Unit 2: Monotheism through the Reformation
Charlotte Mecklenburg Schools
World History
Monotheism through the Reformation
Conceptual Lens: Religion, Power, Innovation
Author: Lori DiCenzo Carter
Unit Overview: Students will examine the advent of monotheistic religions in general, with specific focus on the growth
and impact of the Roman Catholic Church, the Eastern Orthodox Church, and Islam, including their growing social, political, and
economic influence in Europe, the Middle East, and Asia. In addition, students will study the social, political, religious, intellectual,
technological, and economic changes and growth that occurred during the Middle Ages and the rebirth of Europe during the
Renaissance. Special attention is paid to the interconnection between religion and power during this time period. Students will
closely compare and contrast the differing development of European nations and empires to those in the Middle East and Asia,
laying the groundwork for understanding the impact of the Age of Exploration and Discovery and the Transatlantic Slave Trade in the
next unit.
[Unit 2]
CMS Social Studies – Revised 2014-2015
Unit 2: Monotheism through the Reformation
Civics and Government
CONCEPT/CONTENT WEB
History
Power: Holy Roman Empire, Hundred Years
War, Nation-States, Manoralism
Religion: Great Schism, Battle of Tours, Crusades,
Reconquista, Inquisition
Innovation: Justinian’s Code, Magna Carta,
“The Prince”, Common Law, Civil Service
Exam
Power: Byzantine Empire, Roman Catholic Church,
Viking invasions, Song Dynasty, Mongol invasions,
Yuan Dynasty
Innovation: 95 Theses
Religion: Act of Supremacy
River Valley
Civilizations
through Fall of
Rome
Conceptual Lenses:
Civilization
Geography
Innovation
Economics and PFL
Religion: Indulgences, tithing
Power: Holy Roman Empire, Manorial System,
Tributary States,
Innovation: Banking system, Credit, Guilds, Black
Death
Geography
Religion: Judaism, Christianity, Islam
Power: Constantinople, Holy Roman Empire, England,
Pax Mongolia
Innovation: Nationalism
Culture
Religion: Judaism, Christianity, Islam, Council of
Trent, excommunication
Power: Vikings, Mongols, Protestant Reformation,
Feudal System, Inquisition
Innovation: Printing press, Humanism
CMS Social Studies – Revised 2014-2015
Unit 2: Monotheism through the Reformation
Essential Understandings (Generalizations) and Guiding (Essential) Questions:
Differences between monotheistic religions and how they impact the political, economic, and cultural development and/or expansion of major empires.
 How did the development of Judaism influence Christianity and Islam?
 What was the Jewish Diaspora and how did it affect the Jewish people?
 What was the impact of the Great Schism on the development of both the Roman Catholic and Eastern Orthodox churches?
 How did Islam expand to the Iberian Peninsula and Northern Africa? How successful was the expansion in both parts of the world?
Explain how religion influenced political power and cultural unity in various regions of Europe, Asia and Africa
 How did religious beliefs and practices allow for the development of political and cultural institutions that often unite people and group?
 What was the political significance of Europe being largely cut off from advanced civilizations in the Middle East, China, and India?
 How and why a new European civilization emerged that blended Greco-Roman, Germanic, and Christian traditions?
 What were the reasons for the emergence of “feudalism” and the development of the manor economy and political system?
 What were the causes and outcomes of the Crusades?
How and why did interaction between the Islamic world and Europe and Asia increased trade, enhanced technology innovation, and impacted scientific
thought and the arts.
 How and why did Islamic cultural achievements impact European technological advances after the Middle Ages?
 How was the Byzantine Empire influenced by both Europe and the Islamic world?
 What role did the Mongol invasions have on the opening of trade routes in Asia?
 How did the discovery of the many new goods, people, and information that was carried back to Europe impact advances in navigational technology
and increased trade? How did these advances lead to the Renaissance?
Explain how interest in classical learning and religious reform contributed to the Renaissance and Reformation.
 How did the study and preservation of Greek and Roman classics by Islamic Civilizations impact Europe and lead to the Renaissance?
 How did the invention of the printing press impact the Renaissance and Reformation?
 How did renewed interest in the arts and literature aid in the cultural and economic recovery of European kingdoms and empires?
 How was the renewed interest in Greek philosophy related to the rise in humanism and secular thinking?
CMS Social Studies – Revised 2014-2015
Unit 2: Monotheism through the Reformation
Essential Standard Correlations:
HISTORY
WH.H.1.1
WH.H.1.3
WH.H.1.4
GEOGRAPHY &
ENVIRONMENTAL LITERACY
WH.H.1.2
WH.H.1.3
WH.H.2.5
WH.H.2.6
WH.H.2.7
WH.H.2.9
WH.H.3.1
WH.H.3.2
WH.H.3.3
WH.H.3.4
WH.H.4.1
WH.H.4.2
CIVICS AND
GOVERNMENT
WH.H.1.2
WH.H.1.3
WH.H.2.5
WH.H.2.8
WH.H.2.9
WH.H.3.1
WH.H.3.2
WH.H.4.2
ECONOMICS &
FINANCIAL LITERACY
WH.H.1.2
WH.H.1.3
WH.H.2.5
WH.H.2.7
WH.H.2.8
WH.H.2.9
WH.H.3.3
WH.H.3.4
CULTURE
WH.H.1.2
WH.H.1.3
WH.H.2.4
WH.H.2.5
WH.H.2.7
WH.H.2.8
WH.H.2.9
WH.H.3.1
WH.H.3.2
WH.H.3.3
WH.H.3.4
WH.H.4.1
WH.H.4.2
Unit Vocabulary
Tier 1
Government
Religion
Free
Geography
Laws
Slave
Church
Farm
Paint
Rule
Change
Marry
Travel
Defend
CMS Social Studies – Revised 2014-2015
Tier 2
Tier 3
Vikings
Knights
Pope
Patron
Classical
Social
Political
Intellectual
Technology
Economic
Agriculture
Invade
Reign
Explore
Missionary
Crusades
Reconquista
Vernacular
Secular
Humanism
Excommunication
Indulgences
Inquisition
Heretic
Medieval
Renaissance
Reformation
Tribute/Tributary States
Unit 2: Monotheism through the Reformation
Key People
Justinian
Charlemagne
Joan of Arc
Genghis Khan
Kublai Khan
Marco Polo
DeMedici Family
Michelangelo
Leonardo DaVinci
Johannes Gutenberg
Thomas Moore
Erasmus
William Shakespeare
Martin Luther
John Calvin
Henry VIII
Jesuits
Ignatius of Loyola
Elizabeth I
By the end of this unit, students should be able to state…

