Yash Tiwari wrote a travel guide to Italy during the Renaissance period between 1400-1600 AD. The guide provides information on Italian history during this time of change, how to get around cities by land or sea, descriptions of famous cities like Florence, Rome and Venice, housing, food, entertainment, clothing and famous people including Leonardo Da Vinci, Galileo and Michelangelo. The guide is intended to help people traveling to Italy during this period in history understand what life was like.

1. ITALY TRAVEL GUIDE
A period of change
By: Yash Tiwari
Renaissance Travel Guide
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2. T HIS BOOK IS DEDICATED TO THE
P E OPLE OF ITALY AND THE PEOPLE
TRAVELING TO ITALY.
BOOK INFORMATION
Author: Yash Tiwari
Date published: 15th October 1615
Publishing place: Beijing
Sponsoring company: BISS
ABOUT THE AUTHOR
Yash Tiwari was born on 1601 he is now 14 and studies in the school BISS. He has
written many books of different topics like Animal Abuse, The mystery of the mir-
rors etc.
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3. ITALY HISTORY
During the 14th and the 15th century there was a historical change in Italy.
It started in Florence this change was the change was the change of the of the
thoughts of people. Before the 14th century the people trusted the bible too much
that they always went to the bible to look for answers to the problem but if there
weren't any answers they would have no reactions. Slowly as time went by the fig-
ured of that they can solve the problems by themselves and slowly the other people
started believing in humanism
HOW TO GET AROUND
If you want to travel 'om Rome to Florence you have to go by land, which is
that you need to travel on a horse or a horse carriage. If you want to go to Venice
you can travel on a horse or can go to a western shore and then sail to Venice.
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4. FAMOUS CITIES
Florence
Florence was a very power city state it was where the people . The Medici
family ruled this city. They were very strong and caring leaders. They taxed both
the poor, and the wealthy, and used the funds to build public works such as roads
and sewers, that benefited everyone. They donated money to help support the devel-
opment of the arts in their city.
Rome
By the early A.D. 1500s Florence had begun to decline. Political unrest and
uprisings had led to a loss of power and wealth, so that the Medici Family lost the
influence that they once held. In the city-state of Rome, the Pope, and other leaders
of the Catholic Church held power. Many of the Renaissance popes who ruled the
city of Rome used their influence to try and rebuild the city. These popes acted more
like kings than religious leaders. By laying heavy taxes on their people they were
able to build magnificent churches, palaces and other public and private buildings.
They used tax money to hire artists, and sculptors to create thousands of art pieces
to fi( the new buildings they had created. As a result of the efforts of the popes and
other church leaders in Rome, their city attracted many who had been in Florence,
becoming the center of the Italian Renaissance.
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5. Venice
By the late A.D. 1500s the center of the Renaissance in Italy began to shi)
'om Rome to the wealthier city-state of Venice. Venice was located in the Mediter-
ranean Sea among hundreds of tiny islands on the North- east
edge of the Italian Peninsula. Its location made
Tip
it ideal for trade. Many in Venice grew Wear proper safety
wealthy, which a(owed them to afford the equipment if you are playing
finer pleasures of art. There was more money Jousting because the weapons
can hurt you if you don't
in Venice than in Rome, and as a result, it
was easier for a humanist to make a living in
Venice.
HOUSING
If you go to Italy you have to at least spend one night in the strangers home
and don’t think that it is not easy people wi( probably
invite you. If you want to stay in the inns
Tip
you can but just don’t be late because if you Don’t come late to
are you wi( get the worst bed and the the inn because if yo do you
worst meal. if you want a cheaper place wi( get the worst bed and
the worst meal
you can also live in the country side
Montessori (a place were monks live) there
a( the things are 'ee 'om meals and rooms but
don’t show that you have money because if you do they
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6. wi( ask you to make a donation.
FOOD
The food was the matter of social class as we( as the region and season. In the
modest European homes meat was not necessarily served every day. Bread is the
most common food in the lower and middle classes. Most meat was usua(y served
either extremely 'esh or salted and preserved. The meat is usua(y extremely salty
and had to be soaked and boiled for a long time.
ENTERTAINMENT
Games
- Jousting
Jousting was a competition between two knights on horseback in which each
knight tries to knock the other off his mount. A( players were equipped with 3
weapons i.e. one handed sword, Lance, and a roundel. A one handed sword is a
sword that is light enough to use it with one hand. There are essentia(y two types
of lance, heavy and light. The heavy lance is 'om 10 to 12 feet long and 1.5 inches to
2 inches in diameter. A roundel is a round da.er.
