The Renaissance in Art Art Gallery Assignment

. The Renaissance in Art – Art Gallery Assignment

Medieval Art rarely showed objects as they appeared. Instead, it tried to reveal the spiritual essence of things. Renaissance art was different. For Renaissance artists, showing what a scene or person was really like was very important.

For your assignment, you will be responsible for locating a masterpiece of Renaissance Art. You will include a brief write up discussing several aspects:

1) Identify the name of the artist. 2) Identify the title of the work. 3) Provide a brief biography of the artist. 4) How does the artwork demonstrate some of the characteristics of Renaissance Art. 5) Tell the viewer/reader why the experts consider the work a masterpiece. 6) Explain how your artists work added to the achievements of Renaissance Art.

**Some artists you may want to consider are Giotto, da Vinci, Donatello, Massaccio, Raphael, Michelangelo, Titian, van Eyck, van der Weyden, Durer, Breughel, etc).

Assignment Specs: .

1) You MUST provide a COLOURED copy of the artist’s work and printed on a 8.5x11 sheet of paper. The image must take up the entire page. 2) Your write up should be 1 page, word processed, single-spaced using 12-14 size font and either Times New Roman or Arial. 3) You must reference your research using proper APA format. 4) No two students can submit the same work! Consult with your classmates and submit your finished assignments before the due date to avoid duplication! There are literally thousands of pieces of art readily available at your fingertips and all over the internet or at your local library… .

CHY 4U1 – Renaissance in Art: Art Gallery Assignment Evaluation

Name: ______Artist/Title of Work: ______

Criteria Level 0 Level 1 Level 2 Level 3 Level 4 Mark Grade 49% or 50% - 59% 60% -69% 70% - 79% 80%-100% Below (-5) (5 – 5.5) (6 – 6.5) (7-7.5) (8-10) Historical Accuracy Did not meet - Many - Few - Information - Accurate (Knowledge & expectations. inaccuracies inaccuracies. is relevant and relevant Understanding) with some Contains with 1-2 information. irrelevant supporting, minor Strong material. but weak inaccuracies. supporting Little evidence. Shows evidence. supporting Limited supporting Very evidence. persuasive evidence. convincing, /10 Overall not impact. Fairly highly convincing Partially convincing effective and and convincing and believable. persuasive. and appropriate somewhat for intended believable. audience. Research Did not meet Little Research Good Well (Thinking and expectations. research. shows minor research. researched. Inquiry) Shows little knowledge of Shows Shows knowledge of subject knowledge of thorough subject material. subject knowledge of material. Covers some material. subject Void of aspects of Covers most material. /10 assignment assignment aspects of Covers all expectations. expectations. assignment aspects of expectations. assignment expectations. Effective Use of Did not meet Limited use Some use of Considerable Thorough Language/Mechanics expectations. of proper proper use of proper and effective (Communication) spelling, spelling, spelling, use of proper grammar and grammar and grammar and spelling, sentence sentence sentence grammar and structure structure structure sentence Paper is Paper is Paper is structure written with written with written with a Paper is /10 a limited some sense considerable written with sense of flow of flow and sense of flow a strong and purpose purpose and purpose sense of flow and purpose Referencing Style Did not meet APA format APA format APA format APA format (Application) expectations. used with used with used with used with a limited some considerable high degree accuracy accuracy accuracy of accuracy

Comments:

http://sse6348-renaissance.weebly.com/lesson- planprocedures.htmlLesson Plan and Procedures: The suggested length of study for this unit is two weeks, or 10 50-minute class periods.

Day 1: Introduction and the Italian Renaissance

1. Content Covered: During today's lesson, students will be introduced to the Renaissance time period and the following topics:  The Beginning of the Renaissance (Changes in Society and the Rise of City-States) .

