Kim Frum
FACDIS Summer Institute 2005
Italian Renaissance and Reformation
Lesson Plans (90 min. block)
3 Hours Graduate Credit
Monday
The Renaissance
Lesson Objectives:
-Between 1350 and 1550, Italian intellectuals
believed they had entered a new age of human achievement.
-City-states were the
centers of political, economic, and social life in Renaissance Italy.
Lesson:
- PowerPoint
presentation: Italian cities,
architecture, fountains, piazzas, bronze works, etc... Will use notes from our trip to Italy and
scan pictures to compile a power point presentation
for students.
- Notes,
lecture, discussion
- Notes-Italian
Renaissance-1350-1550-rebirth of the ancient Greek and Roman worlds,
which began in Italy
and spread to the rest of Europe.
- Renaissance
characterized by:
-Urban
society with a secular viewpoint
-Age of recovery from the
disasters of the plague, political instability, a decline in church power.
-A new view of human
beings-individual ability-universal man-(Leonardo da Vinci-painter, sculptor,
architect, inventor, and mathematician)
- Italian
Society:
-Wealthy upper classes-embraced
new ideas
-Ordinary people living in cities indirectly
impacted because of the churches, wealthy homes, public buildings decorated
with art.
d. The
Italian States
City-states
independent and prospered from flourishing trade. Italian merchants obtained silks, sugar, and
spices.
-Milan-Located
in Northern Italy at the crossroads of the
main trade routes from Italian coastal cities to the Alpine passes. Visconti family-Dukes of Milan. The last Visconti ruler died in 1447. Franscisco Sforza then conquered the city and
became the new duke. He was the leader
of a band of mercenaries-soldiers who sold their services to the highest
bidder. Both Visconti and Sforza created
an efficient tax system that generated enormous revenues for the government.
-Venice-A
link between Asia and western Europe, the city drew
traders from Venice
was a republic with an elected leader called a Doge. In reality a small group of merchant
–aristocrats, who had become wealthy through trade ran
the government on behalf of their own interests. Trade in Venice-tremendously profitable which
made Venice an
international power.
-Florence-Republic of Florence
dominated region of Tuscany. During the 14th Century a small,
wealthy group of merchants established control of the Florentine
government. Florence after a series of wars against their
neighbors, became a major city-state. Cosimo de Medici took control of the city and
controlled the government from behind the scenes. Using their wealth and personal influence,
the Medici’s dominated the city at a time when Florence was the cultural center of the
city.
e. The
Italian Wars
-Attracted by the riches of
Italy, French king Charles
VIII led an army of 30,000 men into Italy
in 1494 and occupied the kingdom
of Naples. Northern Italian city-states turned to Spain for
help. Spain
gladly sent soldiers to Italy
and for the next 30 years. The French and the Spanish made Italy their battleground as they
fought to dominate the country.
f. Machiavelli
-Wrote The
Prince, which is one of the most influential works on political power
in the western world. The central thesis
concerns how to acquire and keep political power. He felt that political activity should not be
restricted by moral principles.
g.
Castiglione
-Book of the Courtier-1528-Describes
the characteristics of a perfect Renaissance noble:
A noble was born, not made.
A noble had to be
a warrior, perform military and physical exercises, and gain a classical
education.
A noble was to follow a certain
standard of conduct.
h. Renaissance Society in a City
Nobility- Held important posts and served as advisors to the King.
Patricians- Trade industry, banking.
Burghers- Shopkeepers, artisans, guild masters.
Workers- Pitiful wages.
i. Family and Marriage
Marriages were arranged to
strengthen business and family ties.
Father was the center of the Italian family.
He managed all finances, made the decisions that determined his
children’s lives.
A father’s authority over his children was absolute until he died or he
formally freed his children.
j.
