UNIT IV: THE MIDDLE AGES, RENAISSANCE, EXPLORATION, REFORMATION TIME FRAME: 8-10 WEEKS

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1 UNIT IV: THE MIDDLE AGES, RENAISSANCE, EXPLORATION, REFORMATION TIME FRAME: 8-10 WEEKS STANDARD 6.3: ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE. THE MIDDLE AGES STANDARD 6.3.A.1: Explain the medieval origins of constitutional government in England (e.g., Edward I, Magna Carta, Model Parliament of 1295, Common Law). Discuss the evolution of significant political, economic, social and cultural institutions and events that shaped European medieval society, including Catholic and Byzantine churches, feudalism and manorialism, the Crusades, the rise of cities, and changing technology. Discuss the major developments in European society and culture, including: The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption in the Church Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual conscience, including religious choice European explorations and the establishment of colonial empires Trans-Atlantic slave trade and its impact on Africa Commercial Revolution The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorious Revolution and the English Bill of Rights Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism The economic, social, religious, and political impact of the Plague ENDURING UNDERSTANDING (S) 1. The impact of religion on social, economic and political facets of nations. 2. The relationship between religion and government during the Middle Ages. 3. The Bubonic Plague impacted upon the social, political, economic, religious and scientific developments of Europe. ESSENTIAL QUESTION (S) 1. To what extent does religion influence society and government? 2. Why is the role of religion in the European Medieval Era so central in history? 3. How do governments evolve? 4. To what extent do plagues and disease impact a region? 32

2 RENAISSANCE STANDARD 6.3.A.1: Describe the significant social and cultural changes that took place during the Renaissance, including advances in printing press technology, the works of Renaissance writers and elements of Humanism, the revival of Greco-Roman art, architecture, and scholarship, and differing ideas on the role of women ENDURING UNDERSTANDING (S) 1. New eras reflect, alter and build onto previous discoveries and cultures throughout the ages. ESSENTIAL QUESTION (S) 1. To what extent does the Greco-Roman culture influence change in Europe during the Renaissance? 2. Why does diffusion of cultural ideas and technologies increase in this era? 3. To what extent does religion influence society and government? 4. How do groups within a society enhance or detract from political and social institutions? EXPLORATION STANDARD 6.3.A.1: 1. Discuss the major developments in Asia, Africa, and the Americas, including China during the Ming and Qing Dynasty, Japan during the Tokugawa Period, the influence of Islam in shaping the political and social structure in the Middle East, including the Ottoman period, West Africa, including Mali and Songhay, India, including the Mughal Empire, and the impact of European arrival in the Americas. STANDARD 6.3.A.2.: Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe, and the Americas. STANDARD 6.3.A.6.: Discuss the major developments in European society and culture, including: The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption in the Church Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual conscience, including religious choice European explorations and the establishment of colonial empires Trans-Atlantic slave trade and its impact on Africa Commercial Revolution The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorious Revolution and the English Bill of Rights Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism The economic, social, religious, and political impact of the Plague 33

3 ENDURING UNDERSTANDING (S) 1. Diffusion is a result of increased movement, both voluntary and involuntary, to shape a global world. 2. New eras reflect, alter and build onto previous discoveries and cultures throughout the ages. ESSENTIAL QUESTION (S) 1. Why does diffusion of cultural ideas and technologies increase in this era? 2. To what extent do plagues and disease impact a region? 3. To what extent does religion influence society and government? 4. How do groups within a society enhance or detract from political and social institutions? REFORMATION STANDARD 6.3.A.1: Discuss the major developments in European society and culture, including: The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption in the Church Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual conscience, including religious choice European explorations and the establishment of colonial empires Trans-Atlantic slave trade and its impact on Africa Commercial Revolution The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorious Revolution and the English Bill of Rights Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism The economic, social, religious, and political impact of the Plague ENDURING UNDERSTANDING (S) 1. Diffusion is a result of increased movement, both voluntary and involuntary, to shape a global world. 2. New eras reflect, alter and build onto previous discoveries and cultures throughout the ages. 3. The Protestant Reformation led to a reduction in the religious, political, economic and cultural power of the Catholic Church. 34

