Southeast Middle School 6th Grade Accelerated Social ...

Southeast Middle School 6th Grade Accelerated Social Studies E Learning Day s 11-20

DAY 11 6th Grade Accelerated Social Studies: In this unit, students will analyze the conditions in Italy which led to the Renaissance. Throughout this unit, students will consider the essential question: “To what extent did a thriving economy and strong leadership provide a foundation for the achievements of the Italian Renaissance?” Students will use a Document Based Question (DBQ) to assist in their analysis.

Standards/Indicators: 6.3.CC: Analyze the intellectual, political, and social changes in relation to the idea of individual rights from Humanism to the Enlightenment. This indicator was developed to analyze the changes and continuities that occurred in the cultural and intellectual developments of the Renaissance, the Enlightenment, the Scientific Revolution, the Protestant Reformation, and the Catholic Counter-Reformation.

I can statements: 6.3.CC: I can accurately reconstruct a document of historical facts.

Essential Questions: What is the Renaissance? Where did it begin? What is a “patron” of the arts?

Resources: Instructomania Pavlovich

Activities: Note: Students, please review Days 1 – 10 Lessons. Complete any missing assignments.

Students who have completed all assignments may move on to the Day 11 Lesson below.

Completed DBQ Introduction to the Renaissance


DAY 11 page 1 Name ________________________Date___________Period_________

Instructions: Use the “Renaissance Introduction (text)” to complete the “Renaissance Introduction (fill-

in-the-blanks)” learning sheet.

1. Renaissance Introduction (text)

SETTING THE STAGE During the late Middle Ages, Europe suffered from both war and plague.

Those who survived wanted to celebrate life and the human spirit. They began to question

institutions of the Middle Ages, which had been unable to prevent war or to relieve (decrease)

suffering brought by the plague. Some people questioned the Church, which taught Christians to

endure (put up with/ stand) suffering while they awaited their rewards in heaven. In northern Italy,

writers and artists began to express this new spirit (attitude) and to experiment with different

styles (ways of doing things). These men and women would greatly change how Europeans saw

themselves and their world.

2. Italy's Advantages

This movement that started in Italy caused an explosion (big increase) of creativity in art, writing,

and thought that lasted approximately from 1300 to 1600. Historians call this period the

Renaissance (REHN•ih•SAHNS). The term means rebirth, and in this context, it refers to a revival

of art and learning. The educated men and women of Italy hoped to bring back to life the culture of

classical Greece and Rome. Yet in striving (trying) to revive (bring back) the past, the people of the

Renaissance created something new. The contributions made during this period led to innovative

(unique/different) styles of art and literature. They also led to new values, such as the importance of

the individual.

The Renaissance eventually spread from northern Italy to the rest of Europe. Italy had three

advantages that made it the birthplace of the Renaissance: thriving cities, a wealthy (rich) merchant

class, and the classical heritage (tradition) of Greece and Rome.

3. Classical and Worldly Values

As scholars studied ancient Roman and Greek manuscripts (writings/documents), they became more

influenced by classical ideas. These ideas helped them to develop a new outlook on life and art.

4. Classics Lead to Humanism

The study of classical texts (writings) led to humanism, an intellectual movement that focused on

human potential and achievements. Instead of trying to make classical texts agree with Christian

teaching as medieval scholars had, humanists studied them to understand ancient Greek values.

Humanists influenced artists and architects to carry on classical traditions. Also, humanists

popularized (made popular) the study of subjects common to classical education, such as history,

literature, and philosophy. These subjects are called the humanities.


5. Worldly Pleasures

In the Middle Ages, some people had demonstrated (showed) their piety (faithfulness to God) by

wearing rough clothing and eating plain foods. However, humanists suggested that a person might

enjoy life without offending (upsetting/angering) God. In Renaissance Italy, the wealthy (rich)

enjoyed material luxuries, good music, and fine foods.

Most people remained devout (serious) Catholics. However, the basic spirit of Renaissance society

was secular —worldly rather than spiritual and concerned with the here and now. Even church leaders

became more worldly. Some lived in beautiful mansions, threw lavish banquets (parties), and wore

expensive clothes.

