase their read-ing rate and fluency while maintaining comprehension. The 400-wordpassages are similar to those found on state and national assessments.

•• Reading in the Content Area: Social Studies concentrates on sixessential reading skills that help students better comprehend what theyread. The book includes 75 high-interest nonfiction passages written atincreasing levels of difficulty.

•• Reading Fluency helps students read smoothly, and accurately.

•• Jamestown’s Reading Improvement, by renowned reading expertEdward Fry, focuses on helping build your students’ comprehension,vocabulary, and skimming and scanning skills.

•• Critical Reading Series provides high-interest books, each written atthree reading levels.

For more information, see the Jamestown Education materials in the front of this book.

To order these products, call Glencoe at 1-800-334-7344.

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Unit 3 Resources

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ASSESSMENTWorld LiteratureReading 3 L2

Unit 3 Tests Forms A and B L2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. based on the study of the literary works of Greece andRome

2. his masterpiece in the Italian vernacular was the DivineComedy

3. the journey of slaves from Africa to America

4. extremely profitable trade item from Southeast Asia

5. his work reflected the high point of Mannerism

6. the invasion of England by William of Orange

7. dynasty that unified the subcontinent of India in the 1600s

8. completed the restoration of a central Japanese authority

9. “I think, therefore I am.”

10. demanded equal political rights for women from the newFrench National Assembly

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. The frescoes painted by have long been regarded as the firstmasterpieces of early Renaissance art.A. Michelangelo C. MasaccioB. Leonardo da Vinci D. Filippo Brunelleschi

12. Leonardo da Vinci was an excellent example of Renaissance Italy’s socialideal because heA. was an artist, and artists were considered the pinnacle of human achievement.B. came from a wealthy family and greatly improved his family’s status in society.C. wrote grand romantic poetry and insightful political treatises. D. was a painter, sculptor, architect, inventor, and mathematician.

13. What was the name of the set of principles that dominated economicthought in the seventeenth century?A. commercial capitalism C. speculationB. consumerism D. mercantilism

Name �� Date �� Class ��

Score✔ ScoreUnit 3 Test, Form A

Column B

A. Mogul

B. El Greco

C. spice

D. Dante

E. Olympe deGouges

F. René Descartes

G. “GloriousRevolution”

H. humanism

I. Tokugawa

J. Middle Passage

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World Literature Reading 3

Shakespeare wrote The Tragedy of Macbeth in 1605 or 1606; the drama wasfirst performed in 1606. The central character is the tragic hero Macbeth, aScottish lord and a brave man who suffers from a tragic flaw—a fatal weak-ness—that results in his eventual downfall.

GUIDED READING As you read this excerpt from Macbeth, Act I, think about how Macbethreacts to the witches’ prophecies.

Bfrom Macbeth

About the Author Because of the power and beauty of his language and his deepunderstanding of humanity, William Shakespeare (1564–1616) is generally ranked asthe greatest English writer of all time. Shakespeare was born in the small town ofStratford-on-Avon, the son of a successful businessman. By the time he was 30 yearsold, Shakespeare had moved to London and had become the main playwright for a suc-cessful theater company. A few years later, the company built the Globe Theatre, wheremost of Shakespeare’s plays were performed. In addition to his 37 plays, Shakespearewrote more than 150 sonnets and two long narrative poems.

ACT I

Scene I. [Scotland. An open place.]

Thunder and lightning. Enter three Witches.

1 Witch. When shall we three meet againIn thunder, lightning, or in rain?2 Witch. When the hurlyburly’s done,When the battle’s lost and won.3 Witch. That will be ere the set of sun. 1 Witch. Where the place?2 Witch. Upon the heath.3 Witch. There to meet with Macbeth.1 Witch. I come, Graymalkin!2 Witch. Paddock calls.

3 Witch. Anon!All. Fair is foul, and foul is fair.Hover through the fog and filthy air.

Exeunt.

BScene II. [A camp near Forres.1]

Alarum within. Enter King2 [Duncan], Malcolm3, Donalbain4, Lennox5, with

Attendants, meeting a bleeding Captain.

1 Forres: city on the northern coast of Scotland2 King: Duncan I, king of Scotland3 Malcolm: son of Duncan4 Donalbain: son of Duncan5 Lennox: Scottish lord

NGS Focus onGeography Literacy

Building GeographySkills for Life

Charting and GraphingActivity 3 L2

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Charting and Graphing Activity 3

European CrisesDirections: For each crisis listed, identify the conflict that resulted and the resolution to thatconflict. Follow the example given below to fill in each of the boxes.

Crisis Conflict Resolution

Issue: French Warsof ReligionFrench Protestants, calledHuguenots, and Catholics werein a power struggle to win thehearts and minds ofEuropeans.

Issue: Invasion of Englandand SpainPhilip II harbored a desire toinvade England and restoreCatholicism as the dominantreligion.

Issue: Witchcraft CrazeA deadly hysteria about witch-craft overtook Europe.

Issue: The Thirty Years’WarBegun as a regional conflictbetween Calvinists andCatholics, the religious wareventually embroiled half ofEurope.

The debate turned to violence;thousands died over a 30-yearperiod.

Battles raged until Henry ofNavarre, a Huguenot, becameking in 1589 and converted toCatholicism.

Economics and HistoryActivity 3 L2

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Mercantilism and Colonization In the 1500sand 1600s, most European nations subscribedto the theory of mercantilism. This economictheory links a country’s wealth to its supply ofgold and silver. The mercantilist nations ofEurope had two goals: to increase their supplyof gold and silver by finding (and controlling)new gold and silver mines and to create a posi-tive trade balance. A trade balance is thebalance between a nation’s imports andexports. A positive trade balance means thatthe value of a country’s exports exceeds thevalue of its imports.

The process of colonization helped thenations of Europe achieve both their goals: TheLatin American colonies were rich in sourcesof gold and silver, and the colonies helpedwith the balance of trade. The colonies were agreat source of cheap raw materials—unfin-ished products that are used to makesomething else. For example, cotton is a rawmaterial used in producing yarn; cacao beansare a raw material used in producing coffee;and sugar cane is a raw material used in pro-ducing refined sugar. In the 1500s and 1600s,raw materials were brought back to the “moth-er” country in Europe where they were used inthe manufacturing process. Then the finishedproducts were shipped back to and sold in thecolonies. To insure a positive trade balance, themother countries imposed high taxes on anyfinished products that were exported from thecolonies and imported into the mother country.

The Four Resources One reason thatEuropean nations sought colonies as a sourceof gold and raw materials is that such thingsare limited resources. There are four categoriesof limited resources: land, labor, capital, andentrepreneurial ability. Land can be valuablefor many reasons: It might hold many valuableresources within it, such as gold or oil; it mightbe near a specific location, such as the beach ora capital city; or it might provide a locationnecessary for a business to function.

Like land, labor also has different types ofvalue. For example, the work that doctors dohas a value in part due to its specialization—only certain people can perform the work. Yetthe skills provided by a doctor have anothervalue: the perceived importance to the client.In the 13 colonies, labor was far scarcer than itwas in the mother country. As a result, freeworkers prospered in the northern coloniesand a system of slave labor developed in thesouthern colonies. Until the turn of the twenti-eth century in the United States, much of thetechnology developed was used to offset theneed for labor in our country’s vast agricultur-al spaces and in its manufacturing plants.

Capital is the term used to describe all theequipment and tools used to produce goodsand services. Some examples of capital arestores, office buildings, computers, trucks, andrailroads. The finances that are invested inbusinesses are also considered capital. In mer-cantile theory, the mother country controlledcapital, and often outlawed manufacturing inthe colonies. One of the differences betweenthe British and Spanish colonial experiencewas that the Spanish strictly controlled colo-nial manufacturing, whereas the British let theNew England colonists develop shipbuilding,iron foundries, and other forms of capitalinvestment.

Entrepreneurial ability is the human know-how or knowledge that is necessary to createnew businesses. A person must have morethan just know-how to start a business; land,labor, or capital is also necessary. In much thesame way, land, labor, and capital would havefar less impact on an economy without theentrepreneurial spirit.

Each of the four types of resources is con-sidered to be a limited resource because itssupply is limited. There is only so much landin any given country. There are only so manypeople who can provide labor. There is only somuch capital. There are also only so many peo-ple with entrepreneurial abilities. Although the

Economics and History Activity 3

The Rise of National Economies

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENT GEOGRAPHIC LITERACYGEOGRAPHIC LITERACY

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

Readings for the Teacher■ The Renaissance: A Short History,

by Paul Johnson. Modern Library,2000.

■ Peoples and Empires: A ShortHistory of European Migration,Exploration, and Conquest, fromGreece to the Present, by AnthonyPagden. Modern Library, 2001.

Multimedia Links■ Thomas Jefferson. PBS Video,

1–800–424–7963. VHS.

Extending the ContentThe Glencoe BookLink CD-ROM is a

database that allows you to search morethan 15,000 titles to create a cus-tomized reading list for your students.

■ Reading lists can be organized bystudents’ reading level, author,genre, theme, or area of interest.

■ The database provides Degrees ofReading Power™ (DRP) and Lexile™ readability scores for all selections.

■ A brief summary of each selection is included.

Leveled reading suggestions for thisunit:

For students at a Grade 8 reading level:■ Life in the Renaissance, by Marzieh

Gail

For students at a Grade 9 reading level:■ Rise of Russia, by Robert Wallace

For students at a Grade 10 readinglevel: ■ The Classical Style: Haydn, Mozart,

Beethoven

Reading List Generator

CD-ROM


368

eriod in Perspective

The Early Modern World

1400–1800

Beginning in the late fifteenth century, Europeans engagedin a vigorous period of state building. The result was the

creation of independent monarchies in western and cen-tral Europe that formed the basis of a new European state

system. These European states then began to expand intothe rest of the world.

Also during this period, two great new Islamic empires,the Ottomans in Turkey and the Safavids in Persia, arose

in Southwest Asia. A third Islamic empire—the MogulEmpire—unified the subcontinent of India. Least affected

by the European expansion were the societies of East Asia:China and Japan.

Primary Sources LibrarySee pages 994–995 for primary source readings to

accompany Unit 3.

Use The World History Primary Source Document Library CD-ROM to find additional

primary sources about The Early Modern World .

The

� A model of theCopernican system

� A European navigatoruses an astrolabe.

IntroducingUNIT 3

IntroducingUNIT 3

TEAM TEACHING ACTIVITYTEAM TEACHING ACTIVITYLiterature Life during the Renaissance, Reformation, and the Enlightenment gave rise to famousand influential pieces of literature, whose themes reflect the culture, values, and political concernsof their periods. These works also transcend their cultures and convey universal themes. Work withthe English teacher to coordinate the study of a major piece of literature from this period. Works to consider include: The Canterbury Tales, to understand late medieval life in England; one ofShakespeare’s plays to understand perceptions of English politics and monarchy; A Tale of TwoCities to understand the French Revolution; Les Miserables to understand social problems ofeighteenth-century France; and Frankenstein to understand concerns about the Enlightenment. L2

Unit ObjectivesAfter studying this unit, students should be able to:1. explain the achievements of

the Renaissance and theeffects of the ProtestantReformation;

2. trace the growing power ofmonarchs and the rise ofabsolutism in Europe;

3. examine the Ottoman,Safavid, and Mogul Empiresin Asia and India;

4. explain how the ScientificRevolution and Enlighten-ment changed the way peopleviewed their world;

5. compare the causes and evaluate effects of theEnglish, French, andAmerican Revolutions.

The Period in PerspectiveIn this unit students will learn about theemergence of powerful European nation-states and the creation of large empires inAsia. Discuss how both wealth and mili-tary power contribute to the rise of pow-erful nations.

If time does not permit teaching eachchapter in this unit, you may use theReading Essentials and Study Guidesummaries.

Out of Time?

Use these materials to enrich studentunderstanding of the Renaissanceand the Age of Exploration.

NGS PICTURE SHOW™ CD-ROMSThe Renaissance The Age of Exploration 1NGS PICTURE PACKTRANSPARENCY SETSThe Renaissance The Age of ExplorationThe American Revolution

368 FCAT LA.E.2.4.1

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“Dare to Know.”

—Immanuel Kant

IntroducingUNIT 3

IntroducingUNIT 3

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECTHave students research revolutionary movements of the twentieth century by having them inter-view a member of their community who was directly involved in a revolutionary movement orwhose family was affected by a revolution. How did it affect the person and that person’s family?Did any international groups, such as Amnesty International or the Red Cross, assist the family?Have students identify and research one group dedicated to helping displaced people and thenhave students volunteer to help the agency meet its goals. Have students report back to the classon their activities and the agency’s mission. L2

Refer to Building Bridges: Connecting Classroom and Community through Service in SocialStudies from the National Council for the Social Studies for information about service-learning.

Caravels had several featuresthat originated in the Chineseand Muslim worlds. A caravelusually had three masts and adeep-sea rudder posted on thestern, first used by the Chinese.The triangular lateen sails thatallowed the ship to sail into thewind originated in the Muslimworld.

More About the Art

CD-ROMWorld HistoryPrimary SourceDocument LibraryCD-ROM

Use the World History PrimarySource Document Library CD-ROMto access primary source documentsrelated to the early modern world.

369

World Art and ArchitectureTransparencies

• 22 May• 23 Mona Lisa• 24 The French Ambassadors• 25 Herzogenburg Monastery• 27 Ming Phoenix Crown• 28 View of Toledo• 29 Shah Jahan and One of His

Sons Riding in Escort• 30 Taj Mahal• 32 The Letter• 34 Blue Boy• 35 Mission San Xavier del Bac• 36 Napoleon Crossing the Alps• 38 Persian Rugs

World Music: A Cultural Legacy, Lessons 4, 6, 7, 8, 9, 10

History and theHumanities

SS.B.2.4.5

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370

1633Galileo is tried by theCatholic Church for heresy

1642The English Revolutionbegins

1775The American Revolutionbegins

370

➊ The United States

Revolutionary IdeasThe spark that sent the spirit of revolution flashing across Europe and the

Americas began in the minds of sixteenth-century European scientists. Galileoand others challenged established scientific ideassupported by the Catholic Church. Politicalauthority began to be questioned.

In 1776, American colonists took steps to wintheir freedom from Great Britain. Thomas Jeffer-son, the principal author of the Declaration ofIndependence, clearly stated the reasons for pro-claiming independence:We hold these truths to be self-evident, that all men arecreated equal, that they are endowed by their Creator with certain unalienable Rights, that among these areLife, Liberty, and the pursuit of Happiness.

Signing of the Declaration of Independence

➊➌ ➋

RevolutionIn the 1600s and 1700s, revolution traveled back and forth acrossthe Atlantic Ocean. The pattern started with the arrival of the firstEnglish colonists in North America. The colonists carried with themideals born of the English Revolution. They believed that govern-ments existed to protect the rights and freedoms of citizens.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a Wall Map Have students work together to create a wall map and display that showsthe origins of the ideas behind the American, French, and Haitian Revolutions. Organize the classinto three groups, letting each group be responsible for one of the revolutions. Have membersresearch the revolution, generating a list of philosophers, events, and other specific influences. Foreach item on the list, students should be sure to name the country of origin. When the lists havebeen completed, have students organize them by country in a format suitable for display. Havethem mount the lists to the sides of a wall map, then use thumbtacks and colored yarn to showhow various ideas traveled. L2

TEACHIntroductionThis feature focuses on themovements of revolutionaryideas between Europe and theAmericas. The challenge of earlyscientists such as Galileo toestablished government and reli-gious authority led to the ques-tioning of long-held ideas aboutgovernment, religion, and soci-ety, as well as science. In theUnited States, France, and Haiti,revolutionaries tried to put newideas about government intopractice.

Background NotesLinking Past and PresentRevolutionary ideas of the 1700scontinue to reverberate in thiscentury. When Ho Chi Minhdeclared Vietnam’s independ-ence from France in 1945, hisspeech began: “All men are cre-ated equal. The Creator hasgiven us certain inviolableRights; the right to Life, the rightto be Free, and the right toachieve Happiness.” Theseimmortal words are taken fromthe Declaration of Independenceof the United States of America,which was written in 1776. Havestudents trace the historicaldevelopment of the rule of lawand rights and responsibilities,beginning in the ancient worldand continuing to the beginningof the first modern constitutionalrepublics. FCAT LA.E.2.2.1

STUDENT EDITIONSUNSHINE STATE STANDARDS

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371

Political and intellectual revolutions changed the way people thought aboutestablished ideas and institutions. How did this change in perception eventu-ally lead to the American view of government today?

Why It Matters

French Revolution

1804Saint Domingue achievesindependence

1776The Declaration of Independence is signed

1789The French Revolutionbegins

Toussaint-Louverture

UNIT 3 The Early Modern World

➋ France

The Expanding RevolutionThe revolutionary ideas contained within the Declaration of Inde-

pendence traveled back across the Atlantic to influence the FrenchRevolution. French rebels fought in defense of Liberté, Egalité, and Fraternité. In 1789, French revolutionaries drafted the Declaration ofthe Rights of Man and the Citizen. Echoing the principles of the Dec-laration of Independence, the French declaration proclaimed that,“Men are born and remain free and equal in rights.”

➌ Haiti

Exporting RevolutionIn 1791, the ideals of the American and French Revolutions traveled

across the Atlantic and the Caribbean to the French-held colony of SaintDomingue on the island of Hispaniola. Inspired by talk of freedom,enslaved Africans took up arms. Led by a formerly enslaved man,Toussaint-Louverture, and other island leaders, the rebels fought for thirteen years against the French. On January 1, 1804, SaintDomingue, present-day Haiti, became the second nation in theAmericas to achieve independence from colonial rule. “We haveasserted our rights,” declared the revolutionaries. “We swearnever to yield them to any power on earth.”

GeographyMovement Americans living inFrance before the French Revo-lution promoted the principles of the new republic across theAtlantic. “Everyone here is try-ing their hands at forming decla-rations of rights,” wrote ThomasJefferson, whose advice wasoften sought by Lafayette andother moderate revolutionaries.Ask students to name otherways ideas of revolution mayhave traveled among the differ-ent locations of revolutionsshown on the map on page 370.(Answers may include trade, news-papers, scholars exchanging books.)

CULTURAL DIFFUSION

Containing Antislavery Thesuccess of the Haitian Revolutionterrified American slaveholders,who feared that the overthrow ofslavery in Haiti would inspire theirown enslaved people to rebel. Inthe southern United States, tighterrestrictions were placed on bothenslaved and free AfricanAmericans. In 1802, Jefferson’spostmaster general advised a sena-tor from Georgia against lettingenslaved people deliver the mail:“After the scenes which St.Domingue has exhibited to theworld, we cannot be too cautious in attempting to prevent similarevils. . . . Everything which tends toincrease their knowledge of naturalrights . . . or that affords them anopportunity . . . of establishing achain and line of intelligence, mustincrease our hazard.”

Why It MattersANSWER: Answers may include that the idealsof equality and liberty for all citizens are evidentin the belief that all people should have a voicein choosing leaders and in making laws. Also, ifall men and women are created equal, we do

not believe in the “divine” right to rule. Youmight wish to guide students in a discussion of basic American rights often taken forgranted, especially freedom of speech, press,and religion.

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Chapter 12 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape program is available from Glencoe as a supplement to Chapter 12:

• Michelangelo (ISBN 1–56501–425–1)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany this video,check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 12 L2

Graphic Organizer StudentActivity 12 Transparency L2

Graphic Organizer 9:

Fishbone Diagram CHAPTER TRANSPARENCY 12

Renaissance and Reformation (1350–1600)

Map OverlayTransparency 12 L2

Trade Routes, 1400s

to East Indies

to China

BlackSea

AralSea

ASIA

AFRICA

EUROPE

NorthSea

Baltic

Sea

CaspianSea

Mediterranean Sea

VeniceGenoa

Constantinople

Azov

Trebizond

Damascus

Alexandria

Florence

Naples

to NWEurope

Map Overlay Transparency 12

Enrichment Activity 12 L3

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Section 2 describes the way northernEurope was affected by the Renaissanceand humanist ideas. The following excerpt

★ Enrichment Activity 12 ★★

from Sir Thomas More’s Utopia (1516)shows the author’s critical vision of thestate of Europe at this time.

The State of the World, 1516

DIRECTIONS: Use a separate sheet of paper to answer the following questions.

1. Compare the belief of Erasmus and others that the popes had corrupted the Catholicchurch with the excerpt above. How are they similar? How are they different?

2. Compare the description of commonwealths in More’s time with society today. How arethey similar? How is society different today?

3. Put yourself in the place of a rich person and argue in favor of a commonwealth. Thenput yourself in the place of a poor peasant and argue in favor of a utopia.

When I run over in my mind the various commonwealths flourishing today, so helpme God, I can see in them nothing but a conspiracy of the rich, who are fattening

up their own interests under the name and title of the commonwealth. They inventways and means to hang onto whatever they have acquired by sharp practice, and thenthey scheme to oppress the poor by buying up their toil and labor as cheaply as possi-ble. These devices become law as soon as the rich, speaking through the common-wealth—which, of course, includes the poor as well—say they must be observed.

And yet when these insatiably greedy and evil men have divided among themselvesgoods which would have sufficed for the entire people, how far they remain from thehappiness of the Utopian Republic, which has abolished not only money but with itgreed! What a mass of trouble was cut away by that one step! What a thicket of crimeswas uprooted! Everyone knows that if money were abolished, fraud, theft, robbery, quar-rels, brawls, seditions, murders, treasons, poisonings, and a whole set of crimes whichare avenged but not prevented by the hangman would at once die out. If money disap-peared, so would fear, anxiety, worry, toil, and sleepless nights. Even poverty, whichseems to need money more than anything else, would vanish if money were entirelydone away with.

Consider if you will this example. Take a barren year of failed harvests, when manythousands of men have been carried off by hunger. If at the end of the famine the barnsof the rich were searched, I dare say positively enough grain would be found in them tohave kept all those who died of starvation and disease from even realizing that a shortageever existed—if only it had been divided equally among them. So easily might men get thenecessities of life if that cursed money, which is supposed to provide access to them,were not in fact the chief barrier to our getting what we need to live. Even the rich, I’msure, understand this. They must know that it’s better to have enough of what we reallyneed than an abundance of superfluities, much better to escape from our many presenttroubles than to be burdened with great masses of wealth.

Primary Source Reading 12 L2

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The Autobiography of Benvenuto Cellini

Benvenuto Cellini (1500–1571), Florentine goldsmith and writer, embod-ies two of the defining characteristics of the Renaissance. First, like hiscontemporaries Michelangelo and Leonardo da Vinci, Cellini created

great works of art in more than one category. He excelled as a goldsmith andsculptor, and his autobiography continues to entertain readers long after itspublication. Second, his decision to write down his life story and accomplish-ments exemplifies the Renaissance humanist belief in the importance of creative achievement on the earth.

Guided Reading In this selection, read to learn what life was like for a struggling young artistin Renaissance Florence.

XVI had come to know some worthy men

among the goldsmiths . . . but I also met withothers reputed honest, who did all they could toruin me, and robbed me grossly. When I per-ceived this, I left their company, and held themfor thieves and blackguards. One of the gold-smiths . . . kindly accommodated me with partof his shop. . . . There I finished several prettypieces, and made good gains, and was able togive my family much help. This aroused the jeal-ousy of the bad men among my former masters.. . . On becoming aware of their evil will againstme, I complained to certain worthy fellows, andremarked that they ought to have been satisfiedwith the thieveries they practised on me underthe cloak of hypocritical kindness. This comingto their ears, they threatened to make me sorelyrepent of such words; but I, who knew not whatthe colour of fear was, paid them little or noheed.

