[Content Area and Grade]
[Summary of Unit]
Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.
Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.
Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.
Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.
Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.
CEPA Overview…………………………………………………………………………………………………………………………..……………… p.
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
Stage 1 Desired Results
ESTABLISHED GOALS G
WHI.29 Describe the origins and development of the Renaissance, including the influence and accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael, Shakespeare, and Johannes Gutenberg. (H)
WHI.30 Describe origins and effects of the Protestant Reformation. (H)
WHI.31 Explain the purposes and policies of the Catholic Counter-Reformation, including the influence and ideas of Ignatius Loyola. (H)
WHI.32 Explain the role in the wars among European nations in the 15th and 16th centuries. (H) / Transfer
Students will be able to independently use their knowledge to:
· Analyze and resolve conflicts in order to work and live cooperatively with others.
· Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy.
· Critically appraise historical and contemporary claims/decisions.
· Apply concepts and systems of economics to participate productively in a global economy.
Meaning
UNDERSTANDINGS U
Students will understand that…
1. Government and economics affect cultural achievements.
2. Established religious and the advancement of society often clash.
3. Explosions of ideas often have unintended consequences and unpredictable effects.
4. Influence and achievements of individuals has had profound effects on society.
5. Good leadership qualities don’t necessarily make a good person. / ESSENTIAL QUESTIONS Q
1. How did the Roman Catholic Church deal with political, economic and social changes during the Renaissance?
2. Does technology improve society?
3. How did humanism contribute to individual creativity?
4. Did the Protestant Reformation actually help the Catholic Church become a stronger institution?
5. Did the growing global economy improve the lives of people of Western Europe?
6. Is it more important for a leader to be feared or loved by his/her citizens?
7. Can science and religion coexist?
8. What role do the arts have in the development of society?
9. Is the idea of being a Renaissance man still important today?
10. Will there ever be another cultural shift like the one that occurred during the Renaissance?
11. Do good leaders have to be good people?
Acquisition
Students will know…
1. Contributing factors that caused the decline of Feudalism led to the birth of the Renaissance.
2. Summarize key aspects of the lives and achievements of Renaissance figures, such as Leonardo da Vinci, Michelangelo, Ncolaus Copernicus, William Shakespeare, and Niccolo Machiavelli.
3. Describe key Renaissance advances in literature, the arts, and science that were made during the period.
4. Identify corrupt practices and key events that weakened the Catholic Church.
5. Describe the theological, political, and religious ideas of religious reformers.
6. Identify factors that contributed to the spread of Protestant ideas thoughout Europe.
7. Analyze how the Counter Reformation revitalized the Catholic Church and slowed the spread of the Reformation.
8. Identify and describe key beliefs and practices of different forms of Christianity.
K / Students will be skilled at… S
1.Recognize, define, and use content specific vocabulary related to the Renaissance and Reformation.
2. Identify, examine, and interpret primary and secondary source documents to increase understanding of events and life during the Reformation and Renaissance.
3. Make connections between the past, present, and future events. For example the Scientifific Revolution and Age of Exploration.
4. Select and defend positions in writing, discussion, and debate.
5. Make connections from historic events from the Renaissance and Reformation to currnet world events.
6. Interpretation of Classical, Medieval, and Renaissance art. Understanding techniquess and content that are specific to that period in history.
7. Express their understanding through writing, visual and oral and audio presentations.
Stage 2 – Evidence
Evaluative Criteria / Assessment Evidence
CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT
-Assume the role of a major Renaissance figure. You will create a “Facebook” page on a poster board. Included on each poster will be essential biographical info, accomplishments, photographs and drawings, friends (other Renaissance figures) and family lists. This will also include chats and conversations between your Facebook person and other Renaissance figures.
-Write a speech from the point of view of Martin Luther. The speech should include biographical information about Luther as well as a list of church abuses. Your audience is a crowd gathered at a church located near the University of Wittenburg on October 31, 1517, the same day he nailed the 95 Theses to the church door. Your speech should be written in the voice of Martin Luther and contain key vocabulary from the Reformation.
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-Oral Students write and present a 3-4 minute song about a Renaissnace or Reformation figure.
-Written - Objective tests with multiple choice, matching and short essay questions.
- Oral-Debates between student groups taking both sides of the controversial religious and academic issues of the Renaissance and the Reformation.
-Visual-Beat the Master. Students will explore a piece of Renaiissance art by completing the second half of the masterpiece. They will write a short history of the piece. They will also give their interpretation and discuss five aspects of the piece that show it was created during the Renaissance period.
-Written-Machiavelli or More. Students will compare and contrast the philosophies of Renaissance writers Nicolo Machiavelli and Thomas More. They will learn the life experiences that influenced each man. Students will be put in pairs and given 10 quotes. They will have to interpret the quotes and assign the each quote to one of the Renaissance thinkers.
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Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
· Lesson 1: Introduction- Causes of the Renaissance-In this lesson students will learn and discuss the factors that encouraged the rebirth in culture and shift from Medieval times to the Renaissance.
· Lesson 2: What was the Renaissance?-In this lesson, students will examine the Renaissnce thru achievements in engineering, architecture, sculpting, science, art, and literature.
· Lesson 3: Leading Figures of the Renaissance-Students identify leading figures of the Renaissance and delve into the contributions of figures such as da Vinci, Michelangelo, Shakespeare, Coppernicus, and Vesalius.
· Lesson 4:What Caused the Reformation-Students analyze major causes of the Protestant Reformation. Additionally, students wil examine the key contributions made by Martin Luther in the creation of the Protestant Church, as well as the sections of Protestantism that emerge from this movement.
· Lesson 5:The Catholic Response-Students will learn and discuss the Catholic Response to the Protestant Reformation. Included will be an analysis of changes in practice made by the Catholics as well as a defense fo some of their practices and policies.
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Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTigheUsed with Permission
July 2012
Lesson 1
Brief Overview: <type here>
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Content Area/Course: <type here>
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Lesson: <type here>
Overview: <type here>
By the end of this lesson students will know and be able to:
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Essential Question addressed in this lesson:
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Pre-Assessment
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Information for Teacher
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Lesson Sequence
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Formative assessment:
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Resources for Lesson 1
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Curriculum Embedded Performance Assessments (CEPA)
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