I can … explain how the Fall of Rome impacted the Middle Ages.

I can … demonstrate understanding of the economic impact of the manorial system on Medieval Europe.

I can … explain division between the Catholic and Eastern Orthodox churches and the consolidation of power in those parts of the world.

I can … explain the spread of Islam, the geographic regions where it spread, and where that spread was successful.

I can …demonstrate understanding of the social, political, and economic influence of the Roman Catholic Church in Medieval Europe.

I can … List and describe major societies throughout the world and the characteristics of these societies.

I can…compare and contrast the different feudal societies through the middle ages

I can…define feudalism and cultural diffusion and link to the beginning of the Renaissance

I can…understand the connection of geography to global conflict (both religious and territorial)

I can…evaluate the impact of the “Black Plague” on society in the Middle Ages

I can…understand the roles within a feudal society and their interrelation to each other

I can…evaluate primary and secondary source governing documents and make connections to modern day systems

I can…create maps and charts that evaluate statistical data from the Crusades, Black Plague and the Inquisitions.
CMS Social Studies – Revised 2014-2015
Unit 2: Monotheism through the Reformation
Historical Thinking Skills and Connections
Chronological Thinking
Historical Comprehension
Historical Analysis
Historical Research




Learning
Activities


Create an annotated timeline
on the events of the Middle
Ages and the Renaissance
Create historical markers to
annotate geographically major
events through time
Create a cause and effect
sequence chart between
multiple primary documents
and pair that sequence with a
timeline of events through a
specific revolution in order to
compare and contrast actions
and the literature that
paralleled it.

