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Name: Nathan Logan Duration: 3 WeeksTheme: The Renaissance Grade: 7th Grade Social/World StudiesTopic: The Renaissance and Reformation

Unit Summary: This three week unit will focus on the beginnings of the Renaissance from its origins out of the Black Death from the Dark Ages to the rise of City-States in Italy to the great artists, inventors, politicians and writers of its time to the Reformation where Christianity encountered its greatest schism ever since it split into Roman Catholicism and Eastern Orthodox Christianity to the Counter-Reformation where the Catholic Church strikes back to regain its followers after the rise of Protestantism.

Key Concepts: Renaissance, City-States, Secular, Florence, Venice, Diplomacy, Machiavellian Ideas, Martin Luther, Desiderius Erasmus, Indulgence, Reformation, Denomination, Theology, Predestination, Leonardo da Vinci, Michelangelo, Dante Alighieri, William Shakespeare, Trent, Seminary, Heresy, Henry VIII, Tower of London, Annul, Mary I, Elizabeth I, Puritans

Instructional Objectives: 1. Explain how the end of the Middle Ages and the Black Plague led people beginning to think more about

secular life and less about religious (i.e. the afterlife) life.2. Describe why the Renaissance happened in Italy providing at least two reasons.3. Define key vocabulary terms including: Renaissance, City-States, Secular, Florence, Venice with 80 %

accuracy or higher.4. List three reasons why the Renaissance happened in Italy.5. Detail five reasons how Italy became the center of trade for the Renaissance.6. List and describe three characteristics of Italian City-State governments during the Renaissance.7. Compare two ideas of modern diplomacy with 2 ideas of Machiavelli.8. Identify two key figures in the Reformation movement.9. List and describe three reasons why the Reformation movement came about.10. Identify three of Martin Luther’s contributions to the Reformation.11. List and detail three famous works by Leonardo da Vinci.12. List and explain the significance of three famous works by Michelangelo.13. Identify three famous works by Shakespeare.14. List two things the Council of Trent did to strengthen Catholic beliefs.15. Identify how many (in percentages) people in France became Protestants.16. Describe two ways the rulers of Spain did to keep Spain Catholic.17. List two ways Henry VIII tried to have male successors to the throne of England.18. Describe two ways Calvinism affected England.19. Identify who Mary I was and why she was called “Bloody Mary”.20. Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.

NCSS StandardsThematic Strand: Time, Continuity & Change IIPerformance Expectation: b) identify and use key concepts such as chronology, causality, change, conflict and complexity to explain, analyze and show connections among patterns of historical change and continuity. Pg. 82Thematic Strand: People, Places & Environments III

Performance Expectation: h) examine, interpret, and analyze physical and cultural patterns and their interactions such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes. Pg. 85

Ohio StandardsHistoryDescribe the impact of new ideas and institutions onEuropean life including:a. The significance of printing with movable type;b. Major achievements in art, architecture and literatureduring the Renaissance;c. The Reformation.

People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.

Teaching Methods / Student Activities:For each of the 3 weeks, please see the lesson plans in chronological order as to what the Teaching Methods / Student Activities will be for those weeks and specifically those days.All of the Teaching Methods / Student Activities are found below within the lesson plans.

Assessment (s) Link to Objectives: Like the Teaching Methods / Student Activities there will be multiple assessments that are, aside from homework and worksheets, multiple informal and casual assessments that I will put on the SMART Board and in the lesson plans for students to write down at the end of class and for me to gauge personally how well the students are doing.All of the numerous and various assessments are found within the lesson plans below.

Conclusion:By the time that the final test has come and gone and the students seem like they have tuned out all information of the Renaissance and Reformation they will have also gone to the Toledo Museum of Art where they will have observed both Medieval and Renaissance Art featuring atypical Renaissance and Reformation artwork and sculptures to act as a nice bookend. Also the students will have the opportunity the day after the test to finally bring everything together in an hour long question and answer session with a long PowerPoint featuring audio/video/pictorial content to find out what the students have learned and the over-arching themes of the Renaissance and the Reformation: that being the Renaissance was perhaps the greatest explosion of learning and culture our planet has ever experienced and will never experience again and many of the religious ideas that we take for granted and exploit on a daily basis were made possible through many persecutions and inquisitions during these times.

Materials: Computer, SMART board, TV, DVD/VCR, Flash DriveResources: Textbook, World History Journey Across Time The Early Ages by Jackson J. Spielvogel and the National Geographic Society published in 2005.

Nathan Logan 3-04-09 Day 1 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: Why Italy?Goals: Students will be able to:

1. Describe the impact of new ideas and institutions on European life during the Renaissance.2. Describe the essential characteristics of the systems of government found in City-States during the

Renaissance.Concept: Renaissance, City-States, Secular, Florence, Venice

NCSS StandardsThematic Strand: Time, Continuity & Change IIPerformance Expectation: b) identify and use key concepts such as chronology, causality, change, conflict and complexity to explain, analyze and show connections among patterns of historical change and continuity. Pg. 82Thematic Strand: People, Places & Environments IIIPerformance Expectation: h) examine, interpret, and analyze physical and cultural patterns and their interactions such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes. Pg. 85


People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge of the geography during the Middle Ages and Feudalism as well as how the Black Plague affected late Middle Age life.Objectives: By the end of today’s lesson, students will be able to:

21. Explain how the end of the Middle Ages and the Black Plague led people beginning to think more about secular life and less about religious (i.e. the afterlife) life.

22. Describe why the Renaissance happened in Italy providing at least two reasons.23. Define key vocabulary terms including: Renaissance, City-States, Secular, Florence, Venice with 80 %

accuracy or higher.