6. Patrons of the Arts

Church leaders during the Renaissance beautified Rome and other cities by spending huge amounts of

money for art. They became patrons (supporters) of the arts by financially supporting artists.

Renaissance merchants and wealthy (rich) families also were patrons (supporters) of the arts. By

having their portraits painted or by donating art to the city to place in public squares, the wealthy

(rich) demonstrated (showed) their own importance.

7. The Renaissance Man

Renaissance writers introduced the idea that all educated people were expected to create art. In

fact, the ideal individual strove (attempted/tried) to master almost every area of study. A man who

excelled in many fields was praised as a “universal man.” Later ages called such people “Renaissance

men.”

8. Baldassare Castiglione (KAHS•teel•YOH•nay) wrote a book called The Courtier (1528) that taught

how to become such a person. A young man should be charming, witty, and well educated in the

classics. He should dance, sing, play music, and write poetry. In addition, he should be a skilled rider,

wrestler, and swordsman.


DAY 11 Page 2 Name________________________Date_____________Period_________

Instructions: Use the “Renaissance Introduction (text)” to complete the “Renaissance Introduction (fill-

in-the-blanks)” learning sheet.

1. Renaissance Introduction (fill-in-the-blank)

SETTING THE STAGE During the late ____________ Ages, ______________ suffered from both

________ and _____________. Those who survived wanted to _________________ life and the

_____________ spirit. They began to __________________ institutions of the Middle _______,

which had been unable to _______________ war or to ___________ (decrease) _____________

brought by the _______________. Some people questioned the ______________, which taught

___________________ to endure (put up with/ stand) ______________ while they awaited their

________________ in heaven. In northern ___________, writers and ___________ began to

express this new spirit (attitude) and to ______________________ with different styles (ways of

doing things). These ________ and _______________ would greatly ____________ how

______________ saw themselves and their ___________.

2. Italy's Advantages

This movement that _____________ in __________ caused an explosion (big increase) of

____________________ in art, ________________, and thought that lasted approximately from

_________ to ________. Historians call this period the Renaissance (REHN•ih•SAHNS). The term

means _____________, and in this context, it refers to a ____________ of art and

_______________. The _________________ men and women of ____________ hoped to bring

___________ to life the ___________ of classical ___________ and __________. Yet in

striving (trying) to revive (bring back) the ________, the people of the Renaissance created

something _________. The contributions made during this period led to innovative

(unique/different) styles of art and _____________________. They also led to new

____________, such as the importance of the _________________.

The ______________ eventually spread from ______________ Italy to the rest of __________.

Italy had three _________________ that made it the _____________________ of the

__________________: thriving ___________, a _______________ (rich) merchant class, and

the classical heritage (tradition) of _______________ and _____________.

3. Classical and Worldly Values

As scholars studied ancient ____________ and Greek manuscripts (writings/documents), they

became more _____________________ by classical _____________. These ideas helped them to

develop a ________ outlook on _________ and _______.

4. Classics Lead to Humanism

The study of classical texts (writings) led to _________________, an intellectual movement that

focused on ______________ potential and ___________________. Instead of trying to make

____________________ texts _____________ with Christian _________________ as medieval


__________________ had, humanists ______________ them to understand ancient __________

values. _____________________ influenced artists and ________________ to carry on classical

________________. Also, humanists __________________ (made popular) the _____________

of subjects common to classical _______________, such as history, ______________, and

_____________________. These subjects are called the _______________.

5. Worldly Pleasures

In the _____________ Ages, some people had demonstrated (_____________) their piety

(___________________ to God) by wearing rough ______________ and eating plain ________.

However, ________________ suggested that a person might _________ life without offending

(upsetting/angering) _________. In Renaissance _________, the ____________ (rich) enjoyed

material luxuries, good ________, and fine _________.

