Renaissance

Time Periods

6.5.1 WH 1, 2 Read a timeline and order events of the past between prehistory and the Renaissance.
6.5.7 WH 1, 2 Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

Map Reading SPIs

6.2.2

E

Identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, and ocean routes).

6.3.1

G

Identify the basic components of a world map (i.e., compass rose, map key, scale, latitude and longitude lines, continents, and oceans).   

6.3.2

G

Identify basic geographic forms (i.e., rivers, lakes, bays, oceans, mountains, plateaus, deserts, plains, and coastal plains).

6.3.4

G

Identify geographic reasons for the location of population centers prior to 1500 (i.e., coastal plains, deserts, mountains, and river valleys).

6.3.5

G

Use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, and vegetation maps).

 

History

 

6.5.13 WH 2 Identify the impact of advances in technology on history (i.e., agricultural revolution, Renaissance scientists, exploration during the 1400s).
6.5.3 WH 1, 2 Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).
6.5.14 WH 2 Recognize how the Renaissance changes the nature of society (i.e., shift from religious domination to science, philosophy, and art).
6.5.9 WH 2 Recognize and order major historical events on a timeline between the Middle Ages and Renaissance.
6.6.2 WH 1, 2 Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).
6.6.1 WH 1, 2 Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, and inventors.)
6.1.8 G Recognize how migration and cultural diffusion influenced the character of world societies (i.e., spread of religions, empire building, exploration, and languages).

 

Economy

6.2.6 E Analyze how basic economic ideas influenced world events (i.e., supply and demand lead to exploration and colonization).

 

Day 1 - Getting Out of the Middle Ages

 

Lecture

During Middle Ages

At the End of the Middle Ages

Quiz

  1. With a wheelbarrow a man could move

    1. several times his own weight

    2. to another farm

  2. Wind and water were used more and more for

    1. sailing

    2. power

  3. A very important invention was

    1. the telephone

    2. the spinning wheel

  4. Nomad raiding slowed down because of

    1. the invention of gunpowder

    2. laws that said they had to stop

  5. Check the reasons we finally got out to the Middle Ages.

___________ Europeans started trading with Muslims from India and China.

___________ Banks opened and people started saving money.

___________ Countries began to be run by just one king.

___________ Wars got smaller.

___________ Technology got better.

True or False

  1. ___________ Europeans traders wanted rubies, silks, and spices.

  2. ___________ The Swedes started trading with Rome.

  3. ___________ Pretty soon traders were lending money to the kings.

  4. ___________ Kings and nobles always got along well.

  5. ___________ With one king it's better because the whole country has the same rules.

 

Day 2 - Democracy Started Coming Back

Lecture

Magna Carta

Other Rights

Nobles in England were meeting frequently - called this group of men Parliament

Traders and Business wanted voice in government - became 2 groups - House of Lords (nobles) and House of Commons (traders and businessmen)

 

Quiz

Use one of these words to fill in each blank.

trials Parliament power Lords
nobles Greek laws Commons
taxes juries vote  

  1. The _____________ city-states were democracies.

  2. At first there were struggles between the King and _____________.

  3. Henry II set up _____________ for the people.

  4. The Magna Carta said no more secret _____________.

  5. The Magna Carta also said the King could not start new _____________ unless the nobles agreed.

  6. The nobles who were meeting all the time became known as _____________.

  7. Parliament got back at the king by refusing to _____________ taxes.

  8. The nobles sat in the House of _____________.

  9. Traders, businessmen, and farmers sat in the House of _____________.

Day 3 - Renaissance

Lecture 6.5.14 , 6.6.1

Causes of Renaissance

Two Things Happened

Italians found books

People

Renaissance began in Italy then spread

 

Leonardo da Vinci

Johannes Gutenberg 6.6.2

Copernicus

Quiz

  1. Renaissance means

    1. rebirth

    2. art

  2. In the Middle Ages people

    1. took things the way they were

    2. used reason

  3. One reason for the Renaissance it that people

    1. had money to spend on art and science

    2. learned to paint

  4. Another reason for the Renaissance is that people rediscovered the

    1. Roman and Greek way of doing things

    2. painting

  5. Most of the Renaissance painting are religious because

    1. the kings told them to paint that way

    2. the church had money to buy the paintings

  6. Leonardo da Vinci

    1. painted and worked on inventions

    2. watched a lot of TV

  7. Invention of movable type was very important because

    1. they could make may books

    2. scientists needed to type

Day 4 - European Explorers

Lecture

 

In 1400s – 1500s European nations main goal of explorations was to gain access to resources

 

Marco Polo 6.6.2

Many  European explorers http://www.mce.k12tn.net/explorers/explorers_start.htm traveled to the Americas

Have students find where explorers to the "New World" came from using the chart. http://printables.familyeducation.com/tv/printables/botr/botr_009_18-21.pdf

http://www.onestopenglish.com/section.asp?catid=58022&docid=146837

 

Make a Timeline of Marco Polo's life

 

Day 5 - European Explorers

Lecture

Christopher Columbus 6.6.2

Christopher Columbus Interactive http://www.bbc.co.uk/schools/famouspeople/standard/columbus/index.shtml#focus

 

Map Activity

http://www.enchantedlearning.com/explorers/page/c/columbus/columbusmapactivity.shtml