Introduce Italian Vocabulary-Italian
vocabulary is placed on colored cards with the English translation. Students will be given a quiz at the end of
the week. This introduces students to
some basic vocabulary words and helps me to reach mastery on the words learned
while in Italy.
hello-Bonjourno, goodbye-Arrivederci, goodbye (to good friends)-Chow, please-Per favore, thank you-Grazie, welcome-Prego,
excuse me-Mi scusi, yes-Si, no-No, lady-Seniora, man- Senior, ice
cream-Gellatto, Restaurant-Ristorante, coffee house-caffe, bank-banca, small-Piccolo, large-Grande, bottled
water (without gas or selzer)-l’acqua naturale, late-tardi
Helpful phrases-How are
you?-Come sta? Very well-molto
bene, I’m
sorry-Mi dispiace
k.
Review
Questions:
a. What
were the characteristics of the Italian Renaissance?
b. How
did the Visconti and Sforza rulers become powerful in Milan?
c. Why
was The Prince an important work on political power?
d. How was the Renaissance noble different from
the medieval knight?
l.
Guided Reading
12-1 (Worksheet)
m. Critical
Thinking Activity-Students are to take on the role of noble, merchant,
artisan, or another citizen of Italy
during the Renaissance. Students are to
write a letter in which they give details of the events of the time and express
their feelings and attitudes regarding the developments and reforms. Students should indicate in their letter
either how they or others are influencing the developments of the
Renaissance. Each student should write a
letter that is detailed, persuasive in tone and style.
n. Guilds-Hands
On Activity (Teacher Created Materials, Inc) -Students will be given
a sheet of paper that has an outline of a shield for a guild. Often Guilds displayed a certain design on
the outside of the shop to designate what type of service they provided.
Students are to pretend they are living during the Renaissance. Students are
to:
a. Decide what type of Artisan they would
like to be.
b. Decorate
their guild shield.
c.
Shield should be attractive and
colorful
d.
Shield should be representative of the artisan
(bakery-baked goods), blacksmith-horseshoes, etc...)
e.
Guild shields will be displayed on Renaissance Bulletin
Board.
Evaluate
Quiz 12-1
Students will be evaluated on their guild shields
Content Standards
SS.10.2.3, SS.10.4.1, SS.10.5.1,
SS.10.5.13
Tuesday
Chapter 12-2-The Intellectual and Artistic Renaissance
Daily Warm Ups- Review Italian Vocabulary
Words-Students will number from 1-20 and will copy the Italian words from the
board. They will write the English
translation beside each Italian word.
Lesson Objectives:
-The most important intellectual movement associated with
the Renaissance was humanism.
-The Renaissance produced
many great artists and sculptors such as Michelangelo, Raphael, and Leonardo da Vinci.
Technology-Overhead projector
Activities
1. Notes, lecture, discussion,
- Notes
will focus on:
a.
Humanism-Liberal studies which enabled
individuals to reach their full potential and a humanist education was a
practical preparation for life. (History, moral philosophy, rhetoric, grammar
and logic, poetry, mathematics, astronomy, music, physical education) Females were largely absent from these
schools. A woman who did attend was
encouraged to know some history, how to ride, dance, sing, play the lute,
appreciate poetry, religion and morals and how to become a good mother and wife.
b. Renaissance
Artists-Sought to imitate nature in their works (reality of the objects and
events.)
c.
New Techniques in Painting:
-Fresco-Painting done on
fresh, wet plaster with water based-paints, three dimensional (Masaccio)
-Perspective-Organization
of outdoor space and light through geometry.
-Human Anatomy and movement-Realistic
portrayal of the individual person, especially human nude.
d. Sculpture and
Architecture
-Sculpture-Donatello-Copied statues of Greeks and Romans
-Architect-Brunelleschi-Classical columns and rounded arches (Church of San Lorenzo) provides comfort for human
and not divine needs.
e. Masters
of the High Renaissance (1490-1520)
-Leonardo da
Vinci-Mastered art of realistic painting, dissected human bodies, goal was
to create idealized forms that capture the perfection of nature. (Discuss the dissecting room we visited at
the University of
Bologna)
-Raphael-Admired for his
numerous madonnas and
frescoes in the Vatican palace (School
of Athens)-balance,
harmony and order.
