Lesson Plan and Procedures:
The suggested length of study for this unit is two weeks, or 10 50-minute class periods.
Day 1: Introduction and the Italian Renaissance
- Content Covered:
- The Beginning of the Renaissance (Changes in Society and the Rise of City-States)
- Renaissance Ideas (Inspiration from the Ancients, Humanism, Secular Writing, and Science of the Renaissance)
- Renaissance Art (Patrons of the arts, styles and techniques, Leonardo da Vinci, Michelangelo, Raphael, and Bramante)
- What changes in society and in cities stimulated the beginning of the Renaissance?
- What ideas formed the foundation for the Italian Renaissance?
- What contributions did artists make to the Renaissance?
4. Lesson Procedures
- Anticipatory Set
The teacher will then read an excerpt from Boccacio's Decameron to illustrate the hardships experienced by Medieval Europeans. This will act as both a review and a starting point for the new topic of study. (5 minutes) http://www.fordham.edu/halsall/source/boccacio2.asp. The teacher will then transition to the day's lesson: The Origins of the Renaissance.
- Direction Instruction/Class Activities
The list should include the following:
- Increased trade with Asia and other regions
- Growth of large, wealthy city-states in Italy
- Renewed interest in the classical learning of ancient Greece and Rome
- Rise of rich and powerful merchants, who became patrons of the arts
- Increased desire for scientific and technical knowledge
- Desire to beautify cities
Once the list has been established, the teacher and students will break down each cause further by examining both primary and secondary source documents. Students will first examine a trade route map and answer corresponding questions. This will allow for students to understand the geographical advantages of Italy that helped assist the spur of the Italian Renaissance. This should take 5 minutes.
Students will then be broken into groups of four to examine a letter by Lorenzo de Medici. This letter can be found here: http://www.fordham.edu/Halsall/source/lorenzomed1.asp Students have guided questions to assist them in analyzing the Primary Source. Students should spend 15 minutes discussing sources within their groups, prior to joining a whole-class discussion (remainder of class).
Causes of the Renaissance Sources can be found in the file attached below and on the resources page.
- Enrichment Activities and Homework
Movie Links:
Part 1: http://www.youtube.com/watch?v=xcorDOxcQRE
Part 2: http://www.youtube.com/watch?v=WiyO-VKqQ8M
Part 3: http://www.youtube.com/watch?v=Pr-_pLa2p1U
Part 4: http://www.youtube.com/watch?v=ebiZ_Yv-uBc
Part 5: http://www.youtube.com/watch?v=TJLBPLIEja8
Students should complete the accompanying viewing guide while watching Da Vinci's World:
5. Evaluation and Assessment
Students will complete an Exit Slip as a means of formative assessment. In this Exit Slip, students will be expected to answer the following question: "How did Lorenzo de Medici's family values shape the origins of the Renaissance?"
renaissance_and_reformation_trade_activity.pdf | |
File Size: | 620 kb |
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da_vincis_world_viewing_guide.pdf | |
File Size: | 74 kb |
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Day 2: Renaissance Artists and Paintings
- Content Covered:
- create a general timeline of the Renaissance movement
- understand the difference between Medieval and Renaissance artwork
- understand the rationale behind the humanist movement
2. Essential Questions
- What were some important new ideas of the Renaissance?
- How were the careers of Leonardo da Vinci and Michelangeo alike? How were they different?
- How were Renaissance artists funded?
4. Lesson Procedures
- Anticipatory Set
- Direction Instruction/ Classroom Activities
Once students have finished with the day's PowerPoint, they will complete the Renaissance Art Webquest, individually. Students will utilize school computers and iPads to do so. This should consume all remaining class time. Webquest digital copies can be found here: http://www.sonic.net/bantam1/renart.html
- Enrichment Activities and Homework
- How did Leonardo achieve fame?
- Why was Michelangelo a successful artist?
- How were the careers of these two artists alike and different?
5. Evaluation and Assessment
Students will participate in formative assessment by answering the following question during their webquest:
- What did you find most interesting about Renaissance Art?
Day 3: The Spread of the Renaissance Northward
- Content Covered:
Erasmus, Sir Thomas More, Williams Shakespeare, Christine de Pisan, Albrecht Durer, and Jan Van Eyck are some of the most famous artists and authors to emerge from this period. Their works are still studied and debated today.
2. Essential Questions:
- How did the Renaissance spread to northern Europe?
- What contributions did writers and philosophers make to the northern Renaissance?
- How did the works of northern artists differ from those of the Italian Renaissance?
