Course Title: World History Glenbard District 87 Topic: Renaissance, Reformation, Exploration Stage 1 – Desired Results Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? Illinois State Learning Standards for Social Studies •
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15D5c: Explain how technology has affected trade in the areas of transportation, communication, finance and manufacturing. 16A4a: Analyze and report historical events to determine cause-­‐and-­‐effect relationships. 16B4a: Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships). 16B4b: Identify political ideas from the early modern historical era to the present which have had worldwide impact. 16B5c: Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history. 16C4c: Describe the impact of key individuals/ideas from 1500 – present 16C5b: Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems. 16D4: Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 16E4a: Describe how cultural encounters among peoples of the world (e.g., Colombian exchange) affected the environment, 1500 -­‐ present. 16E4b: Describe how migration has altered the world’s environment since 1450. 17A4b: Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. 17D4: Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18C4a: Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades, Imperialism). National Center for History Standards: Era 6 The Emergence of the First Global Age, 1450-1770
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Standard 1: How the transoceanic interlinking of all major regions of the world from 1450-­‐1600 led to global transformations Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-­‐1750 Standard 4: Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-­‐1750 Common Core Standards Literacy Standards for Reading and Writing in Social Studies: Students during this unit will continue to develop reading, writing, research, and analytical skills consistent with the Common Coe Literacy Standards for Social Studies. For a more specific list of these standards, please see the attached PDF file entitled, Common Core Literacy Standards Understanding(s): Students will understand that… 1. Art shapes and reflects society. 2. Governments are created to meet the needs of society and Essential Question(s): What provocative questions will foster inquiry, understanding, and transfer of learning? 1a. How did Renaissance art reflect the values of humanism, secularism, and individualism? the people they represent. 3. Religion and Philosophy shape civilization. 4. Technological developments bring change. 5. Economic systems are created to distribute resources. Knowledge: Students will know… Renaissance • Causes – trade with the Arab World • Cultural Values: Humanism, Secularism, Idealism • Artistic Developments o Perspective, balance, movement, realism • Political Developments – Machiavelli o The Prince Reformation • Impact of the Printing Press • Martin Luther, 95 Thesis, indulgences and other criticisms of the Catholic Church • Effects of the Reformation o War of religion and religious intolerance o Protestantism and the creation of new churches o Challenge to the authority of the Catholic Church  Counter Reformation Age of Exploration • Motivations: God, Gold, Glory • Causes: New Technologies – sail, compass, caravel • Impact of Africa and the Americas o Columbian Exchange o Colonization and Mercantilism o Triangular Trade 2a. How appropriate are the ideas of Machiavelli? 3a. How did the new ideas of the Renaissance foster a Protestant Reformation and the Age of Exploration? 3b. How did the Protestant Reformation effect European Society? 4a. How did new technologies bring about the Age of Exploration? 4b. Was the Columbian Exchange more positive or negative? Skills: Students will be able to … Reading: • Students will specifically focus on applying key terms and concepts to pieces of Renaissance art, distinguishing between different styles of art, analyzing and interpreting art, and using art as a primary source to draw conclusions about a historical time period. • Students will continue to analyze primary and secondary, narrative and non-­‐narrative sources to identify main ideas, evaluate key supporting details, and form logical and supported inferences. Writing: • Students will continue to develop writing skills consistent with Common Core Literacy Standards. • Third Quarter Focus  After evaluating and gathering evidence, students will be able to form an overarching claim or thesis statement as well as supporting-­‐claims.  Students will be able to provide evidence to support their claims.  Students will be able to use technology to publish/present their arguments in a multi-­‐paragraph reflection.