The aim of the Year 10 Renaissance History course is to introduce students to VCE style assessments through exploration of the world of the Italian Renaissance; from its formation and grand ideas to the exceptional achievements and legacy it has left for the Western World. This unit seeks to provide a deeper understanding of the different types of city-states that existed on the Italian peninsula, the emergence of distinct Renaissance styles in art, the sharing of and competition for cultural, artistic and architectural ideas and the patronage of individual artists, architects and humanists.
Students will gain an understanding of how important Italy’s geographical position was in the development of the Renaissance. They will also understand the importance of the new merchant classes and how Italy was divided politically and the effect this had. Through skills such as critical document analysis and extended responses, students will have the capacity to identify and explain the concept of the ‘Renaissance’ and the growth and importance of Humanist studies. Students will investigate the concept of the Renaissance and its impact on the visual arts, learning and education. Furthermore, students will be able to assess the changes and developments in Renaissance art and the role of patronage in the development of Renaissance culture.
Students investigate in detail the foundations and features of the Venetian Empire and the significant global changes they brought to the wider world. A range of key factors arising from the social, political, economic, cultural, religious, environmental and technological features of how the Venetian Empire played a role in the ambition and quest for power, prestige and influence over rival and competing states.
This unit introduces the student to what contemporaries and historians think is the sense of the Renaissance. Individual research methods and tools are introduced. Examination of Italy at the Crossroads of the World, The Patchwork of Politics and the importance of Merchants, Markets and Trade are made.
Using the city state of Siena as a case study, the political evolution of the city-state is explored. The political life of Siena will be investigated and a “virtual visit” to the Palazzo Publico is made. Social and religious life is also explored and a second “virtual visit” to the Cathedral is made.
This unit will focus on Florence, the ‘cradle of the Renaissance’, providing students with the opportunity to study some of the key art and architecture of this town. An introductory exploration of the town is made with “virtual visits” to the The Palazzo Vecchio and discussion of the role of government. The Medici Place, exploration of Power Politics, The Duomo and the importance of Civic Pride, Orsanmichele and the key the Guilds held will also be explored.
This unit will explore the importance of Humanist Scholarship – The Passion for the Past and the Humanist Educational philosophies that assisted the formation of the Renaissance Mind. Humanism in Art will be explored through the work of Masaccio and Giotto.
Discussion of the “secret” Renaissance will be explored in this unit through The Palazzo Davanzati the Renaissance Home. Analysis of the Role of Women, Love, and Marriage will be undertaken.
How did the Venetian empire manage and consolidate its power and influence?
How did daily life change through exchanges between empire and its colonies?
What were the consequences of encounters between empire and indigenous peoples?
To what extent did the empire decline and/or collapse?
What were the significant legacies of the empire?
In this depth study students focus on the challenges and changes facing the Venetian Empire in the age of imperialism. Students explain in a VCE format how and why new colonies and new markets were established, and describe the empire’s global power and why their influence prospered. They analyse the empire’s social, political, economic and cultural structures of power and how it was used to maintain control. Students evaluate the consequences of empire expansion, especially for indigenous peoples.
Students are required to demonstrate four outcomes. These outcomes encompass the entire semester course.
The subject is aimed at a Year 10 level but tasks for VCE style assessment in these units may be selected from the following:
a historical inquiry
an essay
evaluation of historical sources
short-answer questions
extended responses