Most people remained ___________ (serious) Catholics. However, the basic ____________ of

__________________ society was ______________ —worldly rather than ________________

and concerned with the __________ and ________. Even church ___________________ became

more worldly. Some lived in beautiful _____________, threw lavish (luxurious/expensive)

________________ (parties), and wore expensive _______________.

6. Patrons of the Arts

Church ________________ during the __________________ beautified __________ and other

_____________ by spending huge amounts of ____________ for _________. They became

______________ (supporters) of the arts by financially supporting artists. Renaissance

___________________ and wealthy (_______) families also were patrons (______________) of

the __________. By having their _______________ painted or by ____________ art to the city

to place in public ____________, the ______________ (rich) demonstrated (showed) their own

importance.

7. The Renaissance Man

Renaissance _____________ introduced the idea that all ___________________ people were

expected to _________________ art. In fact, the ideal individual strove (attempted/tried) to

________________ almost every area of _____________. A man who excelled in ___________

fields was praised as a “_________________ __________.” Later ages called such people

“________________________ men.”

8. Baldassare Castiglione (KAHS•teel•YOH•nay) wrote a book called The Courtier (1528) that taught

how to become such a person. A young man should be charming, ________, and well educated in the

_____________________. He should ____________, sing, play _____________, and write

____________________. In addition, he should be a _____________ rider, _______________,

and ___________________.




I can statements: 6.3.CC: I can accurately answer historical questions using a credible document as a reference.

Essential Questions: What is humanism? Why was the role of patrons during the Renaissance? What is a Renaissance man?


Activities: Note: Students, please review Days 1 – 10 Lessons. Complete any missing assignments. Students who have completed all assignments may move on to the Day 11 Lesson below. Read the DBQ and answer the questions.

Completed DBQ Introduction to the Renaissance


Renaissance Introduction (text)

SETTING THE STAGE During the late Middle Ages, Europe suffered from both war and plague.

Those who survived wanted to celebrate life and the human spirit. They began to question

institutions of the Middle Ages, which had been unable to prevent war or to relieve (decrease)

suffering brought by the plague. Some people questioned the Church, which taught Christians to

endure (put up with/ stand) suffering while they awaited their rewards in heaven. In northern Italy,

writers and artists began to express this new spirit (attitude) and to experiment with different

styles (ways of doing things). These men and women would greatly change how Europeans saw

themselves and their world.

Italy's Advantages

This movement that started in Italy caused an explosion (big increase) of creativity in art, writing,

and thought that lasted approximately from 1300 to 1600. Historians call this period the

Renaissance (REHN•ih•SAHNS). The term means rebirth, and in this context, it refers to a revival

of art and learning. The educated men and women of Italy hoped to bring back to life the culture of

classical Greece and Rome. Yet in striving (trying) to revive (bring back) the past, the people of the

Renaissance created something new. The contributions made during this period led to innovative

(unique/different) styles of art and literature. They also led to new values, such as the importance of

the individual.

The Renaissance eventually spread from northern Italy to the rest of Europe. Italy had three

advantages that made it the birthplace of the Renaissance: thriving cities, a wealthy (rich) merchant

class, and the classical heritage (tradition) of Greece and Rome.

Classical and Worldly Values

As scholars studied ancient Roman and Greek manuscripts (writings/documents), they became more

influenced by classical ideas. These ideas helped them to develop a new outlook on life and art.

Classics Lead to Humanism

The study of classical texts (writings) led to humanism, an intellectual movement that focused on

human potential and achievements. Instead of trying to make classical texts agree with Christian

teaching as medieval scholars had, humanists studied them to understand ancient Greek values.

Humanists influenced artists and architects to carry on classical traditions. Also, humanists

popularized (made popular) the study of subjects common to classical education, such as history,

literature, and philosophy. These subjects are called the humanities.

Worldly Pleasures

In the Middle Ages, some people had demonstrated (showed) their piety (faithfulness to God) by

wearing rough clothing and eating plain foods. However, humanists suggested that a person might

enjoy life without offending (upsetting/angering) God. In Renaissance Italy, the wealthy (rich)

enjoyed material luxuries, good music, and fine foods.


