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  • 1. Renaissance of Italy Travel Guide TRAVEL GUIDE BY TAICHI
  • 2. Contents Renaissance Italy .......................................................................... 3 Cities of Italy ................................................................................. 4 where to stay ................................................................................. 5 Move to Around ............................................................................ 6 Local costume and Manners ...................................................7 8 Fashion ...........................................................................................9 Art and Architecture .....................................................................10 Food and Drink ............................................................................11 Diseases and War .........................................................................12 People ...................................................................................13 14 page 2
  • 3. Renaissance Italy What is Renaissance? 
It
is
French
word
meaning
 'rebirth.'
It
is
a
period
of
 changes
and
happened. When ? 14th‐17th
centuries. Where? Beginning
in
Florence
and
 later
spreading
to
the
rest
of
 Europe. Who? European
ar?st,
humanist,
 and
scien?st. Why? Italy
became
a
very
 important
trade
center
for
 Europe
and
the
Middle
East,
 and
trade
brought
immense
 wealth
and
new
ideas
to
the
 Italian
city‐states.
 h"p://www.teach12.com/"cx/CourseDescLong2.aspx?cid=3970 page 3
  • 4. Cities of Italy Florence‐
Florence
was
located
in
northern
 Italy.
It
was
a
rich
city
in
the
early
15th
century.
The
 silk,
coGon
and
wool
industries
were
important
role
 to
make
people
wealthy.
Trade
had
made
Florence
 rich.
Traders
traded
with
many
distant
lands.
Some
 traders
got
rich
by
lending
money
and
making
interest
 Flag of Florence to
borrowers.
They
didn’t
allow
the
Church.
Florence
 was
centre
of
the
European
banking
system.
Rich
 bankers
lent
money
to
high‐level
people.
 Rome‐
The
great
popes
of
the
period
of
the
 Renaissance- Sixths IV, Innocent VIII, Alexander VI, Julius II, Leo X, Clement VII, and Paul III—was one of sensuous splendor The popes played a leading part in the Italian Wars of the 16th cent. They also gave encouragement to art, music, classical and archaeological studies, and the restoration of ancient monuments, continued to make Rome a center of world culture. Flag of Rome Venice ‐
Venice
was
built
en?rely
on
piles
sunk
 into
marshy
islands
at
the
head
of
the
Adria?c
Sea.
 The
city
has
hundreds
of
canals,
which
func?on
as
 roads
and
highways.
Venice
is
one
of
the
foremost
 ci?es
of
the
Italian
Renaissance.
The
city
had
a
 popula?on
of
more
than
150000
people.
All
the
 ci?zens
were
at
the
mercy
of
the
government.
 Venice
like
Florence
had
many
ar?sts
who
were
 patronized
by
wealthy
merchants.
Vene?ans
 referred
to
their
city
as
a
republic,
which
is
a
form
 of
democracy Flag of Venice h"p://www.yesnet.yk.ca/schools/projects/middleages/venice/venice.html h"p://www.Isd.k12.id.us/ms/Computer%20Club/rennaissance/florence.htm page 4
  • 5. Where to live Rich
people
liked
living
in
towns
because
they
were
 protected
by
walls
and
they
felt
safer
than
when
they
were
 out
in
the
countryside.
And
poor
people
coming
to
town
 because
it’s
better
paid
work
there
than
in
the
country. Page 5
  • 6. Move to Around Land Common
vehicles
for
traveling
on
land
during
 the
Renaissance
Italy
included
horses,
pack
 mules,
wagons
and
for
the
wealthy,
coaches.
 The
most
common
way
to
get
around
on
land
 was
on
foot.
And
it
was
usually
the
most
 efficient. Sea or River Merchants,
missionaries,
soldiers,
students
 and
pilgrims
were
the
most
likely
to
use
sea
 travel.
overseas
travel
became
popular
 because
explora?on
increased.
some?mes
 they
used
ship. h"p://weuropeanhistory.suite101.com/arMcle.cfm/renaissance_travel page 6
  • 7. Local costume and Manners Society Government:
There
were
many
types
of
government
in
renaissance
Italy.