4. Lesson Procedures
- Anticipatory Set
- Direction Instruction/Classroom Activities:
- Enrichment Activities and Homework
- How would you summarize the main idea of Petrarch's sonnet?
- In what ways does Shakespeare's sonnet explore the theme of the nature of love?
- Both sonnets focus on the worldly romantic love. How might the focus of these sonnets have been different if they had been written during the Middle Ages? Explain your answers.
Shakespeare's Sonnet 116: http://www.shakespeares-sonnets.com/sonnet/116
Students will also complete an analysis of Albrecht Durer's art, using the worksheet attached below.
5. Evaluation and Assessment
Students will be participate in a formative assessment by discussing Erasmus' goals and achievements.
renaissance_and_reformation_northern_renaissance_art.pdf | |
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Day 4: Technological Advancements of the Renaissance
- Content Covered:
With movable type, text could be quickly printed on both sides of a sheet of paper. Until this time, the only way to reproduce writing was by hand, which was a long, painstaking process. Movable type made producing books and other printed material faster and cheaper, making them available to more people.
Gutenberg's first publication was a 1,282 page Bible. Soon printers in other cities, such as Rome and Venice, appeared. Within 35 years, a Gutenberg press appeared as far away as Constantinople. Books could now be made quickly and inexpensively. A scholar wrote that "thirty buyers rise up for each volume....tearing one another's eyes out to get ahold of them". Printed books provided more rapid access to new ideas. With easier access to books, more people learned to read and more books were printed. The explosion of printed materials quickly spread Renaissance ideas. (Ramirez, Stearns, and Wineburg, 2008)
2. Essential Questions:
- How did the printing press change society?
4. Lesson Procedures
- Anticipatory Set
- Direction Instruction/Classroom Activities
- Enrichment Activities and Homework
5. Evaluation and Assessment
Today's assessment of learning will come from student responses to the DBQ Prompt.
Day 5: The Early Reformers
- Content Covered:
Another reformer, Jan Hus was born in southern Bohemia about 1370. He became a priest and was soon preaching against the immorality and worldliness of the Catholic Church. In 1412, Hus was excommunicated by Pope Gregory XII. Hus was later arrested, tried, and burned at the stake. (Ramirez, Stearns, and Wineburg, 2008)
These two men were some of the first and most influential theologians to openly criticize the church. Their views, though condemned by the church and not widely accepted by ordinary people, began a discussion that would eventually lead to reform.
2. Essential Questions:
- What conditions led to the Protestant Reformation?
- How might reformers change the Catholic Church?
4. Lesson Procedures
- Anticipatory Set
- Direction Instruction/Classroom Activities
Suppose that you will be helping defend Jan Hus in his trial for heresy. What arguments would you present to the council on his behalf? Write a brief statement in which you outline Hus's beliefs and explain why the council shoud side with him. This task should take 30 minutes. Once students have completed the assignment, they will form partners to present their case. As a whole class, students will present their case and non-presenters will vote to drop charges or sentence Jan Hus.
- Enrichment Activities and Homework
- How are the subjects of the two woodcut illustrations related?
- What details in each of the woodcut illustrations show how Jesus and Pope Leo X view themselves and live their lives?
- What is the overall message of the pair of woodcut illustrations?
5. Evaluation and Assessment
Students will be informally assessed on their ability to discuss the early reform movement with their peers. Students must contribute to the day's discussion to earn any credit.
renaissance_and_reformation_jan_hus_biography.pdf | |
File Size: | 513 kb |
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Day 6: Martin Luther's 95 Theses
- Content Covered:
To Martin Luther, the selling of indulgences was sinful. In his theses, Luther flatly denied that indulgences had any power to remit sin. He also criticized the power of the pope and the wealth of the church.
Luther's theses were not intended for the common people of his parish but for church leaders. They were written in academic Latin, which most people did not understand. In nailing them to the church door, Luther was following a common practice of the time. Church doors served much as community bulletin boards do today. Luther's theses, as he intended, stimulated a discussion among university intellectuals. Soon, thanks to the newly invented printing press, the theses were published. The work spread across Europe and was widely read by intellectuals, clergy, and laypeople. The ideas expressed in the theses made sense to many people, and the desire for reform grew.
Following the publication of the theses, Luther continued to study and debate. He contradicted basic Catholic beliefs when he insisted that God's grace cannot be won by good works. Faith alone, he said, was needed. In Leipzig in 1519, he shocked many when he declared that the only head of the Christian Church is Jesus himself, not the Pope. He also insisted that individual Christians should be their own interpreters of scripture and that Christian practices should come only from the Bible. To further this aim, Luther translated the Bible into German. The translation enabled many more people to read the Bible without the aid of the clergy.