Resources and Materials:Textbook:

Spielvogel, J. J. (2005). World History Journey Across Time The Early Ages. Columbus, OH: McGraw-Hill / Glencoe.Technology.

Supplies:SMART Board, Flash Drive, SMART Board Slides and Computer

Teaching Methods / Student Activities

Intro 5 to 8 minutes

Today, the main topic will be all about, “Why Italy?” , “How did the Renaissance just happen to occur in the city-states of Italy”, “Why did the change happen the way it did?” and “What type of new thinking came as a result of this rebirth of culture and society?”

Body 40 minutes

Begin by going over some key questions and asking the students, “Why was there a Renaissance? Why did it start in Italy? How did the geography and ways of life from feudalism and the Black Plague help to bring about City-States?”

The whole of the hour, the instructor will be going back and forth between discussion and the book (pages 609-610); asking students periodically about the key vocabulary words and major concepts in the text such as, ”Renaissance”, ”Secular,” and key City-States such as “Florence” and “Venice”. What “Renaissance” means. How “Secular” was a change in people’s viewpoints from a strictly religious life to a more living centered and active life. Finally, the key City-States of “Florence” and “Venice” and how they came about ever so briefly (that is hitting the City-States ever so briefly; these two will be covered mainly tomorrow).

The hour will be a discussion really starting with the students, asking them the questions (see below) at the beginning of the hour and then using the textbook (those two pages) and the four vocabulary words mentioned above to spring conversation and get a student-led discussion on what they think of the Renaissance.

“Why Italy?” , “How did the Renaissance just happen to occur in the city-states of Italy”, “Why did the change happen the way it did?” “What type of new thinking came as a result of this rebirth of culture and society?”

and, but not limited to “Why was there a Renaissance? Why did it start in Italy? How did the geography and ways of life from

feudalism and the Black Plague help to bring about City-States?”

Closure 10 minutes

Use SMART Board by tying up how the students and the instructor have been talking about the origins of the Renaissance by saying, “Well, we’ve finally started the Renaissance proper and we’ve laid the foundation for the next few days and tomorrow we’re going to go into the City-States and how the people left the country-side and went into the cities and how City-States came about.”

Assessment:Informal assessment at the end of the hour; spending at least 10 minutes to get through every student, asking

them what they’ve learned by constantly reminding them in a queuing fashion to remember the questions on the board from the beginning of the hour.

Reflection:

Yesterday’s lesson was a hastily made one because of the stress level that I’d been having because of a conflict between myself and another professor and a multitude of other things. Despite the lesson being hastily made (as in an hour) standards, goals, objectives and well thought out directions helped me. One thing I would have definitely changed was my iron fist (or rather lack thereof) in hours 1 and 2. Hour 2 actually got so out of hand that I had to move around some students, namely the trouble making ones I’ve mentioned in previous journal entries. First half of the hour was dedicated to the students finishing up the lesson and inventions from the previous day that Mr. Bell’s student mentor taught, so that went extremely well and it was fun seeing the inventions and forcing them to come up and talk in front the class even though they didn’t want to. I said, “I stutter and I speak in front of you everyday; so deal with it!” I was saying this jokingly of course. When that was done, I had the opportunity take the lesson back and make it my own by re-introducing the Renaissance and tying it back into the Middle Ages and Medieval Era.

Nathan Logan 3-05-09 Day 2 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: Renaissance Gets Wealthy and Diplomacy BeginsGoals: Students will be able to:

3. Describe the impact of new ideas and institutions on European life during the Renaissance.4. Describe the essential characteristics of the systems of government found in City-States during the

Renaissance.Concept: Renaissance, City-States, Secular, Florence, Venice, Diplomacy, Machiavellian Ideas



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge of the Pros and Cons of Country Life vs. City Life from the previous day concerning the Italian City-States.Objectives: By the end of today’s lesson, students will be able to:

24. List three reasons why the Renaissance happened in Italy.25. Detail five reasons how Italy became the center of trade for the Renaissance.26. List and describe three characteristics of Italian City-State governments during the Renaissance.27. Compare two ideas of modern diplomacy with 2 ideas of Machiavelli.28. Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.


Spielvogel, J. J. (2005). World History Journey Across Time The Early Ages. Columbus, OH: McGraw-Hill / Glencoe.

Technology:SMART Board, Flash Drive, SMART Board Slides and Computer



Begin by opening up with, “Yesterday we talked about some of the vague and broader reasons of why the Renaissance even occurred, what made it special, where it happened, how it even came about. Today we are going to talk about the engine or the cogs in the gears that made Italy one of the most established bases of economic trade and culture during the Renaissance.”

Body 40 minutes

The question from the previous day was “List the Pros and Cons of Country Life versus City Life. Where would you rather live? Give your reasons why.” Begin a discussion by asking the students about their responses

Begin a discussion by asking the students, “Where do you think the most trade of a culture occurs?“ Based on student’s responses the following questions will be asked to lead the discussion into why the

renaissance began in Italy and how the formation of city-states occurred. Students will read orally or in groups of two pages 609 – 615.

Students will be asked while reading several key comprehension questions.o “How did Florence become so wealthy?”o “Why was Venice so unique compared to other City-States?”o “How were Urban Nobles different from Country Nobles?”o “Why were people so interested in Asia and its goods?”o “What is Machiavellian diplomacy?”

