THE RENAISSANCE & THE NEW WORLD

9th Grade
World History
Kadalena Abraham

STAGE I GOALS
Unit Overview
During the course of this Unit plan, students will focus on the ideas of the Renaissance
and how it affected the rest of History. Renaissance was basically the re-birth of Europe,
caused by the Black plague which killed many throughout the Middle Ages. As people began to
focus more on themselves and less on the reliance of the Church, the world became more well
rounded and knowledgable. Students will recognize the importance of art, science, humanism,
and exploration to calculate the differences of culture during the time of the Renaissance.
Students will examine the strengths and weaknesses of the Emerging modern world,
Justify the reasoning for humanism, and identify Florence, Italy as the center of Influence during
the Renaissance. Not only will the students discover the different styles of art and music at the
high points of the Middle Ages, but they will also formulate The Renaissance Man, and his
influence during the Renaissance. Lastly, students will question scientific ideas, theories of trade
as well as exploration which influenced Western Civilization and growth of Europe.
The ideas contested in this unit plan will allow the students to identify a plethora of
events and ideas which occurred throughout the Renaissance. These concepts and key ideas will
be taught through a multiple of medias such as paraphrasing lectures, analyzing primary and
secondary sources, synthesizing film excerpts, devising artistic ideas during the time, and
matching scientific evidence to show change during the Renaissance.
Enduring Understanding
Exploration, trade, science, art, and music all affected the ways in which the Renaissance
changed the outcomes of Western Civilization. One main idea the students will understand is the
separation of church and state and how it affected the everyday life of an individual focusing
more on themselves.
Becoming a well rounded individual was a key idea in the development of the
Renaissance man, and because of this enhancement, more scientific theories, quests of
knowledge, and artistic influences were created.
Essential Question
How did the Renaissance become a turning point for the development of new ideas including
Western civilization and why was it know as a re-birth?
Key Concepts
Humanism: The Doctrine emphasizing a persons capacity for self-realization through reason:
rejects religion and the supernatural
Secularism: a doctrine that rejects religion and religious considerations

House of Medici: A banking family, political dynasty, and royal house that began to gather
prominence under Cosimo de Medici in the Republic of Florence during the late 14th century.
Papal States: Territories in the Italian Peninsula under the sovereign direct rruleof the pope from
the 700s until 1870.
Peace of Lodi: Also known as the Treaty of Lodi; a peace agreement between Milan, Naples, and
Florence signed on April 9, 1454 at Lodi in Lombardy, on the banks of the Adda.
Additional People & Events
Leonardo Da Vinci: A Leading artist and intellectual of the Italian Renaissance whos know for
enduring works such as the Last Supper and Mona Lisa
Raphael Santi: An Italian painter and architect of the High Renaissance whos work admired for
its clarity and form, ease of composition, and visual achievement of the Neoplatonic ideal of
human grandeur.
Leon Battista Alberti: An Italian humanist, intellect, and architect that epitomized the
Renaissance Man.
Michelangelo: An Italian sculptor, painter, architect, and engineer who exerted an unparalleled
influence on the Development of Western art; considered the greatest artists of his time
Standards

1112.RH.1. Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding of the text
as a whole.

1112.RH.6. Evaluate authors differing points of view on the same historical event or
issue by assessing the authors claims, reasoning, and evidence.

PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic time
scales.

Concept 1: PO 7. Compare present events with past events:

a. cause and effect
b. change over time
c. different points of view

Concept 5: PO 1. Describe the religious, economic, social, and political interactions

among civilizations that resulted from early exploration:

a. reasons for European exploration

b. impact of expansion and colonization on Europe
c. impact of expansion and colonization on Africa, the Americas, and Asia
d. role of disease in conquest
e. role of trade
f. navigational technology
g. impact and ramifications of slavery and international slave trade
h. contrasting motivations and methods for colonization

PO 6. Apply the skills of historical analysis to current social, political, geographic, and
economic issues facing the world

Objectives
SWBAT geographically identify the center of the Renaissance.
SWBAT identify the importance of Art and music throughout the Renaissance.
SWBAT analyze evidence from a historically accurate film to understand the exploration, trade,
and artistic evolutions.
SWBAT translate the ideas of secularism in the Church and State.
SWBAT give examples behind the fall of Catholicism during the Renaissance.
SWBAT breakdown scientific innovations during the Renaissance.
SWBAT explain the different ways the Renaissance man affected the time period.
SWBAT summarize trade and exploration to better understand the impact on Western civilization
and supply the reasoning behind change.
SWBAT predict the outcomes of battles throughout the Renaissance.
SWBAT calculate the cultural differences in the Middle Ages.

