Unit prompt
Unit:
Age of Humanism
Purpose: One Big Idea
The Italian Renaissance was a rebirth of learning that gave birth to individualism that created the drive for
global exploration and human rights.
Social Studies Standard
SS-HS-2.1.1 Students will explain how belief systems,
knowledge, technology and behavior patterns define
cultures and help to explain historical perspectives and
events in the modern world.
Relationship to Unit
The rebirth of education in the western world
creates a drive for Europeans to develop ideas and
technologies that lead to the development of human
rights.
SS-HS-2.2.1 Students will explain how various human
needs are met through interaction in and among social
institutions (e.g., family, religion, education,
government, economy) in the modern world
With the rebirth of education in Europe that leads to
the development of humanism, Europeans looked to
change the government institution that was
interwoven with the Catholic Church in order to
create a system that supported the individual right
to choose.
During the Renaissance many people sought to make
it possible for all men to have the right to education
and to ask questions about the government and
religious establishment that isolated Europe from
the rest of the world for generations.
The European Renaissance encouraged many to seek
new forms of wealth and culture in other parts of
the world. In order to accomplish this feat,
Europeans created technologies and political
philosophies to help them achieve high levels of
wealth and to justify their motives.
SS-H-5.3.1 – During the Renaissance and
Reformation, humans began to rediscover the ideas
of the Classical Age and to question their place in
the universe.
SS-HS-5.3.2 Students will explain and give examples of
how new ideas and technologies led to an Age of
Exploration by Europeans that brought great wealth to
the absolute monarchies and caused significant political,
economic and social changes (disease, religious ideas,
technologies, new plants/animals, forms of government)
to the other regions of the world.
SS-HS-5.1.1 Students will use a variety of tools (e.g.,
The use of primary and secondary sources help
students gain a real life perspective on how the past
primary and secondary sources, data, artifacts) to
analyze perceptions and perspectives (e.g., gender, race, is connected to the present.
region, ethnic group, nationality, age, economic status,
religion, politics, geographic factors) of people and
historical events in the modern world (1500 A.D. to
present) and United States History (Reconstruction to
present). D
Lesson Title
The Renaissance
Main Ideas
1. Identify the values and ideas prized during the
Renaissance
2. Explain the impact of Humanism
3. Analyze the importance of the printing press
The Reformation
1. Analyze historical forces and religious issues that
sparked the Reformation
2. Describe Martin Luther’s role in changing the
Church
3. Discuss the impact of the Reformation on the
Western World
1. Analyze the factors that led to European
exploration
2. Describe how trading empires were established
3. Discuss Spanish and Portuguese impact on the
Americas
1. Identify French, English, and Dutch colonial
activities in North America
2. Summarize competing clams in North America
3. Describe Native American response to Europeans
1. Summarize the evolution of the Atlantic Trade
Network
2. Discuss the consequences of the Atlantic Slave
Trade
Iberian Exploration
North American Exploration
Columbian Exchange
Lesson Title
The Renaissance
The Reformation
Iberian Exploration
North American Exploration
Columbian Exchange
Assessments
Formative (quizzes, worksheets, ect)
Summative (Unit Exam)
Quiz
10 Questions
10 Questions
10 Questions
10 Questions
10 Questions
Points
10
10
10
10
10
Points
100
50
Homework
Daily sheet/ Art Critique
Daily Sheet/ Dante’s Inferno
Daily Sheet/ Explorer’s check list
Daily Sheet/ NA Explorers Chart
Daily Sheet/ Trade Map
Points
10
10
10
10
10
Lesson Plan Prompt
Unit:
Age of Humanism
Lesson:
Reformation
Section:
Pages:
Date:
Purpose of the Lesson:
The Reformation was a period in which Europeans sought a new form of Christianity that allowed the
individual to have a personal relationship with God. This form of Christianity not only causes dismay within
the Catholic Church but also emboldens the movement to create individual rights throughout society. This
movement leads to rebellion against the political and social establishment across Europe that encourages
Europeans to search for a land in which they can worship freely with out government interference.
Objectives:
1. Analyze historical forces and religious issues that sparked the Reformation
2. Describe Martin Luther’s role in changing the Church
3. Discuss the impact of the Reformation on the Western World
I Can . . .
I can name the major reasons for the Reformation.
Answer the I can as if it were a question
I can list Martin Luther’s three main beliefs.
I can state why Henry VIII split from the Roman
Catholic Church.
I can list the main activities of the Jesuits.
I can state the outcome of the Council of Trent.
Essential Question – Answer in no less than 3 sentences
In what ways did the Reformation help shape the modern world?
