Discovering Our Past: A History of the World

Worksheet Answer Key

Renaissance and Reformation

Table of Contents

CHAPTER-LEVEL ACTIVITIES:
What Do You Know? Four Square .......................................... 2
Vocabulary Builder Activity................................................... 2
Hands-On Chapter Project: Renaissance and Reformation......... 2

LESSON-LEVEL ACTIVITIES:
Guided Reading: Lesson 1 The Renaissance Begins ................. 3
Guided Reading: Lesson 2 New Ideas and Art ........................ 4
Guided Reading: Lesson 3 The Reformation Begins ................. 4
Guided Reading: Lesson 4 Catholics and Protestants ............... 5
Economics of History Activity: Lesson 1
The Role of Guilds......................................................... 6
21st Century Skills Activity: Lesson 2
Critical Thinking and Problem Solving:
Analyze Writing, Visuals, Communication ......................... 6
21st Century Skills Activity: Lesson 3
Critical Thinking and Problem Solving:
Determining Cause and Effect......................................... 7

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Primary Source Activity: Lesson 4
The Expulsion of the Jews from Spain .............................. 7

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Discovering Our Past: A History of the World

Worksheet Answer Key

Renaissance and Reformation

CHAPTER WORKSHEETS

What Do You Know? Four Square

All student responses will vary.

Vocabulary Builder Activity

A. Content Vocabulary
1. Renaissance, urban
2. secular, humanism
3. diplomacy, mercenaries
4. indulgences, Reformation
5. seminaries, predestination
6. annul, heresy

B. Academic Vocabulary
1. c
2. e
3. b
4. d
5. g
6. f

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7. a

C. Combined Vocabulary Reinforcement

Religion: seminary, heresy, Reformation, indulgence, unify, predestination, annul
City-States: diplomacy, secular, urban, mercenary
Art and Learning: perspective, Renaissance, humanism, secular
Sentences will vary. Sample answer for Art and Learning: The Renaissance was a
time of renewed interest in art and learning. Scholars developed an idea called
humanism that drew on secular ideas, not just religious ones.

Hands-On Chapter Project

Renaissance and Reformation
Worksheet 1: Project Plan
Task List: Students’ task lists will vary but should be based on how the group
decides to divide up the work.
Due Date: The due date will be assigned by the instructor.

Worksheet 2: Renaissance and Reformation

Students' answers will vary based on chosen role.

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Discovering Our Past: A History of the World

Worksheet Answer Key

Renaissance and Reformation

Worksheet 3: Creating a Bibliography
Students’ sources should reflect their project and be formatted correctly.

Worksheet 4: Assessment Rubric

Students’ self-assessment will be based on their opinions about their performance
during the project.

LESSON WORKSHEETS

Guided Reading: Lesson 1 The Renaissance Begins

The Renaissance in Italy
1. a rebirth of interest in culture and learning
2. It started around 1350.
3. It began in Italy and spread throughout Europe.
4. new ideas in art and literature, development of urban societies, stronger econo-
mies
5. ancient Greece and ancient Rome
6. They were wealthy from trade.
7. People who lived close together could easily share ideas. Large populations
meant more customers to buy new works of art.

The States of Italy

8. They did not want to give up power to an emperor or king. No city-state was

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strong enough to conquer the others.
9. The long coastline allowed for the establishment of many ports. Italy’s position in
the Mediterranean made it easy to trade with the East and West.
10. the Crusades, Mongol conquests, Marco Polo’s travels
11. The Medicis controlled Florence. They became wealthy and powerful through
owning banks.
12. Venice was built on islands in the Adriatic Sea just off the Italian coast. Its loca-
tion on the water would have encouraged its shipbuilding industry and made it a
trading center.

A New Ruling Class

13. Answers should include: using force; improving city services and providing enter-
tainment; using diplomacy; being like Machiavelli and doing anything necessary
14. They made their money in trade and made ties with nobles. They married into
the families of nobles and became part of the upper class.
15. In Venice, the doge, or duke, officially ran the city, but a council of wealthy mer-
chants held the real power. In Florence, the Medici family controlled the govern-
ment.
16. It prevented wars and helped city-states maintain good relations with their
neighbors.

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Worksheet Answer Key

Renaissance and Reformation

Guided Reading: Lesson 2 New Ideas and Art

Renaissance Humanism
1. Humanism is a way of thought that gives importance to individuals and human
society. It is based on ancient Greek and Roman ideas.
2. reading ancient works; seeing ancient art that had been recovered; reading lit-
erature in a vernacular language and that was printed with Gutenberg’s printing
press; studying science and math
3. More people would know how to read works in the vernacular, the everyday lan-
guages such as Italian, French, and German.

Italy's Renaissance Artists

4. Important Artists and Their Works: Leonardo da Vinci–Mona Lisa or The Last
Supper; Michelangelo– the Sistine Chapel; Raphael Sanzio–School of Athens
Techniques of Art: perspective, chiaroscuro
5. Instead of the idealized figures of the Middle Ages, Renaissance art tried to
show what people really looked like.
6. Renaissance art drew on sciences, such as biology and medicine, to make im-
ages more realistic. For example, artists studied the human body to learn how to
draw it accurately.

The Northern Renaissance

7. True
8. False - Artists in northern Europe used oil paints.
9. False - Poor people in England could afford to attend plays because the tickets

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were cheap.
10. False – William Shakespeare’s plays included comedies, tragedies, and histo-
ries.
11. Jan van Eych: Flemish; painted The Arnolfini Portrait; used oils;
Albrecht Dürer: German; used perspective; made engravings and paintings;
made the woodcut The Four Horsemen of the Apocalypse;
William Shakespeare: English; put on plays at the Globe Theater; wrote come-
dies, histories and tragedies; wrote plays including Hamlet and Macbeth

Guided Reading: Lesson 3 The Reformation Begins

Early Calls for Reform

1. An indulgence was a certificate that said people would be forgiven of their sins if
they were truly sorry. The church sold indulgences to make money.
2. Answers may include: bishops lived like kings; the Church heavily taxed peas-
ants; some priests could barely read; questions about the pope’s power; the sale
of indulgences
3. Erasmus wanted people to use reason to make themselves better Christians. He
wanted to translate the Bible so that everyone could read it.

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Renaissance and Reformation

Luther's Reformation
4. The Ninety-Five Theses were Martin Luther’s arguments against selling indul-
gences.
5. Answers may include: selling indulgences; saying that popes cannot make mis-
takes; making people confess sins only with the help of a priest
6. Answers may include: faith in Jesus, not good works, brings a place in heaven;
the Bible is the final source of truth about God; the church is made up of all be-
lievers, not just clergy.
7. It gave them hope for a better life. They saw that Luther had successfully re-
belled against an unjust power and gave them strength to stand up to greedy
nobles.
8. They could keep the money from lands and church taxes for themselves; they
could keep their independence and power.

The Reformation Spreads

9. Predestination is the belief that God has decided the final outcome of all events
in the universe. He has chosen who will go to heaven and who will not. Even if
people do good works, the outcome of their lives is already determined.
10. Answers may include: faith alone brings salvation; predestination; church mem-
bers should choose their own clergy
11. Switzerland, England, Scotland, the Netherlands, and North American colonies

The Reformation in England

12. (a) annul, remarry and have sons; (b) Henry VIII; Church of England; (c) Catho-
lic, Protestants; (d) Puritans, North America

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13. Henry VIII was excommunicated from the Catholic Church and later formed the
Anglican Church. Some Protestants wanted to purify the Anglican Church of
Catholic rituals. They became known as Puritans.

Guided Reading: Lesson 4 Catholics and Protestants

The Catholic Reformation
1. True
2. False - The church set up seminaries to train new priests.
3. False - The Jesuits wanted to bring Protestants back into the Catholic faith.
4. False - The Catholic rulers of Spain made people of other religions leave their
country.
5. False - The writer Miguel de Cervantes and painter El Greco created many
works of art during the Catholic reign.
6. The Catholic Church had lost influence and members. Church leaders wanted to
reform so they could win back Protestants who had left the church.