XVIIt chanced one day that I was leaning against

a shop of one of these men, who called out tome, and began partly reproaching, partly bully-ing. I answered that had they done their duty byme, I should have spoken of them what onespeaks of good and worthy men; but as they haddone the contrary, they ought to complain ofthemselves and not of me. While I was standingthere and talking, one of them, named GherardoGuasconti, their cousin, having perhaps been putup to it by them, lay in wait till a beast of burdenwent by. It was a load of bricks. When the loadreached me, Gherardo pushed it so violently on

my body that I was very much hurt. Turningsuddenly round and seeing him laughing, Istruck him such a blow on the temple that he felldown, stunned, like one dead. Then I facedround to his cousins, and said: “That’s the wayto treat cowardly thieves of your sort”; andwhen they wanted to make a move upon me,trusting to their numbers, I, whose blood wasnow well up, laid hands to a little knife I had,and cried: “If one of you comes out of the shop,let the other run for the confessor, because thedoctor will have nothing to do here.” Thesewords so frightened them that not one stirred tohelp their cousin. . . . The magistrates had mesummoned. . . . I, inexperienced in such matters,had not spoken to any of them, trusting in thegoodness of my cause. I said that, havingreceived such outrage and insult from Gherardo,and in my fury having only given him a box onthe ear, I did not think I deserved such a vehe-ment reprimand. . . . Prinzivalle spoke thus inmy defence to his brother judges: “Mark, sirs,the simplicity of this poor young man. . . . He isa young man of admirable talents, and supportshis poor family by his labour in great abun-dance; I would to God that our city had plentyof this sort, instead of the present dearth ofthem.”

XVII. . . The chancellor bound us over upon bail

on both sides; but only I was punished by hav-ing to pay the four measures of meal [flour].Albeit just then I felt as though I had been mas-sacred, I sent for one of my cousins . . . desiringthat he should go to bail for me. He refused to

P R I M A R Y S O U R C E R E A D I N G 12

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 12 L1

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HANDOUT MATERIAL

A Renaissance Fair—Worksheet

Steps for Staging a Renaissance Fair

1. Choose a subject from the list.

2. Choose a city or country on which to focus.

3. Plan and conduct research.

4. Share research findings with your group members.

5. Plan a poster and pictures, readings, or demonstrations for the fair booth.

6. Prepare the poster. Plan the layout of the booth pictures or rehearse readings or demonstrations.

7. Make a schedule showing the time for each group member to host the booth. Host should beprepared to answer questions.

Items for Fair Booths

• Poster identifying subject and providing key information

• Pictures of paintings, sculptures, or buildings

• Readings from literature

• Musical recordings

• Demonstrations of sports or games

Painting

Architecture

Sculpture

Literature

Music

Sports and Games

Germany and Low Countries

Florence

Rome

Venice

Italy

France

England

❐❐❐❐❐❐❐

❐❐❐❐❐❐

Subjects for Renaissance Fair Booths Focus City or Country

12H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

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“There is something about the presentwhich we would not exchange, though wewere offered a choice of all past ages to livein.”

In this 1925 statement, Virginia Woolfpoints to a human tendency of each genera-tion to privilege its present age. Writers andhistorians in the Renaissance were the firstto describe their age as a “renaissance,” literally a rebirth of culture and a new age

for Europe. Since then, a long line of schol-ars have praised the years 1400 to 1600 as ahigh point for art and humankind. Read thefollowing famous description of the end ofthe Middle Ages and the beginning of theRenaissance. Note that the new age is con-trasted with medieval times by belittlingand trivializing the years before theRenaissance.

Historical Significance Activity 12

Renaissances

!

DIRECTIONS: Answer the following questions in the space provided.

1. Many philosophers and writers think of their culture as better than previous ages andclaim their own age as a “renaissance.” Is it important for people to think of one age asbetter than a previous age?

2. When you think about the Renaissance in Italy or about other times and places in thepast, do you think the world today is better than those ages? Would you describe thepeople of those times as “half awake” or “childish”?

3. Write a short essay on the status of the world today. How will you present society? Whatdo you think are its great achievements? How will you convince your readers that thisage is not beneath a “veil” of ignorance? Imagine that your essay will be put in a timecapsule that will be opened in 500 years. Write your essay on an additional sheet ofpaper.

“In the Middle Ages both sides of human consciousness—that which wasturned within as that which was turned without—lay dreaming or half

awake beneath a common veil. The veil was woven of faith, illusion andchildish prepossession, through which the world and history were seen cladin strange hues. Man was conscious of himself only as a member of a race,people, party, family or corporation—only through some general category. InItaly this veil first melted into air. . . .”

—From The Civilization of the Renaissance in Italy, by Jacob Burckhardt, 1860

Cooperative LearningActivity 12 L1/ELL

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The Renaissance in Italy

★ Cooperative Learning Activity 12 ★★

BACKGROUNDThe Renaissance really arrived in Western Europe via Italy and spread from therethroughout the southern part of Europe and then northward. Between A.D. 1350and 1550, a number of urban intellectuals who lived in the independent northernand central Italian city-states rediscovered Greek and Roman cultures and awak-ened a new spirit of humanism, trade, and culture for Europe. By working as agroup to examine the states and regions of Renaissance Italy, you will note the conditions that paved the way for the Renaissance.

GROUP DIRECTIONS1. As a group draw a map of Italy during the Renaissance on a poster-sized sheet

of paper. Have individual group members use their textbook Chapter 12 andany other sources they can locate to identify the major Italian states that existedat the time in the absence of a strong central monarchy. Be sure to include thefollowing:

The Republic of Venice The Duchy of MilanThe Kingdom of Naples The Republic of Florence

2. Each member of the group researches one or more of the states. Group membersshould identify specific people and events from the state and make notes onnote cards about the characteristics of that state.

3. On the map, list or illustrate and label key events and important figures foreach state and draw a line from each event to the place where it happened. For example, Leonardo da Vinci painted The Last Supper in Milan.

4. Post and share the maps with the class.

ORGANIZING THE GROUP1. Group Work/Decision Making As a group, create a large map of Italy. Identify

the locations of the major states and note their similar or dissimilar geographicsituations: Are they situated in the north, south, east, or west of Italy? Whichhave ready access to trade routes? Which have harbors? Decide what standardinformation to gather and what headings to use for every state. Assign one ormore of the states to individual group members for research according to theagreed-upon headings.

2. Individual Work Use available sources to gather information about the state(s)assigned to you. Capture your information on note cards using the headingsyour group decided to use.

3. Group Work/Decision Making Share your research with your group. Invitecomments on and extensions of individuals’ ideas. Determine if additionalresearch is needed for any of the states. Together, decide what information willbe included as call outs on the map.


http://www.aande.com

http://www.historychannel.com

372B

Chapter 12 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 12 L2

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Name ____________________________________ Date ________________ Class __________

Then During the Renaissance, many artistswere supported by wealthy patrons. Thesepatrons—who included popes, monarchs, andthe rulers of city-states—frequently invitedartists to join their households as court artists.Artists were also funded by guilds and localreligious organizations. These groups con-tracted artists to create specific works of art,for which they were paid handsomely.

The generosity of patrons was often motivatedby their desire to be viewed by their peers asbeing cultured people who encouraged ge-niuses. Patrons also participated—somewhatvicariously—in the creative process, usuallyby choosing the subject of a particular work ofart. More modest patrons hired humanistscholars to explain the philosophical ideas thatthey wanted a particular artwork to reflect.

Powerful leaders sometimes induced artiststo represent them—either directly or symboli-cally—in a religious context. Pope Julius IIused Raphael’s talent in this way. Having per-suaded an ecumenical council to accept hisplan for church reform, Julius II then commis-sioned Raphael to paint a biblical scene, “TheExpulsion of Heliodorus.” The picture showsGod intervening on behalf of a Jewish highpriest. The audience of the day would haverecognized that the high priest symbolizedJulius and that the pope, like the high priest,was also supported by God.

Although self-interest played a part in theirgenerosity, Renaissance patrons did not usu-ally stifle artists’ essential visions. Perhaps thiswas because patrons and protégés shared anopen, exploratory attitude toward life.

Now Art is still supported by wealthy individ-uals. Today, artists display their works ingalleries in hopes that the works of art will bebought. In today’s art market, successful artistsare those who most please the tastes of thebuyer. Universities and colleges also supportwell-known artists by hiring them as specialfaculty members and giving them the facilitiesand time to pursue their own projects.

In most countries, the government andmajor corporations both buy art and providecharitable support for it. In the United States,the National Endowment for the Arts (NEA), agovernment program financed by publicmoney or taxes, is an important source offunds for artistic projects.

Since its establishment in 1965, the NEA hasstirred up controversy. Some people considerart a luxury that should not be supported bytaxes. Other opponents of the NEA claim thatgovernment funding of the arts will inevitablylead to the political control of artistic expres-sion.

When the NEA was established, the U.S.Congress stressed that, in accordance with theConstitution, the program was required toallow freedom of expression. However, in1989, Congress cut the NEA’s budget by$45,000 to punish it for supporting art thatmany citizens found objectionable. Congressalso passed a bill that prohibited the NEA fromfinancing similar works.

Linking Past and Present Activity 12

Supporting the Arts: Past and Present

Critical Thinking

Directions: Answer the following questionson a separate sheet of paper.1. Drawing conclusions: How did

Renaissance patrons influence artisticexpression?

2. Making inferences: How is the U.S.Congress able to influence artistic expres-sion?

3. Synthesizing information: Why do somepeople want to ban rap music? Do researchin the library and on the Internet to exam-ine some of the differing opinions on therelevance and importance of rap music incontemporary American culture. Write abrief report on your findings, state withwhich viewpoint you agree, and explainyour reasoning.

Time Line Activity 12 L2

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Time Line Activity 12

Renaissance and ReformationDIRECTIONS: The years A.D. 1350–1600 were a time of development and diffusion of culturaland political activity and a time of dissension and reform within religious institutions. Newstyles of art, learning, and commerce helped to generate important criticisms of the CatholicChurch and, ultimately, the formation of Protestant religions. Read the time line below, thenanswer the questions that follow.

1545 Council of Trent begins.

1400 1450 1500 1550 1600

C. 1390 Chaucer writesCanterbury Tales.

1455 Johannes Gutenbergcreates printing press.

1469 Lorenzo dé Medicibegins rule of Florence.

1. Which event on the time line was most important for the diffusion of humanism?

2. What was the earliest critique of the practices of the Catholic Church?

3. Which critique of the practices of the Catholic Church led to the establishment of the first

main Protestant religion?

4. What was the reason that humanism did not spread in England?

5. Which events on the time line helped curtail the spread of Protestantism and humanist

books?

6. How many years elapsed after books were first printed before they were first banned?

7. Who wrote a book that influenced religious reformers for years to come?

1485 Wars of the Rosesend in England.

1508 Michaelangelo paintsSistine Chapel.

1509 Desiderius Erasmus writesThe Praise of Folly.

1542 Inquisition begins.

1540 Jesuits formed.1534 Church of Englandseparates from Rome.

1536 John Calvin publishes TheInstitutes of the Christian Religion.

1564 WilliamShakespeare born.

1517 Martin Luther nails thesesto door of Wittenberg Church.

1513 Niccolò Machiavelliwrites The Prince.

Reteaching Activity 12 L1

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ompanies, Inc.

Renaissance and Reformation

The years a.d. 1350–1600 were a time of new ideas in government, art, scholarship, andreligion. The Renaissance began as Italian intellectuals revisited the Greek and Roman cul-tures. The Reformation spread new ideas in religion.

DIRECTIONS: The outline below lists five cultural areas in which innovations, as well as redis-coveries of techniques which had fallen into disuse, occurred. Under each heading, write theinnovations and rediscoveries, selecting from the following list.

Reteaching Activity 12‘

Name Date Class

• Petrarch called the father of Italian Renaissancehumanism.

• Architects used columns and arches to create ahuman-centered environment.

• Artists created lifelike, freestanding statues.

• Humanists wrote in the Vernacular.

• Using new techniques, artists made paintings morelifelike.

• Architects adorned buildings with tapestries, paintings.

• Protestantism was born as a result of Luther’s con-flicts with the Catholic Church.

• With a new method of printing, books became morewidely available.

• Northern European painters developed the techniqueof painting in oils.

• The Catholic Reformation began in reaction to thespread of Protestantism.

Innovations and Rediscoveries

A. Painting

1.

2.

B. Architecture

1.

2.

C. Sculpture

1.

2.

D. Literature

1.

2.

3.

E. Religion

1.

2.

Vocabulary Activity 12 L1

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Name Date Class

Renaissance and Reformation: 1350–1600DIRECTIONS: Fill in the term for each definition listed below, writing one letter in eachsquare. Then use the letters in the shaded squares to answer the question that follows.

Vocabulary Activity 12f

1. money brought by a bride to her husband at marriage

2. worldly rather than spiritual

3. having the characteristics of the city orcity life (two words)

4. acceptance into Heaven

5. doctrine that held that a person can bedeemed good because of faith alone(three words)

6. doctrine that held that God determineseverything that happens in the past,present, and future

7. interest in and study of classical writing, art, and society

8. movement that resulted in the creationof Protestant churches

9. soldier serving for pay

10. certificates issued by the CatholicChurch that could reduce or even elimi-nate someone’s punishment for sins

11. painting on fresh, moist plaster withpigments dissolved in water

1

2

3

4

5

6

7

8

9

10

11

12. What was the period of the awakening of learning and great change?

Chapter 12 TestForm A L2

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Column A

1. conquered Milan after the death of the last Visconti ruler

2. took control of Florence from the Medici family

3. based on the study of the literary works of Greece and Rome

4. his masterpiece in the Italian vernacular was the DivineComedy

5. major goal was the reform of the Catholic Church

6. best known of all the Christian humanists

7. made Martin Luther an outlaw in the Holy Roman Empire

8. belief that God had determined in advance who would besaved and who would be damned

9. established the Church of England in 1534

10. regarded as dangerous radicals by the Protestants andCatholics


11. The war between France and Spain for control of Italy ended when theA. Italian people rose up and drove out both armies.B. French army occupied Naples in 1494.C. Spanish mercenaries were let loose to sack the city of Rome.D. Medici family negotiated a peace that divided up the country and left themselves

in control of Florence.

12. Leonardo da Vinci was an excellent example of Renaissance Italy’s socialideal because heA. was an artist, and artists were considered the pinnacle of human achievement.B. came from a wealthy family and greatly improved his family’s status in society.C. wrote grand romantic poetry and insightful political treatises. D. was a painter, sculptor, architect, inventor, and mathematician.


Score✔ ScoreChapter 12 Test, Form A

Column B

A. Edict of Worms

B. Henry VIII

C. Christianhumanism

D. GirolamoSavonarola

E. predestination

F. Francesco Sforza

G. DesideriusErasmus

H. humanism

I. Anabaptists

J. Dante

Chapter 12 TestForm B L2

Performance AssessmentActivity 12 L1/ELL


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★ Performance Assessment Activity 12

Use with Chapter 12.


BACKGROUNDFilippo Brunelleschi’s design for the Cathedral of Florence revolutionized archi-

tecture. Following him, Michelangelo created the dome for St. Peter’s Basilica inRome. Even today, architects follow the basic principles of Brunelleschi’s design inmodern buildings.

TASKAn art museum has asked you to create a display that demonstrates the princi-

ples of Brunelleschi’s design for the Cathedral of Florence. You may do so in bulletin board or model form, but the museum would like you to include somewritten background.

AUDIENCEYour audience is museum visitors and includes people unfamiliar with the his-

tory of the Renaissance and the history of architecture up to this time.

PURPOSEYour project’s purpose is to demonstrate Brunelleschi’s methods and their signifi-

cance in the history of Renaissance achievements.

PROCEDURES

1. Research Brunelleschi’s design, either in small groups or as a class. Look for infor-mation on the principles of the Cathedral and the reasons why structures of thissort had not been built before.

2. Agree on the form of presentation. Will you create a bulletin board, displaymodel, or some other form? How will written material be presented?

3. Briefly sketch your display.

4. Work out design, construction, and display tasks for each group or class member.

5. If necessary, conduct more research to gather additional information.

6. Gather necessary materials and create each component of the display.

7. Share your display with other groups or other classes.

★

★

★

★

★

ExamView® ProTestmaker CD-ROM

Mapping History Activity 12 L2

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The Success of ReformThe Protestant and Catholic Reformations during the Renaissance changed theface of religion in Europe. Instead of being almost exclusively Catholic, nowEurope would be divided among several different religions: Catholic, Calvinist,Lutheran, Church of England, and others. Meanwhile, the Ottoman Empire in theeast remained Orthodox whereas the majority of the eastern Mediterranean andNorth Africa remained Muslim.

DIRECTIONS: The map below shows the distribution of religions in Europe in1560. Use the map to complete the activities that follow. Use a separate sheet ofpaper.

Mapping History Activity 12

1. Approximately what percent ofEurope north and west of theOttoman Empire was Catholic? What percent was Protestant?

2. Look at the list of towns and cities inthe chart. Locate each town or city onthe map. Circle Protestant towns inblue and Catholic towns in red.

3. What does this tell you about howsuccessful the Protestant and CatholicReformations were?

1517 Luther nails Ninety-five Theses on church Wittenbergdoor.

1521 Luther rejects council’s attempt to reclaim Wormshim.

1525 Huldrych Zwingli establishes theocracy. Zurich

1541 John Calvin establishes Consistory. Geneva

1534 Anabaptists seize control of city. Münster

1542 Inquisition begins. Rome

1545 Pope Paul III calls for Council to reform Trentdoctrine.

Date Event Location

10°W20°W 0° 10°E10°E 20°E 30°E

50°N

40°N

PORT

UGAL

DENMARK

ENGLAND

FRANCE

SPAIN

ITALY

SWITZERLAND

GERMAN STATES

Rome

Avignon

TrentGenevaGeneva

Zurich

Paris

Münster

Augsburg

Wittenberg

Worms

SpanishNetherlands

SpanishNetherlands

AUSTRIA

HUNGARY

OTTOMAN EMPIRE

BOHEMIA

POLAND

RUSSIA

SWEDEN

NORWAY

SCOTLAND

BAVARIA

NETHERLANDS

J

J

Baltic

Sea

Mediterranean Sea

IRELAND

ATLANTICOCEAN

NorthSeaRC

RC

RC

RC

RC

CC

C C

C C

O

O O

O

O

L

LJ

H

CJ

JJ O

J

C

C

A

A

C

C

J L

L

L

CJ

A

A A

AL

L

L

CAL

N

S

E

W

Lambert Conic Conformal Projection

0 150

150

300 miles

0 300 kilometers

ACL

RCOHJ

AnabaptistCalvinistLutheranRoman CatholicEastern OrthodoxHussiteJewish

Minority Religions

Roman CatholicCalvinistLutheranChurch of EnglandEastern OrthodoxMuslim

Dominant Religions

Religions of Europe 1560

World Art and MusicActivity 12 L2

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Michelangelo Buonarroti was born in 1475 inCaprese, near Florence, Italy. He studied

under the master fresco painter DomenicoGhirlandaio, then became a student of a sculptorworking for the Medicis. When he was only 24 hecompleted his Pietà, which was immediately hailedas a masterpiece. Michelangelo loved the three-dimensional quality of sculpture. In a sense, hethought the figure was already within the marbleand that the sculptor “released” it.

Michelangelo’s best-known sculpture is his 13-foot-high marble statue of David, which he createdwhile still in his twenties. The perfectly proportionedDavid, who has just slain Goliath, stands strong yetrelaxed, muscular yet graceful. The statue was givena place of honor outside Florence’s Palazzo Vecchio,the seat of the Medici government.

In both the Pietà and David, Michelangelo placedemphasis on the figures’ faces. Sadness and humilitycan be seen in Mary’s face as she gazes at her deadson. David looks calm but tense, as if ready for what-ever may occur.

Other Florentine sculptors of the time were envi-ous of Michelangelo’s talent and success. The largeSistine Chapel in the Vatican needed artwork for itsceiling. Michelangelo’s fellow sculptors persuadedPope Julius II to commission him to paint the ceiling,thus eliminating their competition in the world ofsculpture. Everyone—even Michelangelo himself—expected him to fail.

For more than four years (1508–1512),Michelangelo toiled on the 40-foot by 133-foot ceilingfrom scaffolding 68 feet above the floor. When he wasfinished, he had painted 145 pictures with more than

300 figures. This great fresco tells a great story: thecreation of the world, Adam and Eve’s expulsion fromEden, and humanity’s ultimate reconciliation with God.God appears in the sky and with a gesture createsAdam. Later we see an anguished Adam and Eve beingforced to leave Eden. The story continues with Noah

MichelangeloMichelangelo is considered one of the greatest and most important artists of

the Renaissance. He lived for 89 years and for 70 of those years he createdsculptures, paintings, and architecture that continue to influence and inspirepeople all over the world.

DIRECTIONS: Read the passage below about this Italian artist, then answer thequestions in the space provided.

WoWorld Art and Music Activity 12

Michelangelo, Pietà, 1499, St. Peter’s, Rome

Until you have seen the Sistine Chapel, youcan have no adequate conception of whatman is capable of accomplishing.

—Johann Wolfgang von Goethe

History and GeographyActivity 12 L2

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HISTORY AND GEOGRAPHY ACTIVITY 12★

“Desponsamus te, mare” (We wed thee, Osea), exclaimed the doge of Venice, standingat the bow of the state gallery and hurling aconsecrated gold ring into the Adriatic Sea.In Renaissance Venice, this symbolic mar-riage of the city to the sea was performedeach year in a splendid water festival thatincluded choirs, trumpets, banners, and aflotilla of gondolas. How did Venicebecome Queen of the Adriatic—the com-mercial center of the world at that time?

The city of Venice reached its commercialand political power and glory as a tradingcenter during the 1300s and 1400s. TheFrench ambassador Philippe de Comines in1495 called Venice’s Grand Canal the“handsomest avenue . . . in the wholeworld.” Venetian merchants crowded thecanals with their gondolas filled with allmanner of goods. “There were somany boats it seemed as if all thegardens of the world must be there,”remarked a merchant from Milanwhen he saw the maze of market boatsloaded with produce from the main-land. Far more valuable goods thanvegetables, however, were traded onthe Venetian canals.

Venice was the hub of commercialactivity for the whole Mediterranean.Fleets of merchant ships set out fromthe northern Adriatic, in the heart ofEurope, to move large quantities ofdiverse products throughout theMediterranean and Black Seas. Sailorsloaded tons of precious East Indianspices onto their ships in Alexandriaand Beirut to be sold in places as faraway as England. Some fleets loadedfurs, silks, and dyes from Black Seaports; others carried wool and leatherfrom Spain; and still others trans-ported enslaved people, gold, and

ivory from Africa. Christian pilgrimsboarded Venetian ships to sail to the HolyLand. Venetian trade routes began andended in Venice—the center of the wealthi-est trading network in Europe. A medievalmonk complained that St. Mark’s Square“seems perpetually filled with Turks,Libyans, and Parthians,” evidence of

Venice, Queen of the Adriatic

Venice is located on 120 islands in the Adriatic Sea,separated from Italy’s mainland by a lagoon. A systemof canals branch off the Grand Canal, clearly visible inthis 1500 engraving by Jacopo Dei Barberi. A largecomplex of shipyards once dominated the eastern tip ofthe city. There, shipwrights constructed the merchantships that sailed from Venice to all major ports in theMediterranean.

Sun-grit city, thou hast beenOcean’s child, and then his queen;Now is come a darker day,And thou soon must be his prey.