STAGE II ASSESSMENTS
Stage II: Assessment
The Italian Renaissance
Achievement Test Description
This lesson plan will focus on many different formative assessments to
ensure the understanding of the lessons and the ideologies being taught.
Notes, quizzes, informal discussions, and overall participation will be graded,
and added to the rest of the units for participation and quiz points.
a. Notes: Students will be taking Cornell and Cloze notes throughout the
first few lessons to gain an interest in the topic and organize their
ideas.
b. Quizzes: The students will complete 3 quizzes after the main ideas of
the Renaissance. The first will focus on the introduction of the quizzes
and political issues while the second will focus primarily on the art and
humanistic issues given. The third quiz will include specific people and
inventors during the time as well as their influence on the Renaissance.
c. Discussions: Everyday the students will be alert throughout the class
period, participating in discussions that are before, during, or after the
main activity of the day. This will allow the students to express their
own opinions of the topics. This will also allow the teacher to
understand if any students need more help in a specific area so they
can further assist them.
d. Participation: Overall participation will be graded so the students are
aware of the seriousness of the topic and its prominence in the course
as well as the final exam. Students will not be docked off points unless
they do not participate or are absent. Students are aware of the
absence policy and tardy policy.
Performance (Authentic) Assessment Description
Performance Assessment will be focusing on specific inventors, artists, and
scientists during the Renaissance. The students will chose a specific person
to research and see how they impacted the Renaissance. The students will
have a total of three to four class periods to discuss the achievements and
failures of the person. The students will write about the historical figure,
create a presentation (3-5 minutes) for the class, and focus their attention on
how important that figure was and their legacy to the New World. (All
Objectives will be used.) The students will also write an essay detailing the
importance of the Renaissance and its affects.
Final Assessment

The students will be given a final assessment with 50 questions included at

the end of the Renaissance Unit. The exam will be worth 20% of the
students grade, and will include different parts to ensure clarity and
memory.
I.

II.

The first part of the exam will include 30 questions which combine
multiple choice, fill in the blank, matching, and true/false. These
questions will be worth one point each and provide challenging
questions to assist the students with higher level thinking. The
questions will play a crucial role in the importance of the next units the
students will read in the future. Not only do these questions provide
specific knowledge about the Renaissance, but they will also help the
students with practice for the final towards the end of the semester.
Part two of the exam will be short answer questions to further help the
instructor evaluate the students writing styles and historical knowledge
of the subject. This portion of the exam will be worth 20 points, where
they will answer 2 separate chosen questions to answer. The main
ideas the students will include in their short answers will directly affect
their knowledge about the Renaissance. The students will be given
eight possible questions on the study guide. Four of the eight questions
will be on the exam, and the students will chose two of the four to
write in no more than one page.

STAGE III LEARNING ACTIVITIES

Kadalena Abraham
Professor Bowman
HST 480
April 21, 2015

STAGE III LEARNING ACTIVITIES

Unit Calendar:
Day

Historical
Topic(s)

Unit
Objective(s)

Activities

Assessments

Day 1

Renaissanc
e Artists
and their
influences
Italy as a
Birthplace
& Trade
center

See Attached
Lesson Plan
(as abtract)

Identifying
Renaissance Artists

Summary
Notecard/Exit
Ticket

SWBAT
geographicall
y identify the
center of the
Renaissance
by analyzing
copies of
maps.

Mapping out Italy/

Silent Reading

Understanding
geographic
location of Italy

Day 2

Day 3

Women In
the
Renaissanc
e/ Ever
After

SWBAT
summarize
trade and
exploration to
better
understand
the impact on
Western
civilization
SWBAT
Analyze Primary
analyze
Source/Start of
evidence
Ever After
from a
historically
accurate film
to
understand
the

Getting notes
signed off/ Grade
of Primary Source

exploration,
trade, and
artistic
evolutions
during the
Renaissance.
Day 4

Ever After

SWBAT
analyze
evidence
from a
historically
accurate film
to
understand
the
exploration,
trade, and
artistic
evolutions
during the
Renaissance.