Religious Wars
7. 1559: Henry II of France dies; Catherine de’ Medici later rules for her young son
1572: Catherine de’ Medici allows Catholics to kill Huguenots in Paris
1588: The Spanish Armada attempts to invade England
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Renaissance and Reformation

1589: Henry of Navarre becomes King Henry IV of France and converts to
Catholicism
1598: Henry IV issues Edict of Nantes; makes Catholicism the official religion of
France but allows Huguenots to worship freely
1618: Start of Thirty Years’ War
1643: the Holy Roman Emperor asked for peace
1648: Peace of Westphalia ends Thirty Years’ War
8. The Thirty Years’ War began when Protestant nobles in Bohemia rebelled
against their Catholic king.
9. The defeat of the Spanish Armada was important because it prevented the
Spanish invasion of England. It was a Protestant defeat of a powerful Catholic
country.

Economics of History Activity: Lesson 1

The Role of Guilds

1. Guild representatives elected the leaders of city-states’ governments.

2. A monopoly is a market where there is only one seller of a good.
3. Guilds used an apprenticeship system. Young people lived with master crafts-
men and worked without wages as they learned their craft.
4. If guilds created a monopoly, they could control the price that they received for
their good or service. They could ask for higher prices, since customers could
not get the good from another source.
5. The seven major guilds, such as fur dealers and banking, reveal which busi-

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nesses were most important in Florence during the Renaissance. The guilds
show what types of goods and services were in demand and which businesses
received respect from customers and government leaders.

21st Century Skills Activity: Lesson 2

Critical Thinking and Problem Solving: Analyze Writing,
Visuals, Communication

Practicing the Skill

1. Mary is thoughtful and sad.
2. The artist, Michelangelo, shows the hand and arm in great detail, including veins
and bones. He gives great attention to the hand and fingers.
3. Answers will vary. Students may note that Mary looks sad because she is griev-
ing for her lost son, or that she looks calm because she has faith that all will be
well.

Applying the Skill

1. They are filled with constant worry about tomorrow.
2. Petrarch got his question from Cicero, a Roman writer. Humanists were very in-
terested in the ideas of the ancient Greeks and Romans.
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Worksheet Answer Key

Renaissance and Reformation

3. Student answers will vary. Those supporting Petrarch may note that putting off
choices about how to live might mean that nothing is ever accomplished.

21st Century Skills Activity: Lesson 3

Critical Thinking and Problem Solving: Determining
Cause and Effect
Practicing the Skill
1. As a result of Johann Tetzel’s preaching, Martin Luther wrote a letter disagreeing
with his ideas about indulgences. He sent the letter to the archbishop.
2. The church sold indulgences because the pope wanted to raise money. He
wanted to use the money to build a large church.
3. Because the pope was very rich (cause), he could pay for the church himself
(effect). If the pope paid for the church (cause), then poor people would not have
to buy indulgences (effect).

Applying the Skill

If a person received an indulgence (cause), then his sins would be forgiven (effect).
Popes promised indulgences to those who would fight in the Crusades (effect)
because they wanted more people to fight (cause). Pope Sixtus IV said that
dead people could receive indulgences (cause), so people began to buy the in-
dulgences for their loved ones (effect).

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Primary Source Activity: Lesson 4
The Expulsion of the Jews from Spain

1. Jews who did not leave Spain would be killed and their property would be taken.
2. They Judaized [acted as Jews] and apostatized [converted] from the Catholic
faith.
3. The Jews were hoping for an agreement that would allow them to stay in the
country.
4. After six months’ time, the King of Portugal made slaves of all Jews who re-
mained in Portugal and banished 700 children to an island where they died.
5. Spanish Jews had been powerful and wealthy. The Spanish rulers made the
Jews leave quickly, forcing them to sell their property and trade their money for
goods they could transport. The Spanish rulers seem eager to confiscate the
property that Jews could not take with them. You can infer that the Spanish rul-
ers may have been jealous of the Jews’ wealth, or that they were greedy and
wanted to take others’ property.

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