Unit 1; The Renaissance and Reformation (1350-1700)
The focus of this unit is to use historical thinking skills to examine the major developments and individuals in intellectual thought, artistic expression, and religious theology that had a significant impact on cultural, religious, political, and social life in Europe.
Students will understand key personalities and events of the Renaissance and Reformation. The enduring impact of these two historical events will be examined. Students will identify and understand major trends of change in world regions caused by the Renaissance and Reformation.
Students will understand key personalities and events of the Renaissance and Reformation. The enduring impact of these two historical events will be examined. Students will identify and understand major trends of change in world regions caused by the Renaissance and Reformation.
Important Documents & PowerPoints
u1a1-events_for_the_parallel_timelines.doc | |
File Size: | 49 kb |
File Type: | doc |
world_map_label.doc | |
File Size: | 469 kb |
File Type: | doc |
u1a3_split_pg_notes.doc | |
File Size: | 35 kb |
File Type: | doc |
u1a4_renaissance_personalities_data_chart.doc | |
File Size: | 936 kb |
File Type: | doc |
u1a5_reformation_notes.doc | |
File Size: | 31 kb |
File Type: | doc |
unit_1_review.docx | |
File Size: | 13 kb |
File Type: | docx |
Guiding Questions
1. Can students define the term Renaissance and explain why the term was used to describe this historical period?
2. Can students explain the causes and effects of the Renaissance and its impact upon history then and now?
3. Can students identify the major artistic, literary, and intellectual figures of the Renaissance and explain the significance of their achievements?
4. Can students describe the origin, causes, and effects of the Reformation?
5. Can students compare and analyze the beliefs and ideas of the leading Protestant reformers?
6. Can students summarize the reforms and the intent of the Roman Catholic Church’s Counter-Reformation?
7. Can students describe key features and personalities of the Renaissance and Reformation?
8. Can students determine when primary and secondary sources would be most useful in analyzing historical events?
2. Can students explain the causes and effects of the Renaissance and its impact upon history then and now?
3. Can students identify the major artistic, literary, and intellectual figures of the Renaissance and explain the significance of their achievements?
4. Can students describe the origin, causes, and effects of the Reformation?
5. Can students compare and analyze the beliefs and ideas of the leading Protestant reformers?
6. Can students summarize the reforms and the intent of the Roman Catholic Church’s Counter-Reformation?
7. Can students describe key features and personalities of the Renaissance and Reformation?
8. Can students determine when primary and secondary sources would be most useful in analyzing historical events?
GLEs & CCSS
WH.1.1
Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
· conducting historical research
· evaluating a broad variety of primary and secondary sources
· comparing and contrasting varied points of view
· determining the meaning of words and phrases from historical texts
· using technology to research, produce, or publish a written product
WH.1.2
Compare historical periods in terms of differing political, social, religious, and economic issues
WH.1.4
Analyze historical events through the use of debates, timelines, cartoons, maps, graphs, and other historical sources
WH.2.1
Identify key people of the Renaissance and explain how their ideas and actions influenced social and cultural change
WH.2.2
Analyze the causes and effects of the Reformation and Counter-Reformation
RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
WHST.11-12.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
· conducting historical research
· evaluating a broad variety of primary and secondary sources
· comparing and contrasting varied points of view
· determining the meaning of words and phrases from historical texts
· using technology to research, produce, or publish a written product
WH.1.2
Compare historical periods in terms of differing political, social, religious, and economic issues
WH.1.4
Analyze historical events through the use of debates, timelines, cartoons, maps, graphs, and other historical sources
WH.2.1
Identify key people of the Renaissance and explain how their ideas and actions influenced social and cultural change
WH.2.2
Analyze the causes and effects of the Reformation and Counter-Reformation
RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
WHST.11-12.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.