Most people remained devout (serious) Catholics. However, the basic spirit of Renaissance society

was secular —worldly rather than spiritual and concerned with the here and now. Even church leaders

became more worldly. Some lived in beautiful mansions, threw lavish banquets (parties), and wore

expensive clothes.

Patrons of the Arts

Church leaders during the Renaissance beautified Rome and other cities by spending huge amounts of

money for art. They became patrons (supporters) of the arts by financially supporting artists.

Renaissance merchants and wealthy (rich) families also were patrons (supporters) of the arts. By

having their portraits painted or by donating art to the city to place in public squares, the wealthy

(rich) demonstrated (showed) their own importance.

The Renaissance Man

Renaissance writers introduced the idea that all educated people were expected to create art. In

fact, the ideal individual strove (attempted/tried) to master almost every area of study. A man who

excelled in many fields was praised as a “universal man.” Later ages called such people “Renaissance

men.”

Baldassare Castiglione (KAHS•teel•YOH•nay) wrote a book called The Courtier (1528) that taught how

to become such a person. A young man should be charming, witty, and well educated in the classics. He

should dance, sing, play music, and write poetry. In addition, he should be a skilled rider, wrestler, and

swordsman.


DAY 12 Renaissance Introduction

Answer the following questions using your Renaissance Introduction Sheet from DAY 11.

1. What two things did people start to question?

___________________________________________________________________________

___________________________________________________________________________

2. What cultures did the Renaissance look to revive?

___________________________________________________________________________

3. What was one new value they created?

___________________________________________________________________________

4. What are three advantages that Italy had?

___________________________________________________________________________

___________________________________________________________________________

5. What did the study of classical texts lead to?

___________________________________________________________________________

6. How did humanists study classical texts?

___________________________________________________________________________

___________________________________________________________________________

7. What are three subjects in classical education?

___________________________________________________________________________

___________________________________________________________________________

8. How did people demonstrate their piety in the Middle Ages?

___________________________________________________________________________

___________________________________________________________________________

9. What did the wealthy (rich) enjoy in Renaissance Italy?

___________________________________________________________________________

___________________________________________________________________________

10. What was the basic spirit of Renaissance society?

___________________________________________________________________________

11. What was a “patron of the arts”?

___________________________________________________________________________

___________________________________________________________________________

12. What is another term for “Renaissance Man”?

___________________________________________________________________________

13. What was the name of the author and book about Renaissance men?

___________________________________________________________________________

14. What are three traits of this type of man?

___________________________________________________________________________

15. What are seven things they should be able to do?

___________________________________________________________________________

___________________________________________________________________________




I can statements: 6.3.CC:I can accurately analyze an excerpt from “On Ruling the Household” and provide a supporting claim for humanism.

Essential Questions: How is humanism viewed during the Renaissance?


Activities: ● Read an excerpt from“ On Ruling the Household” by Leon Battista Alberti

Complete two question and draw a conclusion of how Renaissance audiences valued art.


DAY 13 page 1 Name_______________________________ Period______

Italian Renaissance Mini DBQ

Written Response Focus Question: To what extent did a thriving economy and strong leadership provide

a foundation for the achievements of the Italian Renaissance?

This DBQ (document based question) will have 2 parts (A and B).

Part A-Document Analysis contains the documents. Each document is followed by one or more questions.

Write your answer to each question on the page in the space provided.

Part B-contains one essay question based on the documents. Use the writing response template to write

your answer to this question. On the separate sheet of paper you will copy your completed written

response. You will answer all the questions in part A and write the written response in part B.

Part A–Document Analysis

DOCUMENT-BASED QUESTION

The written response question is based on the accompanying documents. It is designed to test your

ability to work with historical documents. Some of these documents have been edited for the purposes

of the question. As you analyze the documents, take into account the source of each document and any

point of view that may be presented in the document.

Historical Context: During the Italian Renaissance the wealth generated by trade and imports

supported the development of many other professions and arts, including engineering, literature, painting

and medicine. Wealthy merchants became patrons, or supporters of the arts, and paid artists, architect,

and others to create unique works, solve problems, and develop new ideas.

