Download Cultural Transformations in Europe, 1450–1750

World History 1, Quarter 4, Unit 3 of 3
Cultural Transformations in Europe, 1450–1750
Overview
Overall days:
11
(1 day = 50-55 minutes)
Purpose
In the 16th century, Europe emerged as a center of economic, technological, and scientific advancements,
a hotbed of ideas and inventions that contributed much to the building of a dense global network of
human interaction. Explanations of these achievements must include the ability of Europeans to draw on
the accumulated knowledge of all Afroeurasian civilizations and on the blizzard of new information about
humankind and nature that poured into Europe from the Americas, Africa, and Asia. In this unit, students
explore major political and cultural developments in Europe. These include the cultural innovations of the
Renaissance, the rise of Protestantism as a vision of Christian faith and practice that challenged the
Roman Catholic Church, and, finally, the Scientific Revolution, a searching examination of humankind’s
place in nature and the cosmos.
Content to be learned
Processes to be used

Analyze principal aspects of Europe’s
economic strength in the 16th century.

Research why Europe achieved strong
economic growth in the 16th century.

Distinguish principal ideas, styles, and leading
figures of the Renaissance in northern Europe.


Analyze the growth and spread of the
Protestant Reformation, the ensuing Catholic
Reformation, and the causes and consequences
of religious conflict in the 16th and early 17th
centuries.
Draw upon visual, literary, and musical
sources to appreciate major elements of
northern Europe’s Renaissance.

Hypothesize why the Protestant Reformation
gained religious and political strength and why
religious conflict dominated European affairs
in the 16th and early 17th centuries.

Compare and contrast different types of
governments that existed in Europe in the 16th
century.

Determine why new ideas about nature and the
universe emerged in Europe in the 16th and
17th centuries.

Using maps, describe Europe’s major political
characteristics in the 16th century.

Characterize the Scientific Revolution and its
connections to Renaissance humanism, changes
in European Christianity, Muslim science, and
new global knowledge.
Essential questions students should be able to answer by end of unit

How did the religious and political makeup of
Western Europe change between 1450 and
1750?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

In what ways did the Scientific Revolution
change humankind’s ideas about the human
species, the natural world, and the cosmos?
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World History 1, Quarter 4, Unit 3
Version 2
Cultural Transformations in Europe, 1450–1750 (11 days)
Written Curriculum
National Standards for History (World History, Grades 5–12)
Era 6: The Emergence of the First Global Age, 1450-1770
Standard 2: How European society experienced political, economic, and cultural transformations in an age of
global intercommunication 1450-1750.
2A The student understands demographic, economic, and social trends in Europe.
Analyze the social and economic consequences of population growth and urbanization in Europe from the
15th to the 18th centuries. [Utilize visual and mathematical data]
Describe major institutions of capitalism and analyze how the emerging capitalist economy transformed
agricultural production, manufacturing, and ways in which women and men worked. [Analyze cause-andeffect relationships]
2B The student understands the Renaissance, Reformation, and Catholic Reformation.
Analyze the social and intellectual significance of the technological innovation of printing with movable
type. [Demonstrate and explain the influence of ideas]
Explain connections between the Italian Renaissance and the development of humanist ideas in Europe
north of the Alps. [Compare and contrast differing sets of ideas and values]
Evaluate major achievements in literature, music, painting, sculpture, and architecture in 16th-century
Europe. [Draw upon visual data and literary sources]
Explain discontent among Europeans with the late medieval Church and analyze the beliefs and ideas of the
leading Protestant reformers. [Marshal evidence of antecedent circumstances]
Explain the aims and policies of the Catholic Reformation and assess the impact of religious reforms and
divisions on European cultural values, family life, convent communities, and men’s and women’s
education. [Analyze cause-and-effect relationships]
Analyze causes of religious wars in 16th- and 17th-century Europe and account for the rise of religious
pluralism. [Marshal evidence of antecedent circumstances]
2C The student understands the rising military and bureaucratic power of European states between the
16th and 18th centuries.
Analyze the character, development, and sources of wealth of strong bureaucratic monarchies in the 16th
century. [Analyze cause-and-effect relationships]
2D The student understands how the Scientific Revolution contributed to transformations in European
society.
Explain connections between the Scientific Revolution and its antecedents such as Greek rationalism,
medieval theology, Muslim science, Renaissance humanism, and new global knowledge. [Marshal
evidence of antecedent circumstances]
Explain the cultural, religious, and scientific impact of astronomical discoveries and innovations from
Copernicus to Newton. [Examine the influence of ideas]
Analyze the importance of discoveries in mathematics, physics, biology, and chemistry for European
society. [Employ quantitative analysis]
Explain the development and significance of the “scientific method.” [Examine the influence of ideas]
D-94
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Cultural Transformations in Europe, 1450–1750 (11 days)
World History 1, Quarter 4, Unit 3
Version 2
Common Core State Standards for Literacy in History/Social Studies
Reading
Integration of Knowledge and Ideas
RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary
sources.
Writing
Text Types and Purposes
WHST.9-10.1
Write arguments focused on discipline-specific content.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among the
claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims
in a discipline-appropriate form and in a manner that anticipates the audience’s
knowledge level and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from or supports the
argument presented.
Research to Build and Present Knowledge
WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Notes, Clarifications, and Prerequisites
Students are being introduced to the Protestant Reformation and Scientific Revolution, as well as the
economic and political development of early modern Europe. Students will analyze these historical
developments in global context and pay close attention to issues of historical causation and significance.
The developments described in this unit set the stage for discussions about the Age of Revolution, the
starting point of their World History studies in the tenth grade.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-95
World History 1, Quarter 4, Unit 3
Version 2
Cultural Transformations in Europe, 1450–1750 (11 days)
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
World History, Pearson, 2011 (pp. 418-439, 446451, 502-538)