Closure 10 minutes

Students will be asked the following questions to close out the lesson. Students will be reminded of their homework, to complete Mr. Bell’s project, etc

Assessment: In a question and answer session, ask the students what they learned about how and why the

Renaissance started in Italy, this can include ideas from the previous day’s lesson since it ties in; every student must answer a question and no one can skip. (Objectives 1 and 2)

Students are going to make a list comparing modern diplomacy and Machiavelli’s ideas in The Prince. Ask the students informally what they know about modern diplomacy and politics today in America

and how those differ, if at all, from those of Machiavelli and his ideas in The Prince. (Objective 3) Students will answer comprehension questions from the body. (Objective 2, 3, 4, 5) Students will be able to list on a sheet of paper 3 characteristics of City-State governments during the

Renaissance. (Objective 4)Reflection:

Today was good, although a bit chaotic. Firstly, I think I did have way too many notes or rather a poorly organized plan of execution for the first 2 Hours since I was hastily going over everything that I possibly could and not really caring if they got it or not; just wanting to get it done. I worry about Diplomacy and Machiavelli because they are two huge concepts in this section. Hour 4 was chaotic because 3 tables were doing what they were supposed to and 3 tables were not. So, those 3 tables that were productive were able to go into another room with another teacher and actually get further in the book and the notes. The 3 tables that were not productive were forced to work independently in presenting material to the front of the class. This was just a chaotic day. If I had to change one thing about today, it would most definitely be: classroom management and to have come down hard upon the students and just not have so many notes. Go easy on the book and try to get the students to explain more about things.

Nathan Logan 3-09-09 Day 3 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: The Reformation BeginsGoals: Students will

5. Be able to describe the impact of new ideas and institutions on European life during the RenaissanceConcept: Martin Luther, Desiderius Erasmus, Indulgence, Reformation



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge of early Roman Catholicism and Eastern Orthodox Christianity from Chapter 10 and the schism between them.Objectives: By the end of today’s lesson, students will be able to:

29. Identify two key figures in the Reformation movement.30. List and describe three reasons why the Reformation movement came about.31. Identify three of Martin Luther’s contributions to the Reformation.32. Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.






Begin by opening up with, “All last week we began the Renaissance by tying up the loose ends of the Middle Ages and the Medieval Era into the beginnings of the Renaissance with the City-States of Italy. We talked about how art, literature and culture were being spread, the many new inventions which helped spread the new ideas of the Renaissance. This week we are going to be talking about the Reformation which is perhaps the best example of a religious movement in history.”

Body 40 minutes

Have up on board assignment, “Complete Section 3 Vocabulary Sheet” for home work. Begin a discussion by asking the students, “Remember back last year how we talked about Roman

Catholicism and Eastern Orthodox Christianity? Remember how I explained to everyone that there was a schism in the Catholic Church and we now have what’s called Protestantism as a result of that? Well for the next few days we are going to be discussing the differences between Catholicism and Protestantism and something called the Reformation.”

Based on student responses go into how from Catholicism people were not happy with the Catholic Church and how people began to Protest the Catholic Church.

Students will read orally or in groups of pages 633 – 636. Students will be asked while reading several key comprehension questions based off the reading.

o “What ideas led to the Reformation?”o “What is the Reformation?”o “What are indulgences?”o “How did the sale of indulgences make people angry?”o “Who was Martin Luther?”o “What was Martin Luther’s great revelation while growing up and studying the Bible?”

Closure 10 minutes

Students will be asked the following questions to close out the lesson.Identify two key figures in the Reformation movement.List and describe three reasons why the Reformation movement came about.Identify three of Martin Luther’s contributions to the Reformation.

Students will be reminded of their homework, to complete Mr. Bell’s project, etc

Assessment: In a question and answer session, ask the students what they learned about how and why the

Reformation started in central Europe using the aforementioned questions above along with the objectives. (Objectives 1, 2, 3)

Students will answer questions based on Martin Luther’s contributions to the Reformation movement. (Objective 3)

Students will answer comprehension questions. (Objective 4) Homework

Reflection:

So far today, things have been going well. I had to go over and re-cover, review or just plain teach for the first time Diplomacy and Machiavelli for a few hours since Thursday was so chaotic. Things I would change and have changed for every hour after Hour 1 is that don’t cover everything from Section 1 just the City-State government part, Diplomacy and Machiavelli stuff. At least I think that’s helping me focus more energy on the stuff that we rushed through last week as opposed to just re-hashing the stuff they hopefully already know. It’s lunch right now, between Hour 3 and Hour 4; so we’ll see how the rest of the day goes. Have been having some management issues with some students in Hour 1 and Hour 3; ironically it’s been the same table for both hours; not sure if that table is cursed or what. But it seems like the students who are at that table either can’t behave properly, have ADD like I have no idea (they don’t really), or just like talking with their friends and being disruptive. It ticks me off! It’s like you have one bad apple maybe and then that bad apple poisons the rest of the others.

Vocabulary word Definitions for Section 3

Reformation pg. 634

Indulgence pg. 634

Denomination pg. 636

Theology pg. 640

Predestination pg. 640

Nathan Logan 3-10-09 Day 4 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: The Reformation Heats UpGoals: Students will be able to:

6. Describe the impact of new ideas and institutions on European life during the Renaissance.Concept: Denomination, Theology, Predestination



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge from Section 1 concerning Italian City-States and Niccolo Machiavelli.Objectives: By the end of today’s lesson, students will be able to:

33. Identify two key figures in the Reformation movement.34. List and describe three reasons why the Reformation movement came about.35. Identify three of Martin Luther’s contributions to the Reformation.36. Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.






Begin by opening up with, “Yesterday we left you hanging on a cliffhanger with Martin Luther posting the 95 Theses on the door of the church. Today we’re going to review yesterday’s material since I felt it was not taught as well as I would have liked. Also, today we will be doing a work sheet on Machiavelli from the Italian City-States to tie in with Section 1 and I think you’ll be surprised as to what Machiavelli has to say about society and people in general.”