4 ESSENTIAL QUESTION (S) 1. Why does diffusion of cultural ideas and technologies increase in this era? 2. To what extent does religion influence society and government? 3. How do groups within a society enhance or detract from political and social institutions? 35

5 CONTENT OUTLINE FOR UNIT FOUR: THE MIDDLE AGES, RENAISSANCE, EXPLORATION, REFORMATION I. The Middle Ages A. The Church of the Middle Ages 1. The Great Schism 2. The Rise of the Byzantine Empire B. Feudalism/Manorialism C. The Rise of Islam D. The Inquisition E. The Crusades F. Medieval Life 1. Arts 2. Drama 3. Music 4. Architecture G. Popes versus Emperors H. Charlemagne and the Carolingian Renaissance I. Medieval Cities (centers of and for culture) J. Romanesque and Gothic Period II. The Renaissance A. The Rise of Nation States in Italy 1. Strength of Town Life 2. Social Structure and Patronage 3. Power of City States B. The Rise of Humanism and the Secular Spirit 1. Revival of Greek and Roman cultures 2. Role of Islam C. Renaissance Science and Technology D. Renaissance Art and Architecture 1. Early Renaissance ( ) 2. High Renaissance ( ) 3. Late Renaissance ( ) 36

6 III. IV. E. Renaissance Literature and Philosophy 1. Utopian Literature 2. Drama and Poetry 3. Secular Philosophy Exploration A. Motives for Exploration B. Capitalism and Mercantilism 1. Commercial Revolution 2. Mercantilism C. The Explorations and Discoveries 1. Portugal 2. Spain 3. Fight over the New World D. The Slave Trade: Triangle Trade and the Middle Passage The Reformation A. Martin Luther and the Ninety Five Theses B. Formation of Protestant Sects 1. Lutheranism 2. Calvinism 3. Anabaptists 4. Church of England C. The Counter Reformation (Catholic Reformation) and the Council of Trent D. Religious Conflicts 37

7 UNIT FOUR: The Middle Ages, Renaissance, Exploration, Reformation Knowledge Middle Ages 1. Crusades 2. Time periods of the Middle Ages (Early Middle, Medieval, High Middle) 3. noble undertakings and noble accomplishment 4. Inquisition 5. feudalism 6. manorialism 7. serfdom 8. Hundred Years War 9. Charlemagne 10. Magna Carta 11. Byzantine Empire Renaissance 1. High Renaissance 2. Florence 3. nation-state 4. Machiavelli 5. Michelangelo 6. Leonardo da Vinci 7. Humanism 8. Medici family 9. Shakespeare and other Renaissance writers 10. Gutenberg s printing press Exploration 1. mercantilism 2. Prince Henry the Navigator 3. Christopher Columbus 4. Vasco da Gama 5. capitalism 6. Commercial Revolution 7. The New World (the Americas) 8. The Line of Demarcation 9. Magellan 10. John Cabot 11. slavery and the Triangle Trade Reformation 1. Martin Luther Theses 3. Calvin 4. utopian communities 5. predestination 6. Catholic Reformation 7. Protestantism 8. Henry VIII Skills The Middle Ages 1. Analyze on a map the areas affected by the Bubonic Plague 2. Identify the paths of the Crusaders Renaissance 1. Compare Renaissance art with Greek and Roman art 2. Explain the principles of Machiavelli s The Prince Exploration 1. Explain the reasons Europeans explored 2. Analyze the impact of the Triangle Trade on the Americas, Europe and Africa Reformation 1. Assess the factors that led to the Protestant Revolution 2. Compare the new Protestant religions Suggested Assessments Academic Prompts Answer the essential questions Creation of thematic, political and physical maps Quiz and Test Items Essays and objective tests and quizzes Focus on changes in society as the result of new technology, politial systems, and imperialism 38

