Subject: Modern World History Author: Tyler R. Blackburn

Unit: Renaissance in Europe

KSED Standard: Renaissance and Reformation (1300-1600)

Unit Essential Question:How did the European Renaissance effect change from Medieval Universalism to the extensive cultural and political transformations of the 17th Century?

Unit Goal Pertaining to Lesson: Students will effectively chronicle the appropriate sequence of events and their long range significance.

Lesson Title:Introduction to the Italian Renaissance and growth of City-States

Time Needed: 3 Days

Objectives: Students will absorb and contemplate major themes of the Italian Renaissance

Students will discover the social, cultural, and political environment in which the Renaissance came to pass.

Students will demonstrate how Italian city states formed and how multiple states formed within a nation.

Procedure:

Day 1 : Renaissance: Innovation or Continuation?

Introduction/Hook : Group discussion : Are you living through a period of great social, cultural, and political change? If so, how? If not, why?

Direct Instruction : Content Lecture and teacher led discussion . (Construction of Knowledge)Students organize information, consider alternatives, evaluate, reflect on their learning, and focus on in-depth understanding of core content.

Content Covered: Perceived achievements of RenaissanceInnovations of Medieval EraReligious LifeGovernmentSocietyTrue Renaissance: Literature and ArtUrban resurgence

Students: Absorb, discuss, take study notes, question

Activity : Live History – Development of City States Part 1 (Collaboration and Authentic Learning)Students work collaboratively in groups, develop multiple perspectives and solutions, engage in substantive oral, written communication, work on real world tasks, and do problem solving in context.

Students will divide into pairs or groups, and will be assigned as leadership of a Historical Italian City State.

Students will research and craft a pennant or flag of their respective city states, complete with Historical insignia and designs to be used in later activities.

Live History activity will evolve throughout the duration of the Unit. However, other activities will also be utilized.

Assessment : Writing response. Should the Renaissance be viewed as an era of great change or a continuation of previous norms? What aspects of civilization, if any, changed? Which if any, remained the same?Standard #4: Societies experience continuity and change over time

Day 2: Functions and Institutions of the Italian City State

Anticipatory Set : Individual writing . Autonomy – Define (Use Webster’s)What does it take to achieve autonomy?Does anyone truly have complete autonomy?

Direct Instruction - Content Lecture and teacher led discussion . (Construction of Knowledge)Students organize information, consider alternatives, evaluate, reflect on their learning, and focus on in-depth understanding of core content.

Content Covered: Social HierarchyCommunity & Civic LoyaltyLocalized AutonomyMajor Cities: Florence, Milan, Venice, Rome, Naples etc.Republic/Popular SovereigntyClass/Factional RivalryGuelfism/GhibellinismSignoria/CondottiereFeudal lordship/Parliamentary republicanismMerchant aristocracy

Students: Absorb, discuss, take study notes, question

Activity : Live History – Development of City States Part 2 (Collaboration and Authentic Learning)Students work collaboratively in groups, develop multiple perspectives and solutions, engage in substantive oral, written communication, work on real world tasks, and do problem solving in context.

Students, having established which city state they lead, will now engage in commerce, diplomacy, and possibly conflict with each other within the parameters of historical authenticity. Die and other gaming equipment will be utilized for simulation purposes. Teacher will preside over activity as arbitrator and harbinger of events

Assessment : Writing response What are the 5 major city states of Renaissance Italy? What system of government did each utilize? What major industry did each sustain?Standard #3: Societies are shaped by beliefs, ideas, & diversity

Day 3: Wars of Expansion

Anticipatory Set – Partner - discussion/writing Students meet with their City State partners to discuss:As of today, in our live history activity, which city state are you currently most at odds with? Which city state are you most friendly with? What do you plan to do with each?

Direct Instruction - Content Lecture and teacher led discussion. (Construction of Knowledge)Students organize information, consider alternatives, evaluate, reflect on their learning, and focus on in-depth understanding of core content.

Content Covered: Decline of Imperial and Papal dominanceDiplomacy, Rivalry, Warfare, MercenariesState Expansion, Taxation, Civic PowerGrowing Bureaucracy – CatastoIndividualismMercantilismRegional Power CentersGian Galeazzo Visconti/Filippo Maria ViscontiCosimo de Medici – Diplomatic RevolutionWars of the 15th Century

Students: Absorb, discuss, take study notes, question

Activity : Live History – Development of City States Part 3 (Collaboration and Authentic Learning)Students work collaboratively in groups, develop multiple perspectives and solutions, engage in substantive oral, written communication, work on real world tasks, and do problem solving in context.

Students will continue to develop their city states with economics and diplomacy becoming increasingly complex. Groups which are eliminated will take up the role of international powers making the game more intricate. This will help segue into the subsequent unit: Growth of European National Monarchies.

Assessment : Writing Response Describe the forces that led the Italian City States to pursue expansion. What were the results of the Italian Wars of the 15th Century? How did the wars impact the relationships between the states thereafter? Standard #5: Relationships between people, places, ideas, and environments are dynamic.

Accommodations:The following accommodations will be utilized throughout the unit for any student needing extra support in understanding content and language.

Instructional Modifications based on level of English ProficiencyModelingUse of Illustrations and DiagramsUse of Substitution, Expansion, Paraphrase, and RepetitionVocabularyExplain key conceptsUse of Word BanksVisuals and Graphic OrganizersMusicVideos/Interactive Strategies and Cooperative Learning SettingsFlexible GroupingGamesRole PlayThink/Pair/ShareNote-taking/Outline NotesSQRW: Survey, Question, Read, WriteSummarizingChecklistsRubrics