Renaissance in Europe, Author(s):Sandra Poe Borowiecki & George W. Whitton, Grade Level: 9/10, Subject Area: Social Studies (Global History) , While listening to Renaissance music, an overlay will be shown on the screen in the classroom of Michelangelo’s David and Botticelli’s Venus. During a three-minute period, students will generate a list of their ideas of how the statues reflect Renaissance society.

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LU Title: The Renaissance in Europe	Author(s): Sandra Poe Borowiecki & George W. Whitton
Grade Level: 9/10	New Hartford Central School 33 Oxford Rd. New Hartford, NY 13413
Subject Area: Social Studies (Global History)	School Phone/Fax: (315) 738-9209

CONTENT KNOWLEDGE

Declarative	Procedural

Understands the new ways of viewing the world, human nature, arts, learning, and religion of the Renaissance	Applying previously learned information to new situations
Analyzes the artistic, literary, and intellectual creativity of the Renaissance, its origins in Italy; and the nature of humanism.. [induction]	Inductive reasoning in evaluating art between different time periods
Explains how certain values of the Italian Renaissance were exported to the rest of Europe. [Constructing support]	Writes a one-paragraph summary describing the influence of humanism on Renaissance life.
Explains the economic, social, and technological developments that led to European exploration and conquest. [Constructing support]	Write an essay (construct support) about the exportation of Renaissance values of Italy to the rest of Europe.
Assesses the major theological, political, and economic differences (i.e., the Reformation, the rise of new monarchies) that divided the Europeans. [Classifying]	Creates a chart (construct support) about the economic, social, and technological developments that led to European exploration and conquest.
Identifies the fallacies existing in "science" prior to the emergence of modern science [Error analysis]	Analyzes documents about the Scientific Revolution and writes an essay based on the documents. [document-based question]
	Creates a chart showing the different perspectives of people and groups during the Protestant Reformation [analyzing perspectives]
	Read, interpret and create a political cartoon.
	Creating a presentation using Power Point

ESSENTIAL QUESTIONS

What were the new ways of viewing the world, human nature, arts, learning, and religion of the Renaissance?
Why did the Renaissance begin in Italy?
What were the economic, social, and technological developments that led to European exploration and conquest?
What were the major theological, political, and economic differences that divided the Europeans?
In what ways did the Scientific Revolution change views on science?
What does the art that a society produces say about the values of that society?

INITIATING ACTIVITY

While listening to Renaissance music, an overlay will be shown on the screen in the classroom of Michelangelo’s David and Botticelli’s Venus. During a three-minute period, students will generate a list of their ideas of how the statues reflect Renaissance society. At the end of three minutes student responses will be listed on the backboard without comment. The class will then discuss the responses. The instructor will act as a "guide" but not a "font of knowledge".

Other pieces of Renaissance art may be substituted depending on the maturity level of the individual class.

Connection to State Learning Standards

Content Area: Social Studies

Level: Global History (9-10)

Benchmarks: analyze changing and competing interpretations of issues, events,and developments throughout word history.

Benchmarks: investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes

Standard: 2 – World History – The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and tradition.

Standard: 2 – World History – Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history

UNIT THEME:

The Renaissance

Standard: 2 – World History – Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Standard: 2 – World History – The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time

Benchmarks: analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities

Benchmarks: interpret and analyze documents and artifacts related to significant developments and events in world history