Body 40 minutes

Have up on board assignment, “Complete Machiavelli work sheet (in class)” for home work. Go over Vocabulary Section 3 on SMART Board and have students come up and write in the definitions. Students will read orally or in groups of pages 635-636. Students will be asked while reading several key comprehension questions based off the reading.

o “What were the effects of Martin Luther’s 95 Theses?”o “How did a new denomination come about during the Reformation?”o “What is Theology?”o “What is Predestination?”

Go over Machiavelli work sheet by telling students that as a class we will read the excerpt in its entirety a first time to get a feel for the old language.

Go over Machiavelli the second time and elaborate in every day English the finer points and details as to what he was trying to get across.

Closure 10 minutes

Students will be asked the following questions to close out the lesson.o “What were the effects of Martin Luther’s 95 Theses?”o “How did a new denomination come about during the Reformation?”o “What is Theology?”o “What is Predestination?”


Assessment: In a question and answer session, ask the students what they learned about the new denominations

being formed during the Reformation and the importance of John Calvin. (Objectives 1, 2, 3) Students will answer comprehension questions from the body. (Objective 3) Homework

Reflection:

Well, Hours 1 through 3 have been interesting to say the least. Today, we made the last minute decision to have

Machiavelli’s ‘The Prince’ worksheet done in class as opposed to homework and it went well. Hour 1 was good, although three students didn’t want to pay attention and we ended up having to send one of them down to 107 (Associate Principal’s Office) and writing that student up. Which is a shame really because he’s a good kid just a little distracted sometimes. The other two students I purposely sat next to and made a big deal about them sharing a pencil when they could have asked anyone to borrow one or put 25 cents on Mr. Bell’s desk for one. But, they didn’t. Mr. Bell then said if they don’t want to learn that’s their fault and it’s a problem he’ll take up with the Special Ed Teacher Ms. Ledzianowski. Hour 1 though was fantastic everywhere else, the students were attentive even during the reading of Machiavelli. Hour 2 was a mixed bag and heads were down and I have a lot of high students in that class but it’s like, “eh why bother?” (on the student’s side I mean; I make it a statement to say that I bother them to get them to learn and pay attention!) Paying attention to the students’ body language really helped me out for Hour 3 for going over Machiavelli that way I knew what students to focus on. Hour 3 didn’t go well, was loud from the beginning like there was going to be some massive weather change and while doing the vocabulary, I had Shelby at the SMART Board writing and I was sitting in the middle of the room on the back of a chair and people wouldn’t stop talking. I sat there for 3 minutes before some people finally made an effort to ask “Why are you sitting like that there, Mr. Logan?” At that moment, I told them to open to page 634 and write out Section 3. They were like “Why?” I told them, I apologize to the students who were doing the right thing, but the students who are not acting appropriately have ruined it for all of you. I call it guilty by association. They said they weren’t associating. It was at this time that I went off the chain and went into Mr. Bell mode and basically said, “If you’re not associating with them then tell them, ‘You’re a disruption to my learning so will you please shut up so I can learn. I don’t care if you don’t want to pay attention but don’t ruin it for me.’ Don’t let others mess with your education. Stand up for yourself and tell the other people to be quiet and to focus on the task at hand! And if they tell you to shut up or be quiet they have to deal with me and they’re not going to like it, so you do yourself a favor and stand up for yourself! It’s amazing what can happen when we’re all on the same page together!” One student said that they tried telling another student to be quiet and then that student got defensive and said, “Hey, ain’t no body telling me what to do!” Really defensively trying to maintain his power. I shot it down by saying, “If they say that to you and you are acting up and you respond back them by telling them to shut up, you have me to deal with and I WILL write you up.” He began to argue, to which I said, “Don’t argue with me Julian! Don’t!” He was quiet the rest of the hour and even our Special Education Aid took him outside to talk to him I believe. Rest of that hour went perfectly as if nothing had happened. But, man, I didn’t want to do it, but I felt I had no other chance and I did not want to yell. Although I did yell when I was saying all those things. Hours 4 and 5 to go.

Well, Hour 4 went fairly well, the students seemed actually alert and active since this was after lunch and I had the window open so maybe they liked the fresh air. I know I did and I had a little skip in my step because by this time I had all but narrowed down and focused how I was going to teach the Machiavelli worksheet and I was getting better every hour. Students were a little rowdy and actually restless in Hour 4 and 5 but overall good. Some things you just can’t change about the way they act. It’s nearing the end of the day or it’s after lunch, they’ve got extra energy to spend. The best way to handle things is to just try to focus that energy elsewhere, hopefully into the material and what they’re learning. I made Machiavelli so interesting today it was scary.

Nathan Logan 3-11-09 Day 5 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: Flashback to the Early Renaissance!Goals: Students will be able to:

7. Gain an appreciation of the artwork that Leonardo da Vinci produced during the Renaissance.8. Gain an appreciation of the artwork, sculptures and architecture that Michelangelo produced during

the Renaissance.9. Have an understanding of how Shakespeare brought poor and rich people alike together with his

literature.Concept: Leonardo da Vinci, Michelangelo, Dante Alighieri, William Shakespeare



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge of the first day’s coverage of the Renaissance period covering Leonardo da Vinci, Michelangelo, Shakespeare, etc.Objectives: By the end of today’s lesson, students will be able to:

37. List and detail three famous works by Leonardo da Vinci.38. List and explain the significance of three famous works by Michelangelo.39. Identify three famous works by Shakespeare.40. Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.


Spielvogel, J. J. (2005). World History Journey Across Time The Early Ages. Columbus, OH: McGraw-Hill /

Glencoe.Technology.


Supplies: New Ideas and Art Worksheet 17-2 x 105 students



Begin by opening up with, “Last Tuesday we never really got a chance to go into the artistic or even the literary aspect of the Renaissance and we’ve been thinking, ‘What good is a Renaissance without artwork, architecture, sculptures and literature? It’s no good!’ So, for today we’ve decided to illuminate all of you on the more visual aspects of the Renaissance.”