In 1520, Pope Leo X excommunicated Luther, or expelled him from the Church. In 1521, Martin Luther was summoned to appear before the newly crowned Holy Roman Emperor, Charles V, and the German Diet, or assembly, at the city of Worms. Luther refused to change his opinions. The Holy Roman Emperor handed down the Edict of Worms. This decree declared that Luther to be an outlaw and condemned his writings. The edict did not prevent Luther's ideas from spreading, however. Although Martin Luther himself had not intended to begin a new religion, by 1530, Lutheranism was a formally recognized branch of Christianity. In 1529, Charles V moved to suppress Lutherans in Germany. Lutheran princes in the German assembly issued a protestatio, or protest against these measures. This is how the term Protestant came into being. (Ramirez, Stearns, and Wineburg, 2008)
2. Essential Questions:
- Describe the ideas of Martin Luther and how they contradicted the church's teachings of his day.
3. Vocabulary Terms: Protestant Reformation, indulgences, Martin Luther, theocracy, Edict of Worms.
4. Lesson Procedures
- Anticipatory Set
To continue the discussion, the teacher will then pose the following question, "How would you feel if you were a European living during the 1300s-1500s that was told they could only enter heaven once they gave money to the church or visited a particular cathedral?". The teacher will ask for responses and then transition into the day's topic.
- Direction Instruction
Students will then break into groups of three to read specific theses from Martin Luther. Students will be expected to analyze these theses and answer questions related to the document. This should take approximately 30 minutes. Once all groups have finished establishing their responses, groups will share with the class.
- Enrichment Activities and Homework
5. Evaluation and Assessment
Students will be informally assessed on their ability to work with peers in establishing a conclusion for each assigned thesis. Their reactions and interpretations may need redirecting if these responses are reaching too much.
martin_luther_95_theses.pdf | |
File Size: | 41 kb |
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Day 7: King Henry VIII
- Content Covered:
Henry VIII became king of England in 1509 at the age of 17. As a young king, he was a devout Catholic who wrote angry protests against the "venomous" ideas of Luther. Henry's actions won him the title "Defender of the Faith".
By 1525, Henry's wife, Catherine of Aragon, had borne only one child, a girl named Mary. This presented a problem for Henry, who wanted a male heir. It was thought that a female monarch could weaken England politically, and he believed that Catherine would produce no male heir. Henry decided to have the marriage annulled, or declared invalid based on church laws, so that he could marry again.
The pope offered Henry several solutions to his problem but would not agree to the annulment because Catherine and her nephew, Holy Roman Emperor Charles V, opposed to it. The dilemma became known as the "king's great matter". While Henry argued with the pope over his annulment, he fell in love with Anne Boleyn. Henry soon took matters into his own hands.
Henry summoned Parliament. Known as the Reformation Parliament, the gathering led to a declaration that England no longer considered itself under the authority of the Pope. Instead, Henry himself became the head of the Church of England. He changed the rituals of the church very little, but Henry closed Catholic monasteries and convents and distributed much of the land to nobles. This helped build more public support for the split from the church.
In 1533, Anne Boleyn and Henry VIII were secretly married. Later that year, after Parliament had declared Henry's marriage to Catherine null and void, Anne gave birth to a girl, Elizabeth. The next year, Parliament passed the Act of Supremacy, which required subjects to take an oath declaring Henry VIII to be "Supreme Head of the Church of England". The break with Rome was complete. (Ramirez, Stearns, and Wineburg, 2008)
2. Essential Questions:
- What led to Henry VIII's break with the Catholic Church?
- Based on the response to Henry VIII's break with Rome, what was likely to be the future relationship between the church and England? Explain your answer.
4. Lesson Procedures
- Anticipatory Set
- Direction Instruction/Classroom Activities
- Enrichment Activities and Homework
5. Evaluation and Assessment
Students will be informally assessed through their letter to Pope Leo X. This letter should include explicit details from the film as well as details provided in their texts.
Day 8: The Counter Reformation and Council of Trent
- Content Covered:
A monk named Girolamo Savonarola was one of the first reformers to try to change the church from within. During the late 1400s, he preached fiery sermons against the abuses of the church. He called for churches to melt down their gold and silver ornaments to buy bread for the hungry and poor members of the church.