—Percy Bysshe Shelley, “Lines writtenamongst the Euganean Hills,” 1818

People in World History Activity 12 L2

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He who first shortened the labour of copyists by device ofMovable Types was disbanding hired armies, and cashier-ing most Kings and Senates, and creating a whole newdemocratic world: he had invented the art of printing.

From Sartor Resartus (1834) by Thomas Carlyle

The Gutenberg Bible, set and printed in1455, is perhaps the most famous book inhistory. It is the product of the first success-ful attempt to use movable type and theprinting press in an efficient way. Thesedevelopments made it possible to printbooks and other materials quickly. Duringthe centuries since then, the spread ofbooks around the world—and the ideasthey carry—has altered human life in pro-found ways. In developing this method ofprinting, Johannes Gutenberg secured hisplace in history.

Johannes Gutenberg was born to an aris-tocratic family in Mainz, Germany, in about1397. Mainz was a center for goldsmiths,and Gutenberg may have been trained ingoldsmithing as a young man. When hewas about 40, Gutenberg began his experi-ments with printing. He combined movabletype, type molds, oil-based inks, and a spe-cial printing press to create a workableprinting system. Many of these ideas exist-ed, but Gutenberg improved, refined, and,most important, combined them. The basicmethod of printing he developed remained

in use well intothe 1900s.

In 1446Gutenbergentered a part-nership with aman namedJohannes Fust.Fust, a gold-smith, lentmoney to Gutenberg to help him pursue hisprinting work. When the partnership failedafter five years—Gutenberg was apparentlyunable to repay the loan when Fust demand-ed it—Gutenberg was forced to surrenderhis printing equipment and supplies to Fust.Fust and his son-in-law continued printing.

Gutenberg found patronage under awealthy man in Mainz, thus enabling himto continue to print. Apparently, he gave upprinting in 1465, perhaps due to failing eye-sight. When he died in 1468, at nearly 70years old, he was not a wealthy man. Heprobably never knew, though he may havedreamed, how his work would affect theworld in the centuries to come. Today,Mainz honors its most famous son throughthe Gutenberg Museum and the JohannesGutenberg University. His original work-shop has been restored and preserved.Fittingly, printing is an important industryin the hometown of Johannes Gutenberg.

Johannes Gutenberg (C. 1397–1468)

People in WoWorld History: Activity 12 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. In what trade was Gutenberg trained?

2. Critical Thinking Making Inferences. How might Gutenberg’s early training havehelped him develop his method of printing?

3. Critical Thinking Drawing Conclusions. Write a paragraph in which you assess theimpact and influence of Gutenberg’s work.

Critical Thinking SkillsActivity 12 L2

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

Critical Thinking Skills Activity 12 Identifying Assumptions

1. What does Franciscus Barbarus think people assume about military leaders as opposedto people who pursue learning and literature?

2. Compare Franciscus Barbarus’s assumption about people with Niccolò Machiavelli’sassumption about the characteristics of a prince wants at the beginning of Section 1.

Identifying assumptions means recogniz-ing that authors usually assume that theirreaders share certain beliefs. It is importantto identify these assumptions so you canunderstand what the author is arguing. Thefollowing is an excerpt from a letter writtenin 1417 by Franciscus Barbarus, a Venetianmilitary leader, statesman, and humanist. Itis addressed to Poggius Bracciolini, a

scholar who traveled throughout Europesearching for and discovering many worksof literature that had been lost for a thou-sand years. The recovery of these works ledto much of the renewed interest in learningand ancient works that is associated with theRenaissance. Franciscus Barbarus is praisingPoggius for the work he has already doneand the books he has already found.

DIRECTIONS: Read the excerpt, then answer the questions that follow.

You have revived so many illustrious men and such wise men, who weredead for eternity, through whose minds and teachings not only we but

our descendants will be able to live well and honorably. If our ancestorsdecided that a triumph should be awarded to those who had captured fortsand cities and provinces and if I had as much dignity, power, and gratitudeas they who were the most important in the literary Senate and in the houseof the Muses, I should decree a triumph for you, since surely their learningand their reasoning power could bring the human race more benefit by farthan the deeds of a few illustrious generals ever brought. For as these deedshave sometimes freed a few soldiers or a single city or occasionally oneprovince from impending dangers with great slaughter of men and haveturned men from frugality to every and all kinds of lust, so there must be nodoubt that culture and mental training, which are adapted to a good andblessed life and fair speech, can bring no trifling advantages not only toprivate concerns but to cities, nations, and finally to all mankind.

—From Two Renaissance Book Hunters: The LettersPoggius Bracciolini to Nicolaus de Niccolis

Standardized Test PracticeWorkbook Activity 12 L2

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Standardized Test Practice

Name __________________________________ Date ____________________ Class ____________

Reading Objective 6: The student will recognize points of view, propaganda, and/or statements of fact andnonfact in a variety of written texts.

A person’s point of view is the way in which he or she interprets topics or events. There are anumber of factors that affect a person’s point of view, including age, gender, ethnic background,and religion. The ability to interpret points of view will help you determine the objectivity of anargument or the accuracy of a description.

★ Practicing the SkillRead the following introduction and excerpt on Leonardo da Vinci. Then answer the questions that follow.

Leonardo da Vinci, an artist who lived from 1452 to 1519, represented the achievements of the ItalianRenaissance. A master of painting, sculpture, anatomy, architecture, geometry, and technology, Leonardo wasconsidered a “universal man,” one who excelled in many fields of human creativity. In 1550, the noted writerand art critic Giorgio Vasari wrote the following about Leonardo:

★ Learning to Recognize Point of ViewUse the following guidelines to help you recognize point of view.

• Read the material and identify the generalsubject.

• Gather background information on the topicand the author.

• Identify aspects of the topic that the authorhas emphasized or excluded.

• Identify any words or phrases suggesting apersonal opinion.

ACTIVITY 12Recognizing Point of View

“. . . [Leonardo] practiced not one art only,but all those in which drawing played a part; andhaving an intellect so divine and marvellous thathe was also an excellent geometrician…he madedrawing both of ground-plans and other designsof buildings and…suggested the plan of reducingthe river Arno to a navigable canal…. Since hewished that his profession should be painting, hestudied drawing after nature,…and he executed[his works] in black and white with the point ofhis brush…. No one has ever equaled him inperfection of finish; and I have one, [a drawingof ] a head…, which is divine…. He wascontinually making models and designs to showmen how to remove mountains with ease, and

how to bore them in order to pass from one levelto another, and by means of levers, windlasses[hoisting machines], and screws, he showed theway to raise and draw great weights, togetherwith methods for emptying harbors, and pumpsfor removing water from low places, things whichhis brain never ceased from devising.Leonardo…began many things and never finishedone of them…for the reason that he conceived inideas difficulties so subtle…that they could neverbe expressed by the hands, be they ever soexcellent.”

(Source: Giorgio Vasari, “Life of Leonardo da Vinci,” in Lives of theMost Eminent Painters, Sculptors, and Architects, 1550)

Leonardo da Vinci

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Column A

1. this family controlled the government of Florence frombehind the scenes

2. wrote the influential political book The Prince

3. the father of Italian Renaissance humanism

4. wrote The Book of the City Ladies

5. a release from all or part of the punishment for sin

6. began the Protestant Reformation

7. downplayed religious dogma and stressed the need tofollow the teachings of Jesus

8. introduced Protestant reforms in Zürich

9. published the Institutes of the Christian Religion

10. a special body for enforcing moral discipline


11. In 1528, Baldassare Castiglione wrote The Book of the Courtier, whichA. was an epic novel of idealized heroism, which became a model for Italian men.B. described the characteristics of a perfect Renaissance noble.C. instructed rulers to abandon morality as the basis for political activity.D. a collection of romantic poetry which exemplified the spirit of the age.

12. Parents in Renaissance Italy carefully arranged marriages, often toA. prevent their sons and daughters from marrying below their class.B. make peace between feuding families.C. strengthen business or family ties.D. improve the family’s status in society.

13. Geoffrey Chaucer’s The Canterbury Tales is an important work becauseA. Chaucer’s use of the English vernacular was important in making his dialect the

chief ancestor of the modern English language.B. it was the first work in English to be published in Italy and France, opening

those countries up to England’s culture and language.C. it was the first collection of short stories by a single author to be published.D. his poignant portrayal of the English lower class evoked a change in English

society, allowing families to break the hereditary cycle of poverty.


Score✔ ScoreChapter 12 Test, Form B

Column B

A. indulgence

B. the ModernDevotion

C. John Calvin

D. Medici

E. Petrarch

F. Martin Luther

G. Consistory

H. Christine de Pizan

I. Huldrych Zwingli

J. NiccolòMachiavelli


Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1The Renaissance1. Explain why, between 1350 and

1550, Italian intellectuals believedthey had entered a new age ofhuman achievement.

2. Characterize city-states, which werecenters of political, economic, andsocial life in Renaissance Italy.

Reproducible Lesson Plan 12–1Daily Lecture and Discussion Notes 12–1Guided Reading Activity 12–1*Section Quiz 12–1*Reading Essentials and Study Guide 12–1*

Daily Focus Skills Transparency 12–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3The Protestant Reformation1. Discuss the major goal of humanism

in northern Europe, which was toreform Christendom.

2. Explain how Martin Luther’s religiousreforms led to the emergence ofProtestantism.



SECTION 4The Spread of Protestantism and theCatholic Response1. Summarize the different forms of

Protestantism that emerged inEurope as the Reformation spread.

2. Summarize the religious rebirth ofthe Catholic Church.

Reproducible Lesson Plan 12–4Daily Lecture and Discussion Notes 12–4Guided Reading Activity 12–4*Section Quiz 12–4*Reteaching Activity 12*Reading Essentials and Study Guide 12–4*


SECTION 2The Intellectual and ArtisticRenaissance1. Discuss humanism—the most impor-

tant intellectual movement associ-ated with the Renaissance.

2. Identify the great artists and sculp-tors produced by the Renaissance,such as Michelangelo, Raphael, andLeonardo da Vinci.



Assign the Chapter 12 Reading Essentials and Study Guide.

372C



372D


Teacher’s Corner

The following articles relate to this chapter:

• “Venice,” by Erla Zwingle, February 1995.• “Out of the Darkness: Michelangelo’s Last Judgment,” by

Meg Nottingham Walsh, May 1994.• “A Renaissance for Michelangelo,” by David Jeffrey,

December 1989.• “Restoration Reveals the Last Supper,” by Carlo Bertelli,

November 1983.• “Carrara Marble: Touchstone of Eternity,” by Cathy

Newman, July 1982.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS

To order the following products call National Geographic at 1-800-368-2728:

• PictureShow: The Renaissance (CD-ROM)• The Renaissance (Transparencies, Poster Set)

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELLActivities that are suited to use within the block

scheduling framework are identified by:

Kevin Witte Kearney High SchoolKearney, Nebraska

Ranking Renaissance FiguresDivide the class into groups of two to four stu-

dents. Assign to each group a major figure of theRenaissance era such as Leonardo da Vinci, Joan ofArc, Niccolò Machiavelli, Lucretia Borgia, Petrarch,Desiderius Erasmus, the de’ Medici family,Michelangelo, Thomas More, Martin Luther, and soon. Have the students of each group investigate theirperson’s life, achievements, and influence, and pre-pare a fact sheet to be reproduced and distributedamong the other students. Then ask one spokes-person from each group to make the case for thatgroup’s person being the most influential figure ofthe Renaissance era.

When all the presentations have been made, askthe students to rank the figures by the amount ofinfluence each had on history starting with the mostinfluential. Allow a limited amount of debate to occurbefore each vote.

From the Classroom of…

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.



http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

372

372


1350–1600

Key EventsAs 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 theRenaissance.

• Martin Luther’s break with the Catholic Church led to the emergence of the Protestant Reformation.

• 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 TodayThe 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.

World History Video The Chapter 12 video, “Da Vinci: A RenaissanceMan,” chronicles Leonardo da Vinci’s numerous artistic and scientific innovations.

1350 1400

c. 1350The ItalianRenaissance begins

1434The de’ Medicifamily takescontrol ofFlorence

Cosimo de’ Medici

1450

c. 1450Christian humanism spreads in northern Europe

c. 1455Gutenberg printsBible usingmovable type

Page from the Gutenberg Bible

IntroducingCHAPTER 12


Refer to Activity 12 in the Performance Assessment Activities and Rubric booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about the Renaissanceand Reformation, students can viewthe Chapter 12 video, “Da Vinci: ARenaissance Man,” from The WorldHistory Video Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 12 content.

Available in VHS.

The Impact TodayAs they read the chapter, havestudents create a word web foreither “Renaissance” or “Refor-mation.” Have students recordthe information associated withtheir chosen term and summa-rize its importance today. L1

FCAT LA.A.1.4.2


PURPOSE FOR READING

Think-Pair-Share Review how many ideas of the Ancient world were forgotten during the MiddleAges and explain that renaissance means rebirth. Think - Ask students to write about whataspects of society needed to be “reborn.” Pair - Have students discuss their ideas with a partner.Share - Solicit responses from each pair and discuss as a whole class. Conclude the activity by discussing how many important ideas, such as education, arts, and business, were rediscoveredduring the Renaissance. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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Chapter ObjectivesAfter studying this chapter, stu-dents should be able to:1. list three characteristics of the

Renaissance;2. explain the three estates of

Renaissance society;3. explain Renaissance

education;4. describe artistic contributions

of the Renaissance;5. describe Christian humanism;6. describe Luther’s role in the

Reformation;7. describe religious changes in

Switzerland, in England, andwithin the Catholic Church.

Time Line Activity

Have students note significant religious events on the time line. Howmany years passed between Gutenberg’s printing of the Bible andthe Council of Trent? How mightGutenberg’s invention have led to themany changes in religion? (90 years;books like the Bible were cheaperand more available, and ideasspread more quickly) L1

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview12 at .wh.glencoe.com

Students page waiting

for position approval

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

373

Renaissance art and architecture flourished in Florence. The Duomo, a Renaissance church, contains artwork by many important Renaissance artists.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 12–ChapterOverview to preview chapter information.

wh.glencoe.com1500 16001550

1508Michelangelobeginspainting theSistine Chapel

1517Martin Lutherinitiates theProtestantReformation

1519Charles I of Spain is electedHoly RomanEmperor

1534Henry VIIIcreates theChurch of England

1545The Council ofTrent is formed

Michelangelo

373

The Duomo of Florence is the result of six centuries of work. Although Arnolfo di Cambio designedthe cathedral at the end of the thirteenth century, the façade was not completed until the nine-teenth century. During the Renaissance, Filippo Brunelleschi created the enormous cupola, ordome. He worked on the cupola for sixteen years, completing it in 1436. Amazingly, the cupola was built without scaffolding. The interior of the dome features work by Renaissance artists, suchas Vasari, Zuccari, Donatello, Uccello and Ghiberti. Behind the cathedral is the Duomo museum,which contains the work of many Renaissance artists, including sculptures by Michelangelo.

MORE ABOUT THE ART

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374

374

Painting the Sistine Chapelround 1500, Pope Julius II wanted the great Italianartist Michelangelo to paint the ceiling of the Sistine

Chapel in Rome. “This is not my trade,” Michelangeloprotested; he was a sculptor, not a painter. He recommendedother painters to the pope, but the pope persisted.

Michelangelo needed the money and undertook the project.He worked, on and off, for four years, from May 1508 toOctober 1512. For a long time he refused to allow anyone,including the pope, to see his work.

Julius grew anxious and pestered Michelangelo on a regu-lar basis about when the ceiling would be finished. Tired ofthe pope’s requests, Michelangelo once replied that the ceil-ing would be completed “when it satisfies me as an artist.”The pope responded, “We want you to finish it soon.” Hethen threatened that if Michelangelo did not “finish the ceiling quickly he would have him thrown down from the scaffolding.”

Fearing the pope’s anger, Michelangelo quickly completedhis work. When he climbed down from the scaffold for thelast time, he was tired and worn out. Because he had been onhis back so long while painting the ceiling, it was said that henow found it easier to read by holding a book up rather thandown. The Sistine Chapel ceiling, however, is one of the greatmasterpieces in the history of Western art.

AThis detail from the Sistine Chapel is titled The Creation of Adam.

Why It MattersIn the fifteenth century, intellectualsin Italy were convinced that theyhad made a decisive break with theMiddle Ages and had entered a newage of human achievement. Today,we call this period of European his-tory the Renaissance. Michelangelowas but one of the great figures ofthis time. Another was MartinLuther of Germany, whose breakwith the Roman Catholic Church atthe beginning of the sixteenth cen-tury led to the Protestant Reforma-tion and a new era in the history ofChristianity.

History And You Identify twopieces of public art in your commu-nity. Research what commendationsor criticism the city received follow-ing the unveiling of these pieces.Create a multimedia presentationwith your findings.

IntroducingA Story That MattersDepending upon the ability levelof your students, select from thefollowing questions to reinforcethe reading of A Story ThatMatters.• Who hired Michelangelo to

paint the ceiling of the SistineChapel? (Pope Julius II)

• What was Michelangelo’sattitude toward his art? (veryserious; he did not want to finishuntil he was satisfied)

• How is the authority of thepope evident in this story?(Michelangelo did not want topaint it, but the pope insisted;ceiling finished early to pleasethe pope) L1 L2 L3

About the ArtMichelangelo was a painter,sculptor, and architect. His fig-ures on the ceiling of the SistineChapel reveal an ideal humanbeing with perfect proportions.The beauty of this idealizedhuman being is meant to be areflection of divine beauty. Themore beautiful the body, themore godlike the figure. In TheCreation of Adam, God, from hisplace in heaven, provides Adamwith the spark of life.

HISTORY AND YOURenaissance art reflected the humanist emphasis on the individual or universal person. Bring in samples of theworks of Michelangelo, Leonardo da Vinci, and Raphael for the class to see. Have students explain how thethemes of the works emphasize the individual or universal person. Then ask students to list evidence of how theimportance of the individual is still emphasized in our own times. Examples might be found in popular music, film,painting, and advertising. Ask students to identify how Renaissance art and the art of today demonstrate an artisticideal or visual principle. L2 SS.A.3.4.1


1

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375

1 FOCUSSection OverviewThis section describes the charac-teristics of the Renaissance, andthe political and social structureof Renaissance society.

The Renaissance

✦1425 ✦1450 ✦1475 ✦1500 ✦1525

1494Charles VIII of Franceinvades Naples

1447Last Visconti rulerof Milan dies

1513Machiavelli writesThe Prince

1527Invading armiessack Rome

1528Castiglione writes TheBook of the Courtier

Preview of Events

CHAPTER 12 Renaissance and Reformation 375

The Prince

Inspired by Cesare Borgia, who conquered central Italy and set up a state, NiccolòMachiavelli wrote The Prince, a short work on political power. He said:

“Everyone realizes how praiseworthy it is for a prince to honor his word and to bestraightforward rather than crafty in his dealings; nonetheless experience shows thatprinces who have achieved great things have been those who have given their wordlightly, who have known how to trick men with their cunning, and who, in the end,have overcome those abiding by honest principles. . . . A prince, therefore, need notnecessarily have all the good qualities I mentioned above, but he should certainlyappear to have them. . . . He should not deviate from what is good, if that is possible,but he should know how to do evil, if that is necessary.”

—The Prince, George Bull, trans., 1981

The Prince reflected the practice of politics in Renaissance Italy.

The Italian RenaissanceThe word renaissance means rebirth. A number of people who lived in Italy

between 1350 and 1550 believed that they had witnessed a rebirth of the ancientGreek and Roman worlds. To them, this rebirth marked a new age. Historianslater called this period the Renaissance, or Italian Renaissance—a period of Euro-pean history that began in Italy and spread to the rest of Europe. What, then, arethe most important characteristics of the Italian Renaissance?

First, Renaissance Italy was largely an urban society. As the Middle Ages pro-gressed, powerful city-states became the centers of Italian political, economic, andsocial life. Within this growing urban society, a secular, or worldly, viewpoint

Voices from the Past

Guide to ReadingMain Ideas• Between 1350 and 1550, Italian intellec-

tuals believed they had entered a newage of human achievement.

• City-states were the centers of political,economic, and social life in RenaissanceItaly.

Key Termsurban society, secular, mercenary, dowry

People to IdentifyLeonardo da Vinci, Francesco Sforza,Cosimo de’ Medici, Lorenzo de’ Medici,Niccolò Machiavelli

Places to LocateMilan, Venice, Florence, Rome

Preview Questions1. What was the Renaissance? 2. Describe the political world that

existed in the Italian states.

Reading StrategyCategorizing Information Use a webdiagram like the one below to identify themajor principles of Machiavelli’s work,The Prince.

CHAPTER 12Section 1, 375–381CHAPTER 12Section 1, 375–381

Project transparency 12–1 andhave students answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 12-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Niccolò Machiavelli 2. 1513 3. actual or appearanceof good qualities and the ability to do evil if necessary

The Renaissance

UNIT

3Chapter 12

Who was the author of thisquotation?

When did he write thesewords?

What qualities didMachiavelli indicate wereneeded by a prince?

1 2 3

“Everyone realizes how praiseworthy it is for aprince to honor his word and to be straightfor-ward rather than crafty in his dealings;nonetheless experience shows that princes whohave achieved great things have been those whohave given their word lightly, who have knownhow to trick men with their cunning, and who, inthe end have overcome those abiding by honestprinciples . . .”

Niccolò Machiavelli, The Prince, 1513

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 12–1

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 12–1• Daily Lecture and Discussion Notes 12–1• Guided Reading Activity 12–1• Section Quiz 12–1• Reading Essentials and Study Guide 12–1

Transparencies• Daily Focus Skills Transparency 12–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM


21

3

Guide to Reading

Answers to Graphic: The Prince:how to acquire and keep politicalpower, attitude toward power basedon understanding of human nature,political activity not restricted bymoral principles, prince acts onbehalf of the state

Preteaching VocabularyTo understand the term secular, havestudents find as many synonyms andantonyms as possible for the word.(synonyms: worldly, profane, tempo-ral, non-religious, civil, lay, physical,non-clerical; antonyms: religious,spiritual) L1

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376

EnrichHave students discuss the Greekconcept of a sound mind in asound body in relation to thequote “Men can do all things ifthey will.” How do these twostatements reflect the time peri-ods in which they were uttered?(both stress the value and strengthof the individual, saw improvingindividual as a way to improve soci-ety) L2

emerged as increasing wealth created new possibili-ties for the enjoyment of material things.

Second, the Renaissance was an age of recoveryfrom the disasters of the fourteenth century such asthe plague, political instability, and a decline ofChurch power. Recovery went hand in hand with arebirth of interest in ancient culture. Italian thinkersbecame aware of their own Roman past—the remainsof which were to be seen all around them. They alsobecame intensely interested in the culture that haddominated the ancient Mediterranean world. Thisrevival affected both politics and art.

Third, a new view of human beings emerged aspeople in the Italian Renaissance began to emphasizeindividual ability. As Leon Battista Alberti, afifteenth-century Italian, said, “Men can do all thingsif they will.” A high regard for human worth and arealization of what individuals could achieve createda new social ideal. The well-rounded, universal per-son was capable of achievements in many areas of life. Leonardo da Vinci (VIHN•chee), for exam-ple, was a painter, sculptor, architect, inventor, andmathematician.

376 CHAPTER 12 Renaissance and Reformation

This painting by Luca Carlevaris, titled The Pier and the Ducal Palace, shows the wealth associated with Venice.

Of course, not all parts of Italian society weredirectly affected by these three general characteristicsof the Italian Renaissance. The wealthy upper classes,who made up a small percentage of the total popula-tion, more actively embraced the new ideas andactivities. Indirectly, however, the Italian Renaissancedid have some impact on ordinary people. Especiallyin the cities, many of the intellectual and artisticachievements of the period were highly visible anddifficult to ignore. The churches, wealthy homes, andpublic buildings were decorated with art that cele-brated religious and secular themes, the human body,and an appreciation of classical antiquity.