Body 40 minutes

Have up on board assignment, “Study Vocabulary Sheet for Section 3” and “Study for Short Cycle Assessment # 4” for home work.


o “What scholar encouraged Europeans to search for Latin works in monasteries?”o “What is the vernacular?”o “Who wrote The Divine Comedy?”o ”What was Chaucer’s best known work?”o “What was Johannes Gutenberg famous for inventing?”o “How was Renaissance art different from art of medieval times?”o “Who were three great artists of the Renaissance?”o “What are three works of William Shakespeare?”

Throughout the review of the section, students will be given a more visual record of the lesson than previously before with many more pictures.

Closure 10 minutes

Students will be asked the following questions to close out the lesson.List and detail three famous works by Leonardo da Vinci.List and explain the significance of three famous works by Michelangelo.Identify three famous works by Shakespeare.


Assessment: Students will be given New Ideas and Art Worksheet 17-2 to complete as a review for Section 2

and will also answer questions regarding the works of Leonardo da Vinci, Michelangelo and William Shakespeare. (Objectives 1 – 3)

Students will answer comprehension questions from the body. (Objective 4)

Homework

Reflection:

Whew boy. What a day. Today was the day that Mr. Goebel came for his third out of four observations. It was good. As for the classroom material and going over the more visual aspects of the Renaissance and Reformation again, this was probably the best day that I’ve had for both of my methods and my student teaching. Granted there was one incidence where I had my hand basically up against Michelangelo’s David’s private parts and some students, or rather all weren’t focusing on me teaching but my hand gestures and movements, but things went really well. I wouldn’t have changed a single thing about today. Well, except for having the black box over Michelangelo’s David’s private parts during ALL the hours.

Nathan Logan 3-13-09 Day 6 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: Short Cycle Assessment # 4 and Medieval Project Work DayGoals: Students will

10. Be able to describe the impact of new ideas and institutions on European life during the Renaissance and Reformation.

Concept: Martin Luther, Desiderius Erasmus, Reformation, Indulgence, Denomination, Theology, Predestination



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge of Martin Luther, Desiderius Erasmus, Reformation, Indulgence, Denomination, Theology and Predestination along with the core ideas of the Reformation Movement.Objectives: By the end of today’s lesson, students will be able to:

41. Pass the Short Cycle Assessment # 4 with a 75 % or better accuracy.






Begin by opening up with, “So, is everyone ready for the fourth Short Cycle Assessment? Any pre-test jitters? There’s around 12 questions and a good variety, so everyone has the opportunity to do well. After everyone has turned in their assessments, we will spend the rest of the hour working on your individual Medieval Projects for the end of the month.”

Body 40 minutes

Pass out Short Cycle Assessment # 4 to students. Students will have 15 minutes max to complete the assessment. Whatever is not done is not done. When all students have finished the assessment, students will then work on Medieval Projects

individually for the remainder of the hour.

Closure 10 minutes

Students will be reminder once more to keep on working on their projects for the end of the month. Students will also be given a reminder that next week has the day of the Art Museum field trip and to

make sure not to get into trouble, any tardies or anything else so they can go. Students will then be given a little introduction as to what we’re covering next week and then

reminded again that the Chapter Test will be next Wednesday or Friday.

Assessment: Students will be assessed Short Cycle Assessment # 4 for an accuracy of 75 % or higher. (Objective 1)

Reflection:

Today was Short Cycle Assessment # 4 day and also Medieval Project Work Day. Not a darn thing I would change today. Pretty boring actually. Didn’t really do any teaching either.

Name:___________________________

Date:___________________________

Hour:___________________________

Short Cycle Assessment # 4 – The Reformation

1. The following sentence best describes “indulgence”:a. A luxury that the Catholic priests enjoyedb. An excessive amount of praise for Godc. A pardon from the Church for a person’s sinsd. A pardon from one person for another person’s sins

2. Michelangelo’s craft was primarily focused on:a. Paintingb. Sculptingc. Drawingd. Inventing

3. What is “predestination”?a. People always have a choice of where they are going in their livesb. No matter what people do, they have no choice in the outcome of their livesc. People are doomed to eternity in purgatoryd. The fate of a person is related to an indulgence

4. One of these is NOT a work of art created by Leonardo da Vinci:a. The Last Supperb. The Mona Lisac. The Vitruvian mand. The Sistine Chapel

5. Where does the word “Reformation” come from?a. To battle against heresyb. To cancel someone’s marriagec. To reform an institutiond. To spread an idea

6. “Denominations” are:a. Places where believers go to worshipb. The same as congregations just a different wordc. An organized branch of Christianityd. An organized tier of indulgences

7. What did Dante Alighieri write that influenced society’s perceptions of Heaven and Hell?a. Paradise Lostb. The Divine Comedyc. Institutio Christiane Religionisd. The Ninety-Five Theses

8. At the Globe Theater, what color flag means a comedy is being performed?a. Pinkb. Orangec. Whited. Green

9. Why was Martin Luther against the sale of indulgences? (2 pt)

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10. Martin Luther helped bring about the Reformation along with Desiderius Erasmus. They had many opinions of

why there needed to be a Reform. List five reasons why the Reformation came about. (5 pt)

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Nathan Logan 3-16-09 Day 7 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: The Counter-Reformation aka The Catholics Retaliate!Goals: Students will be able to:

11. Describe the impact of new ideas and institutions on European life during the Counter-Reformation.Concept: Trent, Seminary, Heresy



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge about the Reformation and the beginnings of Protestantism followed by the formation of a new denomination called Lutheranism.Objectives: By the end of today’s lesson, students will be able to:

42. List two things the Council of Trent did to strengthen Catholic beliefs.43. Identify how many (in percentages) people in France became Protestants.44. Describe two ways the rulers of Spain did to keep Spain Catholic.45. Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.