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7. - The game of the goose
The origin of this game is disputed. According to Franck Frederick, in the
June 6, 1992 issue of Parabola magazine, the game is of probable German in origin
and dates to 1471. E(ie Ide, author of the book Sheltered Rose Book of Medieval
Games claims it is Florentine in invention and was noted there prior to 1587, and
that in 1597, it reached England. Je/ey A. DeLuca, author of Medieval Games
states that the game was invented in the 16th century for Francesco de Medici (a
Florentine) who sent a copy to Phi(ip II of Spain. From there, it spread through-
out Europe. R.C. Be(, noted game expert and author of Board and Table Games
'om Many Civilizations.
Whatever the true origin, the game is an easy game to learn, yet is immensely fun
for a( ages. The game is played on a spiral course of 63 spaces or points, consecu-
tively numbered. Certain special-marked spaces add either a bonus or a penalty to a
player's move. Any number of players can play. Each player needs a uniquely
marked, colored or shaped playing piece. Each player places their single playing
piece on the starting area. Play is commenced by each player, in turn, advancing his
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8. piece by the throw of two cubic (6-sided) dice to space number 63, where it was
borne off. The first player borne off, wins.
To bear (or be borne) off, the playing piece has to land on 63 exactly. If the number
thrown is higher than necessary, the surplus is counted backwards 'om the number
63 space. (If the backward move happens to land the piece on a special-marked
point that "advanced" movement, the piece continues moving on backwards, in-
stead. At the player's next turn, he could resume his forward movement.)
Most of the special-marked points have a goose on them, hence the name of the
game. Landing on a goose a(ows the player to move his piece the same amount of
the ro( again, and continue doing such until he no longer landed on a goose. (i.e. If
you ro(ed a 6 and by moving 6 spaces, you landed on a goose, you move 6 more
spaces.) Because there is a goose on every multiple of nine, a throw of nine on the
first ro( would a(ow a player to advance immediately to space 63 and win, a spe-
cial rule was made. If a nine is ro(ed on the first throw, the player advances his
piece to space 26 if the numbers on the dice were 6 & 3. If the numbers on the dice
were 4 & 5, the piece advanced to space number 53. From these spaces, the player
would continue the game.
CLOTHING
In the 15th century people wore clothes which were rich in silk. Women wore
different clothes which showed their status in the society, they were very influenced
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9. by the Medieval and Gothic style they wore flowing skirts. Men wore shortened
duplets, low necked tunic and chemises slowly became common garb. They wore a
hose which is necessary for a we(-dressed gentleman.
A0er the 15th century men clothing changed they wore pants square in cut and
elaborately trimmed, breeches lengthened and Linen chemises decorated with lace
edges and 'i(s at neck and sleeves. For women things also changed gowns became
voluminous, skirts heavily pleated and supported underneath by hoops made of
wires and they had puffed sleeves.
FAMOUS PEOPLE
Leonardo da Vinci
Leonardo da Vinci was born on April 15, 1452, in the sma( town of Vinci,
near Florence. He was the son of a wealthy. In mid 1460 his family settled in Flor-
ence, where Leonardo was given the best education that Florence, the inte(ectual
and artistic center of Italy, could offer. About 1466 he was apprenticed as a garzone
(studio boy) to Andrea del Verrocchio, the leading Florentine painter and sculptor
of his day.
In Verrocchio's workshop Leonardo was introduced to many activities like
'om the painting of altarpieces and panel pictures to the creation of large sculptural
projects in marble and bronze. In 1472 he was entered in the painter's guild of
Florence. About 1482 Leonardo entered the service of the duke of Milan. In the
early Milan period he made “The Virgin of the Rocks” he actua(y made 2 versions
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10. of it one in 1483-85, Paris and the other 1490 - 1506, London. In 1502 Leonardo
entered the service of Cesare Borgia, duke of Romagna and son and chief general of
Pope Alexander VI in his capacity as the duke's chief architect and engineer. In the
florintine period he made lots of paintings
and one of them was the Mona Lisa in 1503-
06,Paris. He died on May 2, 1519.
Galileo
Galileo was born in Pisa, Italy on
February 15, 1564. He is an Italian physi-
cist, mathematician, astronomer, and phi-
losopher who played a major role in the Sci-
entific Revolution. Galileo began his studies in medicine at the University of Pisa.
However, he soon to realize that he had a talent for mathematics. A0erwards, he
became a professor of mathematics.
In 1609, Galileo learned of the invention of the telescope. While learning the
telescope, he constructed a huge superior model. Galileo discovered different dis-
coveries using his new telescope, including the Moon, the planet Jupiter and the
planet Jupiter. He found out that the Moon was not smooth but bumpy and uneven
- just like the Earth that we are living in. He then invented newly invented tele-
scope to discover the four different of the moons of planets and studied sunspots on
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11. the Sun. Galileo’s observations made people to believe that a( other planted re-
volve around the Sun.