Task: Using the information from the documents and your knowledge of social studies, answer the

questions that follow each document in Part A. Your answers to the questions will help you write the Part

B essay in which you will be asked to:

1. Evaluate how different aspects of culture were influenced and/or created by the economy and trade

of the Italian Renaissance.

2. Select the best evidence that supports your evaluation.

3. Provide reasoning with examples that detail how a thriving economy supported developments and

achievements in other areas.


DAY 13 page 2 Name_______________________________ eriod______


Written Response Focus Question: To what extent did a thriving economy and strong leadership

provide a foundation for the achievements of the Italian Renaissance?

Part A - Document Analysis

Short answer questions

Directions: Analyze the documents and answer the short-answer questions that follow each document in

the space provided.

Document 1: Excerpt from “On Ruling the Household” by Leon Battista Alberti

“Such matters [requiring maximum concentration] are horseback riding, dancing, walking in public and so on. Above all,

we must moderate our gestures and our bearing, the movements of all our person with the greatest care and with such

thoroughly controlled art, that nothing will be seem to be done with calculated artifice [on purpose]; who ever sees you

must feel this excellence is an inborn, natural gift.”

1. Support a claim: How does this excerpt support the Renaissance appreciation for humanism or the

belief that the natural condition of the human being is beautiful?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Draw conclusion: Based on this excerpt, what can you conclude Renaissance audiences valued in art?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________




I can statements: 6.3.CC: I can identify the inventor of the geometric and military compass. I can make a connection of instruments developed during the Renaissance to the contemporary scientific items.

Essential Questions: How were inventors like Galileo financially supported?


Activities: Make connections to the scientific discoveries of the Renaissance to the present day.

Completed DBQ “ Galileo’s Geometric and Military Compass”


DAY 14 Name_______________________________ Period______




Part A Continued- Document Analysis

Document 2: Galileo’s Geometric and Military Compass

Source: https://erenow.net/common/invention-science-scientific-revolution-1500-1750/24.php

Invented by Galileo in 1597, the geometric and military compass was a scientific instrument and an early

version of the calculator. Using this device, bankers could determine exchange rates for different

currencies or money from different nations. In addition, shipbuilders could use the instrument to make

measurements for the hulls of ships and soldiers could use it to determine the angles to set their canons

to reach specific targets. Galileo presented this instrument to the Duke of Mantua, the son of a wealthy

Italian family, and a patron of the arts. In return he offered Galileo a salary and living expenses to

become part of his court and continue to work on his inventions. Galileo declined the offer, as he earned

more as a university professor. The Duke finally rewarded him with a gold chain and two silver dishes.

3. Make connections: How did scientific discoveries during the Italian Renaissance lead to advances in

different areas of Renaissance life and culture?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Explain: How did inventors like Galileo financially support themselves as they pursued new scientific

discoveries?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

https://erenow.net/common/invention-science-scientific-revolution-1500-1750/24.php




I can statements: 6.3.CC: I can summarize why a contest was held for the design of the . Santa Maria Del Fiore Cathedral.

Essential Questions: How did Renaissance merchants respond to the idea that something was impossible or difficult to accomplish?


Activities: Read the passage describing the Santa Maria Del Fiore Cathedral

Completed DBQ pertaining to the Santa Maria Del Fiore Cathedral


DAY 15 Name _______________________________Period______




Part A Continued- Document Analysis Document 3: Santa Maria Del Fiore Cathedral

In 1296 work began on a new cathedral in the city of

Florence, Italy, the Santa Maria del Fiore. By 1418 all

but the dome of the cathedral had been completed.

However, because of the size of the building, no

architect knew how to design or build a dome for the

building that would not collapse under its own weight.

The wool merchants’ guild, an association of wealthy

businessmen, held a competition and offered a cash

reward to anyone who could solve the problem. The

winner was Filippo Brunelleschi, and the dome was

completed in 1436. Brunelleschi developed several

building and construction tools, including the hoist, in the

construction of the dome.