Naples
was
a
monarchy,
 Venice
was
a
republic,
and
many
other
areas
were
Papal
States,
which
were
ruled
by
the
Pope.

 However,
all
poli?cians
came
from
noble
families
and
were
very
rich. Slavery:
Slaves
used
again.
They
were
mainly
used
in
a
house,
for
example
cleaners,
maids
and
 cooks. Social
class:
there
were
five
classes.
The
top
class
was
old‐nobility
and
merchants.
Below
them
 were
the
rich
businessmen
and
bankers.
Below
them
were
the
not
as
rich
businessmen
and
 bankers.
Below
them
were
the
poor.
Finally,
the
slaves
were
at
the
boGom. hGp://www.wsu.edu/~dee/REN/BACK.HTM Life
style Women
stay
at
home
and
look
aYer
the
house.
Men
went
to
work.
It’s
almost
same
as
 now. Politics Government:
There
were
many
types
of
government
in
renaissance
Italy.

Naples
was
a
 monarchy,
Venice
was
a
republic,
and
many
other
areas
were
Papal
States,
which
were
ruled
 by
the
Pope.

However,
all
poli?cians
came
from
noble
families
and
were
very
rich. page 7
  • 8. Local
manners
(table
manners) Early
Renaissance No
spi]ng
across
the
table No
dipping
meat
directly
into
the
salt
dish. No
picking
ones
teeth
with
a
finger
or
knife Later
Renaissance

 Plate
and
forks
were
introduced
to
diner. hGp://weuropeanhistory.suite101.com/ar?cle.cfm/renaissance_table_manner Beliefs People
began
to
leave
the
Catholic
Church.
Some
people
started
the
Protestant
Church.
 Humanism,
the
philosophy
that
people
are
ra?onal
became
important.
Humanists
believed
that
 educa?on
was
very
important.

Educa?on
became
more
rounded.

Not
only
did
students
learn
 general
knowledge,
but
also
studied
morals
and
had
to
develop
physically
as
well
as
mentally. hGp://www.all‐about‐renaissance‐faires.com/ renaissance_info/renaissance_and_humanism.htm Death Death
was
very
common.
Corpses
were
a
 normal
sight
everyday.

Early
death
was
 considered
to
be
punishment
for
sins.
Due
to
 the
development
of
humanism
ideas
about
 death
became
more
complicated. hGp://internetshakespeare.uvic.ca/Library/SLT/society/death1.html page 8
  • 9. Fashion Clothes Men
of
the
Renaissance
Age
commonly
wore
boots,
 pants,
a
shirt,
a
vest
and
a
hat.
Women
would
be
 seen
wearing
shoes,
an
over
and
under
skirt,
a
shirt,
 a
bodice,
and
a
hat
or
snood,
which
is
a
net
hat.
 They
generally
braided
their
long
hair.
Curls
were
a
 mark
of
beauty.
Children
aYer
the
age
of
years
 would
wear
what
the
adults
wore. h"p://www.indianchild.com/dresses/renaissance_clothing.htm Hair This
is
a
style
of
wearing
the
hair
bound
to
the
 head
with
ribbon
or
“tape”,
or
with
a
Band
(a
 length
of
silk
or
linen
veil
used
for
covering,
 wrapping
round
or
intertwining
with
the
hair).
It
is
 a
very
comfortable
way
to
wear
your
hair
as
the
 weight
is
evenly
distributed
over
the
head
and
the
 ribbons
create
a
soY
way
of
aGachment. h"p://www.mfgraffix.com/hird/faoilt/hairtape.html Beauty Women
of
the
Renaissance
period
did
not
concern
 themselves
with
things
like
a
few
extra
pounds
of
 weight.
In
fact,
just
the
opposite
was
true.
The
ideal
 beauty
of
that
era
was
more
voluptuous
than
 perhaps
any
other
?me
in
history.
Pain?ngs
from
the
 Renaissance
period
oYen
focused
on
women
who
 would
today
be
considered
fat.
However,
at
that
?me,
 their
figures
and
forms
were
considered
the
height
of
 sexiness. h"p://www.thebeautybiz.com/78/arMcle/history/beauty‐through‐ages‐renaissance page 9
  • 10. Art and Architecture Art The
Renaissance
patrons
wanted
art
that
showed
joy
 in
human
beauty
and
life’s
pleasures.
Renaissance
art
 is
more
lifelike
than
in
the
art
of
the
middle
Ages.
 Renaissance
ar?sts
studied
perspec?ve.
The
ar?sts
 painted
in
a
way
that
showed
these
differences.
As
a
 result,
their
pain?ngs
seem
to
have
depth. 
hGp://www.mrdowling.com/704‐art.html Architecture Between
1400
and
1600
AD,
a
return
to
 classical
ideas
ushered
an
"age
of
"awakening"
 in
Italy
and
northern
Europe.
This
period
is
 known
as
the
Renaissance,
which
means
born
 anew
in
France.
Renaissance
architecture
was
 inspired
by
architecture
of
classical
Greece
and
 Rome.