Ever After/ Take

notes

Getting notes
signed off

Day 5

Ever After

SWBAT
analyze
evidence
from a
historically
accurate film
to
understand
the
exploration,
trade, and
artistic
evolutions
during the
Renaissance.

Ever After/ Take

notes

Getting notes
signed off

Day 6

Popularity
of
Shakespea
re

SWBAT
identify the
importance of
Art and music
throughout
the
Renaissance.

Reading about
Shakespeare/Take a
Shakespeare quiz
for participation
credit

Shakespeare
Quiz

Day 7

Leonardo

Day 8

DBQ
(Artist)

Day 9

DBQ
(Medici)

Day 10

Northern
Renaissanc
e

SWBAT
Discussion
identify the
importance of
Art and music
throughout
the
Renaissance.
SWBAT
explain the
different
ways the
Renaissance
man affected
the time
period
SWBAT
identify the
roles of
primary
individuals
who affected
political
events.
SWBAT give
examples
behind the
fall of
Catholicism
during the
Renaissance
by identifying
the roles of
primary
individuals
who affected
political
events.
SWBAT give
examples
behind the
fall of
Catholicism
during the
Renaissance

Exit
ticket/Answering
questions for
points

Answer DBQ about

Artists/Leaders

N/A

Ansrew DBQ about

the Medici family

Quiz

Short Essay

Essay discussion
and completion

Day 11

Northern
Renaissanc
e

Day 12

Luther and
the
Reformatio
n

Day 13

Study Day

Day 14

Exam Day

SWBAT give
examples
behind the
fall of
Catholicism
during the
Renaissance
SWBAT
translate the
ideas of
secularism by
examining
the
separation of
Church and
State
(Abstract)
SWBAT
explain the
different
ways the
Renaissance
man affected
the time
period
through
relevant
sources such
as film,
readings, and
poetry.

Short Essay

Essay completion
for points

Reading about
Challenging the
Church and the 95
Theses/ Create
Quizlet for studying

Create Quizlet for

studying.

Study in
Groups/Free Day

Study for Exam

SWBAT
explain the
different
ways the
Renaissance
man affected
the time
period
through
relevant
sources such
as film,
readings, and
poetry.

Students will take

Renaissance Exam

Exam

10

Catalog of Lessons:
Day 1 (Abstract)
Lesson title: Teenage Mutant Ninja Renaissance Men?
To engage the students attention on Day 1, they will be introduced to a
concept that they are already aware of the teenage mutant ninja
turtles.
Unit objectives: *See Attached Lesson Plan for Day 1*
Day 2
Lesson title: Italy: The Birthplace of the Renaissance
Unit objectives: SWBAT summarize trade and exploration to better
understand the impact on Western civilization and supply the reasoning
behind change and influence from Europe.
Activities: Geography worksheet on Italy and the importance of Trade during
the Renaissance.
Start Ever After.
http://dvd.netflix.com/RoleDisplay/Drew_Barrymore/5633
Assessment: (No Assessment/ only checking for understanding)
Day 3
Lesson title: Women in the Renaissance/Ever After
Unit objectives: SWBAT analyze evidence from a historically accurate film to
understand the exploration, trade, and artistic evolutions during the
Renaissance.
Activities: Watch Ever After and analyze the film/ Take notes
Assessment: Analyzing Primary Source (Grade)/ Getting notes signed off
Day 4
Lesson title: Ever After
Unit objectives: SWBAT analyze evidence from a historically accurate film to
understand the exploration, trade, and artistic evolutions during the
Renaissance.
Activities: Watch Ever After and analyze the film/ Take notes
Assessment: Taking Notes & getting signed off
Day 5
Lesson title: Ever After
11

