Renaissance Art: Italian vs Northern & Leadership in Civil Society

1. Warm-Up- Northern Italian Renaissance v Renaissance Compare and contrast the paintings below: Which is from the Northern Renaissance and which is from the Italian Renaissance? How do you know?

2. Primary Source ReadingDocument 6, Northern Italian Renaissance • According to Nauert, why did the intellectual elite of Northern Europe embrace the ideals of the Italian Renaissance? • How did the North adapt the Italian Renaissance style and viewpoint to Northern sensibilities?

3. Italian vs. Northern Renaissance

4. How do these excerpts from several of Shakespeare’s plays, reflect the Renaissance mindset? • What a piece of work is man! How noble in reason, how infinite in faculty, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god… --- Hamlet • Be not afraid of greatness. Some are born great, some achieve greatness, and some have greatness thrust upon them. --- Twelfth Night • We are such stuff as dreams are made of… --- The Tempest • All the worlds a stage, and all the men and women merely players. They have their exits and their entrances, and one man in his time plays many parts… --- As You Like It

5. Renaissance ideas on Leadership and Classes • Castiglione • Creator of the definitive descriptive portrait of the flower of nobility, the epitome of manly grace, the soldier of courage who is also musician, poet and dancer, in short, the ideal Renaissance man. • Wrote the The Courtier a look at what it takes to be a man of the people and influencer in Renaissance times. • Machiavelli • Thought to be ruthlessness, treacherous, and opportunistic, those traits which a cynical world labels realism. • Wrote The Prince which is a realistic and calculating look at power and politics

6. Primary Source ReadingThe Price and The Courtier • Fill out the document analysis sheet for your assigned reading. • Once you are done, in the margins see if you can list traits you feel your author would admire in a good leader.

7. Primary Source ReadingThe Price and The Courtier JigSaw • Step 1 • Find someone who read the same selection you did. Talk about what you wrote down and what your understanding is of these people. • Then go to the website associtated with your author and read the short biography on them. Add to your notes where appropriate. • Do you now have a different understanding of the passage you read? • Step 2 • Find someone who read a different selection as you. Give them a brief overview of your author and then explain that author’s take on leadership and what makes a Virtuous man.

8. Two visions of Civil SocietyMachiavelli Castiglione • Leaders are role models and should act accordingly to inspire their people • Ideals DO matter in government • The Prince should cultivate his character to improve his rule • Rulers should be intellectually curious • Leaders should be pleasant in company, witty, graceful, and fun • The ends justify the means • Politics is separate from Christian ethics • The prince should prefer fear to love as a tool of government • Centralized authority is preferable to feudalism • Leaders should do what is effective, not ideal

9. Virtu • Moves virtue and vice from internal character traits to external, chosen actions • The term refers to outstanding ability, and also used in the older sense of manliness and courage • Goodness and justice are good only so far as the results they produce, not the fact that they are a moral compass to guide a leader • Judgement for leadership is on results not morals Virtue • “Blessed is the prince who chooses to emulate not the power of God but the goodness of God.” • be a model of virtuousness for the people • “he must not only be good but make others good as well”

10. Review Machiavelli v. Castiglione • What are ethics? Do ethics have a place in political leadership? • Is it “better to be feared than loved”? • What do you feel is the most effective type of leadership?

11. Primary Source ReadingUtopia You will be given 30 seconds to find the answers to the questions below. Once you find the answer underline or highlight the line that supports your answer. • How is a Prince chosen? • How long is a Prince’s term of office? • What is it that a Prince or Tranibor must not do? • What is the number one occupation that every man, woman and child is instructed in?

12. Primary Source ReadingUtopia 5) How do people dress in Utopia? 6) How does a person find an occupation in Utopia? 7) Describe the daily schedule of a Utopian. How many hours do they work, sleep, and are at leisure? 8) What do Utopian’s do with their leisure time? 9) Thomas More talks about other nations being idle. Explain who and why are so many people idle in other nations. 10) List the people who are excused from labor in Utopia? Why are they each excused?

13. Primary Source ReadingUtopia 11) When Thomas More talks about “a thriftless heir suffers a house his father built”, is he talking about Europe or Utopia? 12) When comparing the garments of people in Europe and Utopia, what does he mean? 13) Why did More include this comparison? What is he trying to say? 14) Throughout the whole essay, what do you feel that More’s ultimate message is?

14. Discussion- Utopia • What do you think about Utopia? Would this society be possible? • Would you want to live in Utopia?

15. The Renaissance Life in the Renaissance

16. 15th century society • Europe was still widely rural • Cities served as central markets for foodstuff and goods • Value of labor increased • Disposable wealth increased due to the Black Plague and both rich and poor began to purchase luxuries. “The Culture of the Renaissance was created by the Plague” What does this mean?????

17. Describe what you see in this picture? What can you say about life in the Renaissance

18. Renaissance Families • Homes were small, 2 rooms and the whole family sharing a single bed • Simple living, most people owned 2 outfits and 1 pair of shoes, some kitchen utensils, some tools, a chest, a bed, and a chamber pot • Several generations (if they survived that long) lived under one roof • Guilds were established (pictured above). These were neighborhood organizations where each member helped take care of the rest • The Church remained a central part of life

19. Role of Men: • Supported the household in the fields or in merchant shops • Not all men were able to establish independent households • Often married at an older age • Complete authority over those under their roof • Role of Women: • Pregnancy • Take care of the home and children • If they worked, it was as domestic servants • Their future depended on the dowries their parents could provide them • Role of Children: • Seen as mini-adults • Toddlers were confined to wooden walkers or tied up to prevent them from wondering off • Were allowed toys and playtime until they were old enough to work, (age 7-8) • After age 7 boys would be sent to school if the family could afford it OR sent as a servant in a wealthy house. At 14 they could apprentice themselves • Girls stayed home to learn how to run a household if their parents could afford it. If not, they were placed as domestic servants in wealthy households. • If a woman didn’t marry, she was not considered a grown woman

21. Continuity…….and…..Changein Renaissance Society • Revival of cities • More consumer goods available to all • More luxury goods available to some • Expectation of a better life for future generations emerges • Beginning of the bourgeoisie (=middle class) and luxury • Agriculture and rural society predominate • Family relationships most important • Importance of the church in daily life • Patriarchy • Disparity rich/ poor/small middle class • Short life expectancy • “The Great Chain of Being” dominates religious values & beleifs

22. Medieval legacies: Renaissance departures:(5th – 14th C) (15th – 18th C) “Although the elements of continuity are clear, the characteristic outlook of the Middle Ages was as different from that of the modern age as it was from that of the ancient world” • Human intellect/reason CAN interpret the natural world through science • Nature is a unified field, not a hierarchical one • Nationalism replaced personal & feudal allegiances • Science and possibility of human progress replace faith and a sinful individual “In innumerable ways today’s world is linked to the Middle Ages”: • Technological lead of the West • Higher law of God • Sacred worth of individual • The ideal of the noble warrior • Government by consent and rule by law(Magna Charta, 1215)

23. The DBQ • Point 1- Thesis • Point 2- Uses a majority of the documents • Point 3- Demonstrates understanding of documents • Point 4- Supports Thesis • Point 5- Analyzes POV • Point 6- Puts documents in at least 3 groups • The DBQ is worth 22% of your AP test score. • This is the single biggest item. • You can score a maximum of 9 points • However, if you don’t get all of the first 6 points, you are not eligible for the final 3

24. Understand the Question: THE QUESTION: The period known as the Renaissance witnessed a change in the nature of man. Compare and contrast the views held by the renaissance thinkers documented in the following quotations.