Renaissance
architecture
was
highly
 symmetrical
and
carefully
propor?oned. hGp://architecture.about.com/od/periodsstyles/g/ renaissance.htm page 10
  • 11. Food and Drink Food From
the
end
of
the
Middle
Ages
to
the
early
1600s,
 the
food
of
the
Renaissance
con?nued
to
develop.
 Nobleman
and
women
ate
roasted
animals
and
fowl
 were
oYen
made
to
look
as
lifelike
as
possible—birds
 were
cooked,
reassembled,
and
presented
with
their
 feathers
arlully
arranged.
A
celebra?on
would
call
for
a
 feast
consis?ng
of
every
type
of
meat
and
fowl
 imaginable. h"p://italianhistory.suite101.com/arMcle.cfm/ the_history_of_italian_food Drink The
return
of
explorers
from
the
New
World
during
the
 1500s
brought
corn,
tomatoes,
peppers,
sweet
 potatoes,
yams,
vanilla,
and
turkey.
At
first,
corn
was
 used
as
an
ornamental,
but
it
rapidly
became
a
food
of
 the
poor,
who
were
always
eager
to
try
new
foods..
By
 the
late
1800s,
more
than
300
varie?es
of
peppers
 were
cul?vated
in
Italy,
and
tomatoes
were
a
staple
in
 Italian
cooking—not
just
as
a
sauce,
but
also
in
soups,
 and
stuffed,
roasted,
and
baked. h"p://www.kwintessenMal.co.uk/arMcles/arMcle/Italy/ Italian‐Renaissance‐Food/1313 page 11
  • 12. Diseases and War Diseases
and
dangers The
Black
Death
happened
in
the
end
of
the
middle
Ages.
 However,
it
had
affected
the
people
in
the
Renaissance.
Since,
 the
Black
Death
had
killed
and
frightened
a
lot
of
people
 during
the
middle
ages,
people
in
the
Renaissance
were
more
 interested
in
medicine
and
developed
the
medicine
 technology. h"p://www.learner.org/interacMves/ renaissance/middleages.html War The
war
that
had
affected
the
Renaissance
was
the
 crusade.
The
biggest
reason
why
this
war
had
 affected
the
Renaissance
was
that
this
war
started
 because
of
the
pope,
who
had
the
biggest
power
in
 the
?me
of
the
middle
ages.
However,
the
war
failed
 and
many
people
lost
their
faith
to
church
and
 change
their
mind
to
be
interested
in
humans. h"p://www.cyberessays.com/History/114.htm page 12
  • 13. people Leonardo
Da
Vinci(1452‐1519) He
is
one
of
the
most
famous
ar?sts
of
all
 ?me.
His
most
well
known
artwork
is
Mona
 Lisa
and
The
last
supper.
His
general
job
was
 an
ar?st.
How
ever,
he
loved
experimen?ng
 and
had
an?cipated
in
many
later
discoveries
 in
anatomy,
aeronau?cs,
and
several
other
 This is The Last Supper This is Mona Lisa Books “Leonardo
da”
Vinci
by
Prestel Shakespeare
(1564
‐1616) He
is
known
as
one
of
the
famous
men
in
 the
Renaissance
period.
He
wrote
a
variety
 of
plays
from
comedy
to
romance.
For
 example
Romeo
and
Juliet This is Romeo
and
Julie h"p://shakespeare.about.com/od/ historicalcontext/a/ Renaissance.htm page 13
  • 14. Michelangelo (1475‐1564) Michelangelo
was
one
of
the
famous
ar?sts
 of
the
Renaissance.
His
talent
interested
 Lorenzo
de
Medici
when
he
was
very
young
 and
he
was
brought
up
in
the
Medici
palace.
 He
created
“the
Peieta”,
and
he
had
painted
 the
walls
and
ceilings
of
the
Sis?ne
Chapel. This is The Peita h"p://www.yesnet.yk.ca/schools/ projects/renaissance/ michelangelo.html Francois Rabelais (1483‐155) He
is
the
one
of
the
great
author
during
 Renaissance.
He
wrote
Garuganchuwa
and
 Panda
gruel
story
,
it
is
prohibited
book
cause
it
 was
sa?re
for
Church
in
Renaissance. This is cover of Garuganchuwa
 and
Panda
gruel
story http://www.kirjasto.sci.0i/rabela.htm page 14