Unit objectives: SWBAT analyze evidence from a historically accurate film to

understand the exploration, trade, and artistic evolutions during the
Renaissance.
Activities: Watch Ever After and analyze the film/ Take notes
Assessment: Taking Notes & getting signed off
Day 6
Lesson title: Shakespeare
Unit objectives: SWBAT identify the importance of Art and music throughout
the Renaissance.
SWBAT explain the different ways the Renaissance man affected the time
period
Activities: Shakespeare Quiz and Reading about Shakespeare
http://www.shortlist.com/quizzes/the-ultimate-shakespeare-quiz
Assessment: Quiz for Participation
Day 7
Lesson title: Leonardo
Unit objectives: SWBAT identify the importance of Art and music throughout
the Renaissance.
SWBAT explain the different ways the Renaissance man affected the time
period
Activities: Students will participate in a discussion where clips of Leonardo
are shown throughout the discussion answering important questions.
http://www.teachwithmovies.org/guides/leonardo-inventors.html
Assessment: Exit ticket (summarize how he was a Renaissance man)
Day 8
Lesson title: Primary Source (Artists)
Unit objectives: SWBAT calculate the cultural differences in the Middle Ages
by identifying the social and political changes
Activities: Study and analyze primary source documents *attached below*
Assessment: N/A
Day 9
Lesson title: Primary Source (Medici)
Unit objectives: SWBAT calculate the cultural differences in the Middle Ages
by identifying the social and political changes
SWBAT give examples behind the fall of Catholicism during the Renaissance
by identifying the roles of primary individuals who affected political events.
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Activities: Study Primary sources and complete questions *attached below*

Assessment: Quiz *Attached below*
Day 10
Lesson title: Northern Renaissance
Unit objectives: SWBAT calculate the cultural differences in the Middle Ages
by identifying the social and political changes
Activities: WRITE ESSAY (Complete at home if incomplete)
How did the Renaissance spread to northern Europe?
What was one way the Renaissance changed society?
What contributions did writers and philosophers make to the northern
Renaissance?
Were the works of art of northern artists different from those of the
Italian Renaissance? How?
Assessment: Answer questions about the Northern Renaissance through
readings.
Day 11
Lesson title: Northern Renaissance
Unit objectives: SWBAT calculate the cultural differences in the Middle Ages
by identifying the social and political changes
Activities: PEER REVIEW SHORT ESSAYS
How did the Renaissance spread to northern Europe?
What was one way the Renaissance changed society?
What contributions did writers and philosophers make to the northern
Renaissance?
Were the works of art of northern artists different from those of the
Italian Renaissance? How?
Assessment: Answer questions about the Northern Renaissance through
readings.
Day 12 (Abstract)
Lesson title: Martin Luther & The Reformation
Unit objectives:
SWBAT translate the ideas of secularism by examining the separation of
Church and State
By doing this, students will understand the difference between the
state and the church, and why in todays society, they are not in the

13

same category and they dont work together. (i.e. Rights of Individuals,
Government laws are not religious)
SWBAT calculate the cultural differences in the Middle Ages by identifying
the social and political changes
Because of the seperation of Church and State, there were many
political and social changes, especially in Catholicism, so as people
determined the difference, their rights were affected. Some people in
Europe even changed their religions because they did not have to be a
specific religion.
Activities: Read about Martin Luther and create Quizlet to show peers and
study off of.

The students will discuss Martin Luthers religious ideologies, studying

the law first, but then God delivered him from the storm and began his
studying as a Priest. Martin Luther decided that some of the issues in
the Catholic Church were wrong, created the 95 Theses and was then
called into account for his actions. He was then found guilty, but
defended himself well. Then required to denounce his beliefs and
became an outcast in society. He basically started the Protestant
movement, founded Lutherism, got married, and in Germany, harbored
him and followed his beliefs. The students will basically learn about the
life he lived and discuss the importance and if it affected the society
we live in today.

Student example: https://quizlet.com/6650872/the-renaissance-flash-cards/

Assessment: Create and send Quizlet to teacher for points.
The Quizlet should have information on it throughout the entire
Renaissance Unit including the artists, political involvement, the Medici
family, and it must include information on the everyday life of the
Renaissance man and why he was so important. In a perfect world, the
students would complete this assignment prior to the bell and email it
to the rest of the class for assistance on the quiz. However, if this is not
the case and the lesson plan does not go as well as expected, then the
students will be able to complete it towards the beginning of the class
the next day. The Quizlet should not be longer than 20 facts though.
Day 13
Lesson title: Study Day
Unit objectives: All
Activities: Free day for studying and asking questions about quiz
Assessment: N/A

14

Day 14
Lesson title: Final Exam for Renaissance Unit
Unit objectives: All
Activities: Take final Unit Exam
Assessment: Summative Assessment (Exam)