Technology:

SMART Board, Flash Drive, SMART Board Slides and Computer



Begin by opening up with, “Change, change and more change! That was the key word and topic we have been talking about the past few days. The Reformation helped bring about a split between many Christians. Today we are going to be talking about the Counter-Reformation, sort of a Counter-Attack the Catholic Church made against Protestantism and how it affected France and Spain.”

Body 40 minutes

Have up on board assignment, “Study for Test this Friday.” And “Vocabulary Activity WS 17-4” for home work.


o “What was the Council of Trent?”o “How and why did the Counter-Reformation come about?”o “Why did the Catholic Church need to rebuild its Church of believers?”o “What are seminaries and why were they important during the Counter-Reformation?”o “What is heresy and its relationship to the Counter-Reformation and the Jesuits?”

Closure 10 minutes

Students will be asked the following questions to close out the lesson.List two things the Council of Trent did to strengthen Catholic beliefs.Identify how many (in percentages) people in France became Protestants.Describe two ways the rulers of Spain tried to keep Spain Catholic.

Students will be reminded of their upcoming test, to complete Mr. Bell’s project, etc

Assessment: In a question and answer session, ask the students what they learned concerning the importance of

the Council of Trent, the new Jesuit order, the importance of the number of French Protestants and the ways Spain’s rulers tried to keep Spain Catholic. Every student must answer at least one question. (Objectives 1 - 3)

Students will answer comprehension questions. (Objective 4)

Reflection:

Since this is really a two-day lesson, I’m going to write one big reflection or not depending upon how I word things for both the 16th and 17th of March. First off, my problem these two days has been the problem of too

much. In my effort to get everything covered in roughly three weeks and to also cover as much as I possibly can I feel like I’ve shortchanged not only myself but also the students by cramming so much material into these two days that I could have easily spread out comfortably into three probably at best four days. The students were restless, there were too many notes, a lot of reading which I did since I really wanted the students to focus on my voice and how I was reading things and not on their fellow students trying to trudge through the material and not get anything out of it. I don’t know. I worry about this.

Looking back upon this two day mega lesson in hindsight, I would have split this up had I the chance and the opportunity into a four day lesson or perhaps just cut out the garbage that didn’t deserve to be in the lesson plan and the material to begin with.

I think in my effort to try to cover everything that I thought was interesting and to get the students excited I also killed any hope of getting things done quickly. Next time, the heck with what I want to cover and stick to the standards for my sanity and the sanity of the students.

Nathan Logan 3-17-09 Day 8 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: The English ReformationGoals: Students will be able to:

12. Describe the impact of new ideas and institutions on European life during the Counter-Reformation.Concept: Henry VIII, Tower of London, Annul, Mary I, Elizabeth I, Puritans



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge from yesterday concerning the topics of the Council of Trent, heresy and seminaries.Objectives: By the end of today’s lesson, students will be able to:

46. List two ways Henry VIII tried to have male successors to the throne of England.47. Describe two ways Calvinism affected England.48. Identify who Mary I was and why she was called “Bloody Mary”.49. Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.






Begin by opening up with, “So, yesterday was all about the Catholics’ counter-attack against Protestantism. But, today we will cover the final counter-attack of Protestantism against Catholicism and how it left England forever changed and how the Catholic Church had finally lost almost all power in northern Europe.”

Body 40 minutes

Have up on board assignment, “Study for Test for Friday” and “Guided Reading Activity WS 17-4” for home work.


o “Why do you think Henry VIII went through so many wives?”o “Why did Henry VIII imprison people in the Tower of London?”o “Why didn’t Henry VIII just divorce Catherine? Why did he need an annulment?”o “Why did the Pope refuse Henry VIII’s request for annulment?”o “Why do you think Mary I was so bloodthirsty in going after Protestants?”o “How did Calvinism affect England?”

Closure 10 minutes

Students will be asked the following questions to close out the lesson.List two ways Henry VIII tried to have male successors to the throne of England.Describe two ways Calvinism affected England.Identify who Mary I was and why she was called “Bloody Mary”.

Students will be reminded of their upcoming test, to complete Mr. Bell’s project, etc

Assessment: In a question and answer session, ask the students what they learned concerning the importance of

the Henry VIII wanting to annul his marriage, the need for a male heir in the Tudor family, why Mary I was called “Bloody Mary”, the struggles of Catholics against Protestantism and the influence of Calvinism in England. (Objectives 1 - 3)

Students will answer comprehension questions from the body. (Objective 4)

Reflection:

Please read reflection from Day 7 or 3-16-09.

Nathan Logan 3-18-09 Day 9 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: Review!Goals: Students will


Concept: All concepts from the past 8 days.



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge of the past 8 days.Objectives: By the end of today’s review, students will be able to:

50. Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.






Begin by opening up with, “At last the review is here and I hope you’re all excited because today is mainly going to be independent study followed by going over the review packet!”

Body 40 minutes

Students will work on for the first 30 minutes of the hour a review packet to prepare them for the Test on Friday.

Students will go over the answers to the questions for the last 30 minutes of the class.

Closure 10 minutes



reminded again that the Chapter Test will be this Friday.

Assessment: Illustrate ability to monitor learning answering comprehension questions with 80 % accuracy.