Most of the people a few years ago believed that the Earth was the center of
the universe and the Sun and other planets revolved around it. Galileo continued
his study of astronomy and become more aware that a( planets revolved around
the Sun. In 1632, his book 'Dialogue Concerning the Two Chief World Systems' was
published. This shows the arguments for and against
the Copernican theory in the form of a discus-
Tip
sion between two men. We have also heard If yo want to go to his
rumors that he become blind and immo- house and learn more about
bile. Now he lives in Pisa sti( trying to him he lives in downtown
building 6 Pisa colony But be
make many discoveries.
quiet because
Michelangelo di Lodovico Buonarroti Simoni
Michelangelo was born on March 6, 1475 at Caprese, a vi(age in Florentine
territory, where his father, named Ludovico Buonarroti Simoni was the resident
magistrate. A few weeks a0er Michelangelo's birth the family returned to Florence,
and, in 1488, a0er overcoming parental opposition he was forma(y apprenticed to
Domenico Ghirlandaio for a term of three years. His stay in the Ghirlandaio shop
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12. must also have coincided with his beginning to work as a sculptor in the Medici
Garden, where antiques 'om their co(ection were looked a0er by Bertoldo. Al-
though this connection drew him into the Medici circle as a familiar.
Michelangelo tidied anatomy with the help of the Prior of the Hospital of
Sto Spirito, for whom he appears to have carved a wooden crucifix for the high al-
tar. The next few years were marked by the expulsion of the Medici and the gloomy
Theocracy set up under Savonarola, but Michelangelo avoided the worst of the cri-
sis by going to Bologna and, in 1496, to Rome. He settled for a time in Bologna,
where in 1494 and 1495 he executed several marble statuettes for the Arca (Shrine)
di San Domenico in the Church of San Domenico.
He returned to Florence in 1501 as a famous sculptor, remaining there until
1505. During these years he was extremely active, carving the gigantic David
(1501-4,), the Bruges Madonna , and beginning the series of the Twelve Apostles for
the Cathedral which was commissioned in 1503 but never completed. At about this
time he painted the Doni Tondo of the Holy Family with St John the Baptist and
made the two marble tondi of the Madonna and Child. A0er the completion of the
David in 1504 he began to work on the cartoon of a huge 'esco in the Council Ha(
of the new Florentine Republic, as a pendant to the one already commissioned 'om
Leonardo da Vinci. Both remained unfinished and the grandiose project of employ-
ing the two greatest living artists on the decoration of the Town Ha( of their na-
tive city came to nothing. Of Michelangelo's 'esco, which was to represent the Bat-
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13. tle of Cascina, an incident in the Pisan War, we now have a few studies by him and
copies of a 'agment of the whole fu(-scale cartoon which once existed.
He died in 1564.
Lorenzo de Medici
Lorenzo de Medici was born on January 1, 1449 in Florence, Italy. "Lorenzo
The Magnificent," as he was ca(ed by the people of Florence, was a statesman,
ruler, and patron of the arts. "The Magnificent" was a common title of respect in
Italy at the time, but it was Lorenzo who raised it to special status. Lorenzo ruled
Florence with his younger brother, Giuliano, 'om 1469 to 1478. A0er his brother's
assassination in 1478, he was sole ruler until his death. Perhaps Lorenzo's greatest
contribution to history was his patronage of the arts. He contributed more than
anyone to the flowering of Florentine genius in the late 15th century, supporting
such giants as Leonardo da Vinci and Michelangelo. Lorenzo treated the artists un-
der his protection with respect and warm hearted familiarity.
In 1485, Girolamo Savonarola, a Dominican 'iar 'om the convent of San
Marco began to harangue the Florentines with prophetic language of the Apoca-
lypse, first 'om the pulpit of San Marco and then 'om the cathedral in Florence.
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14. Although it had been Lorenzo who brought Savonarola back 'om exile in Bologna,
the 'iar soon accused his benefactor of ruining the state and squandering the
wealth of the people. These accusations begain to undermine Lorenzo's support
among the people of Florence. In 1492, Lorenzo fe( seriously i(. He knew that he
was dying. Fearing eternal damnation, Lorenzo ca(ed Savonarola to his deathbed
seeking redemption. Accounts of their final meeting differ. Some scholars speculate
that in the end Savonarola remembered his duty as a priest, giving Lorenzo absolu-
tion for his sins. Others content that Savonarola's judgement was harsh, that he
damned Lorenzo.
Lorenzo died during the night of April 8 and 9, 1492 in the Vi(a of Care.i
at the age of 43.