 Renaissance Ideas (Inspiration from the Ancients, Humanism, Secular Writing, and Science of the Renaissance)  Renaissance Art (Patrons of the arts, styles and techniques, Leonardo da Vinci, Michelangelo, Raphael, and Bramante) 2. Essential Questions:  What changes in society and in cities stimulated the beginning of the Renaissance?  What ideas formed the foundation for the Italian Renaissance?  What contributions did artists make to the Renaissance? 3. Vocabulary Terms: - renaissance, humanism, secular, Baldassacre Castiglione, Niccolo Machiavelli, Lorenzo de Medici, Leonardo da Vinci, Michelangelo Buonarroti, Raphael

4. Lesson Procedures  Anticipatory Set Students will write a diary entry for the time period by answering the following prompt: "Imagine that you have live in Florence, Italy immediately following the Black Death. You have survived, but many around you have not. Describe your environment. How do you feel?" (5 minutes) After completion, students will be asked to share their response with their neighbor (2 minutes). After the small group discussion, three volunteers will be asked to share with the class (3 minutes).

The teacher will then read an excerpt from Boccacio's Decameron to illustrate the hardships experienced by Medieval Europeans. This will act as both a review and a starting point for the new topic of study. (5 minutes) http://www.fordham.edu/halsall/source/boccacio2.asp. The teacher will then transition to the day's lesson: The Origins of the Renaissance.  Direction Instruction/Class Activities The teacher will ask students to consider why the Renaissance occurred and what forces drove the new way of thinking in Italy, and eventually the rest of Europe. The teacher will ask for volunteers to share their answers. The teacher will list the answers on the board, and include any that were missed. (5 minutes)

The list should include the following: 1. Increased trade with Asia and other regions 2. Growth of large, wealthy city-states in Italy 3. Renewed interest in the classical learning of ancient Greece and Rome 4. Rise of rich and powerful merchants, who became patrons of the arts 5. Increased desire for scientific and technical knowledge 6. Desire to beautify cities

Once the list has been established, the teacher and students will break down each cause further by examining both primary and secondary source documents. Students will first examine a trade . route map and answer corresponding questions. This will allow for students to understand the geographical advantages of Italy that helped assist the spur of the Italian Renaissance. This should take 5 minutes.

Students will then be broken into groups of four to examine a letter by Lorenzo de Medici. This letter can be found here: http://www.fordham.edu/Halsall/source/lorenzomed1.asp Students have guided questions to assist them in analyzing the Primary Source. Students should spend 15 minutes discussing sources within their groups, prior to joining a whole-class discussion (remainder of class).

Causes of the Renaissance Sources can be found in the file attached below and on the resources page.

 Enrichment Activities and Homework Students will be asked to view Da Vinci's World: Engineering an Empire (available on youtube.com) and to complete the viewing guide for homework as a means of scaffolding. This will enable students to be successful in subsequent lessons and classroom activities.

Movie Links: Part 1: http://www.youtube.com/watch?v=xcorDOxcQRE Part 2: http://www.youtube.com/watch?v=WiyO-VKqQ8M Part 3: http://www.youtube.com/watch?v=Pr-_pLa2p1U Part 4: http://www.youtube.com/watch?v=ebiZ_Yv-uBc Part 5: http://www.youtube.com/watch?v=TJLBPLIEja8

Students should complete the accompanying viewing guide while watching Da Vinci's World:

5. Evaluation and Assessment Students will complete an Exit Slip as a means of formative assessment. In this Exit Slip, students will be expected to answer the following question: "How did Lorenzo de Medici's family values shape the origins of the Renaissance?"

renaissance_and_reformation_trade_activity.pdf Download File

da_vincis_world_viewing_guide.pdf Download File

Day 2: Renaissance Artists and Paintings .

1. Content Covered: Today students will be introduced to the major artworks of the Renaissance through the use of a webquest. In this webquest, students will be able to:  create a general timeline of the Renaissance movement  understand the difference between Medieval and Renaissance artwork  understand the rationale behind the humanist movement

2. Essential Questions  What were some important new ideas of the Renaissance?  How were the careers of Leonardo da Vinci and Michelangeo alike? How were they different?  How were Renaissance artists funded? 3. Vocabulary Terms: - renaissance, humanism, secular, Baldassacre Castiglione, Niccolo Machiavelli, Lorenzo de Medici, Leonardo da Vinci, Michelangelo Buonarroti, Raphael

4. Lesson Procedures  Anticipatory Set Students will begin the day by examining two very famous Renaissance works of art: Vitruvian Man and The Birth of Venus. Students will be asked to identify why these works are considered to be Renaissance art. (3 minutes). Students will then be asked to share their interpretations. While, some students may be on the right track, it is unlikely that all students will have a strong interpretation of the artwork.  Direction Instruction/ Classroom Activities Students will then be given a brief PowerPoint presentation on Renaissance artists and works of art. Students will take notes utilizing a shell organizer provided by the teacher. (10 minutes). During this time, the teacher will point out key elements of the art and ask for student opinions.

