World history honors course of study



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POMPTON LAKES SCHOOL DISTRICT

WORLD HISTORY HONORS
COURSE OF STUDY

June 2012

Submitted By

The Social Studies Department

Dr. Paul Amoroso, Superintendent

Mr. Vincent Przybylinski, Principal

Mr. Anthony Mattera, Vice Principal

Michael Riordan, Department Chair

BOARD MEMBERS

Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz,

Mr. Shawn Dougherty, Mr. Garry Luciani, Mr. Carl Padula, Mr. Tom Salus,

Mrs. Nancy Schwartz, Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.




Unit Overview

Content Area: Honors World History

Unit Title: Rebirth and Change in Europe: The Renaissance and Reformation

Target Course/Grade Level: 9

Unit Summary:

In this unit, students will examine the renewed interest in art and learning that starts in the Italian peninsula and radiated out through the rest of Europe. The reasons for the start of the Renaissance will be analyzed as well as the social and political changes it brings. Attention will also be paid to the art and literature of the time. The Reformation will also be studied, looking at its roots, the rise of Luther, Calvin, and other reformers, and the influence it has on politics and society across the continent. Finally, the response of the Catholic Church will be evaluated.



Primary interdisciplinary connections: Social Studies, Fine and Performing Arts, Science, Language Arts

21st century themes: Global Awareness, Civic Literacy, Financial, Economic, Business, and Entrepreneurial Literacy

Unit Rationale:

Among the goals of the Pompton Lakes Social Studies Department is to prepare students for participation in democratic life and the democratic-republican form of government. Inherent in such an endeavor is the need to analyze the many ways that government institutions operate, including the rights and responsibilities of citizens in a pluralistic society.


In a pragmatic sense, students must examine and understand the causes and consequences of historical events and make connections that identify developmental trends. Such training will contribute to individual, intellectual development and enlightenment. Indeed, in this unit, we study the past in order to grasp the present and predict the future.

Learning Targets

Standards:

Standard 6.1 U.S. History – America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Standard 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.


Content Statement for Standard 6.2

  • The rebirth of learning in Europe that starts with the Renaissance is the foundation for the modern world.

  • The Italian peninsula was the ideal place for the start of the Renaissance given its geographic location, economic system, and political structure.

  • The art and literature of the times have had a lasting impact to today, including among other notables DaVinci and Shakespeare.

  • The learning of the Renaissance helps to encourage the questioning of authority that leads directly to the Reformation and other challenges to the social and political status quo seen over the centuries.

  • An increase in knowledge via the Printing Press helped to spark and continue the Reformation

  • The ideas and beliefs of the reformers helped lead to the development of universal education and democratic forms of government

  • The wars of religion will help to make Europe more secular and focus more on science.

Content Statement for Standard 6.3

  • The wars of religion help demonstrate the need for tolerance and understanding and the consequences that can result from such a lack of understanding, which can still be seen in various places around the world today.




CPI #

Cumulative Progress Indicator (CPI)

6.2.12.B.2.a

Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.

6.2.12.D.2.a

Determine the factors that led to the Renaissance and the impact on the arts.

6.2.12.D.2.c

Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance

6.2.12.D.2.d

Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.

6.2.12.B.2.b

Assess the impact of the printing press and other technologies developed on the dissemination of ideas.

6.2.12.D.2.b

Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World.

6.2.12.d.2.b

Determine the factors that led to the Reformation and the impact on European politics.

6.2.12.C.2.a


Relate the development of more modern banking and financial systems to European economic influence in the world.


Unit Essential Questions

  • How did the humanist movement influence art and literature of the time?

  • Who were some of the major Italian artists and writers?

  • What are some important technological and cultural developments that came out of the Renaissance?

  • What were the causes of the Reformation?

  • How did the politics of the time help to encourage the Reformation?

  • How did the Catholic Church respond to the Reformation?

  • How was politics and society in Europe changed because of religious differences across the continent?

  • What were the key social hierarchies and how did they shape peoples’ lives?

  • What were the different ideas of the reformers and how did they appeal to different social groups?


Unit Enduring Understandings

  • Trace the emergence and growth of political, social, economic, artistic, and religious aspects of the Italian city-states

  • Describe the scientific, technological, and cultural developments of the Renaissance period

  • Understand the implications of the challenges to papal authority by Martin Luther, Henry VIII and others

  • Compare examples of religious intolerance in the past to today and the impact it has had on society

  • Discuss the influence of the arts of the Renaissance have had on modern times

Unit Learning Targets

Students will ...

  • Trace the emergence and growth of political, social, economic, artistic, and religious aspects of the Italian city-states.

  • Describe the scientific, technological, and cultural developments of the Renaissance era.

  • Describe the scientific and technological developments of the Renaissance.

  • Understand the implications of the challenges to papal authority by Luther, Henry VIII and others.

  • Discuss the influence the art of the Renaissance has had on modern times.

  • Compare examples of religious intolerance in the past to today and its impact on society

  • Study the causes and consequences of religious violence including riots, wars, and witch hunts

Evidence of Learning

Students will write a research paper describing the characteristics and qualities of Renaissance art by discussing an artist of their choosing who exemplifies the spirit of the times by analyzing their work

Equipment needed: Teacher computer/projection set-up

Teacher Resources: Discovery Education, YouTube, Fordham University Halsall Modern History Sourcebook, PowerPoint Presentations, Google, Various Museum Websites from around the world including the Metropolitan Museum of Art, the National Gallery (U.K.), and the Uffizi (Italy), the Indiana University School of Education Website on Plagiarism




Formative Assessments

  • Tests/quizzes

  • Debates

  • Storyboard for video clip




Lesson Plans

Lesson

Timeframe

Lesson 1

The Renaissance


14 days



Lesson 2

The Reformation


10 days



Lesson 3

Wars of Religion and the Counter-Reformation


8 days



Teacher Notes:


Curriculum Development Resources




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