8 Informal Checks for Understanding Question and answer periods Student led discussion 39

9 Unit Four: The Middle Ages, Renaissance, Exploration, Reformation Suggested Performance Assessment Goal: Students will understand that there is a continually changing relationship between religion and the social, economic and political aspects of nations that build from previous cultures and occurrences as a result of cultural diffusion and movement, both forced and voluntary. Role: Students will assume various roles at a mock trial of Martin Luther. Audience: Students in class will be fact checkers and jury members. Situation: Students will present a trial of Martin Luther, who has been charged with heresy by the Catholic Church. They will be charged with the task of researching the changing role of religion in Europe from the time of the Middle Ages through the time of the Reformation. They will be required to evaluate the impact of religion on European life and beliefs and assess whether Luther and his ideas alone were truly as radical and had as far reaching impact as the Catholic Church charged, in order to fairly try Luther in court. Product: A mock trial of Martin Luther will be held. All students will write a paper based on their roles in the trial and also will write about why they felt the verdict was or was no fair. Standard: Research, Presentation, Discussion Rubrics Performance Task Details: Divide the class into small groups. Students will be assigned roles to research for the mock trial of Martin Luther. Using all available resources, students will research the role of religion in the following areas: 1. Political Life/Government 2. Common Life (life of the lower classes) 3. Economic Life 4. Social Life and Structures during the Middle Ages, the Renaissance, the Age of Exploration and the Reformation. Once research is completed, students will organize their data and begin the trial of Martin Luther, in which students will attempt to prove or disprove that the role of religion, specifically the role of the Catholic Church, has changed greatly over several centuries and that Martin Luther was or was not the sole catalyst for religious reform and change. 40

10 Example: Suggested Learning Plan for Unit IV Codes: H = Hook, E = Equip (direct instruction), Explore (activity), Experience (homework and other reinforcement) R = Rethink, Revise, Reflect SE = Self Evaluation T = Technology Essential Question Objective/Facet of Activity Assessment Code Learning To what extent does religion influence society and government? Class discussion E, H, R Interpretation 1. Evaluate the changing beliefs of Europeans and the impact of religion on governments Conduct a roundtable discussion on the question How does religion influence life? Consider the culture, history and location of an area and its people. How do governments evolve? To what extent do plagues and disease impact a region? Why does diffusion of cultural ideas and technologies increase in this area? Perspective 1. Compare and contrast early and modern governments Self Knowledge 1. Reflect on their feelings about government Application 1. Create a map and a graph Interpretation 1. Evaluate data Interpretation 1. Write an essay In pairs, students will research a list of early and modern governments. They will then compare and contrast all changes made to governments over the centuries and discuss the validity of these changes. Students will then write a journal entry reflecting what they like and dislike about their government and what changes (from other governments) they would like to make within their own government (and what consequences they believe such changes would have). Students will research population statistics prior to and after the Bubonic Plague. They will utilize this data to highlight the areas of Europe most affected by the disease and to construct a graph to demonstrate the human cost of the plague. Each student will respond in writing to the following prompt: Write an essay that evaluates the movement of ideas as Discussion Rubric Essay Rubric E, R, T E, R, T E, R, T 41

11 Europeans begin to travel more extensively throughout the world. How or why does increased exploration lead to more advanced technologies? What is the long term impact of diffusion during this time period? 42