-Michelangelo-Accomplished
painter, sculptor, and architect.
f. Northern
Artistic Renaissance
-Artists of Northern
Europe- Interested in portraying their world realistically,
but different from Italians. Gothic cathedrals with stained glass windows did
not allow for frescoes-illustrations for books and wooden panels for
altarpieces.
-Most
Important Northern School of Art-Flanders
-Jan van Eyck-Among first to use oil paint-enabled artist to use
a wide variety of colors, fine detail.
He imitated nature not as the Italians did, but by observing reality and
portraying details.
-Albrecht Durer-Did
not reject the use of minute details of the Northern Artists. He did try to fit details more harmoniously
as the Italians.
- Review
Questions:
a. Why is Petrarch called the father of the Renaissance
humanism?
b. What literary format does
Chaucer use to portray English society?
c. How did a humanist education
prepare a student for life?
d. How did the Renaissance
paintings differ from medieval paintings?
e. Name the three Italian artists
most closely associated with the High Renaissance.
f. Why was Jan van Eyck’s
use of oil paint significant?
- Guided
Reading
12-2
- Expository
Writing-Students are to assume the role of an art docent (a person who
guides people through museums) Prepare a lecture to be given to a group of
students on the works of Jan van Eyck and how
they differ from Italian Renaissance paintings.
- Guilds-Patrons
of the Arts Writing Activity-Guilds were often patrons of the
arts. Students are to:
a. Create
a guild shields as a type of letterhead.
b. Write
a one-page letter to Michelangelo, Leonardo da Vinci,
Raphael, or Donatello convincing why one of these
artists should take on a particular project for your guild. You must be persuasive. You must also know what type of artist
Michelangelo, Leonardo da Vinci, Donatello,
Raphael, before writing the letter. Keep
in mind the following: pay i.e. will the artist be paid up front or in installments,
lodging, food, building materials, etc...
- Michaelangelo Hands On Activity (Teacher
Created Materials, Inc.)
Painting the
Sistine Chapel inside St. Peter’s Basillica.
-Pass out handout on Michelangelo’s life and complete the following
activity:
a. Pass
out white drawing paper and pencil, coloring materials (colored pencils or
paints), tape.
b. Students
are to tape the paper under their desk.
c. Students
are to lie on their backs under their paper and draw a picture.
d. Students
are to add plenty of details and color.
e. Students are to sign their masterpieces. Do not expect perfection. Michaelangelo spent
four years of his life on his back.
- Soap
Sculpting Activity-Students will be given a bar of soap and a spoon to
carve an object of their choice.
This will give students a better understanding of sculptors. Students are to:
a. Visualize an object they wish to
carve.
b. Begin
carving using a spoon.
c. Carvings
will be displayed around the room
Evaluate
Students will be graded
on the content of their reports and on their artwork.
Content Standards
SS.10.2.3, SS.10.5.1, SS.10.5.13
Wednesday
Bell Ringer
Daily Warm Ups- Review Italian Vocabulary Words-I
will give the Italian words and students will give me the translation.
Lesson Objectives:
-The most important intellectual
movement associated with the Renaissance was humanism. (Renaissance
Man-Leonardo da Vinci)
Technology
Computers in Library
Activities
- Leonardo
da Vinci
- Read p. 388 in textbook.
- Leonardo
da Vinci’s goal was to create idealized forms
that capture the perfection of nature.
- Answer
questions orally
- Tell
students about how people living in the city had the ability to voice
their concerns about others, but it was something taken very
seriously. Tell students about
Leonardo da Vinci being accused of a
crime. Explain the system of boxes
around the city. If the person
accused is found innocent, then the accuser must pay the penalty.
- Sports
Technology Activity-The Renaissance revived the Greek concept that an
ideal person participated in a variety of activities, including sports.