CMS Social Studies – Revised 2014-2015
Choose one or two
documents to quickly
engage students, focus
classroom activity, and
spark conversations. Pick
from one of five modes —
Discussion Topic,
Spotlight, Zoom/Crop,
Compare and Contrast, or
White out/Black out — to
frame documents and
guide students as they
analyze, focus on specific
content, examine
document details, and
form hypotheses
Assign student groups and
using SPRITE or PERSIA,
have students classify the
achievements and
accomplishments that
occurred during the
Renaissance or the
Reformation. Have
students present their
findings.


Choose a set of documents to
locate on a historic or outline
map. Plot primary sources
around the map and ask
students to form geographic
conclusions; ask students to
analyze documents and
position them on the map; or
use the drawing tools to
visualize geographic or
manmade features.
Choose representative
primary source works of art
(paintings, sculpture,
architecture) and ask students
to analyze the importance of
the works to the particular
civilization and the
impact/influence the works
have on today’s society.
Provide a selection of
documents for students to
read that relate to the rise
and/or fall of various
civilizations. Conduct a
Socratic seminar on one of the
higher level questions
outlined below




Compare and contrast the
development of the Roman
Catholic and the Eastern
Orthodox churches.
Compare and contrast the
development of the early
Christian churches to Islam.
Evaluate the use of religion
as a means of enforcing laws
and maintaining social
order.
Compare and contrast the
rights of women during the
Middle Ages and
Renaissance periods.
Create a document-based
question based on one of
the governing documents
written during this time
period. Include a selection
of documents and wellwritten essay questions.
Unit 2: Monotheism through the Reformation
Informal Questions to Ask Students (Possible Warm Up, Quick Write or Exit Ticket Questions)
Chronological Thinking
Historical Comprehension
Historical Analysis
Remember
When did Islam begin as a faith?
What were the main causes of Compare and contrast the political
the split between the Roman
systems developed in the Middle
Catholic and Eastern Orthodox Ages and Renaissance to those
churches?
reflected in our nation today?
Understand
How would you explain the social
What were some of the
How would you compare and
class system that existed in feudal
classical ideas that resurfaced contrast the economic strengths
Europe?
in Europe during the
of India and China during this time
Renaissance?
period?
Apply
How did invention of the printing
How did the success of Islamic What facts would you gather to
press impact society?
civilizations compare to
support that Martin Luther was a
Europe during the Middle
reluctant reformer?
Ages?
Analyze
What was the importance of
What impact did the Magna
What comparisons can you draw
Justinian’s Code?
Carta have on the relationship between the leadership of Henry
between people and their
VIII and Martin Luther?
king?
Evaluate
In what ways Islam impact the
What examples would you cite Which of the legacies of
Iberian Peninsula? Examine social, to support the continuation of Reformation do you believe is
political and economic influences
arts and learning in the Middle most important? What examples
over time.
East and Asia prior to the
can you cite to support your
Renaissance?
judgment?
Create
Based on the political changes that How would you modify Magna Can you propose an alternative
impacted England as a result of
Carta to provide legal
plan the Catholic Church could
Henry VIII’s Act of Supremacy, can
protections and rights to all
have used to avoid the Protestant
you propose an alternative timeline social classes?
Reformation? How would your
of events that would have
proposal prevent the split in the
impacted England differently?
Church?
Examine at least 4 events and
provide evidence to support your
theory.
CMS Social Studies – Revised 2014-2015
Historical Research
What economic impact did the
Black Death have on its
survivors?
In what ways did the Roman
Catholic Church respond to the
Protestant Reformation?
What evidence can you find to
support that social stratification
was a direct result of the Fall of
Rome?
Why did the Catholic Church call
for the Crusades? What did this
call say about the power of the
pope?
In what ways are the Five Pillars
and the Ten Commandments the
same? In what ways are they
different?
What document based question
could you create that would
support an unbiased analysis of
the Roman Catholic Church’s
