A C H A N G I N G W O R L D - Weebly

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A C H A N G I N G W O R L DR E N A I S S A N C E P R O T E S T A N T R E F O R M A T I O N

A D V A N C E D W O R L D H I S T O R Y P E R I O D S 5 , 6 , & 7

ESSENTIAL QUESTIONS OF UNIT 1

SOCIETY: Is change necessary for the advancement of society? Why do societies change or remain stagnant? How do societies change? ART/TECHNOLOGY: Why do we create art? What values do art express about a culture? How do art and culture influence each other? How does technology help shape history? TIME: How does the Renaissance lead to the Protestant Reformation? How do the Renaissance and Protestant Reformation lead to the Age of Discovery?

SKILL-BUILDING COVERED IN UNIT 1

1. Annotating text

2. Reading maps

3. Reading political cartoons

4. Building timelines

5. Using a compass (directions/orientation)

6. Analyzing art

7. Analyzing non-fiction text

8. Organizing writing

MY PERSONAL GOALS FOR UNIT 1

For the Unit 1 Exam, I will work

to score ______________ % or

above. By the end of Unit 1, I will have

used at least 2 new student ac-

tions:

1. ___________________________

___________________________

2. ___________________________

___________________________

By the end of Unit 1, I will have

mastered at least 2 new skills:

1. ___________________________

___________________________

2. ___________________________

___________________________

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TEACHER GOALS TO IMPROVE TEACHING IN CLASS

STUDENT GOALS TO IMPROVE

ON CLASS EXAMS STUDENT ACTIONS (SA)

(What students need to do to help themselves) TEACHER ACTIONS (TA)

(What Ms. Michel needs to do to help students) 1. Partner up with a class-

mate (study buddy) Find ONE other person in class to balance you out when you

are lost/need help. Allow students to sit in pairs in class Give tools/advice/suggestions on best methods

2. Create study groups Find 2-3 other people to study with OUTSIDE of class – set aside a weekly time/day to study/catch up.

Allow at least 20 minutes per week for study groups to meet in class

Give tools/advice/suggestions on best methods 3. Do HW on a daily basis /

Study more effectively Create at least 30 minutes of time DAILY to dedicate to HW and

studying for JUST this class (at least 30 min. per night: 20min. HW, 10min. study).

During your HW/study time, put away ALL electronics and move away from distractions.

Find new methods of studying maps and notes.

Give HW that will take no more than 20 minutes to complete (on average)

Give tools/advice/suggestions on best methods

4. Participate (Ask questions when confused/Put in more effort/ Pay atten-tion in class)

Be vulnerable/honest about when you need help Don’t give up/act up/tune out just because you are confused Come up with a system with study buddy to keep you in check. Find new ways of focusing in class

Speak less Make more student-centered lesson where stu-

dents are discovering/understanding infor-mation themselves, not just being told infor-mation to memorize

Allow students who understand to explain to students who do not understand

Allow students to physically move when it seems concentration is being lost

Call on people who do not normally speak up 5. Use class time wisely –

dedicate the time to LEARNING new infor-mation and becoming a better person.

Improve attitude towards work/class Improve behavior (less socializing, more working) Respect class as EVERYONE’S learning environment, not just

yours. Sleep at home, not in class.


6. Come to afterschool tutoring

Come at least once a week, for at least 30 minutes, with ques-tions prepared OR to simply complete HW/study/meet with your study group

Give individual time to students with questions Remind students of tutoring schedule Give extra credit points to those who show up

to tutoring to actually work 7. Take notes in your pack-

et (ANNOTATE) Annotate text/notes/maps during class Use Annotation Guide (pg. 5)

Reteach on how to annotate Give an Annotation Guide for students to follow Go over annotating HW to give students an idea

of what it should look like 8. Stop behavior that leads

to (a) being put out, (b) being lazy, and/or (c) be-ing late

Focus on your grades/becoming a better person – not on dra-ma/”get-ting your lick back”

Use POSITIVE peer pressure for students who you see might be finding their way to trouble


9. Bring materials to class daily/Be organized

Make sure your materials are in your book bag the night BE-FORE

Stop having other people hold your materials Spend 5 minutes per week organizing your binder.