Once students have finished with the day's PowerPoint, they will complete the Renaissance .

Art Webquest, individually. Students will utilize school computers and iPads to do so. This should consume all remaining class time. Webquest digital copies can be found here: http://www.sonic.net/bantam1/renart.html  Enrichment Activities and Homework Students will complete the Faces of History vignette in their text that compares Leonardo da Vinci to Michelangelo Buonarroti (Holt, 442). Students should answer the following questions:  How did Leonardo achieve fame?  Why was Michelangelo a successful artist?  How were the careers of these two artists alike and different?

5. Evaluation and Assessment Students will participate in formative assessment by answering the following question during their webquest:  What did you find most interesting about Renaissance Art?

Day 3: The Spread of the Renaissance Northward

1. Content Covered: In the 1200s and 1300s, most cities in Europe were in Italy. By the 1500s, however, large cities had also sprouted in northern Europe. Soon the ideas of the Renaissance reached the growing cities of London, Paris, Amsterdam, and others. Trade, the movement of artists and scholars, and the development of printing helped spread Renaissance ideas northward. (Ramirez, Stearns, and Wineburg, 2008)

Erasmus, Sir Thomas More, Williams Shakespeare, Christine de Pisan, Albrecht Durer, and Jan Van Eyck are some of the most famous artists and authors to emerge from this period. Their works are still studied and debated today.

2. Essential Questions: .

 How did the Renaissance spread to northern Europe?  What contributions did writers and philosophers make to the northern Renaissance?  How did the works of northern artists differ from those of the Italian Renaissance? 3. Vocabulary Terms: - Desiderius Erasmus, Sir Thomas More, William Shakespeare, Christine de Pisan, Albrecht Dure, Jan van Eyck

4. Lesson Procedures  Anticipatory Set Students will begin the day's lesson by viewing the following youtube clip of Shakespeare: http://www.youtube.com/watch?v=L9t11BsE0yk. Following the clip, students will be asked why they think it is important for us to study Shakespeare? After several students have responsed, the teacher will transition to the day's lesson.  Direction Instruction/Classroom Activities: Students will view a brief PowerPoint presentation on the Northern Renaissance before examining quotes and a biography about Erasmus. Students should answer the corresponding questions, before discussing answers aloud. This should take approximately 30 minutes total.  Enrichment Activities and Homework Students will read Sonnet 61 by Petrarch and Sonnet 116 by Shakespeare to answer the following questions: 1. How would you summarize the main idea of Petrarch's sonnet? 2. In what ways does Shakespeare's sonnet explore the theme of the nature of love? 3. Both sonnets focus on the worldly romantic love. How might the focus of these sonnets have been different if they had been written during the Middle Ages? Explain your answers. Petrarch's Sonnet 61: http://nexuslearning.net/books/HoltWorldLit/petrarch.htm Shakespeare's Sonnet 116: http://www.shakespeares-sonnets.com/sonnet/116

Students will also complete an analysis of Albrecht Durer's art, using the worksheet attached below.

5. Evaluation and Assessment Students will be participate in a formative assessment by discussing Erasmus' goals and achievements.

renaissance_and_reformation_northern_renaissance_art.pdf Download File

Day 4: Technological Advancements of the Renaissance .

1. Content Covered: In the mid-1400s, the German Johannes Gutenberg cast the letters of the alphabet into a wooden press. This movable type, which had its roots in China and Korea, resulted in one of the most dramatic upheavels the world has ever known. Other people had made steps toward this invention, but Gutenberg is traditionally given the credit.

With movable type, text could be quickly printed on both sides of a sheet of paper. Until this time, the only way to reproduce writing was by hand, which was a long, painstaking process. Movable type made producing books and other printed material faster and cheaper, making them available to more people.