Summarizing What were the char-acteristics of the Italian Renaissance?

The Italian StatesDuring the Middle Ages, Italy had failed to

develop a centralized monarchical state. The lack of asingle strong ruler made it possible for a number ofcity-states in northern and central Italy to remainindependent. Three of them—Milan, Venice, and

Reading Check


2 TEACH

Daily Lecture and Discussion Notes 1–1


I. The Italian Renaissance (pages 375–376)

A. The word renaissance means rebirth. The Italian Renaissance, which spread to the restof Europe, occurred between 1350 and 1550. The rebirth was of the ancient Greek andRoman worlds.

B. Italy of the Renaissance was largely an urban society. The powerful city-states of theMiddle Ages became political, economic, and social centers. A secular, or worldly,viewpoint developed in this urban society as increasing wealth created new opportu-nities for material enjoyment.

C. The Renaissance was also an age when the power of the Church declined, and societyrecovered from the plagues and instability of the Middle Ages. Part of this recoverywas a rebirth of interest in the ancient Greek and Roman cultures.

D. A new view of human beings that emphasized individual ability and worth emergedin the Renaissance. The well-rounded, universal person was capable of achievementsin many areas of life. For example, Leonardo da Vinci was a painter, sculptor, archi-tect, inventor, and mathematician.

E. 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 artisticachievements were hard to ignore. Churches, wealthy homes, and public buildingsdisplayed art that celebrated the human body, classical antiquity, and religious andsecular themes.

Discussion QuestionWhat term in English expresses the Renaissance ideal of a well-rounded, multi-talentedperson? (The term is Renaissance man.)

166

Daily Lecture and Discussion Notes

Chapter 12, Section 1

Did You Know? The three-volume Gutenberg Bible was organ-ized into two 42–line columns per page. In the later stages ofproduction, six people worked simultaneously on composing thetype. About 40 Gutenberg Bibles are still in existence, including per-fect copies in the U.S. Library of Congress, the French BibliothèqueNationale, and the British Library.

turn


EXTENDING THE CONTENTPreparing a Summary Have students compare the Renaissance in Milan, Venice, and Florence.Organize students into three teams, each studying a city-state. Have each team split into subgroupsto research a topic such as government, economy, patrons of the arts, women, painting, sculpture,or architecture. When research is complete, have subgroups report their findings to the wholeteam. Then have each team prepare an overall summary of its research. Ask each team to select amember to present the team’s overall summary of its Renaissance city-state. L2

For grading this activity, refer to the Performance Assessment Activities booklet.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Answer: A worldly viewpoint andincreasing wealth brought renewedinterest in ancient culture and abelief that a well-rounded individualshould be capable of achievementsin many areas.

SS.A.3.4.1


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Florence—expanded and played crucial roles in Ital-ian politics.

The Italian city-states prospered from a flourish-ing trade that had expanded in the Middle Ages. Ital-ian cities traded with both the Byzantine and Islamiccivilizations to the east. Italian trading ships had alsomoved into the western Mediterranean and thennorth along the Atlantic seaboard. These shipsexchanged goods with merchants in both Englandand the Netherlands. Italian merchants had profitedfrom the Crusades as well and were able to set upnew trading centers in eastern ports. There, the Ital-ian merchants obtained silks, sugar, and spices,which they carried back to Italy and the West.

Milan Milan, located in northern Italy at the cross-roads of the main trade routes from Italian coastalcities to the Alpine passes, was one of the richest city-states in Italy. In the fourteenth century, members ofthe Visconti family established themselves as dukes

of Milan and extended their powerover all of Lombardy.

The last Visconti ruler of Milandied in 1447. Francesco Sforza thenconquered the city and became itsnew duke. Sforza was the leader ofa band of mercenaries—soldierswho sold their services to the high-est bidder.

Both the Visconti and Sforzarulers worked to build a strong

Under the Visconti familyand later the Sforza dukes,Milan prospered from tradeand an efficient tax system.

Venice was a rich tradeempire ruled by a smallgroup of self-servingmerchant-aristocrats.

The cultural center ofRenaissance Italy, Florencewas governed by the wealthyand powerful Medici family.

N

SEW

Chamberlin Trimetric projection200 kilometers0

200 miles0

25°E20°E15°E

10°E5°E

40°N

45°N

Mediterranean Sea

Tyrrhenian Sea

Adriat ic

SeaCorsica

Sicily

Sardinia

MilanVenice

GenoaMantua

Pisa Florence

Rome

Naples

Ferrara

Florence

Genoa

Mantua

Milan

Papal States

Urbino

Venice

Renaissance Italy, 1500

centralized state. By creating an efficient tax sys-tem, they generated enormous revenues for thegovernment.

Venice Another major northern Italian city-state wasthe republic of Venice. As a link between Asia andwestern Europe the city drew traders from all overthe world. Officially Venice was a republic with anelected leader called a Doge. In reality a small group of merchant-aristocrats, who had become wealthythrough their trading activities, ran the governmentof Venice on behalf of their own interests. Venice’strade empire was tremendously profitable and madeVenice an international power.

Florence The republic of Florence dominated theregion of Tuscany. In the course of the fourteenth cen-tury, a small but wealthy group of merchants estab-lished control of the Florentine government. They ledthe Florentines in a series of successful wars againsttheir neighbors and estab-lished Florence as a major city-state in northern Italy.

In 1434, Cosimo de’ Medici(MEH•duh•chee) took controlof the city. The wealthy Medicifamily controlled the govern-ment from behind the scenes.Using their wealth and per-sonal influence, Cosimo, andlater Lorenzo de’ Medici, his


Francesco Sforza,Duke of Milan Lorenzo de’ Medici

Italian city-states prosperedduring the Renaissance.

1. Interpreting MapsUsing your text, identifythe three most powerfulcity-states. What geo-graphic features did theyhave in common?

2. Applying GeographySkills Which city-statewas in the best locationto trade by land and seawith the ByzantineEmpire to the east?


Answers:1. Milan, Venice, Florence; all in

northern Italy

2. Venice

Government The city-state of Flo-rence had a republican form of gov-ernment. Students should recognizethe United States also has a republicanform of government. Students shouldunderstand that in a republic, citizensvote for representatives who will makegovernmental decisions for them.

Who?What?Where?When?

Guided Reading Activity 12–1

Copyright ©

Name Date Class

The Renaissance

DIRECTIONS: Answer the following questions as you read Section 1.

1. Why was the term renaissance used to refer to the time between 1350 and 1550?

2. What are the three most important characteristics of the Italian Renaissance?

3. Which three city-states played crucial roles in Italian politics?

4. What about the location of Milan made it rich and powerful?

5. What activities in Florence did Dominican preacher Savonarola seek to regulate?

6. Which two European countries made Italy their battleground for 30 years?

7. Why did the army of Charles I of Spain sack the city of Rome in 1527?

8. What is the regard for Niccolo Machiavelli's book, The Prince?

9. From Machiavelli's point of view, what attitude should a prince have toward power?

Guided Reading Activity 12-1

Cartography Have students workin pairs to create thematic mapsshowing the trade routes describedin the text, including wool comingfrom England to be made into clothin Italy, and spices and silks comingfrom the east. L2

L1/ELL


1

READING THE TEXT

Responding and Reflecting As students read new material, their responses will be affected by theopinions they form. Have students research the impact of either the Medici family or Savonarola onFlorence. Discuss the results of their findings. Ask students to decide whether they support oroppose the rule of the person they researched. Then, have them write a letter to the editor of aFlorence newspaper concerning either the Medicis or Savonarola. In their letters, they may chooseto support or speak out against either the Medicis or Savonarola. Encourage students whose lettersexpress opposite points of view to share them with the class. L3 FCAT LA.A.2.4.4

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grandson, dominated the city at a time when Florencewas the cultural center of Italy.

During the late 1400s, Florence experienced an eco-nomic decline. Most of its economy was based on themanufacturing of cloth. Increased competition fromEnglish and Flemish cloth makers drove down profits.

During this time a Dominican preacher namedGirolamo Savonarola began condemning the corrup-tion and excesses of the Medici family. Citizens, tiredof Medici rule and frustrated by economic events,turned to Savonarola. So many people followed himthat the Medici family turned Florence over to hisfollowers.

Eventually people tired of Savonarola’s strict regu-lations on gambling, horseracing, swearing, painting,music, and books. Savonarola also attacked the cor-ruption of the Church, which angered the pope. In1498, Savonarola was accused of heresy and sen-tenced to death. The Medici family returned to power.

The Italian Wars The growth of powerful monar-chical states in the rest of Europe eventually led totrouble for the Italian states. Attracted by the richesof Italy, the French king Charles VIII led an army ofthirty thousand men into Italy in 1494 and occupiedthe kingdom of Naples in southern Italy. NorthernItalian states turned for help to the Spanish, whogladly agreed to send soldiers to Italy. For the next 30years, the French and Spanish made Italy their bat-tleground 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 theSpanish king Charles I arrived at the city of Romealong with mercenaries from different countries.They had not been paid for months. When theyyelled, “Money! Money!” their leader responded, “Ifyou have ever dreamed of pillaging a town and lay-ing hold of its treasures, here now is one, the richestof them all, queen of the world.” The next day theinvading forces smashed down the gates and pushedtheir way into the city. The troops went berserk in afrenzy of bloodshed and looting. Church officialswere sold as slaves, and churches and palaces weresacked while drunken soldiers fought over the spoils.The destruction did not end until the authoritieswere finally forced to establish some order. The terri-ble sack of Rome in 1527 by the armies of the Spanishking Charles I ended the Italian wars and left theSpanish a dominant force in Italy.

Describing How did the Visconti andSforza rulers become powerful in Milan?

Machiavelli and the New StatecraftNo one gave better expression to the Italians’ love

affair with political power than Niccolò Machiavelli(MA•kee•uh•VEH•lee). His book The Prince is one ofthe most influential works on political power in theWestern world.

Reading Check


History through Art

Entry of Charles VIII into Naples by EloiFirmin Feron, 1837 Some scholars believethat the Italian wars helped spread Renaissanceideals and practices. How could the wars havehad that effect?


Answer: French and Spanish forcesfought in Italy, so they would haveseen the contributions of theRenaissance and taken new ideas backto their homelands.

History through Art

Answer: worked to build a strongcentralized state and created an effi-cient tax system that brought in enor-mous revenues for the government

Connecting Across TimeThe Medici family was able todominate Florentine politics forseveral generations. Ask stu-dents to suggest strategies thatwould have enabled one familyto dominate city politics for sucha long time. Can students iden-tify American families who havedominated city or state govern-ments for several generations?(money, successful business, power-ful ancestors, living in one place forgenerations; answers will vary)L1

Study Skills Have students createa time line of the Italian Renaissancethat includes ten to twenty importantevents, art works, or scientificachievements that were producedduring this time. L2

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTDiplomats The struggle for political and economic supremacy in northern Italy gave rise to a funda-mental diplomatic procedure among the Italian city-states. This procedure spread to Europe andeventually the world. The Italians invented the machinery of modern diplomacy, such as placing resi-dent ambassadors in capitals where political and commercial ties could be monitored. Diplomacyenabled rulers to win victories without the expense and risk of military operation. Diplomats fromMilan, Florence, and other Italian city-states negotiated the Peace of Lodi (1454). The role of theambassador was four-fold: he or she won allies through negotiation, countered the designs of enemies, represented his government at official functions, and reported information relevant to aiding the preservation and expansion of his state. SS.A.3.4.1

SS.A.3.4.1


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Answer: Machiavelli rejected theethical side of a prince’s activity. Hewas among the first to abandonmorality as the basis for the analysisof political activity.

Connecting Across TimeHave students compare the threecharacteristics of a noble asdescribed by Castiglione to theAmerican idea of a successfulbusinessperson or communityleader. How are the two similarand how are they different? Youmight also wish to have studentscompare the difference in viewsbetween Castiglione and Machi-avelli. (in America, we believe a“noble” can be made; it is not neces-sary to have military skill; studentsmay or may not see classical educa-tion as important; may or may notsee standard of conduct as impor-tant; Machiavelli believed moralconduct was not important, butCastiglione believed it was) L3

Machiavelli’s central thesis in The Prince concernshow to acquire—and keep—political power. In theMiddle Ages, many writers on political power hadstressed the ethical side of a prince’s activity—how aruler ought to behave based on Christian principles.Machiavelli rejected this approach.

From Machiavelli’s point of view, a prince’s atti-tude toward power must be based on an under-standing of human nature, which he believed wasbasically self-centered. He wrote, “One can make thisgeneralization about men: they are ungrateful, fickle,liars, and deceivers, they shun danger and are greedyfor profit.” Political activity, therefore, should not berestricted by moral principles. A prince acts on behalfof the state. For the sake of the state, he must be will-ing to let his conscience sleep.

Machiavelli was among the first to abandonmorality as the basis for analyzing political activity.His views on politics have had a profound influenceon political leaders who followed.

Explaining Why was The Prince animportant work on political power?

Renaissance SocietyIn the Middle Ages, society was divided into three

estates, or social classes (see Chapter 9). Althoughthis social order continued into the Renaissance,some changes became evident. We examine thenobility and the peasants and townspeople here. Theclergy are discussed later in the chapter.

The Nobility Throughout much of Europe, land-holding nobles were faced with declining incomes

Reading Check

during the greater part of the fourteenth and fifteenthcenturies. Many members of the old nobility, how-ever, retained their lands and titles; new blood alsocame into their ranks.

By 1500, nobles, old and new, again dominatedsociety. Although they made up only about 2 to 3 per-cent of the population in most countries, the noblesheld important political posts and served as advisersto the king.

By this time, the noble, or aristocrat, was expectedto fulfill certain ideals. These ideals were clearlyexpressed in The Book of the Courtier, written by the Italian Baldassare Castiglione (KAHS•teel•YOH•NAY) in 1528.

In his work, Castiglione described the characteris-tics of a perfect Renaissance noble. First, a noble wasborn, not made. He was expected to have character,grace, and talent. Second, the perfect noble had todevelop two basic skills. Because the chief aim of anoble was to be a warrior, he had to perform militaryand physical exercises. Unlike the medieval knight,however, who was primarily concerned with acquir-ing military skill, the Renaissance noble was alsoexpected to gain a classical education and enrich hislife with the arts. Third, the noble needed to follow acertain standard of conduct. Nobles were not sup-posed to hide their achievements but to show themwith grace.

379CHAPTER 12 Renaissance and Reformation

Machiavelli, as portrayed by Santi di Tito

A portrait of Baldassare Castiglione by Raphael, c. 1516


Sociology Have students analyzethe information presented in the textconcerning the three estates and havethem construct an accurate pyramidshowing the percentage distributionof the first, second, and third estates.(nobility—2–3%; clergy—7–12%;peasants—85–90% L1

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Information Have students take the role of noble, merchant, artisan, or another citizenof Italy during the Renaissance. Pair students and have them write a series of letters to each otherin which they give details of the events of the time and express their feelings and attitudes regard-ing developments and reforms. Students should indicate in their letters either how they are influ-encing the developments of the Renaissance or how they are influenced by the developments of the Renaissance. Each student should write at least five letters that are detailed, persuasive intone and style, and that respond to the information contained in the letters written by their studentpartner. L2 SS.A.3.4.1

FCAT MA.A.2.4.2


1

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DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONAt-Risk Learners As a class, read the section entitled “Family and Marriage” on page 381. Haveeach student make a chart outlining what roles they feel fathers and mothers play in today’s soci-ety. How are single parents able to perform all responsibilities necessary? How does this differ fromRenaissance Italy? Various charts can be reproduced on the overhead or copied for the hearing-impaired. Students requiring assistance may list characteristics aloud while a partner constructs thechart. L1


380

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

third estate. In the Renaissance, they still constituted85 to 90 percent of the total European population,except in the highly urban areas of northern Italy andFlanders.

Serfdom continued to decrease with the decline ofthe manorial system. Increasingly, throughout thelate Middle Ages, the labor owed by a peasant to alord was converted into rent on land paid in money.By 1500, especially in western Europe, more andmore peasants became legally free.

Townspeople made up the rest of the third estate.In the Middle Ages, townspeople were mostly mer-chants and artisans. The Renaissance town or city ofthe fifteenth century, however, was more diverse.

At the top of urban society were the patricians.Their wealth from trade, industry, and bankingenabled them to dominate their communities eco-nomically, socially, and politically. Below them werethe burghers—the shopkeepers, artisans, guild


Fifteenth-centurytype design

The Impact of Printing

T he Renaissance saw the development of printing inEurope. In the fifteenth century, Europeans gradually

learned how to print with movable metal type. JohannesGutenberg of Germany played a crucial role in theprocess. Gutenberg’s Bible, printed about 1455, was thefirst European book produced from movable type.

By 1500, there were over a thousand printers in Europe.Almost forty thousand titles had been published. More than half of these were religious books, including Bibles, prayer books, and sermons. Most others were Latin and Greek classics, legal handbooks, works on philosophy, and popular romances.

The printing of books encouraged scholarly research and increased the public’s desire to gain knowledge, which would eventually have an enormous impact on European society. The new religious ideas of the Reformation would not have spread as rapidly as they did in the sixteenth century without the printing press.

Printing allowed European civilization to compete for the first time withthe civilization of China. The Chinese had invented printing much earlier, aswell as printing with movable type.

Analyzing Why do you think the printing of books encouraged people’s desire to gain knowledge?

Printing press,

c. 1450

JohannesGutenberg

What was the purpose of these standards?

“I think that the aim of the perfect Courtier is so towin for himself the favor and mind of the princewhom he serves that he may be able to tell him, andalways will tell him, the truth about everything heneeds to know, without fear or risk of displeasinghim; and that when he sees the mind of his princeinclined to a wrong action, he may dare to opposehim . . . so as to dissuade him of every evil intent andbring him to the path of virtue.”

The aim, then, of the perfect noble was to serve hisprince in an effective and honest way. Nobles wouldadhere to Castiglione’s principles for hundreds ofyears while they continued to dominate Europeanlife socially and politically.

Peasants and Townspeople In the Middle Ages,peasants had made up the overwhelming mass of the


Answer: Printing made books muchmore common and less expensive.More people would see them andwant to know what was in them.

Section Quiz 12–1

Glencoe World History 1

Cop

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by

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Com

pani

es, I

nc.


Column A

1. rebirth

2. city-centered, like late Middle Age Italy

3. worldly

4. political work by Machiavelli

5. sum of money given to the groom by the wife’s family

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The Renaissance was all of the following EXCEPTA. an urban society.B. an age of recovery from the plagues, political upheaval, and decline of Church

authority.C. the end of poverty.D. a higher regard for the value of the individual human.

7. The city-state that was led by a group of wealthy merchant-aristocrats wasA. Rome. C. Milan.B. the Papal States. D. Venice.

8. Machiavelli encouraged rulers and would-be rulers to believe thatA. human nature was self-centered. C. women were superior to men.B. human nature was to be truthful. D. the Church should be discredited.

9. According to Castiglione’s book, The Book of the Courtier, a noble shoulddo all of the following EXCEPTA. fulfill certain ideals. C. gain a classical education.B. perform military exercises. D. farm the land.

10. The third estate was made up of all of the following EXCEPTA. patricians. C. artisans.B. peasants. D. merchants.


Score✔ ScoreChapter 12

Section Quiz 12-1

Column B

A. secular

B. urban society

C. renaissance

D. dowry

E. The Prince

L2


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1. Key terms are in blue. 2. Leonardo da Vinci (p. 376); Fran-

cesco Sforza (p. 377); Cosimo de’Medici (p. 377); Lorenzo de’Medici (p. 377); Niccoló Machi-avelli (p. 378)

3. See chapter maps. 4. When the French invaded, the

northern Italian states turned toSpain for help.

5. born, not made; character, grace,talent; well rounded

6. financial security 7. Nobility—Middle Ages: primarily

concerned with military skill;Renaissance: classical education,arts, warrior, standard of conductPeasants—Middle Ages: part ofmanorial system; Renaissance:more peasants were legally free

Townspeople—Middle Ages: mer-chants and artisans; Renaissance:patricians, shopkeepers, artisans,guild masters, workers.

8. impressive architecture, people atleisure, well-dressed

9. Answers should be supported bylogic.

masters, and guild members who pro-vided the goods and services for theirfellow townspeople.

Below the patricians and the burgherswere the workers, who earned pitifulwages, and the unemployed. Bothgroups lived miserable lives. These peo-ple made up perhaps 30 or 40 percent ofthe urban population.

During the late 1300s and the 1400s,urban poverty increased dramaticallythroughout Europe. One rich merchantof Florence, who had little sympathy forthe poor, wrote:

“Those that are lazy in a way that doesharm to the city, and who can offer no just reason fortheir condition, should either be forced to work orexpelled from the city. The city would thus rid itself ofthat most harmful part of the poorest class.”

Family and Marriage The family bond was asource of great security in the dangerous urbanworld of Renaissance Italy. To maintain the family,parents carefully arranged marriages, often tostrengthen business or family ties. Details wereworked out well in advance, sometimes when chil-dren were only two or three years old. The mostimportant aspect of the marriage contract was thesize of the dowry, a sum of money given by the wife’sfamily to the husband upon marriage.

The father-husband was the center of the Italianfamily. He gave it his name, managed all finances (hiswife had no share in his wealth), and made the deci-


Middle Ages Renaissance

Nobility

Peasants

Townspeople

History through Art

Celebration of a Marriage by GhirlandaioDomenico During the Renaissance, a marriagewas more of a business arrangement than amatter of love. How does this painting sup-port or contradict that statement?

sions that determined his children’s lives. Themother’s chief role was to supervise the household.

A father’s authority over his children was absoluteuntil he died or formally freed his children. InRenaissance Italy, children did not become adults onreaching a certain age. Instead, adulthood came tochildren when their fathers went before a judge andformally freed them. The age of adulthood variedfrom the early teens to the late twenties.

Contrasting How was the Renais-sance noble different from the medieval knight?

Reading Check

9. Expository Writing Read a few pas-sages from The Prince. Write a briefessay explaining whether or not youagree with Machiavelli’s theory ofpolitics.

Checking for Understanding1. Define urban society, secular, merce-

nary, dowry.

2. Identify Leonardo da Vinci, FrancescoSforza, Cosimo de’ Medici, Lorenzo de’Medici, Niccolò Machiavelli.

3. Locate Milan, Venice, Florence, Rome.

4. Explain how the Spanish becameinvolved in the Italian wars.

5. Summarize the characteristics of Cas-tiglione’s perfect noble.

Critical Thinking6. Explain Why was a strong family bond

so important in Renaissance Italy?

7. Contrasting Information Use a tablelike the one below to describe the dif-ferences between the social structure ofthe Middle Ages and the Renaissance.

Analyzing Visuals8. Identify details in the painting of

Venice on page 376 that show it is amajor city-state with a profitable tradeempire. Find other images of Venice inyour school library and compare themto this painting.

381

Answer: In addition to being a war-rior, he must also gain a classicaleducation and adorn his life with the arts.


Answer: Painting supports view thatmarriage was a business transaction.Lack of musicians and festive decora-tions, the man recording the cere-mony, the sober expressions, areexamples students could cite.

History through Art

Reading Essentials andStudy Guide 12–1

DRAWING FROM EXPERIENCEII

What does being an individual mean to you? In what ways can a person foster his orher individuality?

In this section, you will learn about the beginnings of the Renaissance in Italy. Duringthe Renaissance, a new view of human beings emerged that emphasized individualability.

