Unit prompt
Unit:Age of Humanism
Purpose: One Big Idea
The Italian Renaissance was a rebirth of learning that gave birth to individualism that created the drive for global exploration and human rights.
Social Studies Standard / Relationship to Unit
SS-HS-2.1.1 Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world. / The rebirth of education in the western world creates a drive for Europeans to develop ideas and technologies that lead to the development of human rights.
SS-HS-2.2.1 Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world / With the rebirth of education in Europe that leads to the development of humanism, Europeans looked to change the government institution that was interwoven with the Catholic Church in order to create a system that supported the individual right to choose.
SS-H-5.3.1 – During the Renaissance and Reformation, humans began to rediscover the ideas of the Classical Age and to question their place in the universe. / During the Renaissance many people sought to make it possible for all men to have the right to education and to ask questions about the government and religious establishment that isolated Europe from the rest of the world for generations.
SS-HS-5.3.2 Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. / The European Renaissance encouraged many to seek new forms of wealth and culture in other parts of the world. In order to accomplish this feat, Europeans created technologies and political philosophies to help them achieve high levels of wealth and to justify their motives.
SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). D / The use of primary and secondary sources help students gain a real life perspective on how the past is connected to the present.
Lesson Title / Main Ideas
The Renaissance / 1. Identify the values and ideas prized during the Renaissance
2. Explain the impact of Humanism
3. Analyze the importance of the printing press
The Reformation / 1. Analyze historical forces and religious issues that sparked the Reformation
2. Describe Martin Luther’s role in changing the Church
3. Discuss the impact of the Reformation on the Western World
Iberian Exploration / 1. Analyze the factors that led to European exploration
2. Describe how trading empires were established
3. Discuss Spanish and Portuguese impact on the Americas
North American Exploration / 1. Identify French, English, and Dutch colonial activities in North America
2. Summarize competing clams in North America
3. Describe Native American response to Europeans
Columbian Exchange /
1. Summarize the evolution of the Atlantic Trade Network
2. Discuss the consequences of the Atlantic Slave TradeLesson Title / Quiz / Points / Homework / Points
The Renaissance / 10 Questions / 10 / Daily sheet/ Art Critique / 10
The Reformation / 10 Questions / 10 / Daily Sheet/ Dante’s Inferno / 10
Iberian Exploration / 10 Questions / 10 / Daily Sheet/ Explorer’s check list / 10
North American Exploration / 10 Questions / 10 / Daily Sheet/ NA Explorers Chart / 10
Columbian Exchange / 10 Questions / 10 / Daily Sheet/ Trade Map / 10
Assessments / Points
Formative (quizzes, worksheets, ect) / 100
Summative (Unit Exam) / 50
Lesson Plan Prompt
Unit: / Lesson: / Section: / Pages: / Date:Age of Humanism / Iberian Exploration
Purpose of the Lesson:
The Renaissance led directly to the Age of Exploration. Italy dominated the Mediterranean. Other European powers envied the Venetians and Genoese their leadership position in trade with the East. It was a lucrative trade that originated on the far side of Asia and came through Arab traders of the Middle East. Other Europeans wanted to get a piece of this action.
Objectives:
1. Analyze the factors that led to European exploration
2. Describe how trading empires were established
3. Discuss Spanish and Portuguese impact on the Americas
I Can . . . / Answer the I can as if it were a question
Understand how Prince Henry influenced navigation.
Know the importance of the caravel.
Know Europeans’ main motives for making voyages of exploration.
Give the relative location of Columbus’ initial landing in the Americas.
Understand what factors helped the Spanish conquer the Aztecs.
Essential Question – Answer in no less than 3 sentences
Why were Spanish explorers drawn to the Americas?
Terms / Definition /Significance/ Date
Bartolomue Dias / Date:
Definition:
Significance:
Prince Henry / Date:
Definition:
Significance:
Treaty of Tordesillas / Date:
Definition:
Significance:
Christopher Columbus / Date:
Definition:
Significance:
Hernando Cortes / Date:
Definition:
Significance:
Colony / Date:
Definition;
Significance:
Encomienda / Date:
Definition;
Significance:
Procedure:
Day 1
1. Fill out the daily sheet then begin reading the assigned pages while attendance is taken.
2. Class discussion on the objectives and I can statements: How do you think they are related to each other?
3. Class lecture/discussion and the importance of the Iberian Expansion
4. Discuss possible answers to the Essential Question
5. Homework – I can Statements and Vocabulary
Day 2
1. Discuss the ‘I can” Statements and their relationship to the objectives.
2. Work on and complete Reading guide
3. Work on and complete map activity
4. Answer Essential question through a class discussion
Day 3
1. Check off work from Lesson 3
2. Lesson Quiz
3. ACT preparation Reading assignment
Assignments: / Points / Due Date
1. Daily Sheet / 5
2. Reading Guide/ Dante’s Inferno / 5
3. Lesson Quiz / 10
ACT Preparation Reading Assignment / 5
Age of Exploration
Prompt:The Age of Exploration and the subsequent colonization of much of the world was an ongoing project for several hundred years. Islands were still being discovered in the late 1700s. Actual colonization did not end until the last few countries in Africa gained their independence from European powers in the 1960s. The significance of all this activity is that European culture and technology was suddenly spread throughout the world. Events occurring in Europe could affect events around the world and vice versa. In fact one of the great wars of the 1700s (the Seven Years War) was sparked by a young American officer (George Washington) in the backwoods of Virginia confronting some Frenchmen in a fort. The world was suddenly a much smaller place.
Directions
1. Draw a map of the Western Hemisphere and on the other sheet draw a map of the Eastern Hemisphere.
2. Pick out 5 explorers and will pick a different colored pencil for each explorer.
3. Draw a line along the map showing the path each explorer took.
4. Take another sheet of paper to create a key. The key will include the following:
- Name of the Explorer
- Color of the explorers line of travel
- A description of each explorer that includes Name, employer, and impact on American, European, or Global Society.
Rubric:
In order to receive credit the map must include the following:
- Name of the Explorer
- Color of the explorers line of travel
- A description of each explorer that includes Name, employer, and impact on American, European, or Global Society.
Iberian Expansion Reading Guide
Directions: Answer the following questions in complete sentences.
1. What role did the Renaissance play in launching an age of exploration?
2. What was Prince Henry’s goal and who actually achieved it?
3. What did the Treaty of Tordesillas reveal about European’s attitudes toward non-European lands and peoples?
4. What were the motives behind exploration?
5. In what ways did Europeans owe some of their sailing technologies to other peoples?
6. What process did Columbus and his followers begin?
7. How might Columbus’s view of the Taino have led the Spanish to think they could take advantage of and impose their will on the native?
8. What might have been some similarities in character between Cortes and Pizarro?
9. Through what modern day states did Coronado lead his expedition?
10. What percentage did the native population decrease between 1519 and 1605? What is the significance of this decrease?