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:
Columbian Exchange
Section:
Pages:
Date:
Purpose of the Lesson:
With the establishment of colonies across the western hemisphere came the development of the world’s
largest and most profitable trade network. The sell of goods including sugar, cotton, tobacco and African
Slaves helped Europeans make unimaginable amounts of wealth. Merchants became wealthier than kings
and the duty of governments to protect the wealth of their nations became the top priority.
Objectives:
1. Summarize the evolution of the Atlantic Trade Network
2. Discuss the consequences of the Atlantic Slave Trade
I Can . . .
Answer the I can as if it were a question
Understand why Africans were thought of as a better
option than Native Americans in terms of a labor
source.
Understand how Africa was affected by the Atlantic
Slave Trade.
Understand the basis of slavery in the Americas.
Understand the purpose of joint-stock companies in the
16th and 17th centuries
Understand what prompted a wave of new businesses
and trade practices in Europe in the 16th and 17th
centuries.
Essential Question – Answer in no less than 3 sentences
What impact did the Atlantic Trade network have on the global economy?
Terms
Atlantic Slave Trade
Triangular Trade
Middle Passage
Columbian Exchange
Capitalism
Joint-Stock company
Mercantilism
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 Columbian Exchange
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 the African Slave Journal Assignment
4. Answer Essential question through a class discussion
Day 3
1. Check off work from Lesson 5
2. Lesson Quiz
3. ACT preparation Reading assignment
Assignments:
1. Daily Sheet
2. Reading Guide/ Dante’s Inferno
Points
5
5
Due Date
3. Lesson Quiz
ACT Preparation Reading Assignment
10
5
Age of Exploration
Prompt:
Imagine you are an African tribesman during the late 1500’s. You are standing on top of a cliff side
looking down onto a wide-open field covered with tall grasses and exotic animals. In the distance you
see what looks like a small army dressed up in shiny armor carrying what looks likes sticks shooting fire.
You soon discover that this new tribe is a ban of Englishmen raging through your country in quest to
enslave your tribe. You run to tell your family but when you reach your home you see that it has already
been destroyed and your family has been captured. Without warning you are hit on the head and are
knocked out. When you wake up you find your self in chains and being carried on board a massive ship.
Directions
Write a one – two page journal entry where you pretend you are a slave and describe how your life
used to be before you were a slave, how you became a slave, and what your life is like now
Rubric:
In order to receive credit the journal must include the following:
 Your description of life before slavery
 Your description of your journey across the Atlantic
 Your description of what your life is like as a slave
 Must be written in 1st person from a slaves perspective
Columbian Exchange Reading Guide
Directions: Answer the following questions in complete sentences.
1. How did slavery in African under Muslim rulers differ from Slavery in America under European rulers?
What is the significance of this difference?
2. Why were Africans in such high demand for slaves? What nations started the slave trade in America?
3. Describe the growth of slavery in America.
4. Why did many African rulers participate in the slave trade?
5. Discuss 3 consequences of the slave trade.
a.
b.
c.
6. Name the two most important items to travel from the Americas to Europe? Why are these the two
most important?
7. Why is the Columbian Exchange a significant event?
8. How does the capitalist movement relate to the spirit of the Renaissance?
9. What role did the colonies play in mercantilism?
`10. What were the positives and negatives of the Columbian Exchange?