CITATIONS
Bibliography
Chiarini, G. (2007). The Florence Art Guide. Retrieved from Mega Review:
http://www.mega.it/eng/egui/epo/medalb.htm
Elfin Spell. (2015). Retrieved from http://elfinspell.com/ColonnaPoem.html
Italian Renaissance Learning Resources. (2015). Retrieved from National
Gallery of Art & Oxford University Press:
http://italianrenaissanceresources.com/units/unit-2/sub-page-03/lorenzo-demedici-on-love-and-beauty/
Mabillard, A. (1999). Sonnet 116. Retrieved from Shakespeare Online:
http://www.shakespeare-online.com/sonnets/116.html
Reniassance and Reformation. (2014). Retrieved from http://sse6348renaissance.weebly.com/uploads/1/0/8/1/10811283/renaissance_and_reforma
tion_trade_activity.pdf
Vatican City - Castel Sant'Angelo. (2007). Retrieved April 13, 2015, from
RomaViva.com: http://www.romaviva.com/vaticano-castel-santangelo/pietamichelangelo_eng.htm

ATTACHMENTS
Lesson Plan for Day 1
Teacher(s): Miss
Subject: 9th Grade World History
Abraham
Standard(s):
910.RST.2. Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
Concept 4: PO 1. Analyze the results of Renaissance thoughts and theories: b. humanism and its

15

emphasis on individual potential and achievements

Concept 1: PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.
Concept 1: PO 5. Evaluate primary and secondary sources for: a. authors main points; b. purpose and
perspective
Objectives (Explicit): Use Blooms verbiage and formula
Students will be able to identify the different artists by evaluating biographies of a specific
historical figure.
Students will be able to understand the importance of the humanism through
identification of art during the Italian Renaissance.
Students will be able to summarize an artist from the Renaissance through a short reading
and explain their importance to the class (if chosen to speak).
Evidence of Mastery (Measurable): Evidence of mastery will start with a checklist that
identifies the students who are working diligently on the given worksheet. The students will be
graded via participation points in the classroom (out of 5.) The students are aware of what is
expected of them during class time (i.e. no cell phones out, no horseplay, academic
conversations.) This checklist out of 5 will be added to the participation points. The students will
write a summary of a specific historical figure from the Renaissance which will be work a total of
10 points, and will be graded through a short rubric. This summary will be due the following
class period. This lesson plan is worth a total of 15 points and will assist the students in
knowledge for the end of unit exam.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language
objectives action verbs such as write, list, highlight, etc.)
Highlight important facts about the specific Renaissance character (with groups).
Write a summary, no more than 1 page, to describe the figure given (individually).
Key vocabulary:
Materials/Technology Resources to be Used: Powerpoint with
Humanism, Art,
uploaded photos of art from the Italian Renaissance, Pencil/Pen,
Renaissance, Florence, Worksheet for start-up activity, worksheet with an area for summary
Italy, individualism,
activity, colored fabric swatches, highlighters, internet access for related
secularism
music.
Opening: Students will be handed a piece of colored fabric that represents a specific artist
during the Renaissance (Michelangelo, Donatello, Leonardo, Raphael) as they walk into the
classroom. No obvious instruction will be given while the students settle in, but the teacher will
ask them to quiet down to watch the clip. The short clip will be from the Teenage Mutant Ninja
Turtles will introduce the students to their colors and why the turtles have those names (because
they were real people who influenced the Renaissance in terms of Art).
Instr Teacher Will: During
Student Will: At this time the students will listen
ucti instructional input, the teacher attentively to the video. Students will quietly gather into
onal will play a short introduction
their colored groups once the teacher says go, and one
Inpu video of the teenage mutant
leader will be chosen to lead the group to learn more
t
ninja turtles and introduces
about their specific character. The leader will read the
their names. Once the video
instructions to their groups (sorted by colors/shapes) and
has ended, the teacher will tell then ensure all of their group is using their worksheets to
she students to group based on find answers to the questions.
the colored fabric they
received.
Co-Teaching Strategy/Differentiation: Students who have trouble listening and
watching the video can put their head down to focus, relax from the passing period, and

