Download Euro Unit 1 Plan F15 Ren and Explore

AP European History: Unit 1
The Renaissance and Exploration
Daily Assignments
Aug 3
Aug 4
Aug 5
Aug 6
Aug 7
Aug 10
Aug 11
Aug 12
Aug 13
Aug 14
Aug 20-21
TEXT: Chapter 10, The Late Middle Ages, pp. 291-318
Browse this chapter.
Assignments 1-3
TEXT: pp. 321-330 Renaissance Society
Document: The Black Death in Florence (Class)
Assignment 4
TEXT: pp. 330-336 Renaissance Art
Document: Vasari on Leonardo da Vinci, The Renaissance Man
Assignment 5
TEXT: pp. 336-341 Renaissance Ideals
Document: The Prince Chapters XI, XIV, XV*
Assignment 6
(RQ A4-A6)
MONA LISA BOOK pp. 30-45
Assignment ML
Final Geography Test
TEXT: pp. 341-350 The Politics of the Italian City-States
Document: The Prince Chapters XVII, XVIII, XIX, XXV*
Assignment 7
Sophie’s World Assignment 1 due
TEXT: European Encounters pp. 353-366
Assignment 8 RQ (ML, A7-8)
TEXT: The Formation of States pp. 367-379
Document: Valla: The Forgery of the Donation of Constantine#
Assignment 9-10
TEXT: The New Monarchies pp. 379-383
Assignment 11
RQ (A9-A11)
Test on Unit 1
Learn the DBQ
*The Prince Chapters can be found at this website.
#Mr. Simmons has copies for you.
http://www.constitution.org/mac/prince00.htm
ASSIGNMENTS
Chapter 10 The Later Middle Ages
Assignment 1
BPQ: As we enter the mid-15th century, why are France and England more centralized monarchies while
the HRE is becoming more de-centralized? Why is the monarchy stronger in France than in England and
the HRE? Create a VENN diagram comparing/contrasting the monarchies in England, France, and the
HRE.
Assignment 2
BPQ: How did disease transform social relations in fourteenth-century Europe? What economic
transformations were taking place in 14th century Europe?
Assignment 3
BPQ: Why did a division in the papacy mean both political chaos and spiritual fear for Europeans? How
was man’s view of himself beginning to change?
Chapter 11: The Italian Renaissance
Assignment 4
Identify/Define: Renaissance, guild, milk parent, nuclear family, apprentice, Bellini, subsistence
agriculture, epidemics, Venice, Florence, Milan, “tools of the trade”, dowry, domestic servants.
BPQ: What is changing European society in the late 14th and early 15th centuries that indicates a
Renaissance?
DOCUMENT QUESTION: Is Boccaccio a reliable historical source? Why or why not?
Assignment 5
Identify/Define: Vasari, linear perspective, Michelangelo, Leonardo da Vinci, Raphael, Donatello,
Botticelli, Masaccio, Brunelleschi, Leon Battista Alberti, Piero della Francesca, Titian
BPQ: What changed in art to indicate a new view of the world and society? Provide examples in specific
works of art.
Assignment 6
Identify/Define: humanists, Pico della Mirandola, philology, rhetoric, Leonardo Bruni, Lorenzo Valla,
Leon Alberti, Baldasare Castiglioni, Machiavelli, civic humanism, Donation of Constantine, liberal arts,
virtu, Fall of Constantinople, Padua, Galen and the four humors, dissection.
BPQ: How was the idea of humanism spreading to art, politics, science, and society?
ASSIGNMENT ML
1. What were the four major breakthroughs in Renaissance art?
2. Masaccio, Donatello, Botticelli—write down a work of art from each and connect to these
breakthroughs.
3. Why is LDV such a change? Michelangelo? Raphael? Titian?
4. Who paid the bills?
5. How did Architecture change in the Renaissance? Who were the big 4 Italians and name one of
their famous works?
6. How is the Northern Renaissance different from the Italian Renaissance? Explain in detail.
7. What are the contributions of Holbein and Durer?
8. What is mannerism? How is El Greco an example of Mannerism?
Assignment 7
Identify/Define: city states, doge, condottieri, Book of Gold, Cosimo de Medici, Lorenzo de Medici,
Signoria, ducat, florin, Cesare Borgia, Mehmed III, Peace of Lodi, Florence, Venice, Naples, Papal States,
Milan, Sforza, oligarchy, Mehmed II, Sack of Rome 1527
BPQ: Why is the Fall of Constantinople both a blessing and a curse for the Italians? Explain in detail.
Chapter 12: The European Empires
Assignment 8
Identify/Define: caravels, Bartolomeu Dias, Henry the Navigator, Vasco da Gama, Alfonso de
Albuquerque, Mundus Novus, Christopher Columbus, Isabella of Castille, Treaty of Tordesillas, Balboa,
Magellan, Cortez, conquistadores, Montezuma II, Pizarro, Petosi, Amerigo Vespucci, Columbian
Exchange, “God, Gold, Glory”, Bartolome de Las Casas, Cape of Good Hope, Seville, Sir Thomas
More…Utopia,
BPQ: How was the Age of Exploration an extension of the optimism of the Renaissance?
Assignment 9
Identify/Define: reconquista, Moors, New Monarchies, Holy Roman Empire, Central Europe, Hanseatic
League (Hansa), Eastern Europe, Western Europe.
BPQ: Compare and contrast the political and social structures in Western, Central, and Eastern Europe.
Assignment 10
Identify/Define: Ivan III, Ivan IV (the Terrible), Muscovy, Poland-Lithuania, boyars, Zemsky Sobor,
serfs, Wars of the Roses, Lancaster, York, Richard III, Tudor, Henry VII, Bosworth Field, Henry VIII,
Thomas Cromwell, Privy Council, royal customs, Exchequer, Parliament, “live, of his own”, Charles the
Bold, Burgundy, Salic Law, Louis XI, Valois, taille, gabelle, aide, The Cortes, Spanish Inquisition, Castille,
Aragon, Ferdinand of Aragon, Isabella of Castille, moors, Granada, reconquista, converses, Charles V
BPQ: In general, how did these New Monarchies strengthen their power in Europe?
Assignment 11
Identify/Define: Field of Cloth of Gold (1520), Charles V (Sp), Charles VIII, Invasion of Italy, Louis XII,
Francis I (Fr), Treaty of Cateau Cambresis (1554), Suleiman the Magnificent, Henry VIII, Emperor
Maximilian I, Victory at Pavia, French and Spanish bankruptcy, Swiss mercenaries, artillery, Titian
BPQ: What impact did this rivalry have on the common man?
Common Core Elements
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CCSS.ELA – Literacy.RH.9 – 10.1 Cite specific textual evidence to support analysis
of primary and secondary sources, attending to such features as the date and origin
of the information.
CCSS.ELA – Literacy.RH.9 – 10.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
CCSS.ELA – Literacy.RH.9 – 10.3 Analyze in detail a series of events described in a
text; determine whether earlier events caused later ones or simply preceded them.
Course Standards
Key Concept 1.1: The worldview of European intellectuals shifted from one based on
ecclesiastical and classical authority to one based primarily on inquiry and observation of
the natural world.
I.
A revival of classical texts led to new methods of scholarship and new values in both
society and religion.
a. Revival in classical literature, secularism, and individualism
b. Revival of ancient Greek and Roman texts, spread by printing press, challenges
the power of the catholic church
c. Admiration for Greek and Roman political institutions supports revival of civic
humanist culture; produces secular models for individual and political behavior
II. The invention of printing promoted the dissemination of new ideas.
a. Printing press spreads the renaissance beyond Italy
b. Protestant reformers use printing press to disseminate ideas which spurs
religious reform
III. The visual arts incorporated the new ideas of the Renaissance and were used to
promote personal, political, and religious goals.
a. Princes and popes commission paintings and architectural works based on
classical styles and employing geometric perspective
b. Human centered naturalism was encouraged through patronage
c. Distortion, drama, and illusion used to promote stature and power
Key Concept 1.2: The struggle for sovereignty within and among states resulted in
varying degrees of political centralization.
I.
The new concept of the sovereign state and secular systems of law played a central role
in the creation of new political institutions.
a. Foundation for centralized modern state based on monopoly on tax collection,
military force, dispensing of justice, and controlling religion
b. The Peace of Westphalia accelerates decline of the HRE
c. Commercial and professional groups gain power
d. Secular political theories- Machiavelli’s The Prince
II. The competitive state system led to new patterns of diplomacy and new forms of
warfare.
a. Religion no longer causes warfare; military based on balance of power
b. Advances in military technology led to new forms of warfare
Key Concept 1.4: Europeans explored and settled overseas territories, encountering and
interacting with indigenous populations.
I.
European natives were driven by commercial and religious motives to explore overseas
territories and establish colonies.
a. Europeans wanted direct access to gold and spices
b. Mercantilism gave state new role in promoting commercial development
c. Christianity served as stimulus for exploration
II. Advances in navigation, cartography, and military technology allowed Europeans to
establish overseas colonies and empires.
III. Europeans established overseas empires and trade networks through coercion and
negotiation.
a. Portuguese establish along African coast, in south and east Asia, and South
America
b. Spanish established colonies across Americas, Caribbean, and pacific, making it a
dominant state
c. France, England, an Netherlands establish their own trade networks to compete
with Portugal and Spain
d. Competition for trade led to conflict and rivalry among European powers
IV. Europeans’ colonial expansion led to a global exchange for goods, flora, fauna, cultural
practices, and diseases, resulting in destruction of some indigenous civilizations, a
shift toward European dominance, and the expansion of the slave trade.
a. Exchange of goods shifted center of European power from Mediterranean to
Atlantic
b. Columbian exchange creates economic opportunities for Europeans
c. Europeans expanded slave trade