  • 15. Beijing BISS International School Italian Renaissance – Travel Guide Grade 9 Assessment Criteria September ‘09 Criterion A: Knowledge Maximum 10 Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors given below. The use of terminology is inconsistent or incorrect. 1–2 Facts and examples are either absent, or those used are irrelevant or do not show understanding. The use of terminology is mostly accurate and usually appropriate, though some errors remain. 3–4 Facts and examples used are mostly relevant, and usually show understanding. Terminology is used accurately and appropriately. 5–6 Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed. A range of terminology is used accurately and appropriately. 7–8 A range of relevant facts and examples are used to show understanding. The student shows an excellent command of a wide range of terminology, and uses it appropriately. An 9–10 extensive range of relevant facts and examples are used to show understanding. Criterion C: Skills Maximum 10 Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors given below. The student can select and use some relevant information.. 1–2 The student attempts to carry out investigations, demonstrating few skills. The student selects and uses mostly relevant information. 3–4 The student demonstrates basic investigative skills. The student selects and uses relevant information. 5–6 The student demonstrates adequate investigative skills. The student selects and uses a range of relevant information. 7–8 The student demonstrates effective investigative skills. The student selects and uses a wide range of relevant information. 9–10 The student demonstrates sophisticated investigative skills. page 15
  • 16. Criterion D: Organization and presentation Maximum 8 Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors given below. The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be unclear and/or inappropriate to the format 1–2 required. Presentation is unclear and imprecise. There may be some evidence of documentation. The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. 3–4 Presentation is occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions. The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. 5–6 Presentation is clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adhering to conventions. The student communicates information that is always relevant. The student organizes information into a well-developed and logical sequence, appropriate to the format required. 7–8 Presentation is clear, concise and effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention. Modi%ied
from
the
IBO
MYP
Humanities
guide
 page 16
  • 17. My Travel Guide – Final Checklist Name: __________________ Date: __________ Use this checklist before you hand in your travel guide! □ Does your travel guide have a cover page? □ Does your travel have an introduction with basic information about the renaissance (Who? What? Where? When? Why?)? □ Have you included detailed information on a) which cities to visit (Florence, Rome, and Venice) b) how to get around (by land and by water) c) local customs and manners d) what to wear e) what to see and do f) what to eat and drink g) how to stay safe and healthy h) who’s who in the Renaissance (4 PEOPLE) □ Did you write your information in paragraphs? □Does each paragraph have a topic sentence? □Does each paragraph have supporting sentences? □Are all the supporting sentences relevant (important)? □Did you use connectors to connect your ideas? (e.g., First, in addition, furthermore, etc) □Did you include a correct bibliography? See homework diary for help. □Does each section of your travel guide have a heading? □Does your travel guide have useful pictures or graphics that help us understand the Renaissance period better? □ Did you use the same font for similar points? □ Did you revise and edit your travel guide? □ Will other people be interested in reading your travel guide? page
17
  • 18. I Hope you enjoyed to read this Travel Guide Thank you Grazie page 18