Gutenberg's first publication was a 1,282 page Bible. Soon printers in other cities, such as Rome and Venice, appeared. Within 35 years, a Gutenberg press appeared as far away as Constantinople. Books could now be made quickly and inexpensively. A scholar wrote that "thirty buyers rise up for each volume....tearing one another's eyes out to get ahold of them". Printed books provided more rapid access to new ideas. With easier access to books, more people learned to read and more books were printed. The explosion of printed materials quickly spread Renaissance ideas. (Ramirez, Stearns, and Wineburg, 2008)

2. Essential Questions:  How did the printing press change society? 3. Vocabulary Terms: - Johannes Gutenberg, Printing Press

4. Lesson Procedures  Anticipatory Set Students will enter the classroom and immediately begin working on the DBQ Essay. Students should use the first five to ten minutes organizing and interpretating the documents. As this is not students' first DBQ assignment, essays will be collected at the end of class.  Direction Instruction/Classroom Activities Students will write an essay that responds to the DBQ Project: What was the most important consequence of the printing press? prompt. DBQ Materials can be found here: http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/3707/what%20was%20the %20most%20important%20consequence%20dbq.pdf  Enrichment Activities and Homework .

Students will complete the Renaissance Inventions worksheet. This assignment focuses on multiple inventions and advancements of Renaissance technology.

5. Evaluation and Assessment Today's assessment of learning will come from student responses to the DBQ Prompt.

Day 5: The Early Reformers

1. Content Covered: Prior to officially being known as the Protestant Reformation, two men stepped forward to challenge the church. The first, John Wycliff, was born in England about 1330. He believed that the church should give up its earthly possessions. His views proved unpopular with church officials, who removed him from his teaching position.

Another reformer, Jan Hus was born in southern Bohemia about 1370. He became a priest and was soon preaching against the immorality and worldliness of the Catholic Church. In 1412, Hus was excommunicated by Pope Gregory XII. Hus was later arrested, tried, and burned at the stake. (Ramirez, Stearns, and Wineburg, 2008)

These two men were some of the first and most influential theologians to openly criticize the church. Their views, though condemned by the church and not widely accepted by ordinary people, began a discussion that would eventually lead to reform.

2. Essential Questions:  What conditions led to the Protestant Reformation?  How might reformers change the Catholic Church? 3. Vocabulary Terms: - Protestant Reformation, indulgences, theocracy

4. Lesson Procedures  Anticipatory Set .

Students will answer the following question: "How did the weakening of the Catholic Church allow for people to speak against the church?". Once answered, students will compare answers and discuss issues the Catholic Church encountered during this time. (5 minutes). Students will then be asked to share individual responses with the class (5 minutes).  Direction Instruction/Classroom Activities Students will read the biography on Jan Hus, attached below, before completing the following task: Suppose that you will be helping defend Jan Hus in his trial for heresy. What arguments would you present to the council on his behalf? Write a brief statement in which you outline Hus's beliefs and explain why the council shoud side with him. This task should take 30 minutes. Once students have completed the assignment, they will form partners to present their case. As a whole class, students will present their case and non-presenters will vote to drop charges or sentence Jan Hus.

 Enrichment Activities and Homework Students will analyze a set of Reformation Woodcuts displayed in their text on pg. 450. They should then answer the following questions: 1. How are the subjects of the two woodcut illustrations related? 2. What details in each of the woodcut illustrations show how Jesus and Pope Leo X view themselves and live their lives? 3. What is the overall message of the pair of woodcut illustrations?

5. Evaluation and Assessment Students will be informally assessed on their ability to discuss the early reform movement with their peers. Students must contribute to the day's discussion to earn any credit.

renaissance_and_reformation_jan_hus_biography.pdf Download File

Day 6: Martin Luther's 95 Theses .

1. Content Covered: Although scholars, priests, and laypeople had criticized the church before 1517, this year symbolically marks the beginning of the Protestant Reformation. It was in this year that Martin Luther made public his complaints about the church.

To Martin Luther, the selling of indulgences was sinful. In his theses, Luther flatly denied that indulgences had any power to remit sin. He also criticized the power of the pope and the wealth of the church.

Luther's theses were not intended for the common people of his parish but for church leaders. They were written in academic Latin, which most people did not understand. In nailing them to the church door, Luther was following a common practice of the time. Church doors served much as community bulletin boards do today. Luther's theses, as he intended, stimulated a discussion among university intellectuals. Soon, thanks to the newly invented printing press, the theses were published. The work spread across Europe and was widely read by intellectuals, clergy, and laypeople. The ideas expressed in the theses made sense to many people, and the desire for reform grew.