(Objective 1)

Reflection:

Oh my God what a terrible day. I’m sort of tuning and checking out of this Renaissance stuff and because the field trip is tomorrow to the Toledo Museum of Art, I think the kids are too. Today was a mess for all the hours except for Hour 3 and Hour 4 mainly because they’re the higher functioning students I think, plus those hours are the bread outside the meat that is the lunch hour so they’re for some reason really tuned into the material and we always have fun.I don’t have anything else to say for today I’m so checked out right now, I just want the test to come so I can move on with this unit. It’s either that or I need sleep.

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Date:__________________________

Hour:__________________________

The Renaissance and Reformation – Review for Chapter17 Test

Matching

Directions: Match the correct vocabulary word with the correct definition.

1. Renaissance a. the outcome of a person’s life has already been decided

2. Heresy b. to negotiate with other countries

3. Reformation c. an organized branch of Christianity

4. Theology d. thinking more about the world and less about religion

5. Secular e. an idea that contradicts official church teachings

6. Predestination f. to cancel a marriage

7. Indulgence g. the everyday language people read, write and speak

8. Seminary h. a balance of faith and reason

9. Diplomacy i. “rebirth”

10. Vernacular j. a pardon from the church for a person’s sins

11. Denomination k. the study of questions about God

12. Annul l. a school designed to teach and educate new priests

13. Humanism m. a movement started by Martin Luther and Desiderius Erasmus to reform the Catholic Church

Multiple Choice

Directions: Circle the best answer.

14. What was the name of Shakespeare’s greatest love story?

a. Hamlet b. Macbeth

c. Romeo and Juliet d. Othello

15. Shakespeare’s plays were often performed at:

a. Buckingham Palace b. Verona, Italy

c. In restaurants d. The Globe Theater

16. What does it mean that people became more secular during the Renaissance?

a. They focused on getting to Heaven b. They often married twice

c. They focused on this world d. They divided time into seconds

17. Florence grew wealthy through:

a. Banking b. Farming

c. Book-selling d. The travel industry

18. Who was Leonardo da Vinci?

a. A conservative Pope b. A French professor

c. An Italian scientist and artist d. A skilled novelist and poet

19. What happened when the peasants revolted in the 1520s?

a. Nobles fled the countryside b. Nobles brutally crushed the revolt.

c. Peasants were given food d. Peasants took over farms

20. John Calvin taught that:

a. God decides who gets to Heaven b. Doing good gets people to Heaven

c. People should obey the Pope d. Only clergy can know the truth

21. During the Spanish Inquisition:

a. Jewish scholars flourished b. The Pope discouraged heresy trials

c. Spain converted to Protestantism d. 2,000 Spaniards were executed

22. King Henry VIII:

a. Formed the Lutheran church b. Beheaded two Queens

c. Was a cruel king of France d. Accepted the pope’s authority

23. The Puritans wanted to:

a. Purify the Anglican Church b. Move to India

c. Make England a Catholic country d. Report to the Pope

24. Streets in Venice were:

a. Paved in marble b. Paved in brick

c. Canals and waterways d. Dirt

25. Who ruled the city of Venice?

a. The Medici family b. Marco Polo

c. Wealthy Merchants d. The Pope

26. What is The Divine Comedy?

a. A comedy performed in theaters b. A play about the end of the world

c. A comedy about a monastery d. A story of a trip from Hell to Heaven

27. King Ferdinand and Queen Isabella:

a. Tolerated all religions in Spain b. Joined two kingdoms into Spain

c. Converted Spain to Protestantism d. Were tried for heresy

28. What did King Henry IV of France agree to do to remain in power?

a. Convert to Protestantism b. Convert to Judaism

c. Convert to Catholicism d. Convert to Islam

29. Michelangelo painted which of the following?

a. Mona Lisa b. School of Athens

c. The Last Supper d. The ceiling of the Sistine Chapel

Short Answer and Extended Response

Directions: Answer in complete sentences

30. How was the Spanish Inquisition different from the Catholic Church’s Inquisition?

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31. The Movable Type Printing Press helped spread ideas during the Renaissance. How did the invention of

the Printing Press impact the spread of ideas throughout the regions of Europe?

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32. Describe three characteristics of Italian City-State governments during the Renaissance.

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33. Martin Luther helped bring about the Reformation along with Desiderius Erasmus. They had many

opinions of why there needed to be a Reform. List five reasons why the Reformation came about.

__________________________________________________________________________________________

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Nathan Logan 3-20-09 Day 10 60 minutesTopic: The Renaissance 7th Grade World StudiesLesson Title: TestGoals: Students will


Concept: All concepts from the past 9 days.



People in SocietiesGive examples of contacts among different cultures thatled to the changes in belief systems, art, science,technology, language or systems of government.Pre-requisite Knowledge: Students will need to have prior knowledge of the past 9 days.Objectives: By the end of today’s review, students will be able to:

51. Pass the Test with an accuracy of 75 % or higher.






Begin by opening up with, “Who’s happy to finally get this Chapter done and over with? WooHoo! Here we come Africa!”Break up the tension by discretely asking the students some questions that are on the test so they’re not so nervous and pent up.

Body 50 minutes

Students will spend the hour working on the test.

Closure xx minutes



reminded again that the Chapter Test will be this Friday.

Assessment: Students will be able to pass the Test with an accuracy of 75 % or higher. (Objective 1)

Reflection:

Well, so much for 50 minutes for the test. Apparently it was either really easy or insanely hard and no one knew anything because students have been turning in the test left and right minute after minute throughout the hours while I’ve been working here on the computer. I’m not sure if that’s good or bad. I seriously hope it was challenging enough and wasn’t too easy. I did hear one student say that was the easiest test that I’ve given and my Short Cycle Assessments were harder than this. That worries me. Sure, I want everyone to pass but I also want to challenge those higher students instead of just lulling them along. Granted there have been a few students here and there who have taken significantly longer taking the exam than the rest because they were absent for a few days because of illness and they’re struggling more, but even when they turned their tests in they came to me to see how well they did. I looked at their tests and went through the matching, multiple choice and essay within a minute or so and was shocked to find that this one girl, who was absent like 2 days this week during the days that it mattered the most practically aced the test except for 3 multiple choice questions. She missed one of the essays but I can’t imagine it hurting her more than 5 percentage points altogether once I finalize the grade. I do have a bad feeling though that all the grades are going to be one of two things. Way too high, or way too high and way too low with very few in between. I’d prefer more of a middle ground personally.

