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Campus: Princeton High School Author(s): Paul Kunkel Date Created / Revised: 7/27/2011 Six Weeks Period: 3rd Six Weeks Grade Level & Course: World History Timeline: 11 Days Lesson Unit Title: Renaissance & Reformation Which subject-specific TEKS are going to be addressed in the lesson unit? 1D Identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation. Stated Objectives: TEKS Addressed in the Lesson Unit (Include TEK number and (SE) student expectation description 5 History: The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. 5A Explain the political, intellectual, artistic, economic, and religious impact of the Renaissance. 5B Explain the political, intellectual, artistic, economic, and religious impact of the Reformation. 25C Explain the relationship among Christianity, individualism, and growing secularism that begin with the Renaissance and how the relationship influenced subsequent political developments. 27C Explain the impact of the printing press on the Renaissance and the Reformation in Europe. 27D Describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide. 27E Identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. Clarifiers: (Specific concepts to be included to address the TEKS) Vocabulary Addressed What specific concepts will be included that clarify the content and satisfy the goal of the TEKS addressed in this lesson unit? Reformation, Renaissance, Martin Luther, Machavelli, DaVinci, Michelangelo, 95 Thesis, Protestant, Printing Press What unfamiliar terms will be introduced to the students that will enhance their understanding of the concept? Gutenberg, standard of living, Renaissance, humanists, Catholic, religion What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a mental set to pique the students' interest? Anticipatory Set or Introduction to Lesson Unit Students will be asked to answer the following question, “What does it mean to be a Renaissance man?” A brief discussion will commence were students will have the opportunity to develop a more concise definition of a Renaissance man. Students will later revisit this definition of Renaissance man and decide whether or not it is an accurate definition based upon what we have learned. Technology Integration: N/A Teaching What specific teaching strategies are going to be used to teach this lesson unit? What approach Strategies will be used to provide information (explain) the lesson unit to the students? Students will be presented with a multifaceted approach of instruction, including: Cooperative Learning Socratic Discussion Jigsaw Activities Document Analysis Critical Thinking Visual Presentations What modeling will take place to demonstrate what the students will do? Modeling Students will be see teacher-made examples, previous student examples and will also show and discuss their own work with the class. What initial practice of lesson skill will be used under direct supervision of the teacher? What practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take place? (List for each day of the unit: Example: Day 1, Day 2, Day 3). DAY ONE: Students will define and analyze the Renaissance period of world history. As an introduction and to help students define the renaissance by showing them examples of “renaissance” artists. Pick modern music artist who have recently made a cover song of a much older artist. Play the new song then play the old song and explain that the new artist is a renaissance artist. Follow the musical renaissance with an example from the movies. After the students have developed a working definition of renaissance begin to refine their definition. Briefly discuss the origins of the Renaissance and the basic ideas of the Renaissance and as a class refine the definition of the Renaissance. Information Source: Class activity and teacher lecture. Activities (Guided Practice and Independent Practice) (Include: Day 1, Day 2, etc…) DAY TWO: Students will begin to examine the beginnings of the Renaissance. Students will complete a classroom activity that will show the importance of the printing press to the development of the Renaissance. Students will be divided into two groups with the goal of spreading a message using only writing. One group of students will have to copy the message one at a time and pass it down the line. While the other group will get to use a printing press to spread the message (use the computer). The group that uses the printing press will always win. After the activity guide the students through the beginning of the Renaissance using lecture and the textbook. Information Source: Class activity, lecture, and textbook. DAY THREE: Students will be able to analyze why the Renaissance began in Italy and why it was a central figure in the spread of Renaissance ideas. Begin with a map of the Italian peninsula and overlay a map of Mediterranean trade routes and ask the students to hypothesize why the Italians were so influential in the creation and spread of Renaissance ideas. Using the textbook as a basis of discussion, guide the students through the Italian Renaissance and its influences on the rest of the world. Information source: Map of Italy and Italian trade routes, lecture, and textbook. DAY FOUR: Students will participate in a class debate. Students will be posed with the question, “Is the printing press the most important invention in the history of the world?” Students will be required to justify their position and attempt to prove it with examples from the textbook and their previous knowledge of history. DAY FIVE: Students will compare Renaissance artwork to other historical eras. Students will view some of the more famous pieces of art from the Renaissance and will create a list of some of the similarities and differences. Students will then view some ancient Greek and Roman artwork and compare those against the Renaissance artwork. Students will then be asked to interpret the pieces of art to define what the Renaissance artists were trying to emulate. Information source: Art presentation and instructor lecture. DAY SIX: Students will have the opportunity to examine some of the Renaissance philosophers and their influences on the history of the world. Students will be given excerpts from philosophers such as Machiavelli and asked to analyze selected passages for meaning. Create a scavenger hunt with the primary sources. Place ten different primary passages around the classroom and give students a list of clues to find within the text of the passages. The students who are correctly able to find all the clues within