Unit prompt Unit



Download 102.37 Kb.
Date conversion07.02.2018
Size102.37 Kb.
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

Relationship to Unit

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.

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.

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.

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.

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.

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-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, 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

The use of primary and secondary sources help students gain a real life perspective on how the past is connected to the present.



Lesson Title

Main Ideas

The Renaissance

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


Iberian Exploration

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


North American Exploration

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

Columbian Exchange

1. Summarize the evolution of the Atlantic Trade Network


2. Discuss the consequences of the Atlantic Slave Trade



Lesson Title

Quiz

Points

Homework

Points

The Renaissance

10 Questions

10

Daily sheet/ Art Critique

10

The Reformation

10 Questions

10

Daily Sheet/ Dante’s Inferno

10

Iberian Exploration

10 Questions

10

Daily Sheet/ Explorer’s check list

10

North American Exploration

10 Questions

10

Daily Sheet/ NA Explorers Chart

10

Columbian Exchange

10 Questions

10

Daily Sheet/ Trade Map

10



Assessments

Points

Formative (quizzes, worksheets, ect)

100

Summative (Unit Exam)

50

Lesson Plan Prompt

Unit:

Lesson:

Section:

Pages:

Date:

Age of Humanism

Columbian Exchange












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

Definition /Significance/ Date

Atlantic Slave Trade

Date:

Definition:

Significance:


Triangular Trade

Date:

Definition:

Significance:


Middle Passage

Date:

Definition:

Significance:


Columbian Exchange

Date:

Definition:

Significance:


Capitalism

Date:

Definition:

Significance:


Joint-Stock company

Date:

Definition;

Significance:


Mercantilism

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:

Points

Due Date

1. Daily Sheet

5




2. Reading Guide/ Dante’s Inferno

5




3. Lesson Quiz

10




ACT Preparation Reading Assignment

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?


The database is protected by copyright ©ininet.org 2016
send message

    Main page