Savonarola convinced people to gather and burn jewelry and trinkets. This enormous fire was known as the "bonfire of vanities". Pope Alexander at first allowed Savonarola's work, but eventually excommunicated him for spreading ideas the pope thought dangerous. In 1498, Savonarola was executed in Florence.
Other leaders formed new religious orders whose members worked to reform the church. Their work renewed the church's emphasis on spirituality and service. The most influential of these groups was the Society of the Jesuits.
The Jesuit order was founded in 1534 by Ignatius of Loyola, a Basque nobleman and former soldier. The order was approved by the Pope in 1539. Loyola, the Father General, ran the Jesuits like a military organization, emphasizing obedience to the church above all. The Jesuits concentrated on education as a means of combating the Protestant Reformation. They established missions, schools, and universities. With such effective organizations, the Catholic Church began to regain ground against Protestantism.
Recognizing the need to redefine the doctrines of the Catholic faith, Pope Paul III convened the Council of Trent in 1545. It met on on and off until 1563. Its delegates addressed the abuses that had weakened the church over the past century. A series of reforms addressed the corruption of the clergy. The training of priests was regulated and financial abuse was curbed. The sale of indulgences was abolished.
Above all, the Council of Trent rejected the Protestants' emphasis on self-discipline and individual faith. The council argued that the church could help believers achieve salvation by using mystery and magnificent ceremonies to inspire the faith. This was consistent with the beliefs of millions of people, indeed the majority of Europeans, who remained Catholic.
The pronouncements of the Council of Trent meant that there would be no compromise between Catholicism and Protestantism. The council's bold action was a great boost to Catholicism. Austria, Poland, and other parts of Europe returned to the Catholic Church. In addition, Catholics felt renewed energy and confidence.
The Jesuits used this renewed spirit to expand the scope of the church. By 1700, they operated 669 colleges in Italy, Germany, and other places. Many future leaders were educted in Jesuit schools. In this way, the order had some influence over political affairs. As they worked in India, Japan, China, and other places, the Jesuits also gained and passed along information about the cultures of other lands. (Ramirez, Stearns, and Wineburg, 2008)
2. Essential Questions:-
- What reforms were made in the Catholic Church?
- What were the religious and social effects of the Counter-Reformation?
3. Vocabulary Terms:- Counter Reformation, Jesuits, Ignatius of Loyola, Council of Trent
4. Lesson Procedures
- Anticipatory Set
- Direction Instruction
- Enrichment Activities and Homework
5. Evaluation and Assessment
Students will be informally assessed on their discussion on the Council of Trent as well as their judgment of Queen Mary.
Day 9: Linking it Together/Review
- Content Covered:
2. Lesson Procedures:
- Anticipatory Set
- Direction Instruction/Class Activities
- Enrichment Activities and Homework
renaissance_and_reformation_chapter_review.pdf | |
File Size: | 348 kb |
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renaissance_and_reformation_test_workbook.pdf | |
File Size: | 131 kb |
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Day 10: Summative Examination
- Procedures
- Students will take the entire class period to complete the Renaissance and Reformation Summative Assessment. This assessment tests understanding of content and equally distributes questions from each day's individual lesson. All questions are relevant to Sunshine State Standards and teacher-created benchmarks.
- Testing measures are varied and include multiple-choice questions, short-response questions, and a short essay.
renaissance_and_reformation_multiple_choice_assessment.pdf | |
File Size: | 898 kb |
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renaissance_and_reformation_short_response_assessment.pdf | |
File Size: | 2104 kb |
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renaissance_and_reformation_essay.pdf | |
File Size: | 275 kb |
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ESOL Accommodations:
The following accommodations will be utilized throughout the unit for any student needing extra support in understanding content and language.
- Instructional Modifications based on level of English Proficiency
- Modeling
- Use of Illustrations and Diagrams
- Use of Substitution, Expansion, Paraphrase, and Repetition
- Vocabulary
- Explain key concepts
- Vocabulary with context clues
- Use of Word Banks
- Visuals and Graphic Organizers
- Charts
- KWL Charts
- Flow Charts
- Labeling
- Venn Diagrams
- Pictures
- Other Audio/Visuals
- Music/Songs/Chants/Raps
- Realia/Manipulatives
- Videos/Films/CD Roms/DVD
- Interactive Strategies and Cooperative Learning Settings
- Flexible Grouping
- Games
- Role Play
- Think/Pair/Share
- Other Strategies:
- Note-taking/Outline Notes
- SQ3R: Survey, Question, Read, Recite, Review
- Summarizing
- Alternative Assessment Instruments
- Checklist
- CLOZE Procedures
- Rubrics
- Student Self-Assessment