Following the publication of the theses, Luther continued to study and debate. He contradicted basic Catholic beliefs when he insisted that God's grace cannot be won by good works. Faith alone, he said, was needed. In Leipzig in 1519, he shocked many when he declared that the only head of the Christian Church is Jesus himself, not the Pope. He also insisted that individual Christians should be their own interpreters of scripture and that Christian practices should come only from the Bible. To further this aim, Luther translated the Bible into German. The translation enabled many more people to read the Bible without the aid of the clergy.

In 1520, Pope Leo X excommunicated Luther, or expelled him from the Church. In 1521, Martin Luther was summoned to appear before the newly crowned Holy Roman Emperor, Charles V, and the German Diet, or assembly, at the city of Worms. Luther refused to change his opinions. The Holy Roman Emperor handed down the Edict of Worms. This decree declared that Luther to be an outlaw and condemned his writings. The edict did not prevent Luther's ideas from spreading, however. Although Martin Luther himself had not intended to begin a new religion, by 1530, Lutheranism was a formally recognized branch of Christianity. In 1529, Charles V moved to suppress Lutherans in Germany. Lutheran princes in the German assembly issued a protestatio, or protest against these measures. This is how the term Protestant came into being. (Ramirez, Stearns, and Wineburg, 2008)

2. Essential Questions:  Describe the ideas of Martin Luther and how they contradicted the church's teachings of his day.

3. Vocabulary Terms: Protestant Reformation, indulgences, Martin Luther, theocracy, Edict of Worms.

4. Lesson Procedures .

 Anticipatory Set Students will be asked to wait outside the classroom. Once the bell has rang, the teacher will state that only students who pay a fee may enter the classroom. The teacher will wait, as students will likely suspect that she is joking. After a moment or two of "seriousness", the teacher will ask students how they felt about being denied entry into the classroom, unless they paid. Responses will vary, although some will likely express frustration. At this point, the teacher will let everyone into the classroom.

To continue the discussion, the teacher will then pose the following question, "How would you feel if you were a European living during the 1300s-1500s that was told they could only enter heaven once they gave money to the church or visited a particular cathedral?". The teacher will ask for responses and then transition into the day's topic.  Direction Instruction The teacher will begin by providing a background story of Martin Luther by reading the children's book, The Adventures of Martin Luther. This book is targeted toward a younger audience, written in short rhymes, but does a good job of providing an overview of who Martin Luther was and what were some of his accomplishments. This should take 10 minutes.

Students will then break into groups of three to read specific theses from Martin Luther. Students will be expected to analyze these theses and answer questions related to the document. This should take approximately 30 minutes. Once all groups have finished establishing their responses, groups will share with the class.  Enrichment Activities and Homework For homework, students will create their own children's book on Martin Luther and his 95 Theses. This book should include a visual representation of Luther and at least three of his criticisms of the Catholic Church. Students should also discuss how Luther was excommunicated from the Catholic Church and how Lutheranism began.

5. Evaluation and Assessment Students will be informally assessed on their ability to work with peers in establishing a conclusion for each assigned thesis. Their reactions and interpretations may need redirecting if these responses are reaching too much.

martin_luther_95_theses.pdf Download File

Day 7: King Henry VIII .

1. Content Covered: The Protestant Reformation began with criticism of the Catholic Church by priests and other religious thinkers. In England, the Reformation began with the king. Henry VIII became king of England in 1509 at the age of 17. As a young king, he was a devout Catholic who wrote angry protests against the "venomous" ideas of Luther. Henry's actions won him the title "Defender of the Faith". By 1525, Henry's wife, Catherine of Aragon, had borne only one child, a girl named Mary. This presented a problem for Henry, who wanted a male heir. It was thought that a female monarch could weaken England politically, and he believed that Catherine would produce no male heir. Henry decided to have the marriage annulled, or declared invalid based on church laws, so that he could marry again. The pope offered Henry several solutions to his problem but would not agree to the annulment because Catherine and her nephew, Holy Roman Emperor Charles V, opposed to it. The dilemma became known as the "king's great matter". While Henry argued with the pope over his annulment, he fell in love with Anne Boleyn. Henry soon took matters into his own hands. Henry summoned Parliament. Known as the Reformation Parliament, the gathering led to a declaration that England no longer considered itself under the authority of the Pope. Instead, Henry himself became the head of the Church of England. He changed the rituals of the church very little, but Henry closed Catholic monasteries and convents and distributed much of the land to nobles. This helped build more public support for the split from the church. In 1533, Anne Boleyn and Henry VIII were secretly married. Later that year, after Parliament had declared Henry's marriage to Catherine null and void, Anne gave birth to a girl, Elizabeth. The next year, Parliament passed the Act of Supremacy, which required subjects to take an oath declaring Henry VIII to be "Supreme Head of the Church of England". The break with Rome was complete. (Ramirez, Stearns, and Wineburg, 2008)