16

Guid
ed
Prac
tice

Inde
pen
dent
Prac
tice

retain the information through ears only. Students who need additional assistance will
have an instruction sheet specifying what their job is for that class period (i.e. #1 Go into
groups by color after teacher instructs, #2 Listen to group leader, #3 Ask for help from
your neighbors/peers.) Lastly, if a student is color blind, the colors will be different
shapes: Blue- Square, Red- Triangle, Orange- Circle, Purple- Rhombus. This way, the
student is prepared and goes to the correct area with their groups through color and
shape. If a student is unable to focus during the film clip, they can have a coloring sheet
of the TMNT with labels of each character or they will have a ziplock bag with green goo
like play doh in it so they have something to help them with sensory skills. Depending on
the student who needs better accommodation, they will use one of these methods to
gain their attention.
Teacher Will: As students are Student Will: The students will walk to their specified
walking around the classroom, area where three to four papers have many different
learning more about their
facts about the characters (which are chosen by the
Renaissance character, the
color of the specific TMNT (Teenage Mutant Ninja Turtle).
teacher will mention new
The students will use their worksheet to determine
ideas and explain the
answers by reading and locating correct answers to
importance of the character to further help them study that one character. Soft music
each group. The teacher will
will also be playing throughout the background, so the
also observe the students work students can get a feel of what style of music was played
ethics so for future group
during that time period.
assignments, the teacher
groups accordingly rather than
letting the students decide
their groups through
color/shapes.
Co-Teaching Strategy/Differentiation: Students who need assistance during the
activity will either be given the same worksheet with a word bank, or they will have a
partner in the group to help them with better understanding the instructions. Students
who are working at a faster pace than others will be given an additional assignment
(crossword puzzle) to finish while the rest of their group is learning about the historical
figure.
Teacher Will: Teacher will
Student Will: As the students gather back to their
instruct the students back to
desks/tables, the students will begin to work on the
their seats and have them
summarization worksheet which will actually be
master their character by
presented to the other groups, so the students will work
writing a summary from a
on their summary of a specific character then in a future
provided worksheet. The
lesson, will have copies so the students know about each
teacher will walk around and
character taught (jigsaw style.)
assist students during their
individual time to ensure they
are finishing it up so they do
not have to complete it at
home.
Co-Teaching Strategy/Differentiation: Students who need more assistance with the
summarization portion of the lesson plan will either have the rubric attached to their
worksheet, and/or have an outline of the character to better help the students
understand the importance of the character (i.e. Highlight 3 things that made this person
famous.) Students who need assistance writing will be able to ask their assigned buddy

17

for assistance in regards to sentence structure and grammar, but not content.
Closing/Student Reflection/Real-life connections: Real life connections for this lesson were
presented right at the start with the introduction clip. Students will reflect on why the TNMT had
names that matched famous artists during the Renaissance. The students will see how the
artists affected society and changed much of how they see man today. Roles in society will
also continue throughout the unit plan to help the students better understand class systems in
Europe.

Day 2 Lesson Worksheet:

18

(Reniassance and Reformation, 2014)

19

Day 3: Primary Source

O WHEN the tender breeze and my sweet light
Made beautiful the day and pure and clear
The air, by paths secure in daring flight
I sought to raise myself on wings from here.
134The glory disappeared, and early ways
Perforce I then abandoned and am sore
Troubled, for through dark skies and wildering maze
A friendly, guiding flame doth shine no more.
Lost is the vigour that my wings did raise,
And the desire, that hope despiseth, grown
Helpless, in vain, in vain doth lift its gaze;
I tarry here below for, mortal pain
Defeating, I still live but loveless, lone,
The while thought soareth where my Sun doth reign.
(Elfin Spell, 2015)

Day 8: (DBQ)
Document 1
Source: Michelangelos Pieta; 1499. (Vatican City - Castel Sant'Angelo, 2007)

How does this famous sculpture by Michelangelo represent the ideas of the Renaissance,
and who is being used to represent those ideologies? What are your feelings after examining
this piece of art?