Chapter 17 - The Renaissance and Reformation

MatchingMatch each item with the correct statement below.a. diplomacy f. Huguenotsb. florin g. Johannes Gutenbergc. oil painting h. Counter-Reformationd. Florence i. King James Ie. Niccolò Machiavelli j. theology

____ 1. persecuted Puritans

____ 2. the gold coin of Florence

____ 3. developed a printing press with movable metal type

____ 4. author of The Prince

____ 5. Catholic attempt to convince people to return to the Catholic Church

____ 6. developed in Flanders

____ 7. the art of making deals with other governments

____ 8. French Protestants

____ 9. a wealthy Italian city that played an important role in the Renaissance

____ 10. the study of questions about God

Multiple ChoiceIdentify the letter of the choice that best completes the statement or answers the question.____ 11. What is the Globe?a. a newspaper c. a theaterb. a restaurant d. a hat shop

____ 12. What does it mean that people became more secular during the Renaissance?a. They focused on getting to heaven. c. They often married twice.b. They focused on this world. d. They divided time into seconds.

____ 13. Florence grew wealthy througha. banking. c. book-selling.b. farming. d. the travel industry.

____ 14. Urban nobility in Italy blended what groups by marriage?a. wealthy merchants and old noblesb. clergy and noblesc. landowning nobles and peasantsd. merchants and traders

____ 15. Who was Leonardo da Vinci?a. a conservative Pope c. an Italian scientist and artistb. a French professor d. a skilled novelist and poet

____ 16. When did the Renaissance spread to northern Europe?a. the late 1300s c. the late 1400sb. the early 1400s d. the early 1500s

____ 17. The humanist clergyman Desiderius Erasmus wanteda. all people to be able to read the Bible.

b. to remove the pope from power.c. to sell indulgences.d. to convert to Protestantism.

____ 18. What happened when peasants revolted in the 1520s?a. Nobles fled the countryside.b. Nobles brutally crushed the revolt.c. Peasants were given food.d. Peasants took over farms.

____ 19. John Calvin taught thata. God decides who goes to heaven.b. doing good gets people to heaven.c. people should obey the pope.d. only clergy can know the truth.

____ 20. During the Spanish Inquisitiona. Jewish scholars flourished.b. the Pope encouraged heresy trials.c. Spain converted to Protestantism.d. 2,000 Spaniards were executed.

____ 21. King Henry VIIIa. formed the Lutheran church. c. accepted the pope’s authority.b. was a cruel king of France. d. beheaded two Queens.

____ 22. The Puritans wanted toa. purify the Anglican Church. c. make England a Catholic country.b. move to India. d. report to the pope.

____ 23. What did Lutheranism teach would get a person into heaven?a. faith in Jesus c. buying indulgencesb. doing good deeds d. converting to Catholicism

____ 24. Italian city-states became wealthy througha. war. c. wine-making.b. farming. d. trade.

____ 25. Streets in Venice werea. paved in marble. c. dirt.b. paved in brick. d. canals and waterways.

____ 26. Who ruled the city of Florence?a. Marco Polo c. the Medici familyb. wealthy merchants d. the pope

____ 27. What is The Divine Comedy?a. a story of a trip from hell to heavenb. a comedy performed in theatersc. a play about the end of the worldd. a comedy about a monastery

____ 28. King Ferdinand and Queen Isabellaa. tolerated all religions in Spain.b. joined two kingdoms into Spain.c. converted Spain to Protestantism.d. were tried for heresy.

____ 29. Why did Protestantism succeed?a. Some Kings supported it.

b. Luther supported the peasant revolt.c. The pope died.d. The Catholics collected taxes.

____ 30. What did King Henry IV of France agree to do to remain in power?a. convert to Protestantism c. convert to Catholicismb. convert to Judaism d. convert to Islam

____ 31. Michelangelo painted which of the following?a. Mona Lisa c. School of Athensb. the ceiling of the Sistine Chapel d. The Last Supper

____ 32. What can you tell about Leonardo da Vinci from this display of his works?a. Leonardo specialized in modernistic mechanisms.b. Leonardo had little talent for sketching.c. Leonardo drew only what existed at the time.d. Leonardo showed artistic and intellectual genius.

____ 33. Which of the following best describes da Vinci’s sketches?a. examples of his many insightful talents c. futuristic inventionb. man’s flaws d. visualizations

____ 34. Not only was da Vinci one of the best scientists of the Renaissance, he was also one of its great ____, based upon the illustrations.a. artists c. statesmenb. nobleman d. philosophers

____ 35. What is the purpose of the pope’s indulgences?a. to score more points c. to save people from their sinsb. to save money d. to become perfect

____ 36. According to Luther, who might be freed from all penalties of sin?a. people who buy indulgencesb. people who are perfectc. anyone who prays hard enoughd. everyone with faith in God

____ 37. What does Luther think about indulgences?a. They deceive people.b. They help people get into heaven.c. More of them should be sold.d. The pope should give them away.

Essay38. What was new and different about Renaissance art?

39. How did the Renaissance affect England and English culture?

nathan logan - toast.netmembers.toast.net/ndlogan/nathan logan the renaissance and refor… ·...

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