2. Essential Questions:  What led to Henry VIII's break with the Catholic Church? .

 Based on the response to Henry VIII's break with Rome, what was likely to be the future relationship between the church and England? Explain your answer. 3. Vocabulary Terms: annulled, Henry VIII, Elizabeth I

4. Lesson Procedures  Anticipatory Set Students will enter the classroom and be prepared to watch the PBS Mini-Series: The Six Wives of Henry VIII.  Direction Instruction/Classroom Activities Students will watch the second episode of The Six Wives of Henry VIII, as it chronicles Henry's decision and attempt to annul his marriage to Catherine of Aragon. During this film, students should take notes on the steps Henry VIII took to leave the Catholic Church. This episode will take the entire class time.  Enrichment Activities and Homework For homework, students will write a letter from King Henry VIII to Pope Leo X justifying his reasons for wanting an annulment from Catherine of Aragon. In this letter, students should also express actions that Henry VIII will take if his requests are not met.

5. Evaluation and Assessment Students will be informally assessed through their letter to Pope Leo X. This letter should include explicit details from the film as well as details provided in their texts.

Day 8: The Counter Reformation and Council of Trent

1. Content Covered: Protestant reformers were not the only ones who were dissatisfied with the state of the Catholic Church. Even before Martin Luther posted his theses, some Catholics had been working toward reform of the church itself. Later, in response to the spread of Protestantism, the church began a series of reforms known as the Counter-Reformation. A monk named Girolamo Savonarola was one of the first reformers to try to change the church from within. During the late 1400s, he preached fiery sermons against the abuses of the church. .

He called for churches to melt down their gold and silver ornaments to buy bread for the hungry and poor members of the church. Savonarola convinced people to gather and burn jewelry and trinkets. This enormous fire was known as the "bonfire of vanities". Pope Alexander at first allowed Savonarola's work, but eventually excommunicated him for spreading ideas the pope thought dangerous. In 1498, Savonarola was executed in Florence. Other leaders formed new religious orders whose members worked to reform the church. Their work renewed the church's emphasis on spirituality and service. The most influential of these groups was the Society of the Jesuits. The Jesuit order was founded in 1534 by Ignatius of Loyola, a Basque nobleman and former soldier. The order was approved by the Pope in 1539. Loyola, the Father General, ran the Jesuits like a military organization, emphasizing obedience to the church above all. The Jesuits concentrated on education as a means of combating the Protestant Reformation. They established missions, schools, and universities. With such effective organizations, the Catholic Church began to regain ground against Protestantism. Recognizing the need to redefine the doctrines of the Catholic faith, Pope Paul III convened the Council of Trent in 1545. It met on on and off until 1563. Its delegates addressed the abuses that had weakened the church over the past century. A series of reforms addressed the corruption of the clergy. The training of priests was regulated and financial abuse was curbed. The sale of indulgences was abolished. Above all, the Council of Trent rejected the Protestants' emphasis on self-discipline and individual faith. The council argued that the church could help believers achieve salvation by using mystery and magnificent ceremonies to inspire the faith. This was consistent with the beliefs of millions of people, indeed the majority of Europeans, who remained Catholic. The pronouncements of the Council of Trent meant that there would be no compromise between Catholicism and Protestantism. The council's bold action was a great boost to Catholicism. Austria, Poland, and other parts of Europe returned to the Catholic Church. In addition, Catholics felt renewed energy and confidence. The Jesuits used this renewed spirit to expand the scope of the church. By 1700, they operated 669 colleges in Italy, Germany, and other places. Many future leaders were educted in Jesuit schools. In this way, the order had some influence over political affairs. As they worked in India, Japan, China, and other places, the Jesuits also gained and passed along information about the cultures of other lands. (Ramirez, Stearns, and Wineburg, 2008)

2. Essential Questions:-  What reforms were made in the Catholic Church?  What were the religious and social effects of the Counter-Reformation?