12 UNIT V: THE EARLY MODERN WORLD TIME FRAME: 5-7 WEEKS STANDARD 6.3: ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE. AGE OF ABSOLUTISM, THE ENLIGHTENMENT STANDARD 6.3.A.1: Describe the early influences on the Scientific Revolution and the Enlightenment, including: Renaissance Humanism with emphasis on human reason as opposed to total reliance on faith Medieval theology New global knowledge The use of reason and freedom of inquiry as challenges to authoritarianism, including the works of Montesquieu, Locke, and Jefferson ENDURING UNDERSTANDING (S) 1. New eras reflect, alter and build onto previous discoveries and cultures throughout the ages. 2. Educated individuals increasingly influence the rule of monarchs. ESSENTIAL QUESTION (S) 1. How did the radical ideas of the Renaissance influence rulers and philosophes? 2. To what extent can a ruler, especially an absolute, be enlightened? THE SCIENTIFIC REVOLUTION STANDARD 6.3.A.1: Discuss the contributions of the Scientific Revolution to European society, including important discoveries in mathematics, physics, biology, and chemistry, and the significance of the scientific method advanced by Descartes and Bacon. ENDURING UNDERSTANDING (S) 1. New eras reflect, alter and build onto previous discoveries and cultures throughout the ages. 2. Scientific and technological advancements improve over time while challenging longer held beliefs and social structures. ESSENTIAL QUESTION (S) 1. To what extent does technology cause revolution? 2. To what extent do new scientific discoveries and advances oppose teachings of the Catholic Church? 43

13 WARS OF RELIGION, ART, AND CULTURE STANDARD 6.3.A.1: Discuss the major developments in European society and culture, including: The Protestant Reformation as a result of the weakening of the Papacy and revolts against corruption in the Church Martin Luther and John Calvin as leaders of new sects that establish the importance of the individual conscience, including religious choice European explorations and the establishment of colonial empires Trans-Atlantic slave trade and its impact on Africa Commercial Revolution The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorious Revolution and the English Bill of Rights Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism The economic, social, religious, and political impact of the Plague ENDURING UNDERSTANDING (S) 1. New eras reflect, alter and build onto previous discoveries and cultures throughout the ages. 2. Global conflict comes of age due to religious and political beliefs ESSENTIAL QUESTION (S) 1. To what extent was religion at the core of conflicts during this period? 2. How is art a reflection of political and social upheaval? 3. Diffusion is a result of increased movement, both voluntary and involuntary, to shape a global world. 44

14 THE EARLY MODERN WORLD I. Absolutism CONTENT OUTLINE FOR UNIT FIVE: A. The Reign of Louis XIV and the emergence of France as a great power B. Russia becomes a major power under Peter the Great and Catherine the Great C. Austria and Prussia contend for power in Central Europe II. Enlightenment A. The Enlightenment era in philosophy, literature, economics and science B. Philosophes and Salons C. Changing political and economic ideas D. The American Revolution as a realization of Enlightenment ideals III. The Scientific Revolution A. Physics B. Biology C. Chemistry D. Bacon, Descartes and the Scientific Method IV. Wars of Religion, Art and Culture A. The Thirty Years War and the Treaty of Westphalia B. The English Civil War and the Struggle for power between Parliament and the Monarchy 1. Absolute versus Constitutional Monarchy a. Oliver Cromwell b. Restoration c. The Glorious Revolution C. Baroque, Rococo and Neoclassical art, architecture and music 45

15 Knowledge 1. Absolutism 2. Louis XIV ( Sun King ) 3. Peter the Great 4. Catherine the Great Enlightenment 1. philosophes 2. Locke 3. Hobbes 4. Montesquieu 5. Rousseau 6. Voltaire 7. other Enlightenment thinkers/writers 8. Deism 9. Adam Smith and The Wealth of Nations (capitalism) 10. Enlightened Absolutism 11. Catherine the Great 12. salon Scientific Revolution 1. scientific method and Francis Bacon 2. geocentric 3. Galileo 4. heliocentric 5. Newton and gravity 6. Descartes Conflict 1. English Civil War 2. Oliver Cromwell 3. Glorious Revolution 4. American Revolution UNIT V: The Early Modern World Years War 6. 7 Years War ( ) Art and Culture 1. Baroque 2. Rococo 3. Neoclassical Skills Enlightenment 1. Explain the ideas of Enlightenment thinkers 2. Assess the impact of Enlightenment ideals on rulers Scientific Revolution 1. Explain how advances in science challenged established religious beliefs 2. Explain how the Scientific Revolution altered the culture of Western Europe Conflict 1. Assess the causes of the English Civil War 2. Describe the worldwide nature of the Seven Years War Art and Culture 1. Compare the Baroque, Rococo and 2. Neoclassical eras to the politics of their time Suggested Assessments Academic Prompts Answer the essential questions Creation of thematic, political and physical maps Quiz and Test Items Essays and objective tests and quizzes Informal Checks for Understanding Question and answer periods Student led discussion Homework assignments 46

16 Suggested Performance Assessment Goal: Students will understand that newly emerging ideas on government, crime and punishment, social classes, science and religion, among other façets of life, build from previous cultures and discoveries Role: Students will assume the role of philosophies in a salon. Audience: Students in class will listen to the ideas of the philosophies. Situation: Students will partake in a salon where they will have the opportunity to listen to, question and debate with philosophies. Product: A salon will be held. All students will write a paper evaluating the salon and the performance of their peers. Standard: Research, Presentation, Discussion Performance Task Details: Students will be divided into pairs and assigned a philosophy. Using all available resources, students will research the ideas of various philosophies and the experience of a salon. Students will also be required to create a list of questions to ask or points of debate for the other philosophies. Once research is complete, students will convene into class on one day for the salon, where they will interact with their peers and debate and discuss their views on religion, science, politics, class structure, et al. 47

17 Codes: Suggested Learning Plan for Unit V H = Hook, E = Equip (direct instruction), Explore (activity), Experience (homework and other reinforcement) R = Rethink, Revise, Reflect SE = Self Evaluation T = Technology Essential Question To what extent can a ruler, especially an absolute, be enlightened? To what extent do new scientific discoveries and advances oppose teachings of the Catholic Church? How is art a reflection of political and social upheaval? Objective/Facet of Learning Interpretation 1. Evaluate the terms absolutism and enlightenment Application 1. Create a chart 2. Create a poster Perspective 1. Compare and contrast art and music from various periods Activity Assessment Code Students will participate in a roundtable discussion on the following questions: What is absolutism? What is useful about absolutism? What is enlightenment? How does it differ from absolutism? What is useful about enlightenment ideas? Students will chart the new scientific discoveries and technological advancements and the position of the Church on such advancements. Students will then create a poster of the discovery/advancement with the Church s complaint and its final resolution. Students will study painting, sculptures, etc. and listen to music of the major artistic periods of this time. Students will compare and contrast the characteristics of the art in the context of the historical period. Class discussion Display/Poster Rubric E, R, H E, R, T Class discussion E, R, T, SE 48

18 UNIT VI: AGE OF REVOLUTIONARY CHANGE TIME FRAME: 5-7 WEEKS STANDARD 6.3: ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE. FRENCH REVOLUTION STANDARD 6.3.A.1:. Discuss the causes and consequences of political revolutions in the late 18th and early 19th centuries, including: The impact of the American Revolution on global political thought The ideas and events that shaped the French Revolution (e.g., monarchy vs. social ideals of liberty, equality, and fraternity; political beliefs and writings; development of the empire) The rise of European nationalism, imperialism, and its effect on the European balance of power, particularly the unification of Italy and Germany ENDURING UNDERSTANDING (S) 1. Political movements and revolutions throughout the world are the result of European expansionism and ideological diffusion ESSENTIAL QUESTION (S) 1. How do political revolutions and movements in other areas of the world impact one another? 2. What is a revolution? 3. How do citizens (both individually and collectively) influence government policy? 4. What are the roles and responsibilities of a government to its people? 5. How do competing interests influence how power is distributed and exercised? 6. To what extent do economics dictate social structure? 7. Are revolutions inevitable? EUROPEAN REACTION TO REVOLUTION STANDARD 6.3.A.1: Discuss the causes and consequences of political revolutions in the late 18th and early 19th centuries, including: The rise of European nationalism, imperialism, and its effect on the European balance of power, particularly the unification of Italy and Germany ENDURING UNDERSTANDING (S) 1. Political movements and revolutions throughout the world are the result of European expansionism and ideological diffusion.. 49

19 ESSENTIAL QUESTION (S) 1. How do political revolutions and movements in other areas of the world impact one another? 2. What is a revolution? 3. To what extent does technology cause revolution? 4. How do citizens (both individually and collectively) influence government policy? 5. What are the roles and responsibilities of a government to its people? 6. How do competing interests influence how power is distributed and exercised? 7. To what extent do economics dictate social structure? 8. Are revolutions inevitable? INDUSTRIAL REVOLUTION STANDARD 6.3.A.1: Discuss how industrialization shaped social class (e.g., child labor, conditions of social class) and the development of labor organizations. ENDURING UNDERSTANDING (S) 1. Political movements and revolutions throughout the world are the result of European expansionism and ideological diffusion. ESSENTIAL QUESTION (S) 1. How do political revolutions and movements in other areas of the world impact one another? 2. What is a revolution? 3. To what extent does technology cause revolution? 4. How do competing interests influence how power is distributed and exercised? 5. To what extent do economics dictate social structure? 6. Are revolutions inevitable? 50

20 CONTENT OUTLINE FOR UNIT SIX: AGE OF REVOLUTIONARY CHANGE I. The French Revolution A. Causes of the French Revolution 1. The Three Estates and an Uneven Balance of Power/Representation 2. Financial Crisis B. Formation of a Constitution 1. National Assembly 2. Declaration of the Rights of Man C. Reign of Terror and Robespierre D. The Napoleonic Era 1. The rise of Napoleon 2. Keeping the Revolution Alive a. Social Changes b. Napoleonic Code c. Nationalism 3. Conquest and Empire 4. The Fall of Napoleon 5. Restoration of the French Monarchy II. The Congress of Vienna A. Political Reforms in Europe B. Conservatives versus Liberals III. The Industrial Revolution changes the Modern World A. Causes of the Industrial Revolution B. Technological Advancements in Power and Machinery C. Spread of Industry D. Pre-Industrial England versus Post-Industrial England E. Impact of Industrialization 1. economic impact 2. social impact 3. environmental impact 4. imperialism 51

21 UNIT VI: Age of Revolutionary Change Knowledge French Revolution 1. Three Estates 2. Reign of Terror 3. Declaration of the Rights of Man 4. Robespierre 5. Jacobins and the Mountain 6. Napoleon Congress of Vienna and Industrial Revolution 1. Metternich 2. Karl Marx and The Communist Manifesto 3. communism 4. nationalism 5. First Industrial Revolution 6. Second Industrial Revolution 7. laissez-faire 8. steam engine Culture 1. Romanticism 2. Realism Skills French Revolution 1. Compare the Three Estates prior to the French Revolution 2. Compare the roots of the American Revolution and the French Revolution 3. Assess the role of the American Revolution on the French Revolution 4. Explain the role of unequal taxation on the French Revolution Congress of Vienna and Industrial Revolution 1. Analyze the role of the Congress of Vienna in reshaping European politics 2. Analyze the impacts of Karl Marx s writings on economics and society 3. Compare the First Industrial Revolution with the Second Industrial Revolution Culture 1. Compare and contrast the Romantic movement with the Realist movement Suggested Assessments Academic Prompts Answer the essential questions Creation of thematic, political and physical maps Quiz and Test Items Essays and objective tests and quizzes Informal Checks for Understanding Question and answer periods Student led discussion Homework assignments 52