ORGANIZING YOUR THOUGHTSII

Use the concept web below to help you take notes. Name five characteristics of the

Reading Essentials and Study GuideChapter 12, Section 1

For use with textbook pages 375–381

THE RENAISSANCE

KEY TERMS

urban society a society in which many of the people in cities (page 375)

secular worldly, rather than religious (page 375)

mercenary a soldier who sells his services to the highest bidder (page 377)

dowry in Renaissance Italy, a sum of money given by a wife’s family to her husband upon marriage (page 381)

Name Date Class

Reteaching ActivityHave students make a three-column chart describing the Italian Renaissance with theheadings: Characteristics, MajorCity-States, and Three Estates. L1

4 CLOSEReview Greek and Roman civi-lization, their social roles, art,and architecture. Discuss specificways in which the Renaissancewas a rebirth of these ideals.

L1/ELL

SS.A.3.4.1

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382

1 FOCUSSection OpenerAfter reading this section, stu-dents should understand theintellectual movement ofhumanism and be able to iden-tify the major artists and accom-plishments of the artisticRenaissance.

c. 1310Dante writes theDivine Comedy

c. 1390Chaucer writes TheCanterbury Tales

c. 1415Donatello creates hisstatue of St. George

Guide to Reading

The Intellectual andArtistic Renaissance

Preview of Events

c. 1434Jan van Eyck paintsthe Arnolfini portrait

c. 1505Leonardo da Vincipaints the Mona Lisa

✦1300 ✦1350 ✦1400 ✦1450 ✦1500

Main Ideas• The most important intellectual move-

ment associated with the Renaissancewas humanism.

• The Renaissance produced many greatartists and sculptors such as Michelan-gelo, Raphael, and Leonardo da Vinci.

Key Termshumanism, fresco

People to IdentifyPetrarch, Dante, Michelangelo, Jan vanEyck, Albrecht Dürer

Places to LocateCanterbury, Flanders

Preview Questions1. What were the characteristics of Italian

Renaissance humanism? 2. What were the chief achievements of

European Renaissance painters?

Reading StrategySummarizing Information Use a tablelike the one below to describe the threepieces of literature written by Dante,Chaucer, and de Pizan. What was the pri-mary importance of each of these works?

Divine The Canterbury The Book of

Comedy Tales the City of Ladies

Pico della Mirandola, a Renaissance philosopher, said in his Oration on the Dignity of Man:

“You, constrained by no limits in accordance with your own free will, shall ordainfor yourself the limits of your nature. We have set you at the world’s center that youmay from there more easily observe whatever is in the world. We have made you neither of heaven nor of earth, neither mortal nor immortal, so that with freedom ofchoice and with honor, as though the maker and molder of yourself, you may fashionyourself in whatever shape you shall prefer.”

—The Renaissance Philosophy of Man, Ernst Cassirer, Paul Kristeller, and John Randall, Jr., eds., 1948

There is no better expression of the Renaissance’s exalted view of the importance ofthe individual.

Italian Renaissance HumanismSecularism and an emphasis on the individual characterized the Renaissance.

These characteristics are most noticeable in the intellectual and artistic accom-plishments of the period. A key intellectual movement of the Renaissance washumanism.








Project transparency 12–2 and have stu-dents answer questions.


Initial Cap Title HereThe Intellectual and Artistic Renaissance


ANSWERS1. has dignity and worth 2. seek fulfillment 3. humanistsbelieved that liberal studies enabled individuals to reach theirfull potential

UNIT

3Chapter 12

Seekfulfillment in

daily life

Individual has dignity and worth

Challengedlong-acceptedtraditions and

institutions

History

Moral Philosophy

Mathematics

Literary Works

Music

Astronomy

Humanism

How was the individualviewed according tohumanism?

What did humanism expect people to do in their everyday lives?

321

Studentsshould study...

According to humanism,students were expected tocomplete liberal studies. Explainwhy humanists believed this tobe important to the individual.




1

Guide to Reading

Answers to Graphic: DivineComedy: soul’s journey, written inItalian; The Canterbury Tales: storiesof pilgrims journeying to Canterbury,portrays range of English society,written in English; The Book of theCity of Ladies: argues that womenwere capable of learning, written inFrench

Preteaching VocabularyHave students explain how a frescodiffers from an oil painting. (frescoesdone on wet plaster with water-based paints; oil paintings done oncanvas with oil-based paints)

0372-0403 C12 TE-860703 3/11/04 11:20 AM Page 382

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYSports The Renaissance revived the Greek concept that an ideal person participated in a variety ofactivities, including sports. Have students research and report to the class on one of the followingpopular Renaissance games or sports: javelin hurling, tennis, chess, archery, fencing, boxing, fal-conry, hunting, and gambling. Tell students to explain how these sports or games resemble or dif-fer from the same activities today. Ask students to bring props for their reports and, if possible, ifspace and safety concerns are met, to give a brief demonstration of the skills needed for theirgame or sport. L2

383

2 TEACH

Humanism was based on the study of the classics,the literary works of ancient Greece and Rome.Humanists studied such things as grammar, rheto-ric, poetry, moral philosophy, and history—all ofwhich was based on the works of ancient Greek andRoman authors. Today these subjects are called thehumanities.

Petrarch (PEE•TRAHRK), who has often beencalled the father of Italian Renaissance humanism,did more than any other individual in the fourteenthcentury to foster the development of humanism.Petrarch looked for forgotten Latin manuscripts andset in motion a search for similar manuscripts inmonastic libraries throughout Europe.

He also began the humanist emphasis on usingpure classical Latin (Latin as used by the ancientRomans as opposed to medieval Latin). Humanistsused the works of Cicero as a model for prose andthose of Virgil for poetry.

In Florence, the humanist movement took a newdirection at the beginning of the fifteenth century.Fourteenth-century humanists such as Petrarch haddescribed the intellectual life as one of solitude. Theyrejected family and a life of action in the community.In contrast, humanists in the early 1400s took a newinterest in civic life. They believed that it was theduty of an intellectual to live an active life for one’sstate, and that their study of the humanities shouldbe put to the service of the state. It is no accident thatthey served as secretaries in the Italian city-states andto princes or popes.

Examining Why is Petrarch calledthe father of Italian Renaissance humanism?

Vernacular LiteratureThe humanist emphasis on classical Latin led to its

widespread use in the writings of scholars, lawyers,and theologians. However, some writers wrote in the

vernacular (the languagespoken in their ownregions, such as Italian,French, or German). In the fourteenth century,the literary works of theItalian author Dante(DAHN•tay) and theEnglish author GeoffreyChaucer helped makevernacular literaturemore popular.

Reading Check


Dante’s masterpiece in the Italian vernacular is theDivine Comedy. It is the story of the soul’s journey tosalvation. The lengthy poem is divided into threemajor sections: Hell, Purgatory, and Heaven, or Par-adise. Dante is led on an imaginary journey throughthese three realms until he reaches Paradise, wherehe beholds God, or “the love that moves the sun andthe other stars.”

Chaucer used the English vernacular in his famouswork The Canterbury Tales. His beauty of expressionand clear, forceful language were important in making his dialect the chief ancestor of the modernEnglish language.

The Canterbury Tales consists of a collection of sto-ries told by a group of 29 pilgrims journeying to thetomb of Saint Thomas à Becket at Canterbury, Eng-land. This format gave Chaucer the chance to portrayan entire range of English society, from the high tothe low born.

Another writer whoused the vernacular wasChristine de Pizan, aFrenchwoman who isbest known for her workswritten in defense ofwomen. In The Book of theCity of Ladies, written in1404, she denounced themany male writers whohad argued that women,by their very nature, areunable to learn and areeasily swayed.

Women, de Pizan argued, could learn as well asmen if they could attend the same schools:

“Should I also tell you whether a woman’s natureis clever and quick enough to learn speculative sci-ences as well as to discover them, and likewise themanual arts. I assure you that women are equallywell-suited and skilled to carry them out and to putthem to sophisticated use once they have learnedthem.”

Explaining What literary format doesChaucer use to portray English society?

Education in the RenaissanceThe humanist movement had a profound effect on

education. Renaissance humanists believed that edu-cation could dramatically change human beings.

Reading Check

Christine de Pizan

Dante


Answer: looked for forgotten Latinmanuscripts; began the humanistemphasis on using pure classicalLatin as opposed to medieval Latin

Answer: collection of stories told bya group of 29 pilgrims journeying tothe tomb of Saint Thomas à Becket at Canterbury, England

Art and Literature Ask studentsto give examples from this section ofinnovations in literature and art thatresulted from the influence ofhumanism. (new forms of writing,such as sonnets and autobiography,literature in common languageinstead of Latin; more lifelike art;classical and religious themes in art)L3


I. Italian Renaissance Humanism (pages 382–383)

A. The secularism and individualism of the Renaissance was most apparent in its intellec-tual and artistic movements. One intellectual movement was humanism.

B. 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.

C. Petrarch (fourteenth century) did the most to foster humanism’s development. Hegenerated a movement of finding forgotten Latin manuscripts, especially in monasticlibraries. He emphasized using pure classical Latin (Roman Latin, not medieval Latin).Cicero was the model for prose and Virgil for poetry.

D. Fourteenth-century humanists had emphasized that the intellectual life was solitary,rejecting family and community engagement. Humanists of the early 1400s took aninterest in civic life. They believed that the humanities and humanists should serve thestate. Many humanists served as secretaries to popes and princes.

Discussion QuestionWhat might have been the effect on many people of the new study of the classics andth h iti ? (P l f lt f d f th t i ti f di l lif d f lt f



Did You Know? The first recorded patent for an industrialinvention was granted in 1421 in Florence to the architect FilippoBrunelleschi. The patent gave him a three-year monopoly on themanufacture of a barge with hoisting gear used to transport marble.


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Critical ThinkingGuide students in a discussion of the humanist view of virtue.Why was this characteristic socentral to the humanist educa-tion? You might wish to assignstudents to write a short essayexplaining what they feel is thesignificance of virtue to theRenaissance education. (to createa moral, elite ruling class; responsi-bility to better one’s self in order tobetter society, etc.) L3

They wrote books on education and opened schoolsbased on their ideas.

At the core of humanist schools were the liberalstudies. Humanists believed that the liberal studies(what we call today the liberal arts) enabled individ-uals to reach their full potential. One humanist wrote,“We call those studies liberal by which we attain andpractice virtue and wisdom; which calls forth anddevelops those highest gifts of body and mind whichennoble men.”

What, then, were the liberal studies? According tothe humanists, students should study history, moralphilosophy, eloquence (or rhetoric), letters (grammarand logic), poetry, mathematics, astronomy, andmusic. In short, the purpose of a liberal education(and thus the reason for studying the liberal arts) wasto produce individuals who follow a path of virtueand wisdom. These individuals should also possessrhetorical skills so they can persuade others to takethis same path.

Following the Greek ideal of a sound mind in asound body, humanist educators also stressed physi-cal education. Pupils were taught the skills of javelinthrowing, archery, and dancing, and they wereencouraged to run, wrestle, hunt, and swim.

Humanist educators thought that a humanist edu-cation was a practical preparation for life. Its aim wasnot to create great scholars but complete citizens.Humanist schools provided the model for the basiceducation of the European ruling classes until thetwentieth century.

Females were largely absent from these schools.The few female students who did attend humanistschools studied the classics and were encouraged to know some history as well as how to ride, dance, sing, play the lute (a stringed instrument), and

appreciate poetry. They were told not to learn math-ematics or rhetoric. It was thought that religion andmorals should be foremost in the education of“Christian ladies” so that they could become goodmothers and wives.

Explaining How did a humanist edu-cation prepare a student for life?

The Artistic Renaissance in ItalyRenaissance artists sought to imitate nature in

their works. They wanted onlookers to see the realityof the objects or events they were portraying. At thesame time, these artists were developing a newworld perspective. In this new view, human beingsbecame the focus of attention—the “center and meas-ure of all things,” as one artist proclaimed.

New Techniques in Painting The frescoes paintedby Masaccio (muh•ZAH•chee•oh) in Florence at thebeginning of the fifteenth century have long beenregarded as the first masterpieces of early Renais-sance (1400–1490) art. A fresco is a painting done onfresh, wet plaster with water-based paints. Whereashuman figures in medieval paintings look flat,Masaccio’s have depth and come alive. By masteringthe laws of perspective, which enabled him to createthe illusion of three dimensions, Masaccio developeda new, realistic style of painting.

Reading Check


History through Art

The Tribute Money by Masaccio, c. 1426In this church fresco, Masaccio creates a realisticrelationship between the Biblical figures and thebackground. Identify the Renaissance artisticelements used by Masaccio in this work.


Answer: Painting is of a Biblical scenebut uses Greek and Roman clothing,poses, and architectural elements.Renaissance elements include perspec-tive and realistic portrayal of individuals.

History through Art

Answer: enabled individuals toreach their full potential; liberal edu-cation produced individuals who fol-lowed a path of virtue and wisdom


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Name Date Class

The Intellectual and Artistic Renaissance

DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T ifthe statement is true or F if the statement is false. For all false statements write a correctedstatement.

1. A key intellectual movement of the Renaissance was secularism.

2. Humanists used the works of Cicero as a model for prose and those of Virgil forpoetry.

3. Dante's masterpiece, The Divine Comedy, is the story of two clowns in a medievalcircus.

4. The Canterbury Tales is a collection of stories told by a group of 29 pilgrims headed for the tomb of Saint Thomas a Becket.

5. “Liberal studies” at this time were called such because of their non-conservativeapproach.

6. In Renaissance art, God was the focus of attention.

7. By the end of the fifteenth century, Italian painters, sculptors and architects hadmastered the new techniques for symbolically portraying the world aroundthem.

8. The High Renaissance in Italy is associated with three artistic giants, Leonardoda Vinci, Raphael and Michelangelo.


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READING THE TEXT

Visualizing Help students create pictures in their minds to further their understanding of theRenaissance. Renaissance art represents themes reflective of the times. Select examples of Renais-sance art based on the following Renaissance themes: individualism, worldliness, learning, antiq-uity, and reform. Study the pictures and write a sentence summary. Have students indicate inwriting which of the themes are represented in each image. Suggested pictures include: TheSchool of Athens by Raphael, The Money Changer and His Wife by Quentin Massys, Vitruvian Man by Leonardo da Vinci, Erasmus by Albrecht Dürer, Charles V by Titian, and The Creation ofAdam by Michelangelo. L2

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EnrichStudents should gain a certainappreciation for the vast artriches of the Renaissance. Youmight wish to assign each stu-dent a research project based onthe life and work of an artist andhave students give their oral,illustrated presentations to theclass. L2

Critical ThinkingGuide students in a discussioncomparing the soaring, immenseGothic cathedrals built duringthe High Middle Ages with theRenaissance concept of smallerchurches. How does the smallersize reflect the Renaissanceemphasis on the universal per-son? (church is not overwhelming;fits needs of person) L1

Giovanni Bellini(c. 1430–1516)

painter

Hieronymus Bosch(c. 1450–1516)

painter

Sandro Botticelli(c. 1445–1510)

painter

Pieter Brueghelthe Elder

(c. 1525–1569)painter

Filippo Brunelleschi(1377–1446)

architect, sculptor

Leonardo da Vinci(1452–1519)

painter, sculptor,architect, engineer

Donatello(1386–1466)

sculptor

Albrecht Dürer(1471–1528)

painter

Hans Holbeinthe Younger(1497–1543)

painter

Masaccio(1401–1428)

painter

Raphael(1483–1520)

painter

MichelangeloBuonarroti

(1475–1564)sculptor, painter,

architect

Titian(1485–1576)

painter

Jan van Eyck(c. 1395–1441)

painter

N

S

EW

Chamberlin Trimetric projection200 kilometers0

200 miles0

0°5°E 10°E 15°E 20°E55°N

50°N

45°N

40°N

5°E

NETHERLANDS

FLANDERS

BAVARIA

London

Bruges

Hertogenbosch

Rome

Venice

Milan

Florence

Augsburg

Nuremberg

This new, or Renaissance, style was used andmodified by other Florentine painters in the fifteenthcentury. Especially important were two major devel-opments. One stressed the technical side of paint-ing—understanding the laws of perspective and theorganization of outdoor space and light throughgeometry. The second development was the investi-gation of movement and human anatomy. The realis-tic portrayal of the individual person, especially thehuman nude, became one of the chief aims of ItalianRenaissance art.

Sculpture and Architecture The revolutionaryachievements of Florentine painters in the fifteenth

century were matched by equallystunning advances in sculpture

and architecture. The sculptorDonatello spent time in

Rome studying and copy-

ing the statues of the Greeks and Romans. Among hisnumerous works was a statue of Saint George, a real-istic, freestanding figure.

The architect Filippo Brunelleschi (BROO•nuhl•EHS•kee) was inspired by the buildings of classicalRome to create a new architecture in Florence. TheMedici, the wealthy ruling family of Florence, hiredBrunelleschi to design the church of San Lorenzo.The classical columns and rounded arches thatBrunelleschi used in the church’s design create anenvironment that does not overwhelm the worshiper,as Gothic cathedrals might. Instead, the church pro-vides comfort as a space created to fit human, andnot divine, needs. Like painters and sculptors,Renaissance architects sought to reflect a human-centered world.

By the end of the fifteenth century, Italian painters,sculptors, and architects had created a new artisticworld. Many artists had mastered the new techniques

Artists of the Renaissance

Renaissance art was influ-enced by the artistic princi-ples of ancient Greece andRome.

1. Interpreting MapsIn which Italian city didthe most Renaissanceartists work?

2. Applying GeographySkills Create a chart listing the artists of theRenaissance. For eachartist include the artist’sdate of birth, the city inwhich he worked, andthe name and descriptionof one of his creations.

David by Michelangelo


Artistic center


Answers:1. Florence

2. Answers will vary. Students mightinclude artists such as Raphael,Dürer, da Vinci, Titian, andMasaccio. L1

What changes did Renaissance artistsbring to the arts of Europe? (Theybroke with medieval symbolism andbrought a new realism to the arts,experimenting with new techniques,such as perspective; muchRenaissance art was devoted to reli-gious topics, but Renaissance artistsalso turned to classical mythology.)L2

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTAlbrecht Dürer was perhaps the greatest artist of Renaissance Germany. This Nuremburg goldsmith-illustrator-painter was able to link Italian and Northern art. After spending time studyingthe Italian Renaissance artists he returned to Germany having grasped the possibilities of printingand engraving as artistic expression. In 1498, the publication of “The Apocalypse,” was the firstprinted work designed entirely by an artist. It told the story of the biblical book of Revelation in aunique way—fourteen full-page wood cuttings on the right, and the corresponding text (in Latin or German editions) on the left. Because it could be enjoyed by the illiterate, and because of theuniqueness of woodcuts and prints together, the Apocalypse sold out rapidly and spread Dürer’sfame far beyond Nuremburg.

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Answer: Medieval paintingsappeared flat and lifeless; in Renais-sance paintings, perspective gave theillusion of depth and individual peo-ple were realistically portrayed.

Answer: Leonardo da Vinci,Raphael, Michelangelo

3 ASSESSAssign Section 2 Assessment as homework or as an in-classactivity.


for realistically portraying the world around themand were now ready to move into new forms of cre-ative expression.

Explaining How did Renaissancepaintings differ from medieval paintings?

Masters of the High Renaissance The final stageof Italian Renaissance painting, which flourishedbetween 1490 and 1520, is called the High Renais-sance. The High Renaissance in Italy is associatedwith three artistic giants, Leonardo da Vinci,Raphael, and Michelangelo.

Leonardo mastered the art of realistic painting andeven dissected human bodies to better see hownature worked. However, he also stressed the need toadvance beyond such realism. It was Leonardo’s goalto create idealized forms that would capture the per-fection of nature and the individual—perfection thatcould not be expressed fully by a realistic style.

At age 25, Raphael was already regarded as one ofItaly’s best painters. He was especially admired forhis numerous madonnas (paintings of the VirginMary). In these, he tried to achieve an ideal of beautyfar surpassing human standards.

Reading Check

Raphael is also well known for his frescoes in theVatican Palace. His School of Athens reveals a world ofbalance, harmony, and order—the underlying princi-ples of the art of the classical world of Greece andRome.

Michelangelo, an accomplished painter, sculptor,and architect, was another artistic master of the HighRenaissance. Fiercely driven by his desire to create,he worked with great passion and energy on aremarkable number of projects.

Michelangelo’s figures on the ceiling of the SistineChapel in Rome reveal an ideal type of human beingwith perfect proportions. The beauty of this idealizedhuman being is meant to be a reflection of divinebeauty. The more beautiful the body, the more god-like the figure.

Identifying Name the three Italianartists most closely associated with the High Renaissance.

The Northern Artistic RenaissanceLike the artists of Italy, the artists of northern

Europe became interested in portraying their worldrealistically. However, their approach was differentfrom the Italians’. This was particularly true of theartists of the Low Countries (present-day Belgium,Luxembourg, and the Netherlands).

Reading Check


Raphael

History through Art

School of Athens by Raphael Raphael created this paint-ing for the pope to show the unity of Christian and classicalworks. Research the painting to discover the identities ofthe historical figures that Raphael depicted.


Answer: Answers will vary; the fig-ures include Socrates, Plato (paintedto look like Leonardo da Vinci), Aristo-tle, Zeno, Epicurus, Averroës, Pythago-ras, Parmenides, Heraclitus (painted tolook like Michelangelo), Diogenes,Euclid, Raphael, Ptolemy, Zoroaster,Xenophon, Alcibiades, and Alexander,among others.

History through Art

Section Quiz 12–2


Column A

1. key intellectual movement of the Renaissance

2. form of Latin used by the ancient Romans

3. Dante’s masterpiece

4. a painting done on fresh, wet plaster

5. painter of the Sistine Chapel ceiling


6. The Renaissance artists of northern Europe painted


✔ ScoreChapter 12

Section Quiz 12-2

Column B

A. classical

B. humanism

C. fresco

D. Michelangelo

E. the DivineComedy

EXTENDING THE CONTENTAnalyzing Art Assign students to small groups to study the works of one of the following North-ern Renaissance artists: Pieter Brueghel the Elder, Jan van Eyck, Albrecht Dürer, Lucas Cranach theElder, or Hans Holbein the Younger. Tell students to use art history books to analyze their artist’sworks. Suggest that they record evidence of daily activities, occupations, social classes, entertain-ment, clothing, hairstyles, and housing shown in these works. Remind groups that each membershould be responsible for a task, such as organizing research, recording the group’s discussion,making photocopies, or presenting the group’s analysis to the class. Tell students to include pic-tures of artworks in their reports to the class. L2


L2


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Reteaching ActivityAsk students to list what theythink were the most importantinnovations in literature, educa-tion, art, and architecture duringthe Renaissance. (use of vernacu-lar, humanist education, lifelike art,smaller churches) L2

4 CLOSEStudents should recognize theimpact of the art masterpiecesthat were created during thistime and that it was wealthy Ital-ian families and the CatholicChurch who were the primarysponsors of Renaissance art.




Do you enjoy looking at paintings and sculptures? What periods or styles do you likebest?

In the last section, you read about the beginnings of the Renaissance in Italy. In thissection, you will learn about art, literature, and education during the Renaissance.


Use the chart below to help you take notes. List some of the characteristics of the fol-lowing art forms during the Renaissance.


190 World History

Copyright ©

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THE INTELLECTUAL AND ARTISTIC RENAISSANCE

KEY TERMS

humanism an intellectual movement of the Renaissance that was based on the study of theancient Greek and Roman classics (page 383)

fresco a painting done on fresh, wet plaster with water-based paints (page 385)

Name Date Class

Art Form Characteristics

Architecture 1.

Sculpture 2.

Painting 3.