(Renaissance Man)
- Students are to break into groups of
two.
- Each
group is to research and report to the class on one of the following
popular Renaissance games or sports: javelin hurling, tennis, chess,
archery, fencing, boxing, falconry, hunting, and gambling. Students are to explain how these
sports or games resemble or differ from the same activities today.
- Students
are to write a two-page paper (double spaced, 14 font)
- Groups
are to illustrate their sport
- Groups
are to present their sport and demonstrate the skills needed for the game
or sport to the class.
Evaluate
Students will be graded
on the content of their reports and on their presentations.
Content Standards
SS.10.2.3, SS.10.5.1, SS.10.5.13
Thursday
Chapter 12-3 The
Protestant Reformation
Lesson Objectives:
-The main goal of humanism in northern Europe was to reform Christendom.
Martin Luther’s religious reforms led to the emergence of
Protestantism.
Daily Warm Ups- Review Italian Vocabulary Words-I
will give the Italian words and students will give me the translation.
Lesson:
- Group
presentations from Wednesday
- Notes,
lecture, discussion.
Notes will focus on: The Protestant Reformation-Name given to
the religious reform movement that divided the western church into Catholic and
Protestant groups.
- Erasmus
and Christian Humanism-Christianity should show people how to live
good lives on a daily basis rather than provided a system of beliefs that
people have to practice to be saved.
(To Erasmus, pilgrimages, fasts, and relics were not all that
important) He wanted to spread the
philosophy of Christ, provide an education in the works of Christianity,
and criticize the abuses in the Church. In his book the Praise of Folly,
he humorously criticized aspects of his society he believed were most in
need of reformed. He did not want
to break away form the Church.
However, his ideas did prepare the way for the Reformation.
- Religion
on the Eve of the Reformation
Erasmus and others
were calling for reform because of the corruption in the Catholic Church. Renaissance popes failed to meet the Church’s
spiritual needs:
1. Popes concerned with Italian politics and worldly
matters.
2. Popes concerned with money and used church offices to
advance their careers and wealth.
3. Many parish priests ignorant of their spiritual
duties.
4. Collections of relics grew popular as a way to
salvation.
5. The church sold indulgences-release from part or all
of punishment from sin.
c.
Martin Luther-a monk and professor at the University of Wittenberg, Germany.
By studying the Bible Luther came to believe that humans not saved
through their good works but through their faith in God. Luther upset of the selling of
indulgences. He sent a list of
Ninety-five Theses to his church superiors, especially the local bishop. The Pope did not pay attention to him.
d.
Break with the
Church-By 1520 Luther began to move
toward a more definite break with the Catholic Church. He called on the German princes to overthrow
the papacy in Germany
and establish a reformed German church.
Luther kept only two baptism and Communion. He called for the clergy to marry. He continued to emphasize that faith alone,
not good works will justify and bring salvation. In 1521, the Church
excommunicated him, called for his writings to be destroyed, and Luther was to captured and brought to the emperor. Luther’s ruler was unwilling to see his favorite
professor killed so he sent Luther into hiding.
e.
The Rise of
Lutheranism-Luther’s religious
movement became a revolution. He was
able to gain the support of many German rulers and numerous states within the Holy Roman Empire.
These rulers quickly took control of the Catholic churches within their
territories, forming state churches which was
supervised by the government. Luther set
up new religious services to replace Mass. Worship services consisted of Bible readings,
preaching of the word of god, and song, which became known as Lutheranism-the
first Protestant faith.
f.
Politics in
the German Reformation-From the very
beginning, the fate of Luther’s movement was closely tied to political
affairs. Charles V who was also Charles
I, King of Spain, ruled an immense empire consisting of Spain and its colonies, the Austrian lands, Bohemia, Hungary,
the Low Countries, the duchy of Milan in
northern Italy, and the kingdom of Naples
in southern Italy. Politically, Charles wanted to keep this
enormous empire under control of his dynasty-the Hapsburgs. Religiously, he hoped to preserve the unity
of his empire by keeping it Catholic.
