Unit 9 : Early Modern Times: Renaissance and Reformation
Chapter:
14
Essential Questions
1) Does questioning an idea, concept, or institution make it weaker or stronger?
2) In what way does art and literature emulate a society’s belief?
3) How does religion impact the actions of person?
4) What benefits can observation and experimentation bring?
The Renaissance in Italy The Renaissance Moves
North
Protestant Reformation
Reformation Ideas
Spread
The Scientific
Revolution
Concepts
Concepts
Scientific Method
Heliocentric
Concepts
Concepts
Humanism
Humanism
Features of Renaissance Art Differences between the
Italian and Northern
Renaissance
Indulgence
Reformation
Predestination
Act of Supremacy
Inquisition
Terms/Events
Terms/Events
Terms/Events
Council of Trent
Annul
Compromise
Canonized
Patron
Humanities
Perspective
Concepts
Utopia
Vernacular
Engraving
People
People
Lorenzo de Medici
Leonardo da Vinci
Michelangelo
Raphael
Baldassare Castiglione
Niccolo Machiavelli
Francesco Petrarch
Jan van Eyck
Erasmus
Thomas More
Rabelais
William Shakespeare
Miguel de Cervantes
Johann Gutenberg
95 Theses
recant
Theocracy
People
Martin Luther
John Calvin
Huguenots
John Knox
Terms/Events
People
Henry VIII
Thomas Cramner
Queen Elizabeth I
Mary Tudor (Bloody)
Cathrine of Aragon
Anne Boleyn
Edward VI
Terms/ Events
Hypotheses
gravity
People
Nicolaus Copernicus
Tyco Brahe
Johannes Kepler
Galileo Galilei
Frances Bacon
Rene Descartes
Isaac Newton
Robert Boyle
Andreas Vesalius
Galen
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I CAN:
 _____Describe why the Italian city-states were a favorable setting for a cultural rebirth (16.A.4a).
 _____Summarize the Renaissance (16.D.4)..
 _____List the themes and techniques that Renaissance artists and writers explored (16.D.4).
 _____Name the artists who brought the Renaissance to northern Europe (16.C.4c).
 _____Summarize the themes that humanist thinkers and other writers explored (16.C.4c).
 _____Explain the impact of the printing revolution on Europe (16.A.4a).
 _____Identify how the abuses of the Church sparked widespread criticism (16.D.4).
 _____Recall how Martin Luther challenged Catholic authority and teachings (16.C.4c)..
 _____Explain John Calvin’s role in the Reformation (16.C.4c).
 _____Explain why the English formed a new Church (16.A.4a).
 _____Describe the Catholic Reformation (16.D.4).
 _____Explain how astronomers changed the way people viewed the universe (16.C.4c).
 _____Use the scientific method (16.E.5a).
 _____List the advances that Newton and other scientist made (16.E.5a).
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
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.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
And/or
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.