1. Key terms are in blue.2. Petrarch (p. 383); Dante (p. 383);

Michelangelo (p. 386); Jan vanEyck (p. 387); Albrecht Dürer (p. 387)

3. See chapter maps.4. women could learn 5. balance, harmony, order; human

reflection of the divine

6. Students will compare Renaissanceeducation to modern.

7. da Vinci: capture the perfection ofnature and the individual; Raphael:achieve an ideal of beauty surpass-ing human standards; Michelan-gelo: ideal type of human beingwith perfect proportions

8. Raphael: philosophy, antiquity; Italso reflects the Renaissance inter-est in antiquity. Dürer: religious

9. Answers may include that van Eyckpainted in oils, used color, createdfine details.

Circumstance played a role in the dif-ferences. The large wall spaces of Italianchurches had given rise to the art offresco painting. Italian artists usedthese spaces to master the technicalskills that allowed them to portrayhumans in realistic settings. In the north,the Gothic cathedrals with their stainedglass windows did not allow for frescoes.Thus, northern artists painted illustrations forbooks and wooden panels for altarpieces. Great carewas needed to depict each object on a small scale.

The most important northern school of art in thefifteenth century was found in Flanders, one of theLow Countries. The Flemish painter Jan van Eyck(EYEK) was among the first to use oil paint, whichenabled the artist to use a wide variety of colors andcreate fine details as in his painting Giovanni Arnolfiniand His Bride. Like other Northern Renaissance artists,however, van Eyck imitated nature not by using per-spective, as the Italians did, but by simply observingreality and portraying details as best he could.

By 1500, artists from the north had begun to studyin Italy and to be influenced by what artists weredoing there. One German artist who was greatlyaffected by the Italians was Albrecht Dürer. He madetwo trips to Italy and absorbed most of what the Ital-ians could teach on the laws of perspective.

As can be seen in his famous Adoration of the Magi,Dürer did not reject the use of minute details charac-teristic of northern artists. He did try, however, to fit

those details more harmoniously into his works inaccordance with Italian artistic theories. Like the Ital-ian artists of the High Renaissance, Dürer tried toachieve a standard of ideal beauty that was based ona careful examination of the human form.

Examining Why was Jan van Eyck’suse of oil paint significant?

Reading Check


9. Expository Writing Assume therole of an art docent (a person whoguides people through museums).Prepare a lecture to be given to agroup of students on the works ofJan van Eyck and how they differfrom Italian Renaissance paintings.

Checking for Understanding1. Define humanism, fresco.

2. Identify Petrarch, Dante, Michelan-gelo, Jan van Eyck, Albrecht Dürer.

3. Locate Canterbury, Flanders.

4. Summarize Christine de Pizan’s mainargument in The Book of the City ofLadies. Why did her ideas receive somuch attention?

5. Compare the underlying principles ofboth classical Greek and Roman artwith Italian Renaissance art. How arethe principles similar? How are theydifferent?

Critical Thinking6. 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?

7. Summarizing Information Use a tablelike the one below to describe thegreatest accomplishments of Leonardoda Vinci, Raphael, and Michelangelo.

Analyzing Visuals8. Compare the paintings of Raphael and

Dürer, shown on page 386 and above.What themes does each artist explore?How does each painting reflect the history of the culture in which it wasproduced?

Leonardo Raphael Michelangeloda Vinci

In the Adoration of the Magi, Albrecht Dürer retains the minutedetails associated with northern European painting, but he alsomakes use of perspective and proportion.

Dürer

Answer: enabled him to use a widevariety of colors and create finedetails

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ANSWERS TO ANALYZING PRIMARY SOURCES

1. physical beauty, infinite grace, genius, strength anddexterity, regal spirit, and tremendous breadth ofmind

2. He was a well-rounded person who was very accom-plished in a wide range of areas, including painting,sculpture, architecture, writing, geometry, and engi-neering.

388

TEACHAnalyzing Primary Sources Ata dinner party in 1546, CardinalFarnese, a patron of the arts,asked Giorgio Vasari, an artistand architect, if he would assem-ble “a catalogue of artists andtheir works, listed in chronologi-cal order.” Vasari complied andhis famous “The Lives of theMost Excellent Painters, Sculp-tors, and Architects” was firstpublished in 1550. The book hasbecome an important source forhistorians despite some inaccu-racies and bias. Using thissource, ask students to explainand apply different methods thathistorians use to interpret thepast, including the use of pri-mary and secondary sources,points of view, frames of refer-ence, and historical context.

A detail from da Vinci’s Last Supper, shown as thepainting was being restored in the late 1990s

388

and as he intended to be a painter by profession hecarefully studied drawing from life. . . . Altogether,his genius was so wonderfully inspired by the graceof God, his powers of expression were so powerfullyfed by a willing memory and intellect, and his writ-ing conveyed his ideas so precisely, that his argu-ments and reasonings confounded the mostformidable critics. In addition, he used to makemodels and plans showing how to excavate andtunnel through mountains without difficulty, so as to pass from one level to another; and he demon-strated how to lift and draw great weights by meansof levers and hoists and ways of cleaning harborsand using pumps to suck up water from greatdepths.”

—Giorgio Vasari, Lives of the Artists

DURING THE RENAISSANCE,artists came to be viewed as creative geniuses withalmost divine qualities. The painter Giorgio Vasarihelped create this image by

writing a series of brief biog-raphies of Italy’s great artists,

including Leonardo da Vinci.

“In the normal course ofevents many men and women

are born with various remarkable qualities and tal-ents; but occasionally, in a way that transcendsnature, a single person is marvelously endowed byheaven with beauty, grace, and talent in such abun-dance that he leaves other men far behind, all hisactions seem inspired, and indeed everything hedoes clearly comes from God rather than fromhuman art.

Everyone acknowledged that this was true ofLeonardo da Vinci, an artist of outstanding physicalbeauty who displayed infinite grace in everything hedid and who cultivated his genius so brilliantly thatall problems he studied he solved with ease. Hepossessed great strength and dexterity; he was aman of regal spirit and tremendous breadth ofmind; and his name became so famous that notonly was he esteemed during his lifetime but hisreputation endured and became even greater afterhis death. . . .

He was marvelously gifted, and he proved him-self to be a first-class geometrician in his work as asculptor and architect. In his youth, Leonardo madein clay several heads of women with smiling faces,of which plaster casts are still being made, as wellas some children’s heads executed as if by a matureartist. He also did many architectural drawings bothof ground plans and of other elevations, and, whilestill young, he was the first to propose reducing theArno River to a navigable canal between Pisa andFlorence. He made designs for mills, . . . andengines that could be driven by water-power;

The Genius of Leonardo da Vinci

Leonardo da Vinci

Analyzing Primary Sources

1. Name the qualities that Vasari admiresin Leonardo da Vinci.

2. How does Vasari’s description of da Vinci reflect the ideals of Italian Renaissance humanism?

Connecting Across TimeEncourage students to comparethis painting with religiouspaintings of the Middle Agesand to note the differences instyle and subject matter. L2

Arts Have students research spe-cific achievements of Leonardo daVinci and prepare an illustrated essayor chart detailing his contributions tofields other than art. L2


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1 FOCUSSection OpenerAfter reading this section, stu-dents should understand thedevelopment of Protestantism.

1509Erasmus writes his satire The Praise of Folly

1517Martin Luther presents theNinety-five Theses

1521The Church excommu-nicates Luther

The Protestant Reformation

Preview of Events

1555The Peace of Augsburgdivides Germany

✦1500 ✦1510 ✦1520 ✦1530 ✦1540 ✦1550


Steps Leading tothe Reformation

On April 18, 1521, Martin Luther stood before the emperor and princes of Germanyin the city of Worms and declared:

“Since then Your Majesty and your lordships desire a simple reply, I will answerwithout horns and without teeth. Unless I am convicted by Scripture and plain rea-son—I do not accept the authority of popes and councils, for they have contradictedeach other—my conscience is captive to the Word of God. I cannot and I will notrecant anything, for to go against conscience is neither right nor safe. Here I stand, I cannot do otherwise. God help me. Amen.”

—Here I Stand: A Life of Martin Luther, Roland Bainton, 1950

With these words Martin Luther refused to renounce his new religious ideas.Luther’s words became the battle cry of the Protestant Reformation.

Erasmus and Christian HumanismThe Protestant Reformation is the name given to the religious reform move-

ment that divided the western Church into Catholic and Protestant groups.Although Martin Luther began the Reformation in the early sixteenth century,several earlier developments had set the stage for religious change.

One such development grew from widespread changes in intellectual thought.During the second half of the fifteenth century, the new classical learning that was


Guide to ReadingMain Ideas• The major goal of humanism in north-

ern Europe was to reform Christendom.• Martin Luther’s religious reforms led to

the emergence of Protestantism.

Key TermsChristian humanism, salvation, indulgence

People to IdentifyMartin Luther, Desiderius Erasmus,Charles V

Places to LocateWittenberg, Bohemia, Hungary

Preview Questions1. What were the beliefs of Christian

humanists?2. Explain what is meant by justification

by grace through faith alone.

Reading StrategyCause and Effect Use a diagram like theone below to identify steps that led to theReformation.








Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. the Bible 2. excommunicated Martin Luther 3. thepolicy of selling indulgences


UNIT

3Chapter 12

On what did Martin Lutherlecture at the University ofWittenberg?

How did the CatholicChurch react to MartinLuther’s Ninety-FiveTheses?

What Catholic Churchpolicy prompted Luther topost his theses?

1 2 3

Key Events in the Life of Martin Luther

1517

Martin Luther postshis Ninety-Five Thesesor statements againstthe Catholic Church’spolicies, especiallythe sale of indul-gences

1483

Martin Lutheris born

1522

Martin Lutherreturns fromhiding to theUniversity ofWittenberg

1546

MartinLuther dies

1521

The Catholic ChurchexcommunicatesMartin Luther

1512

Martin Luther is a monk andprofessor at theUniversity ofWittenberg

1520

Martin Luthercalls on theGermanprinces tooverthrow thepapacy inGermany

1480 1510 1520 1530 155015401500




21

Guide to Reading

Answers to Graphic: Steps Leadingto the Reformation: Christian human-ism, corruption in the CatholicChurch, people desired meaningfulreligious expression and assurance oftheir salvation, sale of indulgences,Modern Devotion

Preteaching VocabularyAsk students to explain the differencebetween Christian humanism andRenaissance humanism. (Christianhumanists believed that studyingChristianity would lead to reform inthe Church; Renaissance humanismbelieved that all studies made one abetter individual.)

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2 TEACH

part of Italian Renaissance humanism spread tonorthern Europe. From that came a movement calledChristian humanism, or Northern Renaissancehumanism. The major goal of this movement was thereform of the Catholic Church.

The Christian humanists believed in the ability ofhuman beings to reason and improve themselves.They thought that if people read the classics, andespecially the basic works of Christianity, they wouldbecome more pious. This inner piety, or inward reli-gious feeling, would bring about a reform of theChurch and society. Christian humanists believedthat in order to change society, they must first changethe human beings who make it up.

The best known of all the Christian humanists wasDesiderius Erasmus (ih•RAZ•muhs). He called hisview of religion “the philosophy of Christ.” By this,he meant that Christianity should show people howto live good lives on a daily basis rather than providea system of beliefs that people have to practice to besaved. Erasmus stressed the inwardness of religiousfeeling. To him, the external forms of medieval reli-gion (such as pilgrimages, fasts, and relics) were notall that important.

To reform the Church, Erasmus wanted to spreadthe philosophy of Christ, provide education in the

works of Christianity, and criticize the abuses in theChurch. In his work The Praise of Folly, written in1509, Erasmus humorously criticized aspects of hissociety that he believed were most in need of reform.He singled out the monks for special treatment.Monks, he said, “insist that everything be done inprecise detail. . . . Just so many knots must be on each shoe and the shoelace must be of only one color.”

Erasmus sought reform within the CatholicChurch. He did not wish to break away from theChurch, as later reformers would. His ideas, how-ever, did prepare the way for the Reformation. Aspeople of his day said, “Erasmus laid the egg thatLuther hatched.”

Examining How did Erasmus pavethe way for the Reformation?

Religion on the Eve of the Reformation

Why were Erasmus and others calling for reform?Corruption in the Catholic Church was one reason.Between 1450 and 1520, a series of popes—known asthe Renaissance popes—failed to meet the Church’sspiritual needs. The popes were supposed to be thespiritual leaders of the Catholic Church. As leaders ofthe Papal States, however, they were all too oftenmore concerned with Italian politics and worldlyinterests than with spiritual matters.

Julius II, the fiery “warrior-pope,” personally ledarmies against his enemies. This disgusted Christianswho viewed the pope as a spiritual, not a military,leader. One critic wrote, “How, O bishop standing inthe room of the Apostles, dare you teach the peoplethe things that pertain to war?”

Many church officials were also concerned withmoney and used their church offices to advance theircareers and their wealth. At the same time, manyordinary parish priests seemed ignorant of their spir-itual duties. People wanted to know how to savetheir souls, and many parish priests were unable tooffer them advice or instruction.

While the leaders of the Church were failing tomeet their responsibilities, ordinary people desiredmeaningful religious expression and assurance oftheir salvation or acceptance into Heaven. As aresult, for some, the process of obtaining salvationbecame almost mechanical. Collections of relics grewmore popular as a means to salvation. According tochurch practice at that time, through veneration of a

Reading Check


Raphael’s depiction of Pope Julius II


Connecting Across TimeOn the eve of and during theReformation, common peoplewere concerned with salvation.They fasted, went on pilgrim-ages, attended mass, boughtindulgences. The question of sal-vation was large in their lives.Ask students what people areconcerned about today. What dothose concerns reveal about ourculture? (Answers will vary, butlist may reveal more secular con-cerns of success, solving world prob-lems, etc.) L1 EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENT

Renaissance Popes Nicholas V (1447 to 1455) was the first pope of the Renaissance. He com-bined humanism with Christianity. He founded the Vatican Library and was a patron of the arts.Callistus III was a Spaniard who advanced his family, the Borgias. His nephew was the infamousAlexander VI. Alexander VI became pope in 1492 after bribing the cardinals. He worked shame-lessly to further his own household. Julius II (1503 to 1513) worked to restore and extend papalterritory. Leo X (1513 to 1521) made Rome a center of culture. He loved luxury and engaged inpolitical intrigues. In 1517 there was a plot to poison him. Leo had the cardinal who led the plottortured and executed. He created 31 new cardinals to ensure his control. He promoted the sale ofindulgences in order to finance the building of St. Peter’s Cathedral.

Answer: He criticized the abuses inthe Church along with other aspectsof his society and called for reform.

Turning Points in World HistoryThe ABC News videotapeincludes a segment on theReformation.


I. Erasmus and Christian Humanism (pages 389–390)

A. The Protestant Reformation, begun by Martin Luther in the early sixteenth century,divided the western Church into Catholic and Protestant groups. Earlier developmentsset the stage for this event.

B. Italian humanism spread to northern Europe creating a movement called Christianhumanism. Christian humanists believed in the ability of human beings to reason andimprove themselves. They wanted to reform the Catholic Church. This reform wouldoccur through developing inner piety, or religious feeling, based on studying theworks of Christianity.



Did You Know? Half the proceeds of the German sales ofindulgences was to be used to pay off the large debt of the archbish-op and elector Albert of Mainz, who had incurred the debt to paythe pope for his appointment to office.


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CHAPTER 12 Renaissance and Reformation

relic, a person could gain an indulgence—releasefrom all or part of the punishment for sin. Frederickthe Wise, Luther’s prince, had amassed over fivethousand relics. Indulgences attached to them couldreduce time in purgatory by 1,443 years. The Churchalso sold indulgences, in the form of certificates.

Other people sought certainty of salvation in thepopular mystical movement known as the ModernDevotion. The Modern Devotion downplayed reli-gious dogma and stressed the need to follow theteachings of Jesus. This deepening of religious lifewas done within the Catholic Church. However,many people soon found that the worldly-wiseclergy had little interest in the spiritual needs of theirpeople. It is this environment that helps to explainthe tremendous impact of Luther’s ideas.

Explaining What was the ModernDevotion?

Martin LutherIn this section, you will learn how,

on October 31, 1517, Martin Luther presented a list ofNinety-five Theses that objected to the Church practiceof indulgences. The publication of Luther’s theses beganthe Protestant Reformation.Martin Luther was a monk and a professor at the

University of Wittenberg, in Germany, where he lec-tured on the Bible. Through his study of the Bible,Luther arrived at an answer to a problem—the cer-tainty of salvation—that had bothered him since hehad become a monk.

Catholic teaching had stressed that both faith andgood works were needed to gain personal salvation.In Luther’s eyes, human beings were powerless inthe sight of an almighty God and could never doenough good works to earn salvation.

Through his study of the Bible, Luther came tobelieve that humans are not saved through their goodworks but through their faith in God. If an individual

has faith in God, then God makesthat person just, or

worthy of salva-tion. God willgrant salvationbecause God ismerciful. God’sgrace cannot beearned by per-

forming good works.This idea, called justification

Reading Check

(being made right before God) by faith alone, becamethe chief teaching of the Protestant Reformation.Because Luther had arrived at his understanding ofsalvation by studying the Bible, the Bible became forLuther, as for all other Protestants, the only source ofreligious truth.

The Ninety-five Theses Luther did not see himselfas a rebel, but he was greatly upset by the wide-spread selling of indulgences. Especially offensive inhis eyes was the monk Johann Tetzel, who soldindulgences with the slogan: “As soon as the coin inthe coffer [money box] rings, the soul from purgatorysprings.” People, Luther believed, were simplyharming their chances for salvation by buying thesepieces of paper.

On October 31, 1517, Luther, who was greatlyangered by the Church’s practices, sent a list ofNinety-five Theses to his church superiors, especiallythe local bishop. The theses were a stunning attack on abuses in the sale of indulgences. Thousands ofcopies of the Ninety-five Theses were printed andspread to all parts of Germany. Pope Leo X did nottake the issue seriously, however. He said that Lutherwas simply “some drunken German who will amendhis ways when he sobers up.”

391

The advent of the printing press allowed Luther’s views to spreadbeyond Wittenberg.

Indulgence box


Vocabulary Some students maynot understand the terms indul-gences, purgatory, remission, anddogma, but these are critical tounderstanding the reform movementbegun by Martin Luther. Allow timefor students to look these terms upin the dictionary and discuss theirmeanings with the class. L1

How did Luther’s protest affect Euro-pean religious life?(His protest led to the rise of Protes-tantism. In challenging the pope’sauthority, Luther also contributed toending the religious unity of westernEurope.) L1

Answer: a mystical movement thatrejected dogma and instead stressedthe need to follow the teachings ofJesus

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTNinety-five Theses On October 31, 1517, Martin Luther nailed his Ninety-five Theses to the door of the Castle Church in Wittenberg, thereby launching the Reformation. Or did he? For hundreds ofyears people believed that Luther nailed his theses to the church door. In 1961, however, aresearcher asserted that the famous image of Luther nailing the theses to the door belonged to therealm of legend. How did the researcher come to that conclusion? He noted that the first writtenaccount of the event comes from someone who could not have been an eyewitness. Also, theaccount appeared after Luther’s death, and Luther himself had never mentioned the event. What isfact is that Luther wrote a letter to his superiors denouncing the sale of indulgences and includedthe theses, which were to be the basis for a discussion on the topic.


Name Date Class


DIRECTIONS: Fill in the blanks below as you read Section 3.

I. The Protestant Reformation divided the Church into and

.

A. Christian believed that through , humans

could improve themselves.

B. sought within the Catholic Church with-

out breaking away.

1. Popes were too often concerned with rather than

.

2. Church officials often used their office to advance and grow .

II. Martin Luther gained an answer to the problem of the of salvation.

A. Catholic teaching stressed both faith and to obtain

.

B. Luther came to believe that the Bible taught by faith alone.

1. Luther posted theses attacking the sale of

.

2. By 1520 Luther called to leave the papacy and establish a

church in Germany.


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EnrichHave students imagine that theyare living in Germany in the1500s. Ask them to assert aCatholic or Lutheran point ofview in a letter to the editorabout the implications ofLuther’s reforms on the CatholicChurch in Germany. L3



A Break with the Church By 1520, Luther hadbegun to move toward a more definite break with theCatholic Church. He called on the German princes tooverthrow the papacy in Germany and establish areformed German church. Luther also attacked theChurch’s system of sacraments. In his view, theywere the means by which the pope and the Churchhad destroyed the real meaning of the gospel for athousand years. He kept only two sacraments—bap-tism and the Eucharist (also known as Communion).Luther also called for the clergy to marry. This wentagainst the long-standing Catholic requirement thatthe clergy remain celibate, or unmarried.

Through all these calls for change, Luther contin-ued to emphasize his new doctrine of salvation. It isfaith alone, he said, and not good works, that justifiesand brings salvation through Christ.

Unable to accept Luther’s ideas, the Churchexcommunicated him in January 1521. He was alsosummoned to appear before the imperial diet—orlegislative assembly—of the Holy Roman Empire,which was called into session at the city of Worms bythe newly elected emperor Charles V. The emperorthought he could convince Luther to change hisideas, but Luther refused.

The young emperor was outraged. “A single friarwho goes counter to all Christianity for a thousand

years,” he declared, “must be wrong!” By the Edict ofWorms, Martin Luther was made an outlaw withinthe empire. His works were to be burned and Lutherhimself captured and delivered to the emperor. How-ever, Luther’s ruler, Elector Frederick of Saxony, wasunwilling to see his famous professor killed. He sentLuther into hiding and then protected him when hereturned to Wittenberg at the beginning of 1522.

The Rise of Lutheranism During the next fewyears, Luther’s religious movement became a revolu-tion. Luther was able to gain the support of many ofthe German rulers among the numerous states thatmade up the Holy Roman Empire. These rulersquickly took control of the Catholic churches in theirterritories, forming state churches whose affairs weresupervised by the government.

As part of the development of these state-dominated churches, Luther also set up new religiousservices to replace the Catholic mass. These featureda worship service consisting of Bible readings,preaching of the word of God, and song. The doctrinedeveloped by Luther soon came to be known asLutheranism, and the churches as Lutheran churches.Lutheranism was the first Protestant faith.

In June 1524, Luther faced a political crisis whenGerman peasants revolted against their lords. The

peasants looked toLuther to supportt h e i r c a u s e , b u tLuther instead sup-ported the lords. Tohim, the state and itsrulers were called byGod to maintain thepeace necessary for

Lambert Azimuthal Equal-Area projection300 kilometers0

300 miles0

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0° 10°E

10°W

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AtlanticOcean

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WittenbergLondon


Political Europe, 1555

Boundary of the Holy Roman EmpireHapsburg territories of Holy Roman Emperor Charles VMajor German secular statesPapal StatesOttoman Empire

Charles V wanted to keephis vast territories Catholic.

1. Interpreting Maps Inwhich city was Lutherdeclared an outlaw?

2. Applying GeographySkills How did thelocation of Wittenbergbenefit the Protestantcause?


Answers:1. Worms

2. It was in Saxony. Luther benefitedfrom Elector Frederick’s protec-tion. It was far from Rome andpapal influence.

Section Quiz 12–3

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Column A

1. belief in the ability of humans to reason and improvethemselves

2. assurance of acceptance into heaven

3. earned or purchased release from punishment for sin

4. Luther’s attack on abuses of the Church

5. title held by Charles V


6. Charles V ruled all of the following lands EXCEPTA. France. C. the Austrian lands.B. Spain. D. the Low Countries.

7. The division of Christianity in Germany into Catholic and Lutheranstates was recognized byA. the Treaty of Rome. C. the Peace of Augsburg.B. the Peace of Luther. D. the Diet of Worms.