However, a number of problems kept him busy and cost him both his dream
and his health. Charles V had a rivalry
with Francis I King of France. This
conflict over disputed territories lasted more than 20 years. Charles V faced opposition from Pope Clement
VII. The pope had sided with the French
King politically. The advance of the
Ottoman Turks into the eastern part of Charles’ Empire forced the emperor to
send troops there as well. The internal
political situation in the Holy Roman Empire
was not in Charles’ favor. Although all
of Germany owed loyalty to
the Emperor, Germany’s
development in the Middle Ages had enabled these
states to free themselves from the emperor’s authority. Many individual rulers of the German states
supported Luther as a way to assert their own local authority over the
authority of the empire and Charles V.
By the time Charles V was able to bring military forces to Germany, the
Lutheran princes were well organized.
Unable to defeat them, Charles was forced to seek peace. An end to religious warfare in Germany came in
1555 with the Peace of Augsburg. This
agreement formally accepted the division of Christianity in Germany.
Lutheran states were to have the same legal rights as Catholic states. The peace settlement did not recognize the
principle of religious toleration for individuals. The right of each German ruler to determine
the religion of his subjects was accepted, but not the right of the subjects to
choose their own religion.
3. Review Questions-
a.
How did Erasmus
pave the way for the Reformation?
b.
What was the Modern Devotion?
c.
How did Luther’s
theory of salvation differ from what the Catholic Church believed was necessary
for salvation?
d.
How did the Peace
of Augsburg influence the political and religious development of Germany?
- Guided
Reading
12-3
- Persuasive
Writing-Martin Luther’s father wanted him to become a lawyer. Write a one-page letter in which Martin
Luther tries to convince his father that the path he chose was better than
the law.
- Italian
Vocabulary Group Work-Students will work in groups of two and will
quiz each other on the Italian Vocabulary Words.
Evaluate
Quiz 12-3
Content Standards
SS.10.2.3, SS.10.5.1, SS.10.5.13,
SS.10.5.16
Friday-
Chapter 12-4-The Spread of Protestantism and the Catholic
Response
Daily Warm Ups- Review Italian Vocabulary Words-I
will give the Italian words and students will give me the translation.
Lesson Objectives:
-Different forms of Protestantism emerged in Europe as the Reformation spread.
-The Catholic Church underwent a religious birth.
Technology-Overhead projector
Activities
1.
Notes, lecture, discussion, review questions
2.
Notes will focus
on: The Spread of Protestantism and the
Catholic Response
- The
Zwinglian Reformation-Ulrich Zwingli, a
priest in Zurich Switzerland. He began to introduce religious
reforms. Relics and images were
abolished. All paintings and
decorations were removed from all the churches and replaced by
whitewashed walls. A new church
service consisted of scripture reading, prayer, and sermons replaced the
Catholic mass. As his movement began
to spread to other cities in Switzerland, he sought an
alliance with Martin Luther and the German reformers. Both German and Swiss reformers saw the
need to unify themselves against Catholic authorities, but could not
agree on the meaning of Communion.
In 1531 war broke out between in Switzerland between
Protestants and Catholics. Zwingli
was killed on the battle field and the leadership of Protestantism in Switzerland
was passed on to John Calvin
- Calvin
and Calvinism-Calvin was from France. He converted to Protestantism and was
forced to flee France
for the safety of Switzerland. In 1536, he published the Institutes of
the Christian religion. This work
gave him the reputation as one of the new leaders of Protestantism.
Calvin believed in the doctrine of justification by faith alone to
explain how humans achieved salvation.
He also believed in predestination-God had determined in advance
who would be saved and who would be damned. This belief in predestination gave
later Calvinists the firm conviction that they were doing God’ work on earth
and this in turn made them determined to spread their faith to other
people. In 1536, Calvin began
working to reform the city of Geneva. He created a church government that
used by clergy and laity in the service of the church. The Consistory, a special body for
enforcing moral discipline, was set up as a court to oversee the moral
life and doctrinal purity of Genevans. The Consistory had the right to punish
people for such varied crimes as: dancing, singing obscene songs,
drunkenness, swearing, and playing cards.