20

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Document 2
Source: Niccolo Machiavelli, The Prince 1513
Is it better to be loved than feared or feared than loved? It may be
answered that one should wish to be both, but it is much safer to be feared
than loved when one of the two much be chosen In general (men) are
ungrateful fickle, false, cowards, covetous. As long as you succeed, they are
your entirely Men have fewer scruples (principles) in offending (going
against) one who is beloved than one who is feared, for love is preserved by
the link of obligation which is broken at every opportunity, but fear
preserved you by a dread of punishment that never fails.
You must know there are tow methods of fighting, the one by law, the other
by force; the first method is of men, the second of beasts; but because the
first is frequently not sufficient, one mush have recourse to the second.
Therefore it is necessary for a price to understand how to use the methods
of the beast and the man A prince ought to choose the fox and the lion/
because the lion cannot defend himself against traps and the fox cannot
defend himself against wolves. Therefore, it is necessary to be a fox to
discover the traps and a lion to terrify the wolves. Those who rely simply on
the lion do not understand this.
Does Machiavelli describe anyone we know? How does he describe
this character and how does it pertain to the Italian Renaissance?
Use specific examples from the excerpt.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Document 3
Source: William Shakespeare; Sonnet 116. (Sonnet 116, 1999)
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O not! It is an ever-fixed mark
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That looks on tempests and is never shaken;

It is the star to every wandering bark,
Whose worths unknown, although his height be taken
Loves not Times fool, though rosy lips and cheeks
Within his bending sickles compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved
I never writ, nor no man ever loved.
As you read this Sonnet, do you think that Shakespeare is
describing anyone specific? How does his portrayal of that person
influence your ideas? Use specific examples from his Sonnet.
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Day 9: (DBQ)
Document 4
Source: The Medici Genealogical Tree;1360-1737. (Chiarini, 2007)

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After reviewing the Family Tree of Medici, what evidence do you find compelling? Many
other families ruled longer, so what makes the Medicis so powerful throughout their short
reign? (You can find this throughout other resources as well.)
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Document 5
Source: Lorenzo D Medici on love and beauty. (Italian Renaissance Learning Resources, 2015)

And above all [love is] the cause that leads men to worthy and excellent endeavors, and leads
them to practice and to turn into action those virtues that are potentially in our soul. Therefore,
whoever diligently seeks the true definition of love, finds it to be nothing other than an appetite
for beauty [here Lorenzo is following Marsilio Ficino] I set aside for the moment that love
which, according to Plato, is the means whereby all things find their perfection and ultimately
rest in the Supreme Beauty, that is, in God. And speaking of that love that is preferred solely for
loving the human creature, I say that, although this is not that perfection of love that one calls
the highest good, at least we see clearly that it contains in itself so many benefits and that it
avoids so many evils that, according to the common customs of human life, it is considered to be
good. This is especially so if it is adorned with those circumstances and conditions that are
appropriate for a true love, which seem to me to be two: the first, that a person love one beloved
only; and the second, that a person love the same beloved always. It is difficult for these two
conditions to be fulfilled if the beloved does not have in herself, in proportion with other human
qualities, the highest perfection, and if, beyond those natural beauties there do not come together
in the beloved great liveliness of mind, graceful and chaste behavior and habits, an elegant
manner and actions, wise adroitness and sweet words, and love, constancy, and faith. And these
things all necessarily combine in the perfection of love.

What do you think Medici means throughout this excerpt? Does his ideas of love and
beauty align with those of todays standards? Use examples from the text and other sources
such as your textbook.
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Day 9: Quiz as a Formative Assessment

Italian Renaissance Quiz
9 -10th Grade World History
th

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Choose the answer that best describes the question. One answer
for each question will be given; answers for the multiple choice,
true/false, or fill in the blank will be worth 1 point. Short answer
question will be worth 4 points. The total quiz points will be worth 10
points.
Multiple Choice:
1. Which city is known as the birthplace of the Renaissance?
a. Rome
b. Milan
c. Florence
d. Venice
2. Oligarchy was most associated with:
a. The humanistic theories of Venice
b. The New Worlds political ideologies
c. The rising frustration with medieval politics
d. The rise of Socratic thought throughout the Renaissance
3. The Medici family's wealth was originally sourced by which
industry?
a. Mining for precious metals
b. Trading & banking with villagers
c. Craft-making through markets
d. Wool-trading with textiles
True & False/ Fill In the Blank:
4. T F Desiderius Erasmus and Thomas More were Catholic
Humanists.
5. T F Leonardo DaVinci painted both the Mona Lisa and the Last
Supper.
6. Typical literature of the Renaissance was focused on which
ideology? ______________.
Short Answer:
7. Explain why Charles V was a strong leader during the Renaissance
(Provide at least three examples of his achievements.)

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