perceived need for the
Inquisitions?
Unit 2: Monotheism through the Reformation
Performance Task and Scoring Guides/Rubric
Generalizations:
 The Middle Ages were a period of invasions, lower intellectual output, disease, and death.
 The Roman Catholic Church played a major role in the development of Europe over time.
 The continued intellectual development of Islamic and Asian civilizations contributed to the Renaissance in Europe.
 The Renaissance was a period of rebirth in Europe that led to the questioning of authority, leading to major changes in the Roman Catholic Church.
Why: To reinforce student understanding of the importance of preservation of classical works by Islamic and Asian civilizations, as well as how renewed interest in the classics
led to the eventual global exploration.
How: Research the changes that took place in the lives of Europeans beginning with the Middle Ages and concluding with the tremendous rebirth and renewed interest in
classical learning during the Renaissance. Students will further investigate how the growth in classical learning led individuals and groups to question those with authority,
creating significant change in long standing institutions.
What: Analyze the ways in which changing social, political, religious, intellectual, technological, and economic improved the lives of people during this time period and lead to
global innovation and completion for new resources.
Performance Task Summary:
Using a before and after chart (see example) students will evaluate life in Europe prior to the Renaissance and Reformation and after these movements. The student should
examine how the Renaissance and Reformation helped people change the overall view of the individual man, led to new religious thinking, and the perception of the world.
Once the chart is completed, students should pair up with a classmate to present a brief dramatic skit that shows life in Europe before and after these events. One student
should take on the character of a person living in Europe during the High Middle Ages and the other a person living in the late 1500’s. The skit should address social, political,
religious, intellectual, technological, and economic factors that influence the daily life of each character.
Performance Task Criteria:
Using a chart similar to the one below, students will research living conditions during the Middle Ages and after the recovery known as the Renaissance and Reformation.
Students should address the following questions:
 How did the social conditions differ during these time periods? Did the social class systems stay the same or change?
 What was the political climate during this time period? Who was the main authority and why?
 What role did religion play during both time periods? What attributed to this change, if any?
 What intellectual contributions helped create a more education population?
 What technological advances improved living conditions?
 How did the economic systems in place impact the lives of the people during these time periods?
CMS Social Studies – Revised 2014-2015
Unit 2: Monotheism through the Reformation
Life in Europe
Life in Europe
prior to the Renaissance and Reformation
after the Renaissance and Reformation
CMS Social Studies – Revised 2014-2015
Unit 2: Monotheism through the Reformation
Performance Task Rubric:
Performance Task
1
2
3
4
Needs Improvement
Improving
Meets Standards
Exceeds
Before and after chart
shows how these
helped change the view
of the individual
Chart shows limited effort
but does not address any
views of the individual
Before and after chart
shows how these led to
new religious thinking
Chart shows limited effort
and does not address any
changes in religion
Chart shows some effort
and addresses 1 way that
the individual was viewed
before and after these
events
Chart shows some effort
and addresses 1 way that
religion was changed before
and after these events
Before and after chart
shows the changes in
perception of the world
Shows limited effort and
does not address any
changes in people’s
perceptions of the world
No personal experience
was included to relate
content to audience
Chart shows effort and
addresses 2 ways the
individual was viewed
before and after these
events
Chart shows effort and
addresses 2 ways that
religion was changed
before and after these
events
Shows effort and
addresses 2 ways that
peoples’ perceptions were
changed
Students adopted a
character and addressed 3
to 5 ways their life was
affected
At least 3 to 4 pieces of
information in each SPRITE
category was presented