By the mid sixteenth century, Calvinism had replaced Lutheranism
as the most important and dynamic form of Protestantism.
- The
Reformation in England-The
English Reformation was rooted in politics not religion. King Henry the VIII wanted to divorce
his first wife, Catherine of Aragon, because she had not produced a male
heir. Henry wanted to marry Anne
Boleyn. Impatient with the pope’s
unwillingness to annul his marriage, Henry turned to England’s
own church courts. As the
archbishop of Canterbury, head of the
highest church court in England,
Thomas Cranmer ruled in 1533 that the king’s
marriage to Catherine was “null and void”. In 1534, at Henry’s request, Parliament
moved to finalize the break of the Catholic Church in England with the Pope in Rome.
The Act of Supremacy of 1534 gave the King control over religious
doctrine, clerical appointments, and discipline. Henry used his new powers to dissolve
the monasteries and sell their land and possessions to wealthy landowners
and merchants. The king received a
boost to his treasury and a group of supporters had a stake in the new
order. Henry, in the matters of
doctrine, stayed close to the Catholic teachings. After Henry’s
death, his sickly nine-year old-Edward reigned. During Edward’s reign, church officials
moved the Church of England (Anglican) church in the Protestant
direction. The clergy had the right to marry and created a new Protestant
church service. When Mary
came to the throne in 1533, she was catholic and wanted to restore England
to Catholicism. She went about
this in the wrong way. She had
more than 300 Protestants burned at the stake as heretics-“Bloody Mary”-England
became even more Protestant by the end of her reign.
- Anabaptists-Radicals
that did not like giving the state a large role in religious affairs. They believed that the church was a
voluntary community of adult believers who had undergone a spiritual
rebirth and then had been baptized.
They also believed that all believers to be equal (New
Testament). Each Anabaptist church
chose its own minister. Any member
of the community could be a minister. (women often excluded) They believed in complete separation of
church and state. They refused to
hold office or bear arms. (Thou shall not kill) The Anabaptists were
considered dangerous radicals. The Anabaptists were persecuted by both protestants and catholics. Menno Simmons-popular leader of
Anabaptism-his followers-Mennonites. In 1690’s Jacob Ammann
–Leader of a group of Swiss Mennonites-Followers were known as
Amish. Amish today continue
to maintain the Anabaptist way of life as it first developed in the
sixteenth century. They live
simple lives and refuse to use any modern devices, such as cars and
electricity.
- Effects
on the Role of Women-Protestants were important in developing a new
view of the family. The family was
placed at the center of human life. Husband was ruler and wife was
obedient servant and to bear children.
Family life was the only destiny for most Protestant women. The Protestant Reformation did not
change women’s subordinate place in society.
- Catholic
Reformation-The Catholic Church had revitalization in the Sixteenth
Century. Catholic Reformation was
supported by three chief pillars:
1.The
Jesuits (Jesuit missionaries were very successful in restoring Catholicism
to parts of Germany
and eastern Europe and in spreading it to other parts of the world.) The
Jesuits used education to spread their message.
2. Reform of
the papacy-(Attempted to reform the corrupt policies of the popes.)
3. Council of Trent-Reaffirmed traditional
Catholic teachings in opposition to Protestant beliefs-Both faith and good
works necessary for salvation, the seven sacraments, the Catholic view of the
Eucharist, and clerical celibacy were upheld, belief in purgatory and the use
of indulgences was strengthened, although the sale of indulgences was
forbidden. After the council of Trent, the Roman Catholic
Church possessed a clear body of doctrine and was unified under the supreme
leadership of the pope.
- Review
Questions:
- What
religious reforms were introduced in Zurich?
- How
did the Consistory enforce moral discipline in Geneva
- Why
did Henry VIII form the Church of England?