8. Luther taught thatA. the clergy should remain celibate. C. the sacraments promoted the gospel.B. good works, not faith alone, D. the selling of indulgences was wrong.

bring salvation.

9. Luther taught that justification by faith (being made right before God) wasA. an abuse used by Catholicism. C. acceptable for selling by churches.


Score✔ ScoreChapter 12

Section Quiz 12-3

Column B

A. salvation

B. the Ninety-FiveTheses

C. Holy Romanemperor

D. indulgence

E. Christianhumanism

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READING THE TEXT

Questioning Help students focus on individuals discussed in the section by writing questions thatthey would like to ask if they could speak to that person. Ask students to write four or five ques-tions they would ask Tetzel about the sale of indulgences, Luther on his Ninety-five Theses, PopeLeo X on excommunicating Luther, Elector Frederick of Saxony on hiding Luther, or Luther on theteachings of Lutheranism. L1


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1. Key terms are in blue. 2. Martin Luther (p. 389); Desiderius

Erasmus (p. 390); Edict of Worms(p. 392); Charles V (p. 393); ThePeace of Augsburg (p. 393)

3. See chapter maps. 4. outlawing Luther turned his reli-

gious movement into a revolution5. spread the philosophy of Christ,

provide education in works of

Christianity, criticize abuses of thechurch

6. gave rise to separate religiousreform movements and to thebreakdown of religious unity inEurope

7. Ninety-five Theses → called forGerman princes to establish areformed German church → [addi-tional reforms] → Protestantism

8. Luther posting his Ninety-fiveTheses on the church door.Answers will vary.

9. Students will compose a letterfrom Luther’s point of view.

the spread of the gospel. It was the duty of princes tostop revolt. By the following spring, the Germanprinces had crushed the peasants. Luther found him-self even more dependent on state authorities for thegrowth of his church.

Contrasting How did Luther’s theoryof salvation differ from what the Catholic Church believed wasnecessary for salvation?

Politics in the German Reformation

From its very beginning, the fate of Luther’smovement was closely tied to political affairs.Charles V, the Holy Roman emperor (who was alsoCharles I, the king of Spain), ruled an immenseempire consisting of Spain and its colonies, the Aus-trian lands, Bohemia, Hungary, the Low Countries,the duchy of Milan in northern Italy, and the king-dom of Naples in southern Italy.

Politically, Charles wanted to keep this enormousempire under the control of his dynasty—the Haps-burgs. Religiously, he hoped to preserve the unity ofhis empire by keeping it Catholic. However, a num-ber of problems kept him busy and cost him both hisdream and his health. These same problems helpedLutheranism survive by giving Lutherans time toorganize before having to face the Catholic forces.

The chief political concern of Charles V was hisrivalry with the king of France, Francis I. Their con-flict over disputed territories in a number of areas ledto a series of wars that lasted more than 20 years. Atthe same time, Charles faced opposition from Pope

Reading Check

Clement VII. Guided by political considerations, thepope had joined the side of the French king. Theadvance of the Ottoman Turks into the eastern part ofCharles’s empire forced the emperor to send forcesthere as well.

Finally, the internal political situation in the HolyRoman Empire was not in Charles’s favor. Germanywas a land of several hundred territorial states.Although all owed loyalty to the emperor, Ger-many’s development in the Middle Ages hadenabled these states to free themselves from theemperor’s authority. Many individual rulers of theGerman states supported Luther as a way to asserttheir own local authority over the authority of theempire and Charles V.

By the time Charles V was able to bring militaryforces to Germany, the Lutheran princes were wellorganized. Unable to defeat them, Charles wasforced to seek peace.

An end to religious warfare in Germany came in1555 with the Peace of Augsburg. This agreementformally accepted the division of Christianity in Ger-many. The German states were now free to choosebetween Catholicism and Lutheranism. Lutheranstates were to have the same legal rights as Catholicstates. The peace settlement did not recognize theprinciple of religious toleration for individuals, how-ever. The right of each German ruler to determine thereligion of his subjects was accepted, but not the rightof the subjects to choose their own religion.

Evaluating How did the Peace ofAugsburg influence the political and religious development ofGermany?

Reading Check


9. Persuasive Writing Martin Luther’sfather wanted him to become alawyer. Write a letter in which Martin Luther tries to convince hisfather that the path he chose wasbetter than the law.

Checking for Understanding1. Define Christian humanism, indul-

gence, salvation.

2. Identify Martin Luther, DesideriusErasmus, Edict of Worms, Charles V,The Peace of Augsburg.

3. Locate Wittenberg, Bohemia, Hungary.

4. Explain the impact of the Edict ofWorms.

5. List the ways Erasmus wanted toreform the Catholic Church.

Critical Thinking6. Discuss What were the consequences

of Luther’s Ninety-five Theses?

7. Sequencing Information Use a diagram like the one below to showLuther’s actions leading to the emer-gence of Protestantism.

Analyzing Visuals8. Identify the event illustrated in the

painting on page 391. Why was thisevent significant? How has the painterportrayed Martin Luther?

Protestantism

Luther’s Actions

393

Reteaching ActivityHave students list the main dif-ferences between Lutheranismand Catholicism. (idea of salva-tion, sacraments, clergy couldmarry) L1

4 CLOSEAsk students to explain the rele-vance of justification by faithand the sale of indulgences toLuther’s break from the CatholicChurch. (Luther did not believeactions brought salvation, but faithalone. The Church did not acceptthis.) L2




Have you ever attended Catholic mass? Have you ever attended a Lutheran worshipservice? What differences did you see?

In the last two sections, you learned about the changes and achievements during theRenaissance period. In this section, you will learn about the Protestant Reformation thattook place during the end of this period.




THE PROTESTANT REFORMATION

KEY TERMS

Christian humanism a movement in northern Europe during the Renaissance (also calledNorthern Renaissance humanism) that stressed a belief in the ability of human beings to rea-son and improve themselves (page 390)

salvation acceptance into heaven (page 390)

indulgence a release from all or part of the punishment for sin (page 391)

Name Date Class

Answer: Catholics believed that sal-vation came from both faith andgood works; Luther believed thatfaith alone made a person worthy of salvation.

Answer: It formally ended religiouswarfare in Germany by allowing indi-vidual states to choose betweenCatholicism and Lutheranism.

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ANSWERS TO PRACTICING THE SKILL1. The wars of the French and Spanish in Italy led to the

sack of Rome.2. dates, the name of the Spanish king, quotation3. The French and Spanish fought in Italy for 30 years.

When the Spanish king could not pay his troops, theysacked Rome. This ended the war, and Spain domi-nated Italy.

Applying the Skill: Students will work in pairs to sum-marize information.

TEACHSummarizing InformationBefore asking students to readthe Skillbuilder, distribute copiesof a newspaper editorial. Askstudents which sentence bestindicates the subject of the edito-rial. Ask them what this type ofsentence is called (topic sentence).Have them restate the point ofthe topic sentence in their ownwords. Now ask them to identifysentences that support the mainpoint. Have students list, in asfew words as possible, the sup-porting points. L1

Additional Practice

394

394

Applying the Skill

Read and summarize two articles from the front page ofa newspaper. Have a classmate ask you questionsabout them. How much were you able to rememberafter summarizing the information?

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

St. Peter’s Square, sixteenth-century Rome

Summarizing InformationWhy Learn This Skill?

Imagine you have been assigned a chapter on theRenaissance for a midterm. After taking a shortbreak, you discover that you cannot recall impor-tant information. What can you do to avoid thisproblem?

When you read a long selection, it is helpful totake notes. Summarizing information—reducinglarge amounts of information to a few keyphrases—can help you remember the main ideas and important facts.

Learning the SkillTo summarize information, follow these guide-

lines when you read:

• Distinguish the main ideas from the supportingdetails. 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 isimportant.

• If the summary is almost as long as the readingselection, you are including too much informa-tion. The summary should be very short.

Practicing the SkillRead the selection below, and then answer the

questions that follow.

For the next 30 years, the French and Spanish madeItaly their battleground as they fought to dominatethe country. A decisive turning point in their warcame in 1527. On May 5, thousands of troopsbelonging to the Spanish king Charles I arrived at thecity of Rome along with mercenaries from differentcountries. They had not been paid for months. Whenthey yelled, “Money! Money!” their leaderresponded, “If you have ever dreamed of pillaging atown and laying hold of its treasures, here now isone, the richest of them all, queen of the world.”

The next day the invading forces smashed down thegates and pushed their way into the city. The terriblesack of Rome in 1527 by the armies of the Spanishking Charles I ended the Italian wars and left theSpanish a dominant force in Italy.

1 What are the main ideas of this paragraph?2 What are the supporting details of the main

ideas?3 Write a brief summary of two or three sentences

that will help you remember what the paragraph is about.

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Skills Reinforcement Activity 12

Name Date Class

The ability to summarize information is a part of note taking. Summarizing allows you to record and remember the most important ideas and facts from your reading. When yousummarize, you record main ideas in your own words.

instability, and a decline of Church power.Recovery went hand in hand with a rebirthof interest in ancient culture. Italianthinkers became aware of their own Romanpast—the remains of which were to be seen all around them. They also becameintensely interested in the culture that haddominated the ancient Mediterraneanworld. This revival affected both politicsand art.

Third, a new view of human beingsemerged as people in the Italian Renaissancebegan to emphasize individual ability. As

Skills Reinforcement Activity 12✎

Summarizing Information

DIRECTIONS: Read the following excerpt from your text, pages 375–376. Then answer thequestions below in the space provided.

The word renaissance means rebirth. A number of people who lived in Italybetween 1350 and 1550 believed that theyhad witnessed a rebirth of the ancientGreek and Roman worlds. To them, thisrebirth marked a new age. Historians latercalled this period the Renaissance, or ItalianRenaissance—a period of European historythat began in Italy and spread to the rest ofEurope. What, then, are the most importantcharacteristics of the Italian Renaissance?

First, Renaissance Italy was largely anurban society. As the Middle Ages pro-

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1 FOCUSSection OverviewThis section discusses the differ-ent forms of Protestantism andreforms in the Catholic Church.

1531War between the Protestant andCatholic states in Switzerland

1534The Act of Supremacyis passed in England

1540The Society of Jesusbecomes a religious order

1545The Council ofTrent is formed

Guide to Reading

Preview of Events

1553Mary Tudor, “Bloody Mary,”becomes Queen of England

✦1530 ✦1535 ✦1540 ✦1545 ✦1550 ✦1555

The Spread of Protestantismand the Catholic Response

Main Ideas• Different forms of Protestantism

emerged in Europe as the Reformationspread.

• The Catholic Church underwent a reli-gious rebirth.

Key Termspredestination, annul

People to IdentifyUlrich Zwingli, John Calvin, Henry VIII,Ignatius of Loyola

Places to LocateZürich, Geneva, Trent

Preview Questions1. What different forms of Protestantism

emerged in Europe?2. What were the contributions of the

Jesuits, the papacy, and the Council ofTrent to the revival of Catholicism?

Reading StrategyCause and Effect Use a diagram like theone below to list some of the reformsproposed by the Council of Trent. Besideeach, give the Protestant viewpoint towhich it responded.


Council of Trent Protestant Viewpoint

In order to fight Protestantism, the Catholic Ignatius Loyola founded a new religiousorder. He insisted on certain principles:

“We must put aside all judgment of our own, and keep the mind ever ready andprompt to obey in all things the true Spouse of Jesus Christ, our holy Mother, theRoman Catholic Church. . . . If we wish to proceed securely in all things, we must holdfast to the following principle: What seems to me white, I will believe black if theCatholic Church so defines. For I must be convinced that in Christ our Lord, the bride-groom, and in His spouse the Catholic Church, only one Spirit holds sway, which gov-erns and rules for the salvation of souls.”

—Spiritual Exercises of Ignatius Loyola, Louis J. Puhl, trans., 1951

Loyola’s ideal of complete obedience to the church was the cornerstone of his fightagainst the spread of Protestant groups.

The Zwinglian ReformationWith the Peace of Augsburg, what had at first been merely feared was now cer-

tain: the ideal of Christian unity was forever lost. Even before the Peace of Augs-burg, however, division had appeared in Protestantism. One of these new groupsappeared in Switzerland.









Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. 4 2. Church of England 3. Lutheran, Calvinist, andAnabaptist

The Spread of Protestantism and the Catholic Response

1

2

3

How many Protestantchurches grew out of the ProtestantReformation by about 1600?

Which church wasassociated with aparticular country?

What were the namesof the other churchesthat grew out of the ProtestantReformation?

UNIT

3Chapter 12

Christian Churches, c. 1600

EasternOrthodox

Church ofEngland

Lutherans Calvinists

Anabaptists

Early ChristianChurch

ProtestantReformation

Catholic




1

Guide to Reading

Answers to Graphic: Council ofTrent: salvation through faith andworks; Protestant viewpoint: salvationby faith aloneCouncil of Trent: seven sacraments;Protestant viewpoint: two sacramentsCouncil of Trent: clerical celibacy;Protestant viewpoint: called on clergyto marry

Preteaching VocabularyAnnul and divorce are two terms westill use today. Ask students to thinkabout how annulment differs from adivorce. (annul pertains to religion;divorce is secular) L1

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Calvin and CalvinismJohn Calvin was educated in his native France.

After his conversion to Protestantism, however, hewas forced to flee Catholic France for the safety ofSwitzerland. In 1536, he published the Institutes of theChristian Religion, a summary of Protestant thought.This work immediately gave Calvin a reputation asone of the new leaders of Protestantism.

On most important doctrines, Calvin stood veryclose to Luther. He, too, believed in the doctrine ofjustification by faith alone to explain how humansachieved salvation. However, Calvin also placedmuch emphasis on the all-powerful nature of God—what Calvin called the “power, grace, and glory of God.”

Calvin’s emphasis on the all-powerful nature ofGod led him to other ideas. One of these ideas waspredestination. This “eternal decree,” as Calvincalled it, meant that God had determined in advancewho would be saved (the elect) and who would bedamned (the reprobate). According to Calvin, “Hehas once for all determined, both whom he wouldadmit to salvation, and whom he would condemn todestruction.”

The belief in predestination gave later Calviniststhe firm conviction that they were doing God’s work

Ulrich Zwingli was a priest in Zürich. The citycouncil of Zürich, strongly influenced by Zwingli,began to introduce religious reforms. Relics andimages were abolished. All paintings and decora-tions were removed from the churches and replacedby whitewashed walls. A new church service consist-ing of scripture reading, prayer, and sermonsreplaced the Catholic mass.

As his movement began to spread to other cities inSwitzerland, Zwingli sought an alliance with MartinLuther and the German reformers. Both the Germanand Swiss reformers realized the need for unity todefend themselves against Catholic authorities, butthey were unable to agree on the meaning of thesacrament of Communion. ; (See page 994 to readexcerpts from Martin Luther and Ulrich Zwingli’s A ReformationDebate in the Primary Sources Library.)

In October 1531, war broke out between theProtestant and Catholic states in Switzerland.Zürich’s army was routed, and Zwingli was foundwounded on the battlefield. His enemies killed him,cut up his body, and burned the pieces, scattering theashes. The leadership of Protestantism in Switzer-land now passed to John Calvin.

Describing What religious reformswere introduced in Zürich?

Reading Check

John Calvin is shown speaking before lead-ers in Geneva. What attitudes aboutCalvin and the Protestant movementdoes the artist convey in this painting?

History


2 TEACH

Answer: Answers will vary. Calvinemphasized education, blending ofclergy and laity in work of church, andthe Consistory to oversee moral lifeand doctrinal purity. Artist conveys a favorable impression of Calvinism.

History

Connecting Across TimeGuide students in a discussionconcerning the decision of thecity council of Zürich to followZwingli’s religious reforms.Could such a thing happen inthe city council chambers in theUnited States? Why or why not?(no, because of separation of churchand state) L1

EXTENDING THE CONTENTPanel Discussion Organize the class into five groups to prepare and present a panel discussion ofReformation movements in one of the following countries: Switzerland, Scotland, the Netherlands,England, or Germany (Anabaptists). Using outside sources, each group member should focus on aspecific topic, such as leadership, religious beliefs, relationship to government, or important politi-cal events. Have each group appoint a member to serve as moderator or timekeeper. After eachgroup member presents his or her topic, have the moderator summarize the panel’s main points.After all panels have made their presentations, encourage the class to compare and contrast theseReformation movements. L2



I. The Zwinglian Reformation and Calvin and Calvinism (pages 395–397)

A. With the Peace of Augsburg the ideal of Christian unity was lost forever. HuldrychZwingli, a priest in Zürich, began a new Christian group in Switzerland. Relics andimages were forbidden in the city, and a new service of scripture reading, prayer, andsermons replaced the Catholic mass.

B. The Swiss and German reformers sought an alliance, but they could not agree on themeaning of the sacrament of Communion. In 1531 Zwingli was killed in a warbetween Protestant and Catholic states in Switzerland. John Calvin assumed the lead-ership of Protestantism in Switzerland.

C. John Calvin fled Catholic France for Switzerland after he converted to Protestantism.He placed a new emphasis on the all-powerful nature of God—what Calvin called the“power, grace, and glory of God.” This led him to the important idea of predestina-tion, which meant that God in an eternal decree had determined in advance whowould be saved (the elect) and who would be damned (the reprobate).

D D i hi i j i h C l i ’ f ll b li h



Did You Know? On May 2, 1536 Henry committed AnneBoleyn—his second wife, who had failed to bear him a son—to theTower of London on a charge of adultery with various men. Triedby a court of her peers and unanimously convicted, Boleyn wasbeheaded on May 19. On May 30, Henry married Jane Seymour.


Answer: Relics and images wereabolished. Painting and decorationswere removed from the churchesand replaced with whitewashedwalls. Scripture reading, prayer, andsermons replaced the Catholic mass.

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Answer: set up as a court, with theright to punish people who deviatedfrom the church’s teachings andmoral principles; “crimes” includeddancing, singing obscene songs,drunkenness, swearing, and playingcards

on Earth. This conviction, in turn, made them deter-mined to spread their faith to other people. Calvin-ism became a dynamic and activist faith.

In 1536, Calvin began working to reform the cityof Geneva. He created a church government thatused both clergy andlaity in the service ofthe church. The Con-sistory, a special bodyfor enforcing moraldiscipline, was set upas a court to overseethe moral life anddoctrinal purity of Genevans. The Consistory had theright to punish people who deviated from thechurch’s teachings and moral principles. Citizens inGeneva were punished for such varied “crimes” asdancing, singing obscene songs, drunkenness, swear-ing, and playing cards.

Calvin’s success in Geneva made the city a power-ful center of Protestantism. Following Calvin’s lead,missionaries trained in Geneva were sent to all partsof Europe. Calvinism became established in France,the Netherlands, Scotland, and central and easternEurope.

By the mid-sixteenth century, Calvinism hadreplaced Lutheranism as the most important anddynamic form of Protestantism. Calvin’s Genevastood as the fortress of the Protestant Reformation.John Knox, the Calvinist reformer of Scotland, calledit “the most perfect school of Christ on earth.”

Explaining How did the Consistoryenforce moral discipline in Geneva?

The Reformation in EnglandThe English Reformation was rooted in politics,

not religion. King Henry VIII wanted to divorce hisfirst wife, Catherine of Aragon, with whom he had adaughter, Mary, but no son. Since he needed a maleheir, Henry wanted to marry Anne Boleyn. Impatientwith the pope’s unwillingness to annul (declareinvalid) his marriage to Catherine, Henry turned toEngland’s own church courts.

As the archbishop of Canterbury, head of the high-est church court in England, Thomas Cranmer ruledin May 1533 that the king’s marriage to Catherinewas “null and absolutely void.” At the beginning ofJune, Anne was crowned queen. Three months later achild was born. Much to the king’s disappointment,the baby was a girl. She would later become QueenElizabeth I.

Reading Check

SWITZERLANDGeneva

Rhine R.

Danube R.

Lake ofGeneva

H O L Y

R O M A N

E M P I R E

In 1534, at Henry’s request, Parliament moved tofinalize the break of the Catholic Church in Englandwith the pope in Rome. The Act of Supremacy of 1534declared that the king was “taken, accepted, andreputed the only supreme head on earth of the [new]Church of England.” This position gave the king con-trol over religious doctrine, clerical appointments,and discipline. Thomas More, a Christian humanistand devout Catholic, opposed the king’s action andwas beheaded.

Henry used his new powers to dissolve themonasteries and sell their land and possessions towealthy landowners and merchants. The kingreceived a great boost to his treasury and a group ofsupporters who now had a stake in the new order. Inmatters of doctrine, however, Henry remained closeto Catholic teachings.

When Henry died in 1547, he was succeeded byEdward VI, a sickly nine-year-old, the son of his thirdwife. During Edward’s reign, church officials whofavored Protestant doctrines moved the Church ofEngland, also called the Anglican Church, in aProtestant direction. New acts of Parliament gave theclergy the right to marry and created a new Protes-tant church service. These rapid changes arousedmuch opposition. When Mary, Henry’s daughter byCatherine of Aragon, came to the throne in 1553, Eng-land was ready for a reaction.


Henry VIII disagreed with Luther’s theology but found itpolitically convenient to break with the Catholic Church.


Politics Have students make achart in which they show the country,leader, and basic beliefs and religiousreforms of Zwinglism, Calvinism, theAnabaptists, and Anglicanism. (Exam-ple: Zwinglism, Switzerland, Zwingli,salvation by faith alone, strippedchurch and changed church service)L1

Henry VIII was married a total of sixtimes. Have students research hismarriages and make a family treeshowing his wives and his offspring.

Who?What?Where?When?


Name Date Class

The Spread of Protestantism and the Catholic Response

DIRECTIONS: Fill in the blanks below as you read Section 4.

1. With the Peace of Augsburg, many feared the ideal of Christian

was forever lost.

2. , a reformer priest in Switzerland, sought an alliance with

and the German reformers.

3. When John Calvin converted to , he was forced to flee his native

.

4. Calvin placed much emphasis on the nature of God.

5. In 1534, Henry VIII asked to finalize the break of the Catholic

Church in England with the pope in Rome.

6. During the reign of , church officials moved the Church of

England, or Anglican Church, in a Protestant direction.

7. The were a protestant group that strongly disliked giving power

to the state to control the affairs of the church.

8. Anabaptists considered all believers to be , chose their own minis-

ters, and any member of the community was to be a minister.

9. Protestantism eliminated the idea that special holiness was associated with

.


EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTIreland King Henry VIII’s decisions are still affecting Ireland’s relations with England. Historically, their relations have not been good. The Irish, most of whom were Catholic, were angered by England’s political and commercial domination. In the seventeenth century, Oliver Cromwell identi-fied Catholicism with sedition and savagely crushed a rebellion. This, coupled with the nineteenth-century potato famine, led to the death of about one million people, and another 1.5 millionemigrated to the U.S., Great Britain, Canada, and Australia. In the twentieth century, Britain grantedIreland autonomy, but retained Northern Ireland. In the 1990s, talks between the British govern-ment and the Irish Republican Army (IRA) resulted in some progress, but problems continue.

L1/ELL

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DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Create a stack of 3 x 5 cards with major events from 1400—1600 written onthem. Events should include the Renaissance, humanism, Martin Luther’s challenge, the rise ofCalvinism, Catholicism, and various sub-events and details. Copy the cards so that you have oneset for each group of four students in your class. Ask groups to arrange the cards in sequentialorder. Mix up the cards again. Have a race to see which group can place the cards in correct order.The cards can also be used for quizzing in pairs, or for fastening to the desktop for use by physi-cally impaired students. The cards may be used by students who need repetition and for self-study.This activity is helpful for students who benefit from visual aids, practice in sequencing, or have dif-ficulty with reading comprehension. L1398

EnrichReview with students HenryVIII’s decision to create a differ-ent church in England. Discussthe reasons that his daughter,Mary, intended to restore theCatholic Church as the onlychurch in England. Solicit inputfrom the students on their reac-tions to Mary’s motives.