Skit addresses changes
from the perspectives of
Europeans living in the
time periods.
Skit included evidence
from all SPRITE areas
Mechanics –
Grammar and Spelling
Information was limited
and did not adequately
cover all of the SPRITE
areas
There are 5 or more
errors in grammar or
spelling.
CMS Social Studies – Revised 2014-2015
Shows some effort and
addresses 1 way that
peoples’ perceptions were
changed.
Students adopted a
character but only
addressed 1 or 2 ways their
life was affected
At least 1 to 2 pieces of
information in each SPRITE
category was presented
There are 3 or 4 errors in
grammar or spelling.
There are only 1 or 2
errors in grammar or
spelling
Standards
Chart shows exemplary effort
and at least 3 ways the
individual was viewed before
and after these events
Shows exemplary effort and
least 3 ways religion was
viewed before and after these
events
Shows exemplary effort and
addresses at least 3 ways that
peoples’ perceptions were
changed.
Students adopted a character
and addressed more than 5
ways their life was affected
At least 5 pieces of
information in each SPRITE
category was presented.
There are no errors in
grammar or spelling.
Unit 2: Monotheism through the Reformation
Unit Resources
Unit Number - 2
Unit Title – Monotheism through the Reformation
Resource Title
Location
Art of Medieval
https://www.khanacademy.org/humanities/medieval-world
Europe
Art of the Renaissance https://www.khanacademy.org/humanities/renaissance& Reformation
reformation
Summary
Provides a solid basic introduction to the art of theMedieval World; suitable for
comparing both Italian and Northern Renaissance art.
Provides a solid basic introduction to the art of the Renaissance & Reformation;
suitable for comparing Medieval Art.
Windsor Castle
https://www.youtube.com/watch?v=fUDDsZ2I_gk
Muslim Learning
http://study.com/academy/lesson/muslim-learningscientific-artistic-medical-literary-accomplishments.html
History Teachers
(YouTube)
https://www.youtube.com/user/historyteachers/videos?sort
=dd&view=0&shelf_id=1
BBC: Middle Ages &
the Black Death
http://www.bbc.co.uk/history/british/middle_ages/black_01
.shtml
Extremely clever video music series that uses the music of popular songs and
rewrites the lyrics to explain historical concepts. Many Middle Ages, Renaissance,
and Reformation songs.
Well-written articles, including how the plague spread to Ireland and an
examination of modern day occurrences.
How Michelangelo
Worked
http://www.missedinhistory.com/podcasts/howmichelangelo-worked/
Interesting biographical overview of Michelangelo’s life, lasting approximately 25
minutes. Great to use with a listening guide improve listening skills.
Discovery Education
Let’s Look at World Religions Series
Mankind: The Story of
All of Us
http://www.history.com/shows/mankind-the-story-of-all-ofus
Crash Course
https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80
C9
Crash Course Viewing
Guides
https://sites.google.com/a/bisdmail.net/elk-worldhistory/assignments/crashcoursefillintheblanknotes
Stanford History
Education Group
https://sheg.stanford.edu/intro-materials
Videos, each approximately 20 minutes in length, providing a solid explanation of
the world’s five major religions. Also has a video on Sikhism for use later in the
school year.
While not perfect, this attention getting program holds the attention of students.
Some interesting material for use throughout the school year. Also useful in
“flipping” the classroom.
Hosted by Fault in Our Stars author John Greene, this video series is based on the
AP World History curriculum. Greene talks really throughout the approximately 1012 minute videos that cover topics from Agricultural Revolution to Globalization,
and everything in between. However, they are extremely informative! Another
useful source for flipping the classroom. See information below for viewing guides.
Fill in the blank notes for Crash Course World History videos. A word of caution:
notes are not a complete transcript of each episode. View/complete prior to
assigning to students.
Outstanding resource includes downloadable lesson plans, documents, timelines,
and PowerPoint. Includes a wide variety of additional world history topics.
CMS Social Studies – Revised 2014-2015
Video tour of Windsor Castle, oldest continually inhabited castle in the world; built
by William the Conqueror. Produced by the British Monarchy
Excellent explanation of Muslim achievements during the Middle Ages. Includes
video and a quiz. Produced by study.com
Unit 2: Monotheism through the Reformation
CMS Social Studies – Revised 2014-2015