Middle School Social Studies

Unit 4 Europe: The Middle Ages and Renaissance Era

January

Unit Overview: How did the Middle Ages and Renaissance Era impact the region and world?

In this unit, students explore two themes related to Europe. The two themes are (1) the Middle Ages and (2) the Renaissance Era.

Mini-Unit A: Middle Ages

In this unit, students will explore the Middle Ages, a significant period in history characterized by profound political, social, economic, and cultural changes. They will examine the development of feudalism, the rise and influence of Christianity, the power of monarchies, and the advancements in art, architecture, and technology. Through an examination of key events, individuals, and institutions, students will gain an understanding of the impact of the Middle Ages on the development of the region and its influence on the broader world. By the end of the mini-unit, students will develop critical thinking skills, historical analysis, and an appreciation for the impact of the Middle Ages on the development of the region and its ongoing influence on the world today.

Mini-Unit B: Renaissance Era

In this unit, students will explore the Renaissance Era, a transformative period in history characterized by a revival of learning, art, and culture. They will examine the intellectual and artistic achievements of the Renaissance, including advancements in science, literature, and the visual arts. Students will also explore the social, economic, and political changes that occurred during this time and their lasting impact on the development of the region and the wider world. Students will reflect on the enduring legacies of the Renaissance and their influence on modern society and culture, such as the promotion of individualism, the emphasis on critical thinking and scientific inquiry, and the enduring appreciation for art and beauty.

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

Examine primary and secondary sources from multiple and diverse perspectives to identify point of view using art, eyewitness accounts, letters and diaries, artifacts, historical sites, charts, graphs, diagrams, and written texts. (1.1.b)
Identify and explain the historical context of key people, regions, events, and ideas, including the roots of current issues. For example: The contributions of Mansa Musa, the roots of Abrahamic religions, the significance of political revolutions, the implications of the Atlantic Slave Trade, the rise of European Nationalism, and the rise of Communism. (1.2.a)
Investigate and evaluate the social, political, cultural, and technological development of regions in the Eastern Hemisphere. For example: The river valley civilizations, Hammurabi’s Code, Greek democracy, the Roman Republic, the Chinese inventions of gunpowder and the compass, and the printing press. (1.2.b)
Describe how different economic systems in the Eastern Hemisphere (such as traditional, command, market, and mixed) were developed. (3.1.a)
Describe civic virtues and principles that guide governments and societies. For example: citizenship, civic participation, and rule of law. (4.1.a)

Prepared Graduates

Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Evaluate how scarce resources are allocated in societies through analysis of individual choice, market interaction, and public policy.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.

Grade Level Expectation(s)

Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence. (1.1)
Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems. (1.2)
Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity (3.1)
Investigate similarities and differences of civic participation within governmental systems in the Eastern Hemisphere (4.1)

Essential Skills & Nature and Skills

Examine different historical perspectives expressed in primary and secondary sources (Adaptability and Flexibility).
Historical thinkers construct an understanding of history through the gathering and analysis of historical sources.
Historical thinkers differentiate between primary and secondary sources and apply this understanding to deepen analysis.
Historical thinkers analyze sources deeply by applying understanding of analysis techniques. For example: Sourcing, contextualization, corroboration, and close reading.

Inquiry Questions

How can various primary and secondary perspectives in history be beneficial in understanding past and current issues?
Why is it advantageous to identify historical roots of change?
How has technology shaped the development of civilizations?
What key ideas from ancient Eastern Hemisphere eras continue to demonstrate importance in modern times?
How do different economic systems address the distribution of scarce resources?
How can governmental policy lead to problems or help solve problems?

Diciplinary, Informational, and Media Literacy

Determine the main idea(s) or relevant information of a primary or secondary source.
Analyze multiple points of view to establish a comparative approach to interpretation.
Utilize valid reasoning to develop a supported position on a historic matter.
Cite specific textual evidence to support analysis of primary and secondary sources.
Evaluate the reliability, accuracy, relevance, and bias of online and print sources.

Academic Vocabulary and Language Expectations

Review terms: goods, trade, nation-state

Essential new terms: feudalism, monarch, Middle Ages, Renaissance, humanism, cultural diffusion, Crusades

Grade 6-8 Social Studies Language Expectations

Possible Assessments

TCI Units 8, 9, and 15 lesson assessments
Performance Assessment: Students participate in a Socratic Seminar or mini-conference on world affairs to discuss the question, “What can modern-day America learn from Europe’s past?” Students will gather evidence and prepare reasoning and counterarguments in advance. Arguments should use both historical evidence (primary sources, academic texts, data, maps, etc) and current events to compare and contrast the United States (cultural, economic, political) to the Middle Ages and Renaissance in Europe.

Mini-Unit A: The Middle Ages

Model Unit Plan for Theme 1: The Middle Ages (linked here)

Mini-Unit A: The Middle Ages

TCI: Units 8 and 9

Additional Instructional Resources

Mini-Unit A

Medieval Europe Geoinquiries: Mapping Activity and answer key
The Black Death in Florence Lesson Plan: from Stanford’s Reading like a Historian
The First Crusade Lesson Plan: from Stanford’s Reading like a Historian including PowerPoint
Crusades Primary Source Analysis

Mini-Unit B: The Renaissance

Instructional Resources

Model Unit Plan for Theme 2: The Renaissance Era (linked here)

Mini-Unit B: The Renaissance Era

TCI Lessons 45 and 46

Supplemental Resources:

See model unit plan for more resources

Page updated

Report abuse