Brunelleschi studied ancient Roman buildings, such as the

Parthenon and applied his knowledge of mathematics to

create the dome, for the Santa Maria del Fiore.

Source: https://www.fotosearch.com/CSP297/k40520139/

5. Summarize in a single sentence why a contest was held for the design of the dome.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6. Explain: How did Renaissance merchants respond to the idea that something was impossible or

difficult to accomplish?

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

https://www.fotosearch.com/CSP297/k40520139/




I can statements: 6.3.CC: I can analyze a Renaissance painting to determine a source of wealth reflected in the painting.

Essential Questions: How are subjects of Renaissance painting related to the city in which it was created? (Keep in mind: “How does a thriving economy encourage art?”


Activities: Read the passage “Miracle of the Grain and St. Nicholas Saves a Ship during a Storm.” Analyze the painting.

Completed DBQ pertaining to “Miracle of the Grain and St. Nicholas Saves a Ship during a Storm.”


DAY 16 Name _______________________________Period______




Part A Continued- Document Analysis Document 4:

“Miracle of the Grain and St. Nicholas Saves a Ship during a Storm.”

Source: http://www.roderickconwaymorris.com/Images/50.html

During the Italian Renaissance, the Catholic church was still the most powerful force in Europe,

especially in Italy. Wealthy bankers wanted to show-off their wealth by commissioning works of art.

However, they also wanted to please the leaders of the church. The painting, “Miracle of the Grain and

St. Nicholas Saves a Ship During a Storm” celebrates the miracles performed by the Catholic Saint

Nicholas. These panels were created for the alter of a church in Perugia, an Italian port city and was

commissioned by a wealthy merchant. That is, a merchant paid the artist to create the painting. Before

he was associated with Christmas, St. Nicholas was the patron saint of sailors and merchants.

7. What images from the painting reflect the source of wealth that paid for the painting?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

8. How is the subject of the painting related to the city and time in which it was created?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

http://www.roderickconwaymorris.com/Images/50.html




I can statements: 6.3.CC: I can make a parallel of how the medical profession was treated as a business during the Renaissance.

Essential Questions: What is a guild? Who belonged to guilds? What items did doctors sell other than medicines?


Activities: Read the DBQ explaining the guilds during the Renaissance.

Complete the DBQ about independent tradespeople and the guilds.


DAY 17 Name _____________________________Period______





During the Italian Renaissance almost every trade

operated in a guild. A guild was a corporation made of

many independent tradespeople. Bankers, merchants,

tailors, and even artists belonged to guilds. Guilds had

very strict rules governing their business practices and

set up training programs for new members, who often

entered the guild as apprentices, hoping to work their way

up to “master” of the trade. In 1293 the Guild of Doctors,

Apothecaries and Grocers was established in Florence,

Italy. The three trades operated in the marketplace, like

many other merchants, offering their goods and services

to consumers in their neighborhoods. Patients

walked into apothecary stalls, where trained

physicians and druggists would make medicines

customized to the patient’s specific condition.

Druggists also sold spices, sugar, wine, ink and

paper, as well as grocery items. Because they

were a large, organized group, they held political

and economic power and could set and maintain

prices for specific services and medicines.

Source:

https://blog.philosophicalsociety.org/2018/01/10/apprentice-journeyman-and-master-the-medieval-guild/

9. In what ways was the medical profession treated as a business?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

10. What was the connection between the three trades: medicine, apothecary, and grocery? What made

it practical for them to belong to one guild?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

https://blog.philosophicalsociety.org/2018/01/10/apprentice-journeyman-and-master-the-medieval-guild/




I can statements: 6.3.CC: I can explain why Italy was the site of many ports for traders from the east.

Essential Questions: What was the most important Italian city? What is one factor which sparked the Renaissance?


Activities: Read DBQ about Italian Trade Routes.

Complete the Italian Trade Routes DBQ.