Terms
Indulgence
Reformation
Lutheran
Protestant
Peace of Augsburg
Annul
Anglican
Definition /Significance/ Date
Date:
Definition:
Significance:
Date:
Definition:
Significance:
Date:
Definition:
Significance:
Date:
Definition:
Significance:
Date:
Definition:
Significance:
Date:
Definition;
Significance:
Date:
Definition;
Significance:
Procedure:
Day 1
1. Fill out the daily sheet then begin reading the assigned pages while attendance is taken.
2. Class discussion on the objectives and I can statements: How do you think they are related to each other?
3. Class lecture/discussion and the importance of the Reformation
4. Discuss possible answers to the Essential Question
5. Homework – I can Statements and Vocabulary
Day 2
1. Discuss the ‘I can” Statements and their relationship to the objectives.
2. Work on and complete Reading guide
3. Work on and complete Dante’s Inferno
4. Answer Essential question through a class discussion
Day 3
1. Check off work from Lesson 2
2. Lesson Quiz
3. ACT preparation Reading assignment
Assignments:
1. Daily Sheet
2. Reading Guide/ Dante’s Inferno
3. Lesson Quiz
ACT Preparation Reading Assignment
Points
5
5
10
5
Due Date
Dante’s Inferno
Prompt:
During the Renaissance the movement to create a society in which freedom of expression was
acceptable filtered into society’s largest institution, the Catholic Church. The Protestant Reformation
was a movement in which Europeans sought religious freedom in order to personalize their religious
experience. Many writes of the period expressed their desire for religious freedom in their works. The
Divine Comedy is a story about a man who takes a journey through Hell then into Heaven seeking
answers to his religious questions.
Directions
Read the excerpt from the Divine Comedy and answer the following question in paragraph form.
How does the Divine Comedy reflect the Humanistic movement of the Renaissance?
Rubric:
In order to receive credit the paragraph must include the following:
1. Must be 5-6 sentences in length.
2. Must briefly summarize the excerpt.
3. Must explain how the story reflects both the Renaissance and the Reformation.
4. Must explain how the message of the story impacts the future of the Western World.
INFERNO -- Canto XXXIV
Lucifer, Judecca
"‘The Banners of the King of Hell Advance’
Closer to us," my master said; "so look
Straight ahead and see if you can spot them."
Notes
1 Vexilla regis prodeunt inferni:
the opening line, quoted in Latin
by Dante, is a slightly parodied
version of a sixth-century hymn
by Fortunatus. The pilgrims
reach the fourth zone of
Cocytus which is called Judecca
(l. 117) for the traitor Judas.
5
Just as when a thick fog starts to settle
Or when evening darkens all our hemisphere,
Far-off a windmill appears to be rotating,
So I thought I saw such a structure there.
Then out of the wind I stepped back behind
My guide, because there was no other shelter.
10
15
I was now — and with fear I set it down
In verse — where the shades were wholly sealed
And yet showed through below like straws in glass.
Some of them lie flat, some stand upright,
One on his head and one upon his soles;
Another, like a bow, bends face to foot.
When we had made our way so far forward
That my master sensed it time to show me
The creature who was once so beautiful,
20
20 Dis is another name that
Dante uses for Lucifer. He is
also addressed as Satan in l.
73.
He took a step aside and made me stop;
"Look at Dis," he said, "look at the place
Where you must arm yourself with steadfastness."
How faint and frozen, reader, I grew then
Do not inquire: I shall not write it down,
Since all my words would be too few and weak.
25
30
I did not die and still I did not live.
Think for yourself — should you possess the talent —
What I became, robbed of both life and death!
The emperor of the kingdom of despair
Rose up from mid-chest out of the sheer ice;
And I come closer to a giant’s height
Than giants match the size of his huge arms:
See now how large the whole of him must be
If it’s proportionate to that one part!
35
Were he once as beautiful as now he’s ugly
(And yet he raised his fist against his Maker!)
Well may all our grief come down from him!
34 Lucifer (a word derived from
Latin, meaning "bearer of light")
was beautiful before he rebelled
against God.
Oh how much wonder was it for me when
I saw that on his head he had three faces:
One in front — and it was fiery red —
40
45
And two others, which joined onto this one
Above the center of his shoulder blades,
And all three came together at his crown.
The right face seemed halfway white and yellow
While the left one looked the color of the race
That lives close to the source of the Nile.
Beneath each face there sprouted two large wings,
Suitably massive for such a bird of prey:
I never sighted sails so broad at sea.
50
They had no feathers but looked just like a bat’s,
And he kept flapping these wings up and down
So that three winds moved out from in around him:
This was the cause Cocytus was all iced.
With six eyes he wept, and from his three chins
Dripped down the teardrops and a bloody froth.