Analyze reasons for Europe’s economic growth
in the 16th century. (2 days)

Identify the achievements of the Northern
European Renaissance in the 16th and early
17th centuries. (2 days)

Analyze the origins and major religious and
political features of the Protestant Reformation
and how the Catholic Church responded.
(3 days)
Assessment Rubrics for High School (p. 8)
World History for Us All,
http://worldhistoryforusall.sdsu.edu

Analyze the fundamental features of Europe’s
political systems in the 16th and 17th centuries.
(2 days)

Identify how European ideas about nature and
the universe changed between 1450 and 1750,
and explain how these ideas challenged
traditional views. (2 days)

Big Era 6, Landscape Teaching Units 6.6 and
6.7

Big Era 6, Closeup Teaching Unit 6.7.1
Instructional Considerations
Key Vocabulary
absolute monarchy
limited monarchy
cosmos
oligarchy
dissenter
scientific method
divine right
sect
indulgences
theocracy
Planning and Instructional Delivery Considerations
In this unit, students explore major political and cultural developments in Europe. These include the
cultural innovations of the Renaissance, the rise of Protestantism as a vision of Christian faith and
practice that challenged the Roman Catholic Church, and, finally, the Scientific Revolution, a searching
examination of humankind’s place in nature and the cosmos.
Select from the activities and readings in the Pearson text to provide students with background
information and critical thinking opportunities that align to the learning objectives. The strategies listed
represent a menu of choices and possibilities to support each learning objective.
D-96
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Cultural Transformations in Europe, 1450–1750 (11 days)

World History 1, Quarter 4, Unit 3
Version 2
To ensure that students will be able to analyze reasons for Europe’s economic growth in the
16th century (2 days):
Based on readings in the textbook and class materials, construct a graphic organizer that charts the
evidence and reasons for economic growth in 16th-century Europe.

To ensure that students will be able to identify the achievements of the Northern European
Renaissance in the 16th and early 17th centuries (2 days):
Have small groups of students produce decks of flash cards about the Renaissance. Provide images of
art and inventions for students to use on one side of their cards. On the other side, the group will
research those creations (using the text and any other resources you choose to provide) and supply the
following information, which will be written on the other side of the associated card:
Name
Date (of invention, painting, etc., or date range of the person’s life)
Significance of the creation/invention
After students have made their cards and quizzed each other on them briefly, have students put the
cards away. Display one of the images and call on volunteers to identify the creator and explain the
importance and/or impact of these achievements. Take the opportunity to implement writing standard
for literacy in history/social studies WHST.9-10.9.

To ensure that students will be able to analyze the origins and major religious and political
features of the Protestant Reformation and how the Catholic Church responded (3 days):
Based on readings in the textbook, have students complete a Venn diagram that compares the
different beliefs of the Catholic Church and the Protestant Reformation. This is a good opportunity to
implement reading standard for literacy in history/social studies RH.9-10.9.
Create a cause-and-effect chart identifying the causes and the effects of the Protestant Reformation.
Be sure to include in the effects the Catholic Church’s responses.
Teach strategies and activities in World History for Us All, Big Era 6, Landscape Teaching Unit 6.7
(The Long Reach of the Major Religions, 1500-1800), Lesson 1: The Protestant Revolution and
Lesson 2: The Counter Reformation and Religious Struggles in Europe.