3. Vocabulary Terms:- Counter Reformation, Jesuits, Ignatius of Loyola, Council of Trent

4. Lesson Procedures  Anticipatory Set Students will be asked to imagine that they are Pope Paul III. They are upset by the actions and acts of heresy by Protestants. What are some possible solutions to stopping the Reformation? Students should brainstorm and list these ideas. Students will be asked to share . with the class, teacher will create an affinity chart (10 minutes). After discussing possible actions by the Pope, the teacher will introduce the Counter-Reformation and the Council of Trent.  Direction Instruction Students will examine the Council of Trent Primary Source Worksheet. They should work individually for 20 minutes, before getting into groups to discuss possible answers. Students will then present group findings to the class (this should consume the remaining class time)  Enrichment Activities and Homework Students will read the Bloody Mary handout. From reading this document, students should create their own summary of Queen Mary. In this summary, students should express whether or not they feel Mary was justified in enforcing Catholicism onto England. They should also add commentary on whether or not her actions helped promote Catholicism or shed Catholicism in a negative light.

5. Evaluation and Assessment Students will be informally assessed on their discussion on the Council of Trent as well as their judgment of Queen Mary.

Day 9: Linking it Together/Review

1. Content Covered: Today's lesson aims to link all previous unit content together to create a general overview of the Renaissance, Reformation, and Counter-Reformation. Today will also serve as class review for tomorrow's summative examination. Students should use this time to clarify concepts and ask any lingering questions.

2. Lesson Procedures:  Anticipatory Set Students will be asked to write down any concepts or topics that are unsure of. They will then share these concerns or questions with a neighbor. Partner groups will try to clarify any lingering issues or concerns. After five minutes, students who still have questions should . volunteer them. The teacher should also ask each group what concerns they had and offer any points that will assist or guide students in the right direction.  Direction Instruction/Class Activities Students will complete a review guide that encompasses all previous content in one format. Students will be given 20 minutes to complete this review and will then share answers with classmates. The teacher should select students at random to encourage full participation and assist students who may be lost on one or more items.  Enrichment Activities and Homework Students should review previous activities and notes. It may be helpful for students to re- answer daily essential questions as a means of studying.

renaissance_and_reformation_chapter_review.pdf Download File

renaissance_and_reformation_test_workbook.pdf Download File

Day 10: Summative Examination

1. Procedures .

 Students will take the entire class period to complete the Renaissance and Reformation Summative Assessment. This assessment tests understanding of content and equally distributes questions from each day's individual lesson. All questions are relevant to Sunshine State Standards and teacher-created benchmarks.  Testing measures are varied and include multiple-choice questions, short-response questions, and a short essay.

renaissance_and_reformation_multiple_choice_assessment.pdf Download File

renaissance_and_reformation_short_response_assessment.pdf Download File

renaissance_and_reformation_essay.pdf Download File

ESOL Accommodations:

The following accommodations will be utilized throughout the unit for any student needing extra support in understanding content and language.  Instructional Modifications based on level of English Proficiency 1. Modeling 2. Use of Illustrations and Diagrams 3. Use of Substitution, Expansion, Paraphrase, and Repetition  Vocabulary 1. Explain key concepts 2. Vocabulary with context clues 3. Use of Word Banks  Visuals and Graphic Organizers 1. Charts 2. KWL Charts 3. Flow Charts .

4. Labeling 5. Venn Diagrams 6. Pictures  Other Audio/Visuals 1. Music/Songs/Chants/Raps 2. Realia/Manipulatives 3. Videos/Films/CD Roms/DVD  Interactive Strategies and Cooperative Learning Settings 1. Flexible Grouping 2. Games 3. Role Play 4. Think/Pair/Share  Other Strategies: 1. Note-taking/Outline Notes 2. SQ3R: Survey, Question, Read, Recite, Review 3. Summarizing  Alternative Assessment Instruments 1. Checklist 2. CLOZE Procedures 3. Rubrics 4. Student Self-Assessment v