Renaissance and Reformation
Essential Questions
1) What was the “new conception of mankind” which emerged during the Renaissance, and how does it compare to contemporary views of
mankind?
2) How did humanism affect both Renaissance thinking & contemporary attitudes?
3) How & why did Renaissance art change?
4) What were the new monarchs like and who were they?
5) Why did the Reformation occur?
6) How did the Reformation change the world religiously, politically, economically, and socially?
7) Was the status of women and children in European society changed by the Reformation?
Northern Renaissance
Southern Renaissance
Reformation
Concepts
Renaissance
Vernacular
Secularism
Individualism
Christian humanists
Concepts
Renaissance
Quintilian
Humanism
Oligarchies
Patrons
Topics
War of the Roses
Bourgeoisie
Charters
Printing press
Thomas More & Utopia
Erasmus & In the Praise of Folly
Topics
Dante & The
Divine Comedy
Guilds
Castiglione & The Courtier
Machiavelli & The Prince
Florence
Concepts
Reformation
Mysticism
Indulgence
Protestant
Anabaptists
Act of Supremacy
Act of Uniformity
Council of Trent
Huguenots/Edict of Nantes
People
Louis XI
Fuggers
Petrarch
Johann Gutenberg
People
Lorenzo the
Magnificent
Michelangelo
Leonardo
Topics
Thomas à Kempis & The Imitation of Christ
95 Theses
Diet of Worms
Edict of Worms
Peace of Augsburg
St. Ignatius Loyola & the Jesuits
People
John Wycliff
Jan Huss
Girolamo Savonrola
Martin Luther
Pope Leo X
Johann Tetzel
Charles V
Ulrich Zwingli
John Calvin
Henry VIII
“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:
_____ Explain how the cities of northern Italy helped create the Renaissance movement.
_____ Describe the ways literature, arts, and religion changed during the Renaissance and Reformation.
_____ Explain how the Northern Renaissance differed from the Italian Reanaissance.
_____ Explain the role church leaders and patrons had in the development of arts.
_____ Describe the concept of Humanism and how this challenged and also supported the Church during this era.
_____ Differentiate the major teachings of Lutheranism, Calvinism, and Anglicanism.
_____ Discuss the goal of the Catholic Counter Reformation.
_____ Discuss the contradictions between Martin Luther the religious leader and the role Luther played politically.
_____ Analyze what political, economic, and social factors helped bring about the Reformation.
_____ Debate the role of the individual in shaping the course of historical events.
Essay Questions:
1. Discuss how Renaissance ideas are expressed in the Italian art of the period, referring to specific individuals and their works.
2. Explain the ways in which Italian Renaissance humanism transformed ideas about the individual’s role in society?
1. Compare and contrast the attitudes of Martin Luther and John Calvin toward political authority and social order.
2. Compare and contrast the motives and actions of Martin Luther in the German states and King Henry VIII in England in bringing about
religious change during the Reformation.
Common Core Reading Standards:
CC.11-12.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CC.11-12.R.L.2 Key Ideas and Details: Determine two or more themes or central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of
the text.
CC.11-12.R.L.3 Key Ideas and Details: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story
or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CC.11-12.R.L.5 Craft and Structure: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice
of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
CC.11-12.R.L.6 Craft and Structure: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CC.11-12.R.L.7 Integration of Knowledge and Ideas: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)
CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
CC.11-12.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the
range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–
CCR text complexity band independently and proficiently.
Common Core Literacy Standards:
CC.11-12.W.HST.1 Text Types and Purposes: Write arguments focused on discipline-specific content.
CC.11-12.W.HST.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
CC.11-12.W.HST.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
CC.11-12.W.HST.1.c Text Types and Purposes: Use words, phrases, and clauses as well as varied syntax to link the major sections of the
text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
CC.11-12.W.HST.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
CC.11-12.W.HST.1.e Text Types and Purposes: Provide a concluding statement or section that follows from or supports the argument
presented.
CC.11-12.W.HST.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CC.11-12.W.HST.5 Production and Distribution of Writing: 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.
CC.11-12.W.HST.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new arguments or information.
CC.11-12.W.HST.10 Range of Writing: 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.