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…	What experiences or activities will be used to help students acquire & integrate this knowledge?	What strategies will be used to help students construct meaning, organize and/or store the knowledge?	Describe what will be done.
Analyzes the artistic, literary, and intellectual creativity of the Renaissance, its origins in Italy; and the nature of humanism. [Induction]	Students will view and analyze pieces of art from different historical periods.	Personal observations, Teacher instruction. (slides, videos, overlays)	Teacher will show different pieces of art to the whole class. Students will quietly list their observations on a sheet of paper. Observations will then be shared. Student discussion will be used to construct meaning with input coming from the teacher. As the unit progresses students will become more independent in the analysis of the arts.
Explains how certain values of the Italian Renaissance were exported to the rest of Europe. [Constructing support]	Students will read in their texts, listen to teacher lectures, watch videos, and examine other visual arts.	Graphic organizer	Students will have read their texts, listened to teacher lectures, watched videos and examined pieces of visual arts. Students will complete the graphic organizer collaboratively in groups of three and four. Students (still in their groups) will create a four-slide Power Point presentation in which they define humanism (slide one), and then are assigned the arts and two other areas from the graphic organizer. One slide will be devoted to the arts while the two other slides will be devoted to the two other areas assigned. The groups will then make an oral presentation to the class.
Explains the economic, social, and technological developments that led to European exploration and conquest. [Constructing support]	Students will read in their texts, listen to teacher lectures, and watch videos.	Cause and effect graphic organizer.	Students will have read their texts, listened to teacher lectures and watched videos. They will complete the GO collaboratively and word process a paragraph in which they choose one of the areas in the GO and explain the changes that took place in the area they had chosen.
Assesses the major theological, political, and economic differences (i.e., the Reformation, the rise of new monarchies) that divided the Europeans. [Classifying]	Students will read in their texts, listen to teacher lectures, watch videos, and create a political cartoon depicting Martin Luther nailing the 95 Theses to the door of the church at Wittenberg.	Analyzing perspective graphic organizer	Students have had previous experiences with looking at and interpreting political cartoons. After reading about Martin Luther, his disputes with the Roman Church, students will create a political cartoon showing Luther nailing his 95 Theses to the door of the church at Wittenberg. The cartoon will depict the act and show student understanding of the theses. Using the analyzing perspectives graphic organizer, students will write an essay in which they discuss the causes and results of the Protestant Reformation.
Identifies the fallacies existing in science prior to the emergence of modern science [error analysis]	Students will read in their texts and listen to teacher lectures. Students will then be given a document packet including a document-based question.	Analyze the documents found in the packet. They will complete the "scaffolded" questions.	Using the document packet, students will answer the essay question. How did developments in scientific thought from Copernicus to Newton change people’ conception of their world and the universe.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:	What will be done to help students construct models, shape & internalize the knowledge?	Describe what will be done.
Applying previously learned information to new situations	This is an ongoing process.	This will be an ongoing process.
Inductive reasoning in evaluating art between different time periods	Inductive reasoning graphic organizer	Students will complete the graphic organizer.
Writes a one-paragraph summary describing the influence of humanism on Renaissance life.	Graphic organizer	Students will complete the graphic organizer and then write a one-paragraph summary describing the influence of humanism on Renaissance life.
Write an essay (construct support) about the exportation of Renaissance values of Italy to the rest of Europe.	Graphic organizer	Students will write an essay in which they explain how Renaissance values of Italy were exported to the rest of Europe.
Creates a chart (construct support) about the economic, social, and technological developments that led to European exploration and conquest.	Cause/Effect graphic organizer Write a paragraph	Students will complete a graphic organizer and then, using the organizer students will choose one of the developments and summarize the changes in a paragraph.
Analyzes documents about the Scientific Revolution and writes an essay based on the documents. [document-based question]	Document packet	Students will read the documents, write the scaffolded answers and then write the essay.
Creates a chart showing the different perspectives of people and groups during the Protestant Reformation [analyzing perspectives]	Think/Write/Pair/Share	Students will think of the beliefs of the Roman Catholic and Martin Luther. Students will then list as many differences between the two as they can. Then students will work in pairs and share their information
Read, interpret and create a political cartoon.	Pair/Share Round Robin	Students will work in pairs on ideas for developing the political cartoon. Once the cartoons are finished, students will show their cartoons to the class.
Creating a presentation using Power Point	Students will work in the computer lab on the Power Point presentation. Power Point has been taught to students previously.	Students will create a presentation using Power Point. Each group will be responsible for making an oral presentation to the class. [rubric]

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Identifies the fallacies existing in "science" prior to the emergence of modern science [Error analysis

Explains how certain values of the Italian Renaissance were exported to the rest of Europe

[Constructing support]

Comparing

Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis

Analyzing Perspectives

Constructing Support

Abstracting

Other:

NOTE: While many of these reasoning processes will be used in this unit, we have checked only those which will be formally assessed in regards to the student’s reasoning.