the primary sources wins a prize. This exercise is designed to help improve students ability to exceed on Objective 5 of the TAKS test. Information Source: Primary documents. DAY SEVEN: Students will complete a Reformation activity. As a class the students will be given the opportunity to create a list of grievances with the school administration. Explain to the students that if they perceive a problem with the school they must offer a solution. Give students around twenty minutes to develop a list of grievances and solutions to the “corruption” of the school. Take the class down to the office and post these ideas on the door of the office. After the activity students will be taken back to the classroom and will be introduced to Martin Luther and his Reformation. Information Source: Activity and classroom discussion. DAY EIGHT: Students will analyze the effects of the Reformation on Europe. The class will discuss why the Protestant Reformation was appealing to the common citizen of Europe and why people were so willing to abandon their previous faith. Using the textbook and their previous knowledge of world history and the textbook students will develop a working list of reasons why the Protestant Reformation swept through Europe. Information source: Instructor notes and textbook DAY NINE: Students will compare the Protestant Reformation to the subsequent Catholic Reformation. Using a Venn Diagram, student will compare and contrast the elements of the Protestant Reformation and the Catholic Reformation. Students will use their textbooks and the previous knowledge of the subject to develop the diagram. After students have had the opportunity to create their diagram the entire class will discuss the elements to improve the quality of each and every Venn Diagram. Information source: Textbook and class discussion. DAY TEN: Students will complete a test review to prepare for the test to commence the following day. Suggest using a Power Point Jeopardy Review Game or another version of a review game. DAY ELEVEN: Students will complete the unit test. Technology Integration: Video streaming and Power Point What check(s) will be used to determine if learners have understood the material and activities of the lesson? Checking for Understanding The students will actively take part in discussions over the material being covered. Checks for understanding will be made during discussions on specific points and emphasis will be placed on areas that are most important. Daily assignments may also serve as a means of checking for understanding. If necessary, what alternative teaching methods will be used to teach the same information or skill? Consider teaching methods that address different learning styles, e.g., auditory, visual, tactile, and kinesthetic. Opportunities to Relearn (Reteach) Students will receive re-teaching opportunities at various times throughout the lesson. Skills assessments will be done during the mired of activities. New activities and assignments will be developed to address any lack of content or skills. 1. If students have trouble mastering the fundamentals of the Reformation students will be given the opportunity to reform the classroom. Students will create a list of problems and issues from within my classroom and propose solutions in the same way the Martin Luther did. Technology Integration: N/A Accommodations for Special Populations What alternative instructional modifications and adaptations that address all learners' needs are necessary, if any? Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual. What additional teaching strategies will be used to accommodate the needs of English Language Learners during this lesson unit? Cooperative learning will be used throughout the lesson as well as peer tutoring. ELLs will be provided additional resources such as visual aids, note-taking assistance, and individualized attention as the situation merits. Strategies for English Language Learners (ELLs) Assessment or Evaluation (Formative and Summative to Assess Mastery) The below strategies will be used as applicable for each ESL student: 1. Speak clearly and demonstrate using manipulative, visual aids and gestures. 2. Summarize lesson with clear, simple statements of facts. 3. Provide alternate methods of completing assignments. 4. Ask questions requiring short answers. 5. Explain in small, distinct steps. 6. Assign tasks at the appropriate level (lower if needed). 7. Shorten length of assignments to allow for translation time. 8. Use positive reinforcements. 9. Use all learning modalities. 10. Use preferred seating near teacher or peer tutor. 11. Use fewer pronouns and minimize use of idioms. What formal assessment that provides learning criteria and indicators through traditional or alternative assessment means will be used? State what the learner will do to demonstrate understanding and mastery of objectives (this should be directly tied to the lesson unit objectives). Students will be given an evaluation that consists of multiple choice and essay questions, as well as TAKS formatted questions. What challenging instructional activities can be provided for students who demonstrate academic proficiency of curriculum objectives? Focus on Application and Transference to the "Real World". Make a connection between past and present. Enrichment / Extension Students who easily master the content will have the opportunity to critique the philosophy of Machavelli. Students will have to either agree with or against his fundamental views of how a sovereign should act towards their people. Technology Integration: N/A What very brief activity will take place that has students state or demonstrate the main objective(s) of the lesson. Closure or Ending the Lesson Unit Materials: Preparation and Resources Students will be given the opportunity to discuss whether or not they believe that the Declaration of Independence qualifies a Reformation document. Student will be provided the opportunity to establish evidence to prove their thesis. What preparation must occur before the lesson is ready? What resources should be available to the instructor and learner to appropriately and successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)? Material List: Italian peninsula map, Italian trade routes map during Renaissance, pictures of Renaissance artwork, pictures of ancient Greek and Roman artwork, Renaissance philosophers primary sources, Venn Diagram, World History: The Human Journey , Power Point Jeopardy Holt World History: The Human Journey (textbook) Materials can be found in the World History Notebook.