10/16/2013
“The Renaissance 1485–1660: A
Flourish of Genius.”
WEEK OF 10/14
• Martin Luther contribute to the beginning of the
Reformation? By ridiculing ancient habits and
traditions, such as superstition
• In the mid-1500s, many people in England were
dissatisfied with the Church of England because
they felt that the church was insufficiently
reformed, merely a copy of Catholicism
• King Henry VIII of England could be considered a
“Renaissance man” because he was literary,
musical, athletic, and scholarly
• King Henry VIII appointed humanist scholars
to tutor both his son and his daughters. His
younger daughter eventually became Queen
Elizabeth I (1533–1603), the most influential
of England’s educated women. She could
translate Greek and Latin classics into polished
English, and she spoke and read six languages.
• As people became interested in the writings of
ancient Greece and Rome, they became more
inquisitive and creative
• The intellectual movement known as humanism
— joined the wisdom of the classics with that of
the Bible, emphasizing ideals of wisdom and
virtue
• the invention of printing with movable type have
a great impact? The wide availability of reading
material allowed ideas to spread quickly
• England’s independence from the Catholic
countries of the Mediterranean was ensured by
the English navy’s defeat of the Spanish Armada
in 1588
• What caused an eleven-year gap in the line of
English monarchs between 1649 and 1660?
England was ruled by Parliament and by the
Puritan dictator Oliver Cromwell
• The end of the English Renaissance was
characterized by increasing interest in secular,
rather than religious, values
 Main Reading
 Of Studies
 Connected Readings
 Tilbury Speech
 from Female Orations
1
10/16/2013
Make a Connection, pg. 358
Textbook- “Of Studies” pages 358–364
Literary Skills: Analyze points of view on a topic.
Analyze the use of parallelism.
 Reading Skills: Analyze arguments.
 Writing Skills: Write a response essay.
 Product:


 Notes
 Quickwrite pg. 358
Quickwrite
Jot down your ideas about the role of education
in bringing women closer to equality with men.
• Does the struggle for equality between the
sexes continue today? (are women equal to
men?)
• What other kinds of equality can education
help to create? (can getting an education make
men and women more equal?)
 Vocabulary pg. 360
 Responses from pg. 364, 1-9
 Writing Assignment pg. 364 Respond to one of the axioms
Vocabulary Development, 360
Pg. 361
• parallelism, or parallel structure—the
repetition of words, phrases, or sentences
that have a similar grammatical structure
• discourse n.: speech.
• sloth n.: laziness.
• affectation n.: artificial behavior designed to
impress others.
• impediment n.: obstacle; stumbling block
1. What three things can studies (reading,
writing, and discussion) be helpful for? How can
studies be used for each of these things?
Studies can help with solitude, conversation and
business decisions.
2. In the sentence that begins “Read not to
contradict and confute…,” what does Bacon
conclude that reading should be used for? What
should it not be used for?
Reading should be used to sharpen the mind and not
to confuse/confute
Pg. 361
Pg. 362
3. According to Bacon, what is the difference
among books that are meant to be “tasted,”
books that are meant to be “swallowed,” and
books that are meant to be “chewed and
digested”?
The books differ in how much attention they
demand.
4. Bacon uses an extended analogy to argue the
value of “fit studies.”
Summarize Bacon’s analogy: Studies are to the
mind as ____________ is to ____________
• Studies are to the mind as exercise is to the
body.
2
10/16/2013
Pg. 363
Pg. 363
• Two well-known sayings express contrasting
views on the relationship of books and
learning to success in life. According to one
axiom, “Knowledge is power.” According to the
other, more cynical saying, “It’s not what you
know but who you know.”
• What is your view of the value of reading and
learning? Write down your views and the
reasons you feel as you do.
• Many of the sentences contain nuggets of
wisdom known as axioms or adages. Like
proverbs, axioms do not argue or explain but
merely make positive statements. Pg. 363 has
a sampling of some of Bacon’s most
memorable axioms.
• What do they mean? Do you agree?
• Select 2, you will need to respond to them for
homework.
Pg. 364
Produce: Notes and a written response
• Complete 1-9
• respond to two of the axioms in the Primary
Source on page 363 for homework
“Tilbury Speech” by Queen Elizabeth I, pg. 365
“from Female Orations” by Margaret Cavendish
 Literary Skills: Analyze points of view on a topic.
 Reading Skills: Draw inferences.
 Product:
 Notes
 Responses from pg. 371, 1-4
 Writing Assignment: Write a letter to one of the
writers
Pg. 368
Pg. 369
1. The first speaker in the debate welcomes the
participants and expresses her wish that
women would assemble for such discussion
and debate more frequently.
How does this speaker contrast the situation
of women with that of men?
2. Cavendish structures the fictional debate so that
each speaker in turn (there are seven speakers in
all) responds to the points made by the speaker or
speakers before her.
What criticism does the second speaker make of
the first speaker? How would you characterize this
speaker based on her comments?
3. How is the third speaker unlike the two speakers
who preceded her? Summarize her views of men.
How might a modern feminist react to this
speaker’s ideas?
3
10/16/2013
Pg. 370
4. What can you infer about the seventh and final
speaker from the way she addresses her audience?
(Review the way the first three speakers opened their
comments.)
5. What is the effect of this speaker’s repeated use of
an “If…then” parallel structure in these sentences?
6. Why, according to this speaker, do women have no
reason to complain?
7. How would you summarize this speaker’s argument?
Do you agree or disagree with her? Explain
Complete 1-4 pg. 371
Write a letter to Queen Elizabeth I or to
Margaret Cavendish, duchess of Newcastle.
Explain to her our contemporary views on
education and equality.
4