Using the document packet, students will answer the essay question: How did developments in scientific thought from Copernicus to Newton change people’s conception of their world and the universe.

Having read their texts, listened to teacher lectures, watched videos, and examined various pieces of visual arts, students will complete a graphic organizer in collaborative groups of three or four. Students (still in their groups) will create a four-slide Power Point* presentation in which they define humanism (slide one), and then are assigned the arts and two other areas from the graphic organizer. One slide will be devoted to the arts while the two other slides will be devoted to the two other areas assigned. The groups will then make an oral presentation to the class.

*NOTE: This task may be completed with other software packages such as HyperStudio. A drawing program could be used as well. If technology is not available then poster board may be used.

Learning Experiences

Meaningful Use Tasks

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to..

What reasoning process will they be using?

Describe what will be done.

Students will demonstrate their knowledge of the Protestant Reformation-specifically the beliefs of the Roman Catholics and the Protestants.

Assesses the major theological, political, and economic differences (i.e., the Reformation, the rise of new monarchies) that divided the Europeans [Classifying]

NOTE: This is a decision making Meaningful Use Task.

Decision Making

(selecting from seemingly equal alternatives or examining the decisions of others)

Problem Solving

(seeking to achieve a goal by over coming constraints or limiting conditions)

Invention

(creating something to meet a need or improve on a situation)

Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation)

Investigation

(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)

Systems Analysis

(analyzing the parts of a system

and how they interact)

Other:

Using a teacher-structured decision-making task, students will be asked to decide whether they would remain Roman Catholic or become Protestant during the Protestant Reformation. The teacher to guide students in making their decision will create a graphic organizer. The graphic organizer will include the alternatives and the criteria needed for the students to make their judgement.

Having completed the graphic organizer, students will then compose an essay in which they demonstrate their knowledge of the issues of the Reformation and explain their decision.

NOTE: The Meaningful Use Task should be assigned very early in the unit. Teachers should note that most of the graphic organizers contain some strand of information which will be useful in the completion of the Meaningful Use Task. This fact should be emphasized to students.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

Elements	Element #1	Element #2	Element #3	Element #4
Scale	Identifies and Describes Alternatives	Identifies Criteria	Tries Alternatives Against Criteria	Supports Choice
Weights	1	1	1	2
4	Presents a comprehensive list of the most important possible alternatives and describes each in detail.	Clearly identifies criteria by which the alternatives will be assessed. Criteria reflect an unusually thorough grasp of the decision task.	Provides a thorough, fully developed assessment of each alternative based upon the criteria. Assesses the alternatives to a greater insight.	Provides a well-developed discussion of the decision task and provides insights into the choice.
3	Identifies most of the important possible alternatives offering an accurate, but general description.	Clearly identifies the criteria important to the decision task, but without demonstrating any particular insight.	Presents an accurate assessment of the extent to which the alternatives possess the identified criteria.	Provides successful support for the choice by a discussion of the decision task.
2	Identifies some alternatives that are important and some that are not. Description is mostly correct, but contains some errors.	Identifies some criteria while others are omitted or may not be important to the decision task.	Does not completely address all criteria; may not be completely accurate in assessing how well alternatives meet criteria.	Provides some support for the choice through a discussion of the decision task.
1	Selects alternatives that are not relevant to the decision or describes correct alternatives completely wrong.	Identifies few or no criteria that are relevant to the decision task.	Does not connect the criteria to the assessment or is inaccurate in assessing how well they meet the criteria.	Selects alternative which cannot be supported or does not answer the decision task.