Unit 1 and 2 The Middle Ages and the Renaissance
Living, I despise what melancholy fate has brought us wretches in these evil years.
Long before my birth time smiled and may again, for once there was, and yet will be, more joyful days.
But in this middle age time's dregs sweep 'round us, and we bend beneath a heavy load of vice.
Genius, virtue, glory now have gone, leaving chance and sloth to rule.
Shameful vision this! We must awake or die.
--- Petrarch, Epistolae metricae
Living, I despise what melancholy fate has brought us wretches in these evil years.
Long before my birth time smiled and may again, for once there was, and yet will be, more joyful days.
But in this middle age time's dregs sweep 'round us, and we bend beneath a heavy load of vice.
Genius, virtue, glory now have gone, leaving chance and sloth to rule.
Shameful vision this! We must awake or die.
--- Petrarch, Epistolae metricae
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Primary Source Readings
In order to complete the unit curve packet and in order to prepare for class assignments are discussions, please read and complete the 6cs reading analysis sheet for each of the following readings: 
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Chapters 10 & 11 Textbook readings
Nightly reading assignments are required and are due at the start of class. Please follow the nightly homework model below: Chapter 10 and Chapter 11 by 08/30/15 | ||
Unit Curve Packets are due on test day and they are graded complete or incomplete. Every unit curve is worth 25 points on the summative unit assessment.
| ap_euro_unit_1_&_2_unit_curve.docx |
Supplemental Unit Resources and PowerPoints
Please ensure that you keep copies in your notes of all unit lecture, study guides, and supplemental resources provided below
Please ensure that you keep copies in your notes of all unit lecture, study guides, and supplemental resources provided below
| 12_-_renaissance.ppt |
| unit_2_renaissance_and_l...tline.pdf |
| 03_the_renaissance_-_new_directions_2.pdf |
| unit_2_study_guide_lecture_1_renaissance_portraits.pdf |
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Lesson Documents
Lesson #1 What was the Black Death? Essential Question: To what extent did the Black Death change Europe? Desired Results: Students will be able to analyze primary sources to understand how historians use firsthand accounts from an event to develop conclusions about its impact on the people of that time and to develop a coherent story about that time. Students will read Jean de Venette's "The Progress of the Black Death" with the stated goal of being about to contextualize its accounts within the overall scope of European history. 
Lesson #2 The Birth of the Individual Mind
Essential Question: To what extent did the Black Death change Europe? Desired Results: Students will be able to compare and contrast visual sources from before and after the Black Death to evaluate the extent to which the Black Death changed the European mind.
Lesson #3 Renaissance Humanism
Objective: Students will be able to evaluate the extent to which Renaissance Humanist are modern. Students will access primary and secondary source material to understand the attributes of humