table of contents

Unit 6 - Topic 3: Overview

Unit 6 - Topic 3: Goal, GLEs, & Description

• Essential Content - GLEs

• Ancillary Content - GLEs

Homework: What Did you Learn in Unit 6 - Topic 2

Student Strategies

• Caterpillar Writing

• Thinking Like a Historian

• R.A.C.E. Strategy for Reading

• C.E.R. Strategy for Reading and Stating Claims (Claim, Evidence, Reasoning)

Lesson Activity: Writing an Essay

Topic 3: Students will write a one-page essay in response to the following question: What makes civilizations regress and how do they renew themselves?

Unit 6 Description: Students explore how changing ideas led to the "modern world." Students learn about the characters that defined the Middle Ages and the factors that brought about change that shifted Europe into the Renaissance.

Topic 3: Goal

Students will be able to write an essay that explains what makes civilizations regress and how do they renew themselves.

Topics (GLEs) for the unit & pacing:

Unit 6: Approximately 7 weeks

Topic 1: Approximately 2 class periods

Claim:

What factors make a civilization influential?

6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the growth of towns and cities through trade and commerce during the Middle Ages

• Explain the events that led to the rise of feudalism (fall of the Roman Empire which led to a barter economy, the rule of Charlemagne, division of land among Germanic tribes).

• Describe the roles of groups within the feudal structure (kings and queens, nobles, knights, lords, vassals, peasants-freeman, and serfs) and explain feudal relationships and their purposes (exchange of rights and obligations, such as the giving fiefs/land in exchange for protection and service and the giving of land and protection in exchange for labor.)

• Describe the culture and society of the Middle Ages, including the manor system, homes, work, warfare, advancements in technology and agriculture, art, architecture, entertainment, the growth of villages, and religion.

• Explain the role and importance of the Catholic Church during the Middle Ages.

• Describe the formation of centralized governments in England and France, including the purpose of the Magna Carta and its legacy/influence on the modern world (monarchy, constitutional monarchy, parliament, democratic traditions).

• Explain the motivations of the Crusades, including the motivations and perspectives of both Christians and Muslims during the Middle Ages.

• Explain the outcomes and cultural, economic, and political effects of the Crusades, including effects on territorial expansion, cultural diffusion, religious practice in the East and West, and the Muslim world.

• Explain the reasons for the outbreak and spread of the Black Death/Bubonic Plague.

• Explain the social, economic, and political effects of the Black Death, including the effects on trade, work, wages, population, and the decline of feudalism.

• Explain the causes and effects of the decline of feudalism in Medieval Europe.

6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe

• Analyze key ideas, people, and events that influenced the Renaissance (classical Greek and Roman texts, philosophies, art, and architecture, Renaissance values, scientific advances from the Muslim world).

• Discuss characteristics of the Italian Renaissance, including Renaissance values (humanism, individualism, secularism, skepticism/questions, classicism), and explain how the relationship between Italian artists, patrons of the arts, and the Catholic Church contributed to flourishing art in Italian city-states.

• Describe the qualities associated with the Renaissance man and woman and the contributions of Renaissance creators/thinkers (Da Vinci, Michelangelo, Raphael, Galileo).

• Describe the contributions of key people and groups who influenced the Renaissance (Catholic Church/the Church influential families such as the Medicis, Machiavelli)

• Describe the characteristics of Renaissance art and literature (realistic, use of perspective, writing in the vernacular), and compare/contrast art from the Middle Ages and the Renaissance.

• Explain the ways in which the Renaissance changed European society (scientific thinking during the Renaissance led to world navigation, intellectual thinking challenged Catholic doctrine, the printing press, and the spread of information).

• Explain the social, cultural, economic, and political effects of the printing press and its role in facilitating change during the Renaissance.

• Use maps to identify the start and spread of printing.

6.3.4 Determine world migration patterns and population treads by interpreting maps, charts, and graphs

• Analyze the spread of the Black Death/Bubonic Plague through Africa, Europe, and Asia using maps, and explain relationships among the spread of the plague, population density, and trading centers and routes.

• Explain how events during the Middle Ages (the Crusades, outbreak and spread of the Black Death/Bubonic Plague, decline of feudalism, and increase in trade) affected migration patterns and population trends in medieval Europe using maps, charts, and graphs.

6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement

• Explain why people migrated to towns and cities in medieval Europe.

• Explain why trade increased after the Crusades.

6.6.1 Explain the impact of job specialization in the development of civilizations

• Explain the relationship between job specialization and social structures in medieval Europe.

• Explain the development of guilds, including their purpose, role/function, and effects.

6.6.3 Describe the economic motivation for expanding trade and territorial conquests in world civilizations using economic concepts

• Use economic terms to explain reasons for the expansion of trade in medieval Europe (terms include: goods, services, producers, consumers, supply, demand, scarcity, shortage, surplus, markets, import, and export).

• Explain factors that contributed to the growth of trade in medieval Europe.

6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world

• Describe the Commercial Revolution during the Middle Ages, including the role and importance of trade and the relationships between trade and the growth of towns, cities, marketplaces, businesses, and banks.

6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks:

• Options to address 6.1.1 in Unit 6:

  • Compare and contrast perspectives on the Crusades held by Christians and Muslims during the Middle Ages.

  • Produce written claims on how civilizations decline and renew themselves.

6.1.2 Construct and interpret a parallel timeline of key events in the ancient world

• Create a parallel timeline for the Middle Ages and Renaissance that includes the rule of Charlemagne, the Holy Roman Empire, the rise and decline of feudalism, the Crusades, the signing of the Magna Carta, the Black Death/Bubonic Plague, the Italian and Northern Renaissance, Medici family rule, development of the printing press, and printing of the Gutenberg Bible.

• Create a timeline using appropriate dates, including B.C.E./B.C. and C.E./A.D.

6.1.3 Analyze information in primary and secondary sources to address document-based questions

• Analyze writings, artworks, and artifacts from the Middle Ages to answer questions about medieval Europe

6.1.4 Identify and compare measurement of time in order to understand historical chronology

• Identify historical time periods and eras (Middle Ages, medieval, Commercial Revolution, Renaissance).

• Review terms related to measurements of time as needed (B.C.E./B.C., C.E./A.D., circa or c.).

6.3.1 Identify and label major lines of latitude and longitude using a world map or globe to determine climate zones and time zones

• Review the location of major lines of latitude (Equator, Tropic of Capricorn, Tropic of Cancer, Arctic Circle), climate zones and types (tropical, dry, mild, continental, polar), and the relationship between latitude and climate as necessary.

• Using a climate map, describe the type of climate(s) present in Europe.

• Review time zones as necessary.

6.3.2 Plot coordinates of latitude and longitude to determine location or change of location

• Review how to find latitude and longitude as necessary by using maps to plot coordinates or latitude and longitude for important locations in Europe, and recognize hemispheres, continents, and oceans.

6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes

• Use maps to locate the major physical features (bodies of water, deserts, mountain ranges) that influenced political boundaries.

• Use maps to locate political boundaries, including kingdoms/empires, city-states, and major cities in Europe (medieval: Germanic kingdoms, Byzantine Empire, England, France, Holy Roman Empire, Paris, Russia, Spain), and explain changes to political boundaries over time.

6.4.1 Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world

• Use maps to locate major physical features associated with medieval and Renaissance Europe, including bodies of water (Atlantic Ocean, Mediterranean Sea) and rivers (Danube, Rhine), mountain ranges (Alps, Apennines, Carpathian, Caucasus, Pyrenees).

6.4.3 Explain the connection between physical geography and its influence on the development of civilization

• Analyze reasons for the location of towns and cities in Europe (proximity to water).

• Explain the importance of geography and environment to the development of medieval and Renaissance Europe.

Ancillary Content not addressed in the textbook at this time. Teachers should include Ancillary Content with the Topic.

In completing this task, students meet the expectations for social studies GLEs 6.1.1, 6.1.3, 6.2.4-5, 6.4.2, 6.5.1-2, 6.6.1-2. They also meet the expectations for ELA/Literacy Standards: WHST.6.2a-f, WHST.6.4-5.

You will need to use your notes, resources, and handouts from Unit 6 in order to complete this task.