Remind students where information goes on a daily basis

Give binder quizzes as an incentive to having an organized binder

10. Come to class ready to learn on a daily basis

Remember the end goal of this class/school: TO BECOME A SUCCESSFUL YOU

Make class more interesting (use more visu-als/audio; make it more student-centered)

1. Slow down/Break down more/Go more in depth when needed TA: Give smaller amount of information/ Create card

system/Create Practice Time (about 20min. per class) SA: Do HW every night/Ask questions when confused/

Raise card

2. Give more practice in class/on HW TA: Spend at least 20 minutes per class on practice SA: Do HW/Call, text, come to tutoring when needed

3. Go over HW to make sure students have exemplars TA: Go over 1-2 HW questions in class (on bellringers?) SA: Do HW daily

4. Use more visuals/songs to make information come alive TA: Have ~3 songs/videos per week in lessons SA: Give suggestions for new songs/videos

5. Have review games before exams TA: Spend 1 day on game before exam SA: Review notes and HW before review/Behave during

games/ Be encouraging to those who need help

6. Give individual help to those who need it in class TA: During Practice Time, seek out people who need help SA: Be honest about confusion/ Do HW/ Raise card

7. Offer extra credit opportunities TA: Have at least 1 opportunity per unit (with 2-wk notice) SA: Take advantage of extra credit, especially if you need to

bring up your grade

8. Punish trouble-makers only, not the entire class TA: Offer stress management solutions [OPEN TO STU-

DENT SUGGESTIONS ON WHAT TO DO HERE] SA: Respect class as EVERYONE’S learning environment

9. Allow students to use notes during exam for a limited time TA: Allow 1min. of notes during test for every class period

of 100% HW AND no put-outs/referrals SA: Do HW daily/ Don’t get put out / Don’t get a referral

10. Have a more positive attitude in class (smile/persevere) TA: Sleep more/Create Teacher Report Cards SA: Fill out Teacher Report card on weekly basis

CLASS GOALS: Our class goal is to score at least __________% on every exam

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PRE-UNIT 1 STATEMENT Read each statement carefully. Pick only one response (agree/disagree). Only respond to the justifica-

tion after unit 1 is complete. Justifications should be in complete sentences and in your own words.)

POST-UNIT 1

AGREE DIS- AGREE

AGREE DIS- AGREE

1. War/Killing others is okay if it is done in the name of religion/God. JUSTIFY:

2. Art (painting, music, sculptures, etc.) can change the world and should be a priority for us.

JUSTIFY:

3. One person can change the world. JUSTIFY:

4. Religion should be the number one priority in a person’s life. JUSTIFY:

5. Where you come from is more important than your religious beliefs. JUSTIFY:

6. All people should be able to read/write in their own language. JUSTIFY:

7. Everyone should be able to question anyone who has power. JUSTIFY:

8. All people are equal in a religious (i.e., church) setting. JUSTIFY:

IMPORTANCE OF UNIT 1: A CHANGING WORLD

Why is understanding Unit 1 important?

The world that we live in cannot have been possible without the sudden and signifi-cant (important) changes that resulted from the Renaissance and the Protestant Reformation in Europe. These time periods gave birth to some of the world’s greatest works of art, created 3 science as we know it today, founded modern education, and established some of the most important Christian religions. Most importantly, the process we use to discover and think logically came about during this time. 6

This unit helps us understand why change is important in the world, and shows us the power that humans have when they are allowed to explore the universe. Without the Re-naissance and the Protestant Reformation, the United States would not exist as we know it. 9

TIMELINE

MIDDLE AGES (500s-1500s)

RENAISSANCE (1350s-1550s)

PROTESTANT REFORMATION

(1517-1648)

The Crusades Wars of Religions

Annotations

Age of Discovery

UNIT 1 ANTICIPATION GUIDE Renaissance and Protestant Reformation

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UNIT 1 VOCABULARY 1. A renaissance: French word for “rebirth” 2. A culture: the learned behavior patterns of a society

(e.g. beliefs, art, laws, etc.) 3. The Catholic Church: the oldest and largest

Christian church in the world 4. A pope: The leader of the Catholic Church 5. A priest: a Catholic minister/pastor 6. An intellectual movement: A creative movement

(dealing with the mind) 7. Secular: non-religious; having nothing to do with

religion 8. Humanism: an intellectual movement focusing on

secular ideas rather than religious ideas 9. The humanities: academic subjects that deal with

culture (e.g., art, music, literature, history, etc.) 10. A vernacular language: a spoken language (e.g.,

English, Spanish) 11. A patron: a financial (money) supporter 12. Skeptical: doubtful; questioning

13. Linear perspective: an artistic technique that gives a 3D effect (making things look realistic)

14. To reform: to make something better 15. A heretic: a non-Christian (or non-Catholic) 16. A religion: a belief in and the worship of a superhuman

controlling power (e.g., God) 17. A denomination: a branch of a religion 18. Predestination: the belief that God has already chosen

who will be saved and damned 19. A civil war: a fight between groups in the same country 20. An indulgence: Catholic forgiveness of a sin when a

soul is in Purgatory (between Heaven and Hell) 21. To counter: to go against; to oppose 22. A treaty: an agreement between countries or groups 23. A nationality: belonging to a country 24. Bankrupt: in debt 25. A famine: extreme starvation 26. Christian Humanism: belief that freedom and individu-

al expression are a part of Christianity

UNIT 1 VOCABULARY PRACTICE

A. REPLACE the underlined word with one of your vocabulary words from above. Rewrite the sentence with the new word. 1. Occupy Wall Street was a creative movement that tried to change how money is distributed in the US. 2. In Syria, there is a fight between different groups in the same country; many innocent people are dying. 3. Biggie Smalls, Tupac, and Nas are credited with Hip Hop’s rebirth in 1994. 4. It would be great if the gangs came up with an agreement so there would be less violence in Green County. 5. Some parts of Asia and Africa are experiencing extreme starvation.

B. Give a SYNONYM (another word that means the same thing) for the following vocabulary words. (“A synonym for ___ is ___.”)

6. To reform 7. A patron 8. Bankrupt 9. To counter

C. Give an EXAMPLE of the following vocabulary words. (“An example of ___ is ___.”)

10. A humanities subject in school

11. A behavior in your culture

12. A vernacular lan-guage

13. A nationality in Eu-rope

D. COMPLETE the sentence with an idea that makes sense. Write out the entire sentence.

14. Leonardo da Vinci’s Mona Lisa uses linear perspective because _____ 15. When I find out someone is a heretic, I ____ 16. The reason why a school is supposed to be secular is because ____ 17. I am skeptical about ____

E. DRAW an image that shows the relationship between the following words.

18. A religion + a denomination

19. The Catholic Church + a pope + a priest (more than one)

20. Humanism + Christian humanism

VOCABULARY PAGE Renaissance and Protestant Reformation

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…Make Vocabulary Flashcards? • To be done on index cards

A. BLANK SIDE:

• Write the vocabulary word in LARGE

letters. • Draw an image that illustrates what the

word means to you/anything that re-minds you of the word.

• Write your initials/period # on all cards B. LINED SIDE:

• Write out the definition of the word. • Write out a sentence that correctly uses

the vocabulary word, and underline the word.

o The sentence must make sense. o The sentence cannot be the defini-

tion of the word.

…Annotate A Text?

I. What is annotation? Annotation is having a conversation with a text. If you pretend that the text is speaking to you while you read it, you respond by writing or drawing back. You ask it questions when you are lost, you make connections to things you already know, and let it know that you have understood.

II. Why do we annotate? We annotate for a few reasons. First, it helps us better understand a text by having us take short breaks when we are reading to think about what we just read. This allows us to ask questions when necessary or mark our re-actions. Second, it makes it easier to review a text when we are done with it because we create a visual guide that lets us scan over the information quickly without having to re-read the entire text.

III. What symbols can I use to better annotate a text? Use the following symbols when you are annotating a text. (NOTE: Whenever you use a symbol, you must also have a SPE-CIFIC comment next to it to explain why the symbol is there.) You can also use images and arrows to make connections.

ANNOTATION GUIDE

CANINE

Your initials

Your period #

Definition: Related to dogs.

SENTENCE: The canine unit of the police force was vi-cious.

HOW DO I… ? In case you forget…

“I agree because…” ________________________________________________________

“I disagree because…” _______________________________________________________

“I never knew that…” OR New information (write the new info)

________________________________________________________

“Remember this because…” OR “This is important info because…” OR Main idea of text (write the main idea)

_______________________________________________________

“I wonder…”

“I’m confused because…” ________________________________________________________

“This is shocking because…” OR “Wow…” (write out why it is surprising)

________________________________________________________

Unfamiliar or new word (write a synonym/definition) _______________________________________________________

“I want more information on this because…” ________________________________________________________

“This connects to/reminds me of…” o A lesson from this/another class (What lesson?) o A conversation I just had (What was the topic? With who?) o A book/movie/story (Which one?) o A personal experience (Which experience?)

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EUROPEAN COUNTRIES

BODIES OF WATER

A. D.

B. E.

C. F.

COUNTRY CAPITAL 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

MAP OF __________________________________

1

2

3

4 5

6

7

8

9

10

A

B

C

D

E

F

N

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SKILL-BUILDING: MAPS

1. TITLE: ______________________________________________________

2. LEGEND/KEY:

3. ORIENTATION

Summary/Explanation

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RENAISSANCE The Renaissance was Europe’s cultural return to the Classical Age (ancient

Greek and Roman culture), focusing on art, intellect, and new technology. This time peri-od allowed ordinary people to depend on themselves.

The Renaissance was directly caused by the Crusades. The Crusades were a se-ries of religious wars between Catholics and Muslims in the Middle East. They took place 5 from 1095 to 1291 – that’s almost 200 years of war! Both religions were fighting over Jerusalem (the capital of Israel), also known as the Holy Land. Christian soldiers coming back from the wars introduced a different culture to Europeans because the Middle East had kept ancient Greek and Roman cultures that Europeans had gotten rid of during the Middle Ages. When those ideas returned to Europe, it started the Renaissance. 10

However, several incidents were taking place during the Middle Ages that made people begin to wonder if the Catholic Church had the people’s best interest at heart. The events that made people skeptical about the Church were: (1) the Black Plague, which killed half of the European population even though they prayed to God, (2) the 15 Spanish Inquisition, which seemed to needlessly kill anyone who didn’t accept the pope’s power, and (3) the proven for-gery of the Donation of the Constantine, which had originally given the Church 20 power over most of Europe since the 300s. It seemed that the Catholic Church was more focused on consolidating (making stronger) its power rather than paying attention to the needs of the people. 25

When the Renaissance took place from 1350 to 1550 in Italy and northern Eu-rope, it was divided into two smaller time periods: The Italian Renaissance and the Northern Renaissance. Ordinary people themselves began to focus their own attentions on secular things, such as education, science, and art. The invention of Gutenberg’s print-ing press in 1436 led to new ideas quickly spreading around Europe in vernacular lan-30 guages that people could understand. Since the Bible was now in vernaculars, people could read it themselves. Some of these ideas were against the Catholic Church. Ordinary people now had access to knowledge that was only previously reserved for the rich and educated. People like Erasmus preached Humanism, which focused on the idea that peo-ple could be good, even if they weren’t perfect. Others, like Machiavelli, preached that a 35 ruler sometimes had to do bad things in order to make his kingdom succeed.

Thanks to the invention of the telescope, people could now gaze into space in-stead of relying on their priests to tell them what was in the Universe. Because the truth could be seen with their own eyes, Europeans saw that the Church was not infallible (unable to be wrong), as it claimed it was. This led to more doubt about the Catholic faith. 40

Painters, architects, and sculptors became like scientists – they started to exper-iment with new ideas. The most famous ones were Leonardo da Vinci, Michelangelo, and Raphael. Their experimentations gave birth to realistic paintings using linear perspec-tive, which made images seem almost 3-D. Artists started showing their human subjects the way they believed God made them. The majority of the subjects that were being 45 drawn or sculpted were religious in nature. In fact, the Catholic Church became the pa-tron to many artists and had them create many famous works of art, such as the ceiling of the Sistine Chapel (Creation of Adam) by Michelangelo or The Last Supper by da Vinci. Many times, however, people began to wonder if a human being should be drawing God since it was a form of idolatry (false worship) to them. 50

The Renaissance changed the world. Because people saw that humans could have great ideas, and not just God, this would lead to people seriously doubting the Catholic Church since the Church claimed to know how God worked. These individually small changes would have a direct effect on the world because it would lead to the Protestant Reformation, which would break apart the Church. 55

BASIC NOTES The European Renaissance Annotations

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Characteristics of Medieval (Middle Ages) art Characteristics of Renaissance art

ART: Medieval Art vs. Renaissance Art

ART: Italian Renaissance vs. Northern Renaissance

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TITLE ARTIST / YEAR OF CREATION

DESCRIPTION IMPORTANCE

1. Vitruvian Man

2. David

3. Mona Lisa

4. Creation of Adam (Sistine Chapel)

5. The Last Sup-per

ART: Comparing and contrasting the works of da Vinci, Michelangelo, and Raphael

ART: Understanding important artworks

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The Black Death, also known as the Black Plague, was the most severe epidemic (widespread disease) in human history and rav-3 aged (severely damaged) Europe from 1347-1351. This plague killed entire families at a time and destroyed at least 1,000 villages. The Black 6 Death had many effects beyond its immediate symptoms. Not only did the Black Death take a devastating toll (total) on human life, but it also 9 played a major role in shaping European life in the years following.

The Black Death consisted mainly of 12 Bubonic Plague, but pneumonic plague was also present in the epidemic. Symptoms of the Bubonic Plague included high fever, aching limbs, and blood vomiting. Most characteristic of the disease were swollen lymph nodes 15 (body parts including the neck, armpit, groin, etc.), which grew until they finally burst. Death followed soon after. The name "Black Death" not only referred to the sinister (evil) nature of the disease, but also to the black coloring of the victims' swollen glands 18 (organs). Pneumonic plague was even more fatal, but it was not as abundant as the Bu-bonic plague.

The first outbreak of the Plague was reported in China in the early 1330s. 21 Trade (exchange of products) between Asia and Europe had been growing significantly, and in 1347, rat-infested (filled) ships from China arrived in Italy, bringing the disease with them. Since Italy was the center of European commerce (trade), business, and poli-24 tics, this provided the perfect opportunity for the disease to spread. The Plague existed in the rats and was transferred to humans by fleas living on the rats. It struck cities first and then infected rural (country) areas. The Black Death spread so rapidly that by 1350, 27 one-half of Europe was dead.

European economy (wealth) and society changed drastically (extremely) fol-lowing the Black Death. Because so many people had died, there was a huge labor 30 (work) shortage. In addition to better work opportunities, survivors of the Plague had a surplus (extra) of material goods (possessions). Many of the dead had left behind entire estates (land properties) and other belongings. These goods were available through in-33 heritance and looting (stealing). At this time, the pawnshop business, made famous by the Medici family, became extremely successful. Through these factors, Europe experienced an 36 overall rise in its standard of living.

The Plague also affected religion and art, which became very dark and preoccupied (busy) 39 with death. Many people believed that the Black Death came from God's extreme anger at the world. A group of fanatics, called Flagellants, in-42 flicted (delivered) various (many) punishments on themselves in an attempt to atone (receive forgiveness) for the world's sins – and to end the 45 disease. An artistic style known as the “danse ma-cabre” depicted (showed) skeletons and corpses mingling (mixing) with the living during happy 48 occasions. These actions reminded the people of the overriding sense of doom that shadowed their lives because of the Black Death. 51

The Black Death changed European his-tory in many significant ways. Its fatal (death-causing) symptoms took many human lives, and its influence carried over into many areas of society. Economically, Europe 54 flourished (grew well) because depopulation allowed wealth for more people. But peo-ple suffered religiously because the disease brought out the darker side of life and made them question God. Europe would not be the same today without these changes, brought 57 on through the devastation of the Black Plague.

ARTICLE 1: THE BLACK PLAGUE (disease; curse) SOURCE: http://www.thenagain.info/webchron/westeurope/BlackDeath.html

Annotations

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"The Prince" by Niccolò Machiavelli was written around 1513 in Italy. It was published posthumously (after his death). In this controversial treatise (essay), Machi-avelli, a Renaissance historian and political philosopher (thinker), gives readers a be-3 ginner's guide of sorts to becoming a successful "prince," or political leader. Many schol-ars call the book one of the first examples of modern political thought because it exam-ines political leadership through a lens of realism rather than idealistic ideology (cul-6 ture; thought).

Before the Renaissance, historians believed that man alone could not change

the outcome (results) of events due to fortune and God. Machiavelli, however, wrote 9 history in the humanist tradition of human affairs (business). He was not interested in history with a theological (religious) or ecclesiastical (spiritual) focus. The major influ-ence of Machiavelli on historical research and historiography (the way history is writ-12 ten) was his belief that God plays no role in human affairs and its history.

Although other Renaissance historians began moving away from the theologi-

cal (religious) to the secular (nonreligious), Machiavelli epitomized (represented) the 15 idea of historical research in the humanist tradition. He focuses on how human actions affect history. His study of history is completed in a detached (separated) and clinical (emotionless) manner. It does not appear that Machiavelli is that interested in the digni-18 ty (honor) of humankind. He seems more interested in the advancement of Italy.

Not only did Machiavelli agree with the Italian humanist historians regarding

the idea that prior (earlier) historians focused too much on theological (religious) sys-21 tems, Machiavelli "opposed himself to the entire tradition proceeding (that came be-fore) him as too dependent on morality". He was more interested in historical facts sur-rounding individuals that affected a political state. 24

CHAPTER 17: “Concerning Cruelty and Clemency, and Whether it is Better to be Loved than Feared”

Upon this a question arises: whether it is better to be loved than feared or feared than loved? It may be answered that one should wish to be both, but, because it is difficult to unite them in one person, it is much safer to be feared than loved, when, of 27 the two, either must be dispensed with (used).

Because this is to be asserted (declared) in general of men, that they are un-30

grateful, fickle (constantly changing sides), false, cowardly, covetous (greedy), and as long as you succeed they are yours entirely; they will offer you their blood, property, life, and children, as is said above, when the need is far distant (far away); but when it ap-33 proaches they turn against you.

And that prince who, relying entirely on their promises, has neglected (not tak-

en care of) other precautions (safety measures), is ruined; because friendships that are 36 obtained (gotten) by payments, and not by nobility (goodness) or greatness of mind, may indeed be earned, but they are not secured, and in time of need cannot be relied upon; and men have less scruple (uneasiness) in offending one who is beloved than one 39 who is feared, for love is preserved by the link of obligation which, owing to the base-ness (bad character) of men, is broken at every opportunity for their advantage; but fear preserved you by a dread (great fear) of punishment which never fails. 42

Nevertheless a prince ought to inspire fear in such a way that, if he does not win

love, he avoids hatred; because he can endure (last) very well being feared whilst (while) he is not hated, which will always be as long as he abstains (stays away) from the 45 property of his citizens and subjects (people serving the leader) and from their women.

ARTICLE 2: NICCOLÒ MACHIAVELLI’S “THE PRINCE” SOURCE: http://articles.chicagotribune.com/2012-01-30/entertainment/sc-ent-0118-books-change-machiavelli-20120130_1_niccolo-machiavelli-readers-political-titles SOURCE: http://voices.yahoo.com/machiavellis-influence-history-3824948.html?cat=37

ARTICLE 3: EXCERPT FROM “THE PRINCE” (1532) SOURCE: http://www.fordham.edu/halsall/source/prince-excerp.asp

Annotations

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PRACTICE: Study Tree using Key Words/Phrases (Renaissance)

PRACTICE: Summary (Renaissance)

CAUSES

EFFECTS

EVENT

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PART A DIRECTIONS: Read the following statement carefully. What is a thesis statement? A thesis can normally be found in an introductory paragraph. It is the sentence in an essay that guides the essay. It does this by:

1. Telling the reader what each body paragraph of the essay will be about AND 2. Telling the reader the order that they should expect to find each body paragraph in an essay.

If you think of the essay as a road trip, the thesis can be seen as the map/GPS. You cannot know where you are go-ing unless you have a map/GPS. You do not know what to expect without looking at the map/GPS. Much like a map/GPS, a thesis statement is the key to an organized essay because the reader of the essay should always know where they are going.

PART B DIRECTIONS: Read the following texts. They are all introductory paragraphs to an essay. Be sure to also read the title of each essay. Then, underline the thesis and write out why you believe this is a thesis statement.

PART C DIRECTIONS: Read each essay title and the amount of body paragraphs expected for each essay. Then, on your own paper, create a thesis statement based on the information given.

PRACTICE: Writing (Thesis Statement)

Box 1 Essay Title: Places to where I will travel (1) When I grow older, I will visit many places in the world. (2) The problem is, is that there are so many places to

see before I die. (3) So far, I have been in North America and Europe. (4) While those were fun, they did not allow me to see the world as I would like to see it. (5) Because of this, I plan on going to Africa, Asia, and South America.

Box 2 Essay Title: Causes for unhealthiness. (1) The United States of America is the unhealthiest country in the world. (2) In fact, it was considered the most

obese country in the world in 2011. (3) It used to be that adults were the reason but slowly, our kids are getting unhealthier, too. (4) There are several reasons why the US is so unhealthy. (5) The main causes or the unhealthiness, however, are a lack of education, a lack of exercise, and the overuse of technology.

Box 3 Essay Title: My favorite ways to travel (1) Since the beginning of time, humans have travelled across the world. (2) Over time, inventions have been made

that have made it easier to travel the globe. (3) The problem is, some are more difficult to travel than others. (4) Walking, for example, might take a long time, while going by boat makes me sea-sick. (5) My favorite ways to travel are by car, my train, and by plane.

Sentence # _________ is the thesis because ____________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________


___________________________________________________________________________________________________________________________________________________


___________________________________________________________________________________________________________________________________________________

Box 1 Title: My favorite foods Body paragraphs: 4 Box 2 Title: My favorite school subjects Body paragraphs: 3 Box 3 Title: The most beautiful countries in the world Body paragraphs: 2 Box 4 Title: The most interesting jobs in the world Body paragraphs: 3

Box 5 Title: My favorite sports Body paragraphs: 3 Box 6 Title: My favorite family members Body paragraphs: 3 Box 7 Title: The most important holidays Body paragraphs: 2 Box 8 Title: The best cars Body paragraphs: 3

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PROTESTANT REFORMATION The Protestant Reformation was a European religious movement that divided Chris-

tianity into Catholicism and Protestantism. It took place all over Europe from 1517 to 1648. There were many causes that led to the Protestant Reformation. These include (1) the Black Plague, which made many people doubt that God heard the prayers of the pope, (2) the teach-ings of John Wycliffe and Jan Hus, who lived be-5 fore the inventing of the printing press and were against the power of the pope and the Church but were eventually burned alive for their beliefs, and (3) the Great Schism (division), where multiple people were fighting to be pope – which was sup-10 posed to be a position that God gave to them. “How could God be giving that power to more than one person?,” the people wondered. “What if God is not giving them any power at all?,” they continued to question. “Maybe,” they said, “the 15 Catholic way isn’t the best way to find God.”

The time period that preceded (came before) the Reformation, known as the Renaissance, allowed people to start freely thinking for themselves. This meant that now people who were unhappy with the Church could now let people all over Europe know of their discontent (unhappiness). One of these people did 20 just that on October 31st, 1517. A Catholic monk (a man who is “married” to the Church) named Martin Luther posted “95 Theses” (complaints) against certain things he saw as abus-es by the Catholic Church. One of the biggest complaints he had were about indulgences, which made people pay money to take their loved ones out of Purgatory and bring them clos-er to Heaven. However, all that money was going to pay for secular things for the Church that 25 Luther believed were unnecessary. With Luther’s “95 Theses,” others, who were already be-ginning to quietly question the Church, began to express their doubts. Because the printing press spread ideas quickly, people were now hearing what Luther did and backed him up. The Church demanded that he stop, but he refused unless they decided to change themselves. The Church didn’t want to admit that it was making mistakes and excommunicated (kicked out) 30 him at the Diet (meeting) of Worms (Worms is a city in Germany). Luther decided to form his own Christian religion – Lutheranism. Others quickly followed him. Any religion that labeled itself as Christian but was not Catholic became known as a Protestant religion. Their follow-ers were known as Protestants.

Up until then, Europe was only united by its’ religion – Catholicism – and had been 35 united for a millennia (1000 years). Being Christian meant being Catholic – there had not been another option. The pope used to have all of the power since people believed he had God on his side – no one wanted to challenge God’s right-hand man. This meant that even though the pope wasn’t in charge of individual countries, he was still in charge of the kings of those countries. After all, if you spoke up against the pope, didn’t it mean that you were speaking 40 against God? Kings didn’t want problem with God so they let the pope have the power.

But for the first time, Luther’s ideas were making people seriously challenge the Church’s power. And the Church couldn’t possibly burn all of those who broke away like it had done to Wycliffe and Hus – there would be almost no one left. The Church decided to fight back for its power in what became known as the Counter-Reformation. Catholics and 45 Protestants started fighting. Meanwhile, others who disagreed with both Luther and the Church formed their own religions, such as Anglicanism and Calvinism. Countries began to back up other religions instead of just Catholicism. The problem was that they each believed that their religion was the only one that should exist. So now, Protestants were fighting other Protestants. All of these arguments led to the Wars of Religions, which lasted from 1524 to 50 1648. This meant Europe, which had only been united by religion for so long, was being torn apart spiritually and physically.

