Download Author - Princeton ISD

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.