To ensure that students will be able to analyze the fundamental features of Europe’s political
systems in the 16th and 17th centuries (2 days):
Have students identify three characteristics of an “absolute” monarch and explain the extent to which
James I of England, Louis XIV of France, and Peter I of Russia were absolute monarchs. Have
students compare the governments of these rulers with those of the Netherlands and England at the
end of the 17th century. Standard 5. Historical Issues-Analysis and Decision-Making

To ensure that students will be able to identify how European ideas about nature and the
universe changed between 1450 and 1750, and explain how these ideas challenged traditional
views (2 days):
Teach strategies and activities in World History for Us All, Big Era 6, Landscape Teaching Unit 6.6
(The Scientific Revolution, 1500-1800)
Construct a timeline showing important events of the Scientific Revolution and the person or persons
associated with each. Include fields such as astronomy, mathematics, biology, chemistry, and
medicine.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-97
World History 1, Quarter 4, Unit 3
Version 2
Cultural Transformations in Europe, 1450–1750 (11 days)
Additional Teaching Strategies
Teach strategies and activities in World History for Us All, Big Era 6, Closeup Teaching Unit 6.7.1 (The
Protestant Reformation).
Have students work in small groups to examine the lives of leading European political figures such as
Henry VIII, Elizabeth I, Philip II, James I, Oliver Cromwell, Louis XVI, or Peter the Great. Incorporate
pictures and sketches with information regarding the life and accomplishments of the selected leader.
Research the trial of Galileo. Assuming the roles of defense and prosecution, conduct a simulated trial
presenting evidence of Galileo’s innocence or guilt. Evaluate the arguments presented in the context of
17th century thought and values. Standard 5. Historical Issues-Analysis and Decision-Making.
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of Martin Luther’s beliefs, ask students to respond to the
following question: “How did Martin Luther try to make the Bible more accessible to ordinary people?”
To assess the progress of understanding:

how to analyze reasons for Europe’s economic growth in the 16th century, referring to their
graphic organizers, have each student write a brief statement from the point of view of a merchant
trader trying to convince others to become merchants.

how to identify the achievements of the Northern European Renaissance in the 16th and early
17th centuries, ask students to refer to their notes and flash cards as they write a short statement in
response to the following question: “What do you think was the most significant achievement of the
Northern Renaissance, and why?” Call on volunteers to share their statements. Discuss why a student
chose one achievement over one suggested by another student.

how to analyze the origins and major religious and political features of the Protestant
Reformation and how the Catholic Church responded, have small groups of students create a
propaganda handbill listing 5–10 reasons people should join the Protestant Reformation. Then have
each student write a statement that counters one of those reasons. Call on volunteers to share their
posters and/or their counterstatements.

how to analyze the fundamental features of Europe’s political systems in the 16th and 17th
centuries, have students use their notes, textbooks, and any other resources you choose to provide as
they create a cartoon representing one of the political systems in Europe.

how to identify how European ideas about nature and the universe changed between 1450 and
1750, and explain how these ideas challenged traditional views, have students respond in writing
to the following question: “How did the new ideas about nature and the universe challenge Europe’s
traditional views?”
Other Formative Assessments
Create a brochure to persuade investors to donate money to your overseas Western European business in
the 17th century.
D-98
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Cultural Transformations in Europe, 1450–1750 (11 days)
World History 1, Quarter 4, Unit 3
Version 2
Summative Assessment
Students will use their notes to respond in writing to the following question: “In what ways did Europe
transform between 1450 and 1750?”
Provide the following guidelines: “You will address at least one major change in each of the following
categories: (1) economics, (2) politics, (3) art/culture, (4) religion, and (5) science. You may use any
combination of states/regions/individuals described in this unit. Your response will be in outline form, but
it is OK to have only one fact in any given category. Write a single conclusion statement below your
outline.”
Use the Rubric for a Writing Assignment (Assessment Rubrics for High School, p. 8) to assess.
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-99
World History 1, Quarter 4, Unit 3
Version 2
D-100
Cultural Transformations in Europe, 1450–1750 (11 days)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin