VIDEO - The Renaissance:

https://youtu.be/Vufba_ZcoR0

1. Renaissance means rebirth. Justify the reason why this period has been given this
name.

2. Humanists were a reduced group of people who devoted their life to arts. Discuss why
most of the population were excluded from this role.
3. Trading relationships between cultures made Italy be really prosperous. Describe to
what extent this trading relationship influenced the flourishing of Renaissance in Italy.

4. Interpret and discuss the sentence mentioned in the video: ‘Renaissance did not even
happen’.

REVISE
1. Draw a mind map including the main changes in the Early Modern Period.
VIDEO - THE PRINTING PRESS:
 https://www.youtube.com/watch?v=DLctAw4JZXE

1. Discuss why the printing press is considered such an important development in the
Early Modern Age and explain the impact it had on society.

TEXT 1 – THE AUTHORITARIAN MONARCHY

XII – “[…] The chief foundations of all states, new as well as old or composite, are good laws
and good arms; and as there cannot be good laws where the state is not well armed, it follows
that where they are well armed they have good laws.”

XV – “[…] And I know that everyone will confess that it would be most praiseworthy in a prince
to exhibit all the above qualities that are considered good; but because they can neither be
entirely possessed nor observed, for human conditions do not permit it, it is necessary for him to
be sufficiently prudent that he may know how to avoid the reproach of those vices which would
lose him his state; and also to keep himself, if it be possible, from those which would not lose
him it; but this not being possible, he may with less hesitation abandon himself to them. And
again, he need not make himself uneasy at incurring a reproach for those vices without which
the state can only be saved with difficulty, for if everything is considered carefully, it will be
found that something which looks like virtue, if followed, would be his ruin; whilst something
else, which looks like vice, yet followed brings him security and prosperity.”

XVII – “[…] Upon this a question arises: whether it be better to be loved than feared or feared
than loved? It may be answered that one should wish to be both, but, because it is difficult to
unite them in one person, it is much safer to be feared than loved […] Men have less scruple in
offending one who is beloved than one who is feared, for love is preserved by the link of
obligation which, owing to the baseness of men, is broken at every opportunity for their
advantage; but fear preserves you by a dread of punishment which never fails.

Nevertheless, a prince ought to inspire fear in such a way that, if he does not win love, he
avoids hatred; because he can endure very well being feared whilst he is not hated, which will
always be as long as he abstains from the property of his citizens and subjects and from their
women. But when it is necessary for him to proceed against the life of someone, he must do it
on proper justification and for manifest cause, but above all things he must keep his hands off
the property of others, because men more quickly forget the death of their father than the loss of
their patrimony […] But when a prince is with his army, and has under control a multitude of
soldiers, then it is quite necessary for him to disregard the reputation of cruelty, for without it he
would never hold his army united or disposed to its duties.

[…] Returning to the question of being feared or loved, I come to the conclusion that, men loving
according to their own will and fearing according to that of the prince, a wise prince should
establish himself on that which is in his own control and not in that of others; he must endeavour
only to avoid hatred, as is noted.” XVIII – “[…] And you have to understand this, that a prince
cannot observe all those things for which men are esteemed, being often forced, in order to
maintain the state, to act contrary to fidelity, friendship, humanity, and religion. Therefore, it is
necessary for him to have a mind ready to turn itself accordingly as the winds and variations of
fortune force it, yet, as I have said above, not to diverge from the good if he can avoid doing so,
but, if compelled, then to know how to set about it.

[…] He may appear merciful, faithful, humane, upright, and religious. […] Everyone sees what
you appear to be, few really know what you are. For that reason, let a prince have the credit of
conquering and holding his state, the means will always be considered honest, and he will be
praised by everybody.”

Machiavelli, N. The Prince. 1513

1. According to the text, identify the main characteristics of authoritarian monarchy

 providing evidence.

2. Reflect your opinion on Machiavelli’s question about the prince’s position: “whether it
be better to be loved than feared or feared than loved? “and formulate arguments that
support your conclusion.

3. The feudal monarchs had broad powers. However, their powers had certain
limitations, because they were considered by the nobility as “first among equals”.
With regard to the Middle Ages, demonstrate the differences between a feudal
monarch and an authoritarian monarch.

ECONOMY AND POWER:

The Medici Bank was one of the most prosperous and most respected in Europe. There are
some estimates that the Medici family was the wealthiest family in Europe for a period of
time. From this base, they acquired political power initially in Florence and later in wider
Italy and Europe.

1. Investigate about them and how they achieved so much power.

2. Discuss why bankers and the high bourgeoisie gained a stronger position in politics.
 VIDEO: RENAISSANCE ART

https://youtu.be/_IOPlGPQPuM

https://www.youtube.com/watch?v=iV6_wTrkd70

1. Analyse one of these two pieces of art taking into account the characteristics learnt in
class about Renaissance and considering the location, period and the artist’s style.
Identify the purpose of the artist and the historical relevance of the piece.

2. These videos explain how location gives meaning. Justify why the time period is
important too and how understanding it can also contribute to our understanding of art.

3. We typically experience classic works of art in a museum, stripped of their original

contexts, however, some pieces of art gain layers of meaning over time. Support this
conclusion with your own examples.
 TEXT 2 – CHRISTOPHER COLUMBUS
A) “Primeramente, que Vuestras Altezas, como señores que son de las dichas mares Océanas,
hacen desde ahora al dicho D. Cristóbal Colón su Almirante en todas aquellas islas y tierras
firmes que por su mano o industria se descubrieren o ganaren en las dichas mares
Océanas, para durante su vida, y, después de él muerto, a sus herederos o sucesores, de
uno en otro perpetuamente, con todas aquellas preeminencias y prerrogativas
pertenecientes al tal oficio.”
Capitulations of Santa Fe. 1492

********

B) “Los cuales después venían a las barcas de los navíos a donde nos estábamos, nadando. Y
 nos traían papagayos e hilo de algodón en ovillos y azagayas y otras cosas muchas, y nos
las trocaban por otras cosas que nos les dábamos, como cuentecillas de vidrio y
cascabeles. En fin, todo tomaban y daban de aquello que tenían de buena voluntad. Mas
me pareció que era gente muy pobre de todo. Ellos andan todos desnudos como su madre
los parió, y también las mujeres. Y todos los que yo vi eran todos mancebos, que ninguno vi
de edad de más de 30 años. Muy bien hechos, de muy hermosos cuerpos y muy buenas
caras. Los cabellos gruesos casi como sedas de cola de caballos, y cortos. Los cabellos
traen por encima de las cejas, salvo unos pocos detrás que traen largos, que jamás cortan.
[…] Ellos no traen armas ni las conocen, porque les mostré espadas y las tomaban por el
filo, y se cortaban con ignorancia. No tienen algún hierro. […] Y creo que ligeramente se
harían cristianos, que me pareció que ninguna secta tenían. Yo, placiendo a Nuestro Señor,
llevaré de aquí al tiempo de mi partida seis a Vuestra Alteza para que aprendan a hablar.”

Christopher Columbus diary, 13th October 1492.

1. According to Text A, explain the relevance of the document and how Columbus
achieved to be financed for his expedition.

2. According to Text B, reflect on the cultural, economic, technological differences that

separated the indigenous society and the Spaniards and investigate about the

1. Comment the following historical source following the OPVL format:

● Origin
 ● Purpose
● Value
● Limitations

b) INTERPRETATION OF THE SOURCE:

− What historical event is this source showing?
− What were the causes of this event?
− What were the consequences?

2. Identify the following causes or consequences of the geographical explorations and

discoveries.
● Compass
● Invention of the caravel
● Cultural enrichment
● Advances in cartography
● European hegemony
● Fall of Constantinople
● Exploitation of conquered territories
● Increase of international trade
● Deeper knowledge of the world
● Rivalry between Portugal and Castilla
● Spice trade.
 TEXT 3 – Martin Luther: The Ninety-Five Theses on the
power and efficacy of Indulgences (1517)
20 Therefore by “full remission of all penalties” the pope means not actually “of all,” but only of
those imposed by himself.

21 Therefore those preachers of indulgences are in error, who say that by the pope’s
indulgences a man is freed from every penalty, and saved;

36 Every truly repentant Christian has a right to full remission of penalty and guilt, even without
letters of pardon.

37 Every true Christian, whether living or dead, has part in all the blessings of Christ and
the Church; and this is granted him by God, even without letters of pardon.

45 Christians are to be taught that he who sees a man in need, and passes him by, and gives
[his money] for pardons, purchases not the indulgences of the pope, but the indignation of God.

82 Questions such as: “why does not the pope empty purgatory, for the sake of holy love and
of the dire need of the souls that are there, if he redeems an infinite number of souls for the
sake of miserable money with which to build a Church? The former reasons would be most
just; the latter is most trivial.”

86 Again: “Why does not the pope, whose wealth is to-day greater than the riches of the richest,
build just this one church of St. Peter with his own money, rather than with the money of poor
believers?”

89 Since the pope, by his pardons, seeks the salvation of souls rather than money, why does
he suspend the indulgences and pardons granted heretofore, since these have equal efficacy?

92 Away, then, with all those prophets who say to the people of Christ, “Peace, peace,” and
there is no peace! (Jer. 6:14)

94 Christians are to be exhorted that they be diligent in following Christ, their Head, through
penalties, deaths, and hell;

95 And thus be confident of entering into heaven rather through many tribulations, than through
the assurance of peace”.

Martin, Luther. The Ninety-Five Theses on the Power and Efficacy of Indulgences.
1517.
1. Complete the table about the Protestant Reformation
 ROMAN CATHOLIC
ISSUE LUTHERANISM
CHURCH

Salvation
 Religious
authority

Man’s
relationship to
God

Sacraments

Predestination

Church
government:
● simony
● indulgencie
s
● training

2. Watch these videos and compare the Roman Catholic Church doctrine and
Luther’s proposal for reformation:

https://www.youtube.com/watch?v=IATyzSAjC1w

https://www.youtube.com/watch?v=wNjLkvVAxO0

3. Make a chronological axis with the following events:

4. Observe the picture of Lucas Cranach entitled “the true and the false church” and
analyse which church is represented on the left and which is represented on the
right. Identify what church practices are shown as reprehensible, the sacraments
that are depicted and what religion is worshiped by the author.
 Subject group and discipline INDIVIDUALS & SOCIETIES
Unit MYP Year
title 4
Inquiry:

Key concept Related concept(s) Global context

Statement of inquiry

Inquiry questions

Factual:
Conceptua:
Debatable:

Learner Profile/s
 https://www.youtube.com/watch?v=MRYzW3BSj0I

VIDEO: CHARLES V AND THE HOLY ROMAN EMPIRE

1. Watch the video and colour the territories inherited by Carlos V identifying the different
possessions and explain what type of relationship the Empire had with those territories.
2. Taking the information provided and investigating on your own, complete the chart
explaining the different motives (political, religious, provocation and opportunity) that
led to the conflict between the Spanish King Philip II and Elizabeth I of England.