In the end, the pope’s power began to wane (lessen) for the first time in a long time. These religious wars destroyed many parts of Europe, money and lives were lost, disease ran rampant (wildly), and secular rulers began to have more power in their countries. For the 55 first time, Europeans began to distinguish (differentiate) themselves by their country of origin rather than by their religion. A few of these individuals chose to leave the continent and move to the New World – the country that would eventually become known as the United States of America.

BASIC NOTES Protestant Reformation

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SKILL-BUILDING: MAPS 1. TITLE: ______________________________________________________

2. LEGEND/KEY:

3. ORIENTATION

Summary/Explanation

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RELIGIONS AND DENOMINATIONS Christianity Catholicism

Protestant Religions:

Protestant Denominations

Name of Denomination

Who started it? When?

Description

Lutheranism

Calvinism

Anabaptism

Anglicanism

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RELIGIONS AND DENOMINATIONS (VENN DIAGRAMS) Compare the Catholic Church to a Protestant denomination Compare two Protestant Denominations

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WARS OF RELIGIONS (CHART) Background of the Wars of Religions

French Wars of Religion Thirty Years’ War Treaty of Westphalia

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EFFECTS

PRACTICE: Study Tree using Key Words/Phrases (Wars of Religion)

PRACTICE: Summary (Wars of Religion)

CAUSES

EVENT

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The printing press had dramatic effects on European civilization (society). Its

immediate effect was that it spread information quickly and accurately. This helped cre-ate a wider literate (able to read and write) reading public. However, its importance lay not just in how it spread information and opinions, but also in what sorts of information and opinions it was spreading. There were two main directions printing took, both of 5 which were probably totally unforeseen (not predicted) by its creators.

First of all, more and more books of a secular nature were printed, with espe-cially profound (important) results in science. Scientists working on the same problem in different parts of Europe especially benefited (took advantage), since they could print the results of their work and share it accurately with a large number of other scien-10 tists. They in turn could take that accurate – not miscopied – information, work with it and advance knowledge and understanding further. Of course, they could accurately share their information with many others and the process would continue. By the 1600s, this process would lead to the Scientific Revolution and the Age of Enlightenment, which would radically alter how Europeans viewed the world and universe. 15

The printing press also created its share of trouble as far as some people were concerned. It took book copying out of the hands of the Catholic Church and made it much harder for the Church to control or censor (block) what was being written. It was hard enough to control what John Wycliffe and Jan Hus (the earlier inspirations of the Reformation) wrote with just a few hundred copies of their works in circulation (pub-20 lished). Imagine the problems the Church had when literally thousands of such works (books) could be produced at a fraction of the cost (smaller cost). Each new printing press was just another hole in the dike (dam) to be plugged up, and the Church had only so many fingers with which to do the job. It is no accident that the breakup of Europe's religious unity during the Protestant Reformation corresponded (took place at the same 25 time) with the spread of printing. The difference between Martin Luther's successful Reformation and the Hussites' (followers of Hus) much more limited (smaller) success was that Luther was armed with the printing press and knew how to use it with devas-tating (important) effect.

Some people go as far as to say that the printing press is the most important in-30 vention between the invention of writing itself and the computer. Although it is impos-sible to justify that statement to everyone's satisfaction, one can safely say that the print-ing press has been one of the most powerful inventions of the modern era. It has ad-vanced and spread knowledge and molded public opinion in a way that nothing before the advent of television and radio in the twentieth century could rival. If it were not able 35 to, then freedom of the press (news) would not be such a jealously guarded liberty (freedom) as it is today.

Comprehension Questions – Answer in complete sentences. Use the article to help answer the ques-tions. Answer IN YOUR OWN WORDS.

1. How did the printing press lead to a more literate public? 2. What are the two major effects that the invention of the printing press had on Europe? 3. How did the printing press change science? 4. John Wycliffe and Jan Hus were reformers of the Church who tried to change the way the

Catholic Church operated. They were killed for their attempts. They lived about one hun-dred years before Luther. Why was Luther more successful in breaking away from the Church than they were?

5. Why is the printing press considered one of the most important inventions of all time?

ARTICLE 3: THE IMPACT OF THE PRINTING PRESS + COMPREHENSION Source: http://www.flowofhistory.com/units/west/11/FC74

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EFFECTS

PRACTICE: Study Tree using Key Words/Phrases (Protestant Reformation)

PRACTICE: Summary (Protestant Reformation)

CAUSES

EVENT

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