- Why
were the Anabaptists considered to be dangerous political radicals?
- What
impact did the Protestant Reformation have on women?
- What
was the relationship between the Jesuits and the pope?
- Guided
Reading
12-4
- Expository
Writing-Compose an unbiased account of the Council of Trent. Include who was involved, why it was
convened, when it happened, and its final results.
- Technology
Activity-Organize the class into five groups. Using the map on page 399, have one
group create a large map showing the distribution of religions in Europe after the Council of Trent. The second group will research the Index
of Forbidden Books and make a list of well-known authors and books that
were on the list for years. The
third group will research the Inquisition and make a drawing of the trials
and punishments. The fourth group
will make an illustrated list of the main outcomes of the Council of
Trent. The fifth group is to make a
large world map showing the areas of Jesuit missionary activities. Students are reminded to use library
resources when needed. Students
will display their work on the Catholic Reformation on the bulletin board
for display.
- Italian
Vocabulary Group Work-Students will work in groups of two and will
quiz each other on the Italian Vocabulary Words.
Evaluate
Students will be
evaluated on their participation
Content Standards
SS.10.2.3, SS.10.5.1, SS.10.5.13, SS.10.5.16
Monday-
Chapter 12 Review
Daily Warm Ups-Review Italian Vocabulary Words For Quiz
Chapter Objectives
-Between 1350 and 1550, Italian intellectuals
believed they had entered a new age of human achievement.
-City-states were the centers of political, economic, and
social life in Renaissance Italy.
-The most important intellectual movement associated with
the Renaissance was humanism.
-The Renaissance produced
many great artists and sculptors such as Michelangelo, Raphael, and Leonardo da
Vinci.
-The main goal of humanism in northern Europe was to reform Christendom.
Martin Luther’s religious reforms led to the emergence of
Protestantism.
-Different forms of Protestantism emerged in Europe as the Reformation spread.
-The Catholic Church
underwent a religious birth.
Activities
1.
Matching Quiz on
Italian Vocabulary
2. Review
Game for Renaissance Test-Students will break into 2 groups. Groups will take turns answering
questions. The group with the most
points will get 2 bonus points added to their test scores.
3. Film
on Renaissance Art
4. Remind
students Renaissance/Reformation Test on Tuesday.
Evaluate
Students will be
evaluated on their participation
Content Standards
SS.10.2.3, SS.10.5.1, SS.10.5.13,
SS.10.5.16
Tuesday-
Chapter 12 Review
Daily Warm Ups-Review For
Renaissance/Reformation Test
Chapter Objectives-Students
to gain mastery on objectives covered in Chapter 12:
-Between 1350 and 1550, Italian intellectuals
believed they had entered a new age of human achievement.
-City-states were the centers of political, economic, and
social life in Renaissance Italy.
-The most important intellectual movement associated with
the Renaissance was humanism.
-The Renaissance produced
many great artists and sculptors such as Michelangelo, Raphael, and Leonardo da
Vinci.
-The main goal of humanism in northern Europe was to reform Christendom.
Martin Luther’s religious reforms led to the emergence of
Protestantism.
-Different forms of Protestantism emerged in Europe as the Reformation spread.
-The Catholic Church underwent a religious birth.
Activities
1. Quick Review for Test
2. Renaissance/Reformation Test
3. Italian
Feast-Students are to bring plates, forks, cups, napkins and I will supply
the spaghetti and grape juice. (Saved
this for last so students will be encouraged to attend on the day of the test
and cut down on make-up tests.)
4.
Students will eat spaghetti while listening to
Renaissance music and discussing Italian culture.
Evaluate
Renaissance/Reformation
Test
Content Standards
SS.10.2.3, SS.10.5.1, SS.10.5.13,
SS.10.5.16
Resources
Teacher Created Materials, Inc. #4455 Renaissance
2003, World History, Chapter 12 p.372-403., Glencoe Mc
Graw-Hill