DAY 18 Name _______________________________Period______




Part A Continued- Document Analysis Document 6: Italian Trade Routes

During the Renaissance,

most countries in Europe

were loose associations of

city-states. City-states had

their own governments,

taxation and citizenship

requirements. Italy was

made up exclusively of

these city-states, which

also encompassed the rural

areas around them. Italy

was the closest European

region to North Africa and

is located on the

Mediterranean Sea, and

was therefore the site of

many ports for traders

from the east.

Source: https://slideplayer.com/slide/6175975/

11. What likely had to occur once goods were delivered to the port cities in Italy?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

12. In which areas was there likely the most competition for trade, shipping, and goods to return to

markets in Italy?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

https://slideplayer.com/slide/6175975/




I can statements: 6.3.CC: I can explain how money lending had a unique place with certain Italians.

Essential Questions: What is “usury” and what is the present-day term? Why was there a need for borrowing or lending money?


Activities: Read the DBQ “Interest and Money Lending.”

Complete DBQ “Interest and Money Lending.”


DAY 19 Name _______________________________Period______





Interest and Money Lending 7

For centuries lending money for interest was considered a sin by the Catholic Church. It was considered

the sin of usury. Today the term “usury” is used to describe the practice of charging unreasonably high

interest to loan money. But, before the Renaissance, it was applied to any situation in which one person

lent money to another and required more than the original sum in return. Since the Catholic Church did

not allow money lending for interest, Catholics did not engage in banking through the middle ages.

However, merchants and traders still had a need to borrow money in order to finance imports and

exports and to maintain their businesses until their ships came in. To enable merchants to do business

and trade, Italian cities supported the rise of Jewish money-lenders. Jewish men were not bound by the

rules of the Catholic Church and profited from lending money and collecting interest. They also provided

a valuable service to local businessmen. During the Renaissance, the Medici, a successful merchant family

saw the potential for profit in money-lending. They developed a new system of banking that would get

around the Catholic rules. Customers

exchanged promissory notes (basically

loan documents) for gold coins, and the

Catholic money exchangers charged a fee

for the exchange. The Florin, the official

coin of Florence, which was a gold coin

that could be exchanged for a

promissory note, eventually became

accepted as currency throughout Europe.

Source: https://renaissancecdunn.weebly.com/trade-and-commerce.html

13. How did the need for money lending result in a unique place in society for Jewish Italians?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

14. How did Italian money lending eventually lead to Italy becoming a financial influence throughout

Europe?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

https://renaissancecdunn.weebly.com/trade-and-commerce.html




I can statements: 6.3.CC: I can interpret a Renaissance poem to determine the author’s geographic meanings.

Essential Questions: According to the poem, what do the author’s consider to be Florence’s place in the world?


Activities: Read the excerpt from the Renaissance era poem from Boccaccio’s Girolamo and Savestra

Complete the DBQ from Boccaccio’s Girolamo and Savestra


DAY 20 Name _______________________________Period______





Giovanni Boccaccio lived and wrote during the Italian Renaissance. His most famous work was a collection

of narrative poems called The Decameron. The book consists of a set of ten stories told by ten men and

women who escape Florence to get away from the plague epidemic. During the trip to villa where they will

be staying, they take turns telling stories in the form of long narrative poems.

This is an excerpt from Boccaccio’s Girolamo and Savestra:

Wide are the hundred streams that lead unto fair Florence’s mart,

And strong the stream that fills them all like life-blood to the heart,

And proud are all its merchants there its world-wealth to display,

And bravely sail their tall ships from Genoa’s laden bay;

And where its glitter tempts the most, where brightest streams the glare

Of gems, and gold, and tinseled pomp, of all that’s rich and rare,

Where highest rise the gilded domes of cool suburban seats,

And sweetest scent the groves that shade the traders’ soft retreats,

Where the swift Arno’s chafing tide the largest vessel bears,

And fiercely scorns the richest freight with all its priceless wares,

Where all smiles bright and whispers tales of many a countless hoard,

There youthful Girolamo reigns the undisputed lord.

15. Which city is noted for its market and which is noted for its port?

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16. According to this poem, what is Florence’s place in the world?

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Southeast Middle School 6th Grade Accelerated Social ...

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