Writing ActivityThe European Renaissance andthe Reformation were two veryinfluential eras in world history.After they have read this chap-ter, ask students to write anessay in which they identify anddescribe the causes, characteris-tics, and effects of both the Euro-pean Renaissance and theReformation. L1

The Descendants of the AnabaptistsDespite being persecuted for their belief in the com-

plete separation of church and state, Anabaptists man-aged to survive.

Menno Simons was a popular leader of Anabaptismin the Netherlands. He dedicated his life to the spread ofa peaceful Anabaptism that stressed separation from theworld as the means for living a truly Christ-like life.Because of persecution, Menno Simons’s followers,known as Mennonites, spread from the Netherlands intoGermany and Russia. In the nineteenth century, manymoved to Canada and the United States, where Men-nonite communities continue to flourish.

In the 1690s, Jacob Ammann took the lead in encour-aging a group of Swiss Mennonites to form their ownchurch. They came to be known as the Amish (after thename Ammann). By the end of the seventeenth century,many of the Amish had come to North America in searchof a land where they could practice their religion freely.

Today, Amish communities exist throughout Canadaand the United States. One of the largest groups ofAmish can be found in Pennsylvania, where they areknown as the Pennsylvania Dutch. The Amish continue

to maintain the Anabaptist way of life as it first devel-oped in the sixteenth century. They live simple lives andrefuse to use any modern devices, including cars andelectricity.

Today, many people living in the United States, suchas the Amish, live without modern conveniences.Which appliances and conveniences would you bewilling to give up? What cause or belief today mightencourage people to give up a modern lifestyle?

398

Anabaptists from Catholics and Protestants who bap-tized infants.

Anabaptists also believed in following the prac-tices and the spirit of early Christianity. They consid-ered all believers to be equal, a belief they based onthe accounts of early Christian communities in theNew Testament. Each Anabaptist church chose itsown minister, or spiritual leader. Because all Chris-tians were considered priests, any member of thecommunity was eligible to be a minister (thoughwomen were often excluded).

Finally, most Anabaptists believed in the completeseparation of church and state. Not only was govern-ment to be kept out of the realm of religion, it was noteven supposed to have any political authority overreal Christians. Anabaptists refused to hold politicaloffice or bear arms, because many took literally thebiblical commandment “Thou shall not kill.”

Their political beliefs, as much as their religiousbeliefs, caused the Anabaptists to be regarded as dan-gerous radicals who threatened the very fabric ofsixteenth-century society. Indeed, the chief thing

� The Amish are religious descendants of the Anabaptists.

There was no doubt that Mary was a Catholic whowanted to restore England to Roman Catholicism.However, the way she went about it had the oppositeeffect. Among other actions, she had more than threehundred Protestants burned as heretics, earning herthe nickname “Bloody Mary.” As a result of her poli-cies, England was even more Protestant by the end ofMary’s reign than it had been at the beginning.

Examining Why did Henry VIII formthe Church of England?

The AnabaptistsReformers such as Luther had allowed the state to

play an important, if not dominant, role in churchaffairs. However, some people strongly dislikedgiving such power to the state. These were radicalsknown as the Anabaptists.

To Anabaptists, the true Christian church was avoluntary community of adult believers who hadundergone spiritual rebirth and had then beenbaptized. This belief in adult baptism separated

Reading Check


Answer: The pope would not annulhis marriage to Catherine of Aragonso that he could remarry, so Henrybroke with the Church.

Answer: Student answers should reflectunderstanding of religious basis forAmish way of life.

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Answer: They believed in completeseparation of church and state, andthat the state had no authority overreal Christians. They refused to holdpolitical office or bear arms.

Connecting Across TimeDuring the Reformation, indi-viduals, groups, and nations hadto make difficult decisions as the Protestant religion spreadthroughout Europe. The choicebetween Catholicism and Protes-tantism was both a religious anda political choice, since a nationoften determined the religion ofits peoples. Have students evalu-ate the political choices and deci-sions that individuals, groups,and nations made during theReformation era, taking intoaccount historical context. Thenask students to apply this knowl-edge to the analysis of choicesand decisions faced by contem-porary societies. L3

other Protestants and Catholics could agree on wasthe need to persecute Anabaptists.

Describing Why were the Anabap-tists considered to be dangerous political radicals?

Effects on the Role of WomenThe Protestants were important in developing a

new view of the family. Protestantism had eliminatedthe idea that special holiness was associated with

Reading Check

celibacy and had abolished both monasticism and therequirement of celibacy for the clergy. The familycould now be placed at the center of human life. The“mutual love between man and wife” could beextolled.

Were idea and reality the same, however? Moreoften, reality reflected the traditional roles of hus-band as the ruler and wife as the obedient servantwhose chief duty was to please her husband. Lutherstated it clearly:

“The rule remains with the husband, and the wifeis compelled to obey him by God’s command. Herules the home and the state, wages war, defends hispossessions, tills the soil, builds, plants, etc. Thewoman on the other hand is like a nail driven intothe wall . . . so the wife should stay at home and lookafter the affairs of the household, as one who hasbeen deprived of the ability of administering those


Lambert Azimuthal Equal-Area projection300 kilometers0

300 miles0

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10°E 20°E 30°E0°

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POLAND

SWITZERLANDAUSTRIA

ENGLAND

SCOTLAND

IRELANDDENMARK

NORWAY

S W E D E N

NETHERLANDS GERMANSTATES

ITALY

FRANCE

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PORTU

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BOHEMIA

BAVARIA

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Rome

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WittenbergCanterbury

AnabaptistAnglicanCalvinistEastern Orthodox ChristianJewishLutheranMuslimRoman Catholic

Major European Religions, 1600

Less than 100 years after Luther posted the Ninety-five Theses, the religious affiliations of Europeans were greatlyaltered.

1. Interpreting Maps What religions would not havebeen on this map prior to 1517?

2. Applying Geography Skills Summarize why Protes-tant religions spread as shown on the map.


Answers:1. Anglican, Calvinism, Lutheran,

Anabaptist

2. Lutheranism spread in northernGerman states because that iswhere it began, Anglicanism wasthe English form of Protestantism,Calvinism began in Switzerlandand spread to Scotland via theScots reformer John Knox,Anabaptists beliefs survived inareas where authorities did notpersecute them. Protestantismwas more widespread the fartherit was geographically from Rome.

SS.A.3.4.2


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READING THE TEXT

Summarizing Information Have students research the more recent history of one of theProtestant groups mentioned in this section. Have them prepare brief reports that include the sizeof the sect today and where most members live, current beliefs and practices, and how the beliefsand practices have evolved since the group was founded. Students should include the role ofwomen as part of their report. In a class discussion, encourage students to compare and contrastcurrent practices and religious doctrines with their findings about other Protestant religions. L1

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Critical ThinkingHave students describe theimpact of the Jesuits and theCouncil of Trent on the CatholicChurch throughout the world.(restored and spread Catholicismthrough education; reunited andstrengthened the Church) L2



affairs that are outside and that concern the state.She does not go beyond her most personalduties.”

Obedience to her husband was not a woman’sonly role. Her other important duty was to bear chil-dren. To Calvin and Luther, this function of womenwas part of the divine plan. Family life was the onlydestiny for most Protestant women. Overall, then,the Protestant Reformation did not change women’ssubordinate place in society.

Evaluating What impact did theProtestant Reformation have on women?

The Catholic ReformationBy the mid-sixteenth century, Lutheranism had

become rooted in Germany and Scandinavia, andCalvinism had taken hold in Switzerland, France, theNetherlands, and eastern Europe. In England, thesplit from Rome had resulted in the creation of anational church. The situation in Europe did not lookparticularly good for the Catholic Church.

Reading Check

However, the CatholicChurch also had a revital-ization in the sixteenthcentury, giving it newstrength and enabling it toregain much that it hadlost. This Catholic Refor-mation was supported bythree chief pillars: theJesuits, reform of thepapacy, and the Council ofTrent.

The Society of Jesus, known as the Jesuits, wasfounded by a Spanish nobleman, Ignatius of Loyola.Loyola gathered together a small group of followers,which was recognized as a religious order by thepope in 1540. All Jesuits took a special vow ofabsolute obedience to the pope, making them animportant instrument for papal policy. Jesuits usededucation to spread their message. Jesuit missionar-ies were very successful in restoring Catholicism toparts of Germany and eastern Europe and in spread-ing it to other parts of the world.

400

HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site at

andclick on Chapter 12–Student Web Activity to learn more about theReformation.

wh.glencoe.com

History through Art

Council of Trent by Titian The Council ofTrent is thought to be the foundation of theCatholic Reformation. How does Titian’s painting convey this idea?


Answer: The painting conveys thepower, unity, and authority of theCatholic Church.

History through Art

Section Quiz 12–4C

opyrigh


Column A

1. Calvin’s belief that God determined in advance who wouldbe served

2. the damned

3. declare invalid a marriage

4. believers in adult baptism

5. meetings that reaffirmed Catholic teachings


6. King Henry VIII did all of the following EXCEPTA. had his marriage to Catherine ruled C. had Thomas more beheaded.

“null and void.”B. dissolved Catholic monasteries. D. conquered lands in France.

7. The Anabaptists believed thatA. church and state should be separate.B. children should be baptized.C. church and state should be unified. D. ministers should be appointed by Martin Luther.


✔ ScoreChapter 12

Section Quiz 12-4

Column B

A. annul

B. the reprobate

C. Anabaptists

D. the Council ofTrent

E. predestination

Answer: A greater emphasis was put on the family; the wife was com-pelled to obey her husband and tobear children.

EXTENDING THE CONTENTVisual Reports Organize the class into five groups. Using the map on page 399, have one groupcreate a large map showing the distribution of religions in Europe after the Council of Trent. Havethe second group research the Index of Forbidden Books and make a list of well-known authorsand books that were on the list over the years. Have the third group research the Inquisition andmake a drawing of the trials and punishments. Have the fourth group make an illustrated list of themain outcomes of the Council of Trent. Have the fifth group make a large world map showingareas of Jesuit missionary activities. Remind students to use library resources when needed. Havegroups display their work on a Catholic Reformation bulletin board display.


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1. Key terms are in blue.2. Huldrych Zwingli (p. 396); John

Calvin (p. 396); Henry VIII (p. 397);Ignatius of Loyola (p. 400)

3. See chapter maps.4. English Protestants came to

America.

5. Lutheranism in Germany and Scan-dinavia; Calvinism in Switzerland,France, the Netherlands, and east-ern Europe

6. removed relics and images 7. Calvinists: church was government;

Anabaptists: complete separationof church and state

8. his regal attire, marriage annulled 9. cardinals, archbishops, bishops,

abbots, and theologians; called toreform the Catholic Church; con-vened in March 1545, and met offand on for the next 18 years; reaf-firmed traditional Catholic teach-ings; established doctrine

401

Reform of the papacy was another impor-tant factor in the Catholic Reformation. Theparticipation of Renaissance popes in dubiousfinancial transactions and Italian political andmilitary affairs had created many sources ofcorruption. It took the jolt of the ProtestantReformation to bring about serious reform.

Pope Paul III perceived the need for changeand took the bold step of appointing a ReformCommission in 1537 to determine the Church’sills. The commission blamed the Church’s prob-lems on the corrupt policies of the popes. PaulIII (who recognized the Jesuits as a new reli-gious order) also began the Council of Trent,another pillar of the Catholic Reformation.

In March 1545, a group of cardinals, arch-bishops, bishops, abbots, and theologians metin the city of Trent, on the border between Ger-many and Italy. There, they began the Councilof Trent, which met off and on for 18 years.

The final decrees of the Council of Trentreaffirmed traditional Catholic teachings in opposi-tion to Protestant beliefs. Both faith and good workswere declared necessary for salvation. The sevensacraments, the Catholic view of the Eucharist, andclerical celibacy were all upheld. Belief in purgatoryand in the use of indulgences was strengthened,although the selling of indulgences was forbidden.

After the Council of Trent, the Roman CatholicChurch possessed a clear body of doctrine and wasunified under the supreme leadership of the pope.

With a renewed spirit of confidence, Catholicsentered a new phase, as well prepared as Calviniststo do battle for their faith.

Describing What was the relation-ship between the Jesuits and the pope?

Reading Check


Church Participation in

Government

Calvinists Anabaptists

Ignatius of Loyola, founder of the Jesuits,is shown kneeling before Pope Paul III.What role did the Jesuits play in theCatholic Reformation?

History

Checking for Understanding1. Define predestination, annul.

2. Identify Ulrich Zwingli, John Calvin,Henry VIII, Ignatius of Loyola.

3. Locate Zürich, Geneva, Trent.

4. Describe the results of “Bloody Mary’s”religious policies. How might Mary’sactions have indirectly affected the history of the United States?

5. List which countries had adoptedCalvinism and which had adoptedLutheranism by the mid-sixteenth century.

Critical Thinking6. Analyze How were the religious

reforms in Zürich consistent with theaims of the Reformation?

7. Contrasting Information Use a dia-gram like the one below to describehow the Calvinists and the Anabaptistsdiffered in their attitudes toward churchmembers participating in governmentactivities.

Analyzing Visuals8. Identify the details shown in the por-

trait of Henry VIII on page 397 thatillustrate his power and authority. Howdid the king use his position as “theonly supreme head on earth of theChurch of England”? Based on whatyou have read in your text, do youthink that Henry was a religious man?Explain your answer.

9. Expository Writing Compose anunbiased account of the Council ofTrent. Include who was involved,why it was convened, and its finalresults.


Reading Essentials andStudy Guide 12-4


Do you think religion should ever influence a government’s policies? Why or whynot?

I th l t ti d b t th b i i f th P t t t R f ti i



THE SPREAD OF PROTESTANTISM AND THE CATHOLIC

RESPONSE

KEY TERMS

predestination the belief that God has determined in advance (predestined) who will be savedand who will be damned (page 396)

annul declare a marriage invalid (page 397)

Name Date Class

Answer: They helped turn back theProtestant tide by restoring Catholi-cism in parts of Germany and easternEurope, as well as spreading it toother parts of the world.

History

Reteaching ActivityOn the chalkboard, draw a timeline from 1500 to 1600. On thetime line, have volunteers listimportant events from this sec-tion. L1

4 CLOSEAsk students to summarize themajor differences between thepractices of Protestantism andCatholicism. (justification by faithvs. good works; only two sacra-ments vs. all seven sacraments;unadorned church vs. decoratedchurches; emphasis on Bible vs. doc-trine) L2

Answer: Jesuits took a special vowof absolute obedience to the pope,making them an important instru-ment for papal policy.

L1/ELL

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MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 12 content.

Available in VHS.

402

Using Key Terms1. Soldiers who sell their services to the highest bidder are

called .

2. The study of grammar, rhetoric, moral philosophy, and his-tory was the basis of the intellectual movement called .

3. A movement whose major goal was the reform of Christen-dom was called .

4. John Calvin emphasized , the belief that God chosewho would be saved and who would be damned.

5. A society places less emphasis on religion and moreemphasis on a worldly spirit.

6. An is one in which a great many people live in cities.

7. The money and goods given by the wife’s family at the timeof marriage is called a .

8. A remission, after death, from all or part of the punishmentdue to sin is called an .

9. An image painted on fresh, wet plaster is called a .

Reviewing Key Facts10. History Which family dominated Florence during the

Renaissance?

11. Culture Who wrote The Canterbury Tales?

12. Culture The Renaissance was a rebirth of the ideas of whichancient civilizations?

13. History According to Erasmus, what should be the chiefconcerns of the Christian church?

14. Culture How did Renaissance artists portray the humanbody?

15. Government How were the city-states of Renaissance Italygoverned? What social classes were present in the typicalcity-state?

16. History How did Ignatius of Loyola help to reform Catholi-cism?

17. History Why did the Renaissance begin in Italy?

18. Culture Name the title and the author of one of the mostinfluential works on political power.

19. Culture When were children considered adults in Renais-sance Italy?

Critical Thinking20. Analyzing Why did Martin Luther split with the Catholic

Church? Identify the causes that led to the ProtestantReformation.

21. Explaining List one masterpiece of Renaissance literature orart and explain how it reflects Renaissance ideals.

Writing About History22. Expository Writing Analyze how the Reformation shaped

the political and religious life of Europe. Be sure to identifythe historical effects of the Reformation.

GERMANY: Martin Luther begins the Protestant Reformation. The Peace of Augsburg divides Germany into Catholic and Protestant states.

SWITZERLAND: John Calvin promotes the concept of predestination.

1.

FLORENCE: The Medici family improves city life and sponsors humanists and artists.

VENICE: The city becomes an international trading power.

3.

4. The Catholic Church enacts reforms.

ITALY: The Council of Trent defines Catholic Church doctrine and tries to end Church abuses. The Jesuits, who take special vows of obedience to the pope, help spread Catholicism.

ENGLAND: King Henry VIII breaks with the pope to create the Church of England. Catholic Queen Mary executes Protestants.

Reformers begin to challenge both secular and religious rules and practices.

2. Ideas quickly spread from Italy to northern Europe.

FRANCE: Architects create elegant castles that combine Gothic and classical styles.

FLANDERS: Artists use oil paints to depict fine detail in their paintings.

ENGLAND: King Henry VIII invites humanists to court.

Italy experiences an artistic, intellectual, and commercial awakening.

The Renaissance was a period of great intellectual and artisticachievement. Religious rebirth followed in the 1500s.

402

Using Key Terms1. mercenaries 2. humanism 3. Chris-tian humanism 4. predestination5. secular 6. urban society 7. dowry8. indulgence 9. fresco

Reviewing Key Facts10. Medici

11. Geoffrey Chaucer

12. Greek and Roman

13. to show people how to live goodlives on a daily basis rather thanprovide a system of beliefs that peo-ple have to practice to be saved

14. realistically

15. they were governed by wealthy fam-ilies—the Visconti and Sforza fami-lies in Milan, the Medici family inFlorence, and a group of merchant-aristocrats in the republic of Venice;nobility, townspeople (includingwealthy patricians as well asburghers—shopkeepers, artisans,guild masters, and guild members),and peasants

16. by establishing the Society of Jesus,or Jesuits, a religious order that tooka special vow of absolute obedienceto the pope and used education tospread their message, restoringCatholicism to parts of Germany andeastern Europe and spreading it toother parts of the world

17. a worldly viewpoint and increasingwealth brought renewed interest inancient culture; Italian thinkersbecame aware of their Roman past;emphasis on individual worth andability began to emerge, leading tothe ideal of the well-rounded indi-vidual

18. Niccolò Machiavelli, The Prince

19. when their fathers decided to give them their freedom

Critical Thinking20. 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 performinggood works. This was at odds with the Catholic doc-trine 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’sview of the sacraments, keeping only baptism and theEucharist. He was opposed to celibacy of the clergy.Eventually he called on the German princes to breakwith the Catholic Church and establish a reformed Ger-man church. Luther was excommunicated by the popeand made an outlaw within the Holy Roman Empire byCharles V. During the next few years, his movementbecame a revolution, and he gained the support ofmany of the German rulers who broke with the

CHAPTER 12Assessment and Activities

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CHAPTER 12Assessment and Activities

403

HISTORY

Have students visit the Web site atto review Chapter

12 and take the Self-Check Quiz.wh.glencoe.com

StandardizedTest Practice

Answer: HTest-Taking Tip: Read the title aswell as the quote, then choose ananswer.

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 12–Self-CheckQuiz to prepare for the Chapter Test.wh.glencoe.com

HISTORY


StandardizedTest Practice

Analyzing SourcesRead the following description by Luther of a woman’s role inmarriage.

“The rule remains with the husband, and the wife iscompelled to obey him by God’s command. He rulesthe home and the state, wages war, defends his posses-sions, tills the soil, builds, plants, etc. The woman onthe other hand is like a nail driven into the wall . . . sothe wife should stay at home and look after the affairsof the household, as one who has been deprived of theability of administering those affairs that are outsideand that concern the state. She does not go beyond hermost personal duties.”

23. What does this quote reveal about the woman’s role inProtestant society?

24. What do you think Luther meant by the statement “Thewoman on the other hand is like a nail driven into the wall”?

Applying Technology Skills25. Using the Internet Use the Internet to research a Renais-

sance artist. Find information about the person’s life andachievements. Using your research, take on the role of thatperson and create an autobiography about your life andyour contributions to the Renaissance.

Making Decisions26. Select two of the following types of Renaissance people: a

noble, merchant, shopkeeper, or peasant. Research what lifewas like for these individuals. How did their lives vary? Whohad the more comfortable lifestyle? Take into account eco-nomic and social factors.

Analyzing Maps and Charts27. Study the map at the top of the page. What are two of the

bodies of water that border the Holy Roman Empire?

28. Using a contemporary atlas, name the modern countriesthat are within the boundaries of what was the Holy RomanEmpire.

29. According to this map, was Rome a part of the Holy RomanEmpire in 1400?

5°E 10°E 15°E

45°N

50°N

55°N

20°ECorsica

MediterraneanSea

NorthSea

Rhine

R. Danube R .

Elbe R.

Ode

rR.

HOLY

ROMAN

EMPIRE

GERMANPRINCIPALITIES

HOLLAND

BRABANT

BRANDENBURG

BOHEMIA MORAVIA

SILESIA

AUSTRIA

STYRIA

TYROL

SWISSCONFEDERATION

TUSCAN

Y

LOMBARDY

PROVENCE

BAVARIA

POLAND

HUNGARY

DENMARK

PAPALSTATESREP. OF

GENOA

FRANCE

Hamburg

Berlin

Leipzig Dresden

Prague

ViennaMunich

CologneBrussels

Frankfurt

Z¨urich

Geneva

Milan

Marseille

GenoaVenice

Rome

200 kilometers0Lambert AzimuthalEqual-Area projection

200 miles0

N

S

EW

Holy Roman Empire, 1400

Boundary of theHoly Roman Empire

Directions: Use the passage below and yourknowledge of world history to answer thefollowing 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.

Martin Luther’s famous document attacked the CatholicChurch for which practice?

F The Catholic Church had allowed humanism to spreadthrough Europe.

G Luther disagreed with the doctrine of predestination.

H Many religious leaders sold indulgences.

J The Catholic popes were too concerned with worldlyaffairs.

Test-Taking Tip: If the question asks you to read a quote,look for clues that reveal its historical context. Such cluescan be found in the title and date of the text as well as inthe quote itself. Determining the historical context will helpyou to determine the quote’s historical significance or theimportance it has gained over time.

Catholic Church.

21. Answers will vary, depending on the work selected, butshould reflect understanding of Renaissance ideals.

Writing About History22. Answers will vary. Politically, the Reformation led to a

power struggle between the Holy Roman Emperor andthe German princes. It affected the religious life ofEurope by introducing alternatives to Roman Catholi-

cism, and by spurring a reformation within the CatholicChurch to get rid of corruption.

Analyzing Sources23. that her place was in the home, looking after house-

hold affairs

24. Answers will vary, but should be supported by logic. Itsounds as though Luther thought that women shouldremain at home.

Applying Technology Skills25. Students will use the Internet to cre-

ate a Renaissance autobiography.

Making Decisions26. Answers will vary.

Analyzing Maps and Charts27. North Sea, Mediterannean

28. Netherlands, Belgium, Luxembourg,Switzerland, Germany, Austria, partsof northern Italy, parts of Slovenia,the Czech Republic, and part ofFrance

29. Rome was not a part of the HolyRoman Empire in 1400.


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