55
60
In each mouth he mashed up a separate sinner
With his sharp teeth, as if they were a grinder,
And in this way he put the three through torture.
For the one in front, the biting was as nothing
Compared to the clawing, for at times his back
Remained completely stripped bare of its skin.
"That soul up there who suffers the worst pain,"
My master said, "is Judas Iscariot —
His head within, he kicks his legs outside.
65
61 The sinners in the three
mouths of Lucifer are Judas
Iscariot, the apostle who
betrayed Christ,center, and
Brutus and Cassius (ll. 65-67),
left, who conspired to
assassinate Julius Caesar.
67 Cassius looks brawny
because, with his skin chewed
away, the muscles are exposed.
68 It is the evening of Holy
Saturday. When the poet
"Of those other two, with their heads hung down,
The one who hangs from the black snout is Brutus:
Look how he writhes and mutters not a word!
"That other one is Cassius, who seems brawny.
But nightfall rises once again, and we now
Must take our leave, since we have seen the whole."
70
75
As he requested, I held him round the neck,
And then he waited the right time and place,
And when the wings spread open wide enough
He caught firm hold of Satan’s shaggy flanks.
Downward from shock to shock he climbed below
Between the matted hair and frozen crust.
When we were at the point at which the thigh
Revolves, right where the hip widens out,
My guide, by straining and agonizing effort,
passes the center point of the
earth, it will be twelve hours
earlier (l. 96).
80
Turned his head round to where his legs had been
And grabbed the hair, like a man climbing up,
So that I thought we’d headed back to hell!
"Hold tight! these are the only stairs to take us
Out of this sin-filled hole," said my master,
Panting, like a man worn out, for breath.
85
90
Then he squeezed through the crevice of a rock
And raised me up onto its rim to sit,
And afterward reached me with one wary step.
I lifted up my eyes, thinking I’d see
Lucifer as I had left him — instead
I found him with his legs suspended upward!
And if at that time I became confused
Let dull minds judge: those who do not see
What point it was that I must just have passed.
95
"Stand up!" my master said, "Up on your feet!
The way is long and the path strenuous.
The sun once more turns back to middle tierce."
It was no palace hall, the place where we
Had come, but a natural stone cavern
With scanty lighting and a treacherous floor.
100
105
"Before we uproot ourselves from this abyss,
My master," said I when I stood up straight,
"Talk to me a bit to clear my error:
"Where is the ice? And how can he be fixed
Upside-down like that? And how in so short time
Has the sun moved from dusk to morning?"
And he told me, "You picture yourself still
On the other side of center where I caught
The hair of the vile worm that pierced the earth.
110
"You were there as long as I climbed downward.
When I turned myself round you passed the point
To which all weight on every side pulls down.
"And now you come under the hemisphere
Opposite that which domes the vast dry land:
There, beneath its pinnacle of sky,
115
120
"The Man, sinless in birth and life, was slain.
Your feet stand on a little sphere, a spot
That marks the other side of Judecca.
"Here it is morning when it is evening there,
And he whose hair supplied our ladder down
Is still stuck fast, as he was from the first.
"He fell down straight from heaven on this side,
And the land, which once had bulged out here,
In fright at his fall cloaked itself with sea
125
"And rushed up toward our hemisphere; perhaps,
What you see on this side, to flee from him,
Left this space vacant here and spurted upward.
"Below, as far away from Beelzebub
As the limit of his tomb, there is a place
Which is known not by sight but by the sound
130
112 Lucifer fell headfirst from
heaven through the southern
hemisphere. All the land on that
side of the globe rushed to the
north, except for a mound
caused by the impact of his fall:
the Mount of Purgatory.
135
"Of a small stream that courses down this way
Along the hollow of a rock it wore
Away with winding flow and trickling fall."
Along that hidden path my guide and I
Started out to return to the bright world.
And without a thought for any resting-stops,
We bounded up, he first and I second,
Until, through a round opening, I saw
Some of the lovely things the heavens hold:
From there we came out to see once more the stars.
130 The stream of Lethe runs
Reading Guide: The Reformation
Directions: Answer the following questions in sentence form.
1. What were 4 causes of the Reformation?
2. Describe the overall message of the 95 Theses
4. What were the main points of Luther’s teachings?
5. Describe the differences in the response to Luther’s teachings.
6. Other than a religious effect, what other impacts did the Thirty Years War have on Central Europe?
7. What is the difference in the Reformation in Central Europe and the Reformation in England?
8. List 4 different reformation movements and define their differences.
9. What were the goals of the Jesuits?
10. How did the steps taken by Popes Paul III and Paul IV to reform the Catholic Church differ from
Protestant reforms? Use evidence to support your answer.