Renaissance Reformation DBQ by Y77X425


									                Guidelines for Starting the Renaissance/Reformation DBQ:
1. You must use the majority of the documents in this DBQ.

2. You want to group the documents together based on themes/categories
       How do you do this?????
              a. Look over the documents. Do they have something in common? Consider why
                 they seem to belong together.
              b. Identify the theme/category. This should be a broad, generalization. Ex:
                 Cultural Achievements. This category will be the topic of your paragraph.

3. Once you have your paragraph theme/topic, now you need to create a topic sentence for this
              a. Your topic sentence needs to state the theme/category of the paragraph
              b. Your topic sentence needs to state your argument
              c. Your topic sentence CANNOT restate the topic of DBQ

4. Now, you must write your thesis statement. Should be 1-3 sentences in length.
             a. It MUST connect to all of your topic sentences
             b. It MUST relate to the purpose of the essay

                                 Formula for Writing the DBQ:
Topic Sentence for Body Paragraph (can be 1-2 sentences in length)
            Needs to address the topic of the DBQ
            Needs to include the theme/category for the paragraph
                  o In what way are the religions similar?

Body Paragraphs (length varies…but skimpy paragraphs = skimpy analysis)
           Discuss your prior knowledge about the theme/category of the paragraph AND the
             document—BUT!!!!! KEEP IT SIMPLE & STRAIGHTFORWARD.
                o What do you know about this theme/category?
                o What do you know about the document?
           Introduce or lead-in the document. Connect it to your prior knowledge
           Quote the text.
                o Either describe the details of the image OR directly quote from the text.
                o Cite your source!
                        For quotes--Ex: “blah, blah, blah,” (document 1). Note the
           Explain what the document means/references/implies. How does it prove the topic?

Concluding Sentence for Body Paragraph (should be 1-2 sentences in length)
           Needs to be a summary statement that connects to the topic of the essay.
                    Renaissance/Reformation DBQ
Directions: Use the documents provided to respond to the question:

Topic: Describe how the values & beliefs of European society shifted after the Renaissance &

Document 1: from the anatomical sketches, daVinci’s collection:

Document 2: excerpt from What is Scientific Authority? by Galileo, 1615:

 “Showing a greater fondness for their [Catholic Church’s] own opinions than for truth, they
sought to deny & disprove the new things which, if they had cared to look for themselves,
their own senses would have demonstrated to them…they hurled various charges &…made
the grave mistake of sprinkling these with passages taken from places in the Bible which they
had failed to understand properly, & which were ill suited to their purposes.”
Document 3: “Woman with a Veil,” by Raphael 1615.

Document 4: “Portrait of Henry VIII” by Hans Holbein the Younger,

Document 5: excerpt from The Courtier, written, 1528.

A Courtly Man
“…Then coming to the bodily frame, I say it is enough if this be neither extremely short nor
tall…For besides often being dull of intellect, men thus huge of body are also unfit for every
exercise of agility…And so I would have him well built and shapely of limb, and would have
him show strength and lightness and suppleness, and know all bodily exercises that befit a
man of war…”
Document 6: from Christine de Pisan’s The Book of the City of Ladies, published in 1405.

“My Lady, I marvel at what you tell me: so many benefits due to the intelligence of women!
For men generally affirm that feminine knowledge has no value and one often hears, when
some foolishness is mentioned, that it is surely a woman’s notion…men think that women
were never any use and have no social utility beyond bearing children and spinning wool.
      She answered:…But you can understand now that God, who does nothing without
reason, wanted to show men that he does not esteem the female sex any less than theirs…”

Document 7: from The Prince, written by Machiavelli, 1513
“…But [there is a way] of becoming prince which cannot be attributed entirely either to
fortune or to ability, they must not be passed over,…These are when one becomes prince by
some nefarious or villainous means…Whence it is to be noted, that in taking a state the
conqueror must arrange to commit all his cruelties at once, so as not to have to recur to them
every day…”

Document 8: from The 95 Theses, written by Martin Luther, 1517

“The pope does not intend to remit, and cannot remit any penalties other than those which
he has imposed either by his own authority or by that of the Canons.”

“Those who believe that, through letters of pardon, they are made sure of their own salvation
will be eternally damned along with their teachers.”

Document 9: from Reflections, by Francesco Guicciardini, 1530.

“When I was young, I made light of good penmanship, knowing how to ride, play, dance
and sing, and dress well, which are things that seem more decorative than substantial in a
man. But later, I, wished I had not done so. For although it is not wise to spend too much
time cultivating these arts, I have seen that they lend dignity and reputation, even to men of
good rank. Skills of this sort open the way to the favor of princes, and sometimes to great
profit and honors.
Document 10: Leonardo daVinci’s painting, “Virgin of the Rocks,” painted, 1486.

Document 11: from The Instruction of a Christian Woman, by Juan Luis Vives, 1523.

“Learned women may be suspected by many who say learning is a nourishment for the
maliciousness of their nature. When a woman is taught to read the classics, let the books
teach her good manners. And when she learns to write, let not her example be trifling songs
but some sober sentences, prudent and chaste, taken out of holy scripture or the sayings of

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