Health
- The Bubonic Plague
The Bubonic plague was a disease that was most prevalent during the Renaissance.
The Bubonic plague was such a horrible disease that it affected every part of life,
but there was little that could be done for it. Many people tried everything they
could to cure it but nothing would work. The Bubonic plague was one of the most
horrible diseases ever. The plague was one that ki(ed mi(ions. The Bubonic plague
struck fear into those who had not yet fa(en into its grips. It’s estimated that as
many as two mi(ion people were ki(ed by the plague.
- The Black Plague
The Black Plague severely traumatized those who survived it, but records indicate
that people resumed the business of living only to meet the next wave of the Plague,
and then the next, striking one part of Europe or another every year for three centu-
ries. 90% of the people infected with the disease were ki(ed. The extreme number
of people that died 'om the plague was the reason for the fear. The plague was
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15. most certainly brought to Europe 'om Asia. The plague was never ending and sti(
exists in the rodents of the region. The plague was most commonly caused by the
bite of a flea. The fleas were infected with bacteria ca(ed Yersinia pestis. The fleas
were carried over on rats that were coming 'om Asia on ships and being let into
Europe when the ship docked. The rats lived among the people because of the sani-
tation during this time was terrible. You could also get the plague 'om being in such
close contact with the people infected with the plague. If the infected person coughed
he or she would blow the bacteria into the air and you could breathe it in and be-
come infected. It being so easy to get infected was the reason for the amounts of
death. There were many treatments tried to heal the infected but nothing would
work. There was no known treatment for the plague a( the people could do was
suffer until they died because that was most likely your fate. Many doctors used
their patients as test subjects to find cures but none were found.
Many people tried everything to keep the plague 'om spreading farther than it did.
The officials of the countries threatened by the plague had to quarantine cities 'om
ships and caravans. The officials did this because they wanted to limit the plague
'om spreading 'om the city it was occurring in.
The plague was very devastating to the economy. When the plague struck, Europe
was working on the feudal system. The feudal system was where the peasants did
the nobles jobs because the nobles wouldn’t do their jobs themselves. When half of
the population was wiped out the workers of the nobles died and it sent the country
into turmoil. Everybody was affected economica(y just because the products
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16. couldn’t get out for shipping. The economic hardships made recovering 'om the
plague much more difficult than it already was.
Bibliography
Lorenzo de Medici/Lorenzo The Magnificent | Ruler of Florence and Art Patron,
http://www.lucidcafe.com/library/96jan/lorenzo.html, 10/11/2009
Web Ga(ery of Art, image co(ection, virtual museum, searchable database of
European fine arts (1100-1850),
http://www.wga.hu/'ames-e.html?/bio/m/michelan/biograph.html , 10/11/2009
Web Ga(ery of Art, image co(ection, virtual museum, searchable database of
European fine arts (1100-1850),
http://www.wga.hu/'ames-e.html?/bio/m/michelan/biograph.html , 10/11/2009
WebMuseum: Dürer, Albrecht, ibiblio.org - open
,
source,http://www.ibiblio.org/wm/paint/auth/durer/ 10/11/2009
The History of Italian Food: The Evolution of Food in Italy | Suite101.com,
http://italianhistory.suite101.com/article.cfm/the_history_of_italian_food ,10/11/
2009
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17. Yahoo! GeoCities: Get a web site with easy-to-use site building tools.,
http://www.geocities.com/Heartland/Acres/7631/costume4.html 10/11/2009
Renaissance Art, Artists, and
Society,http://www.renaissance-spe(.com/Renaissance-Food.html 10/11/2009
Eras of Elegance - Daily Life in the Renaissance Era,
http://www.erasofelegance.com/history/renaissancelife.html 10/11/2009
The Black Death | Socyberty, http://socyberty.com/history/the-black-death-2/ , 10/
11/2009.
A BRIEF BIOGRAPHY OF GALILEO GALILEI
http://courses.science.fau.edu/~rjordan/bios/Galileo/Galileo_bio.htm , 10/11/2009
Games, http://www.modaruniversity.org/Games.htm , 10/11/2009
Game15, http://www.modaruniversity.org/Game15.htm , 10/11/2009
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18. 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?
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19. □ 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?
Beijing BISS International School
Italian Renaissance – Travel Guide
Grade 9
Assessment Criteria
September
‘09
Criterion A: Knowledge
Maximum 10
Achieve-
Level descriptor
ment level
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.
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20. The student shows an excellent command of a wide range of terminology, and uses it appropri-
9–10
ately. An 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.
Criterion D: Organization and presentation
Maximum 8
Achieve-
Level descriptor
ment level
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 for-
1–2
mat 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.
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21. 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 lan-
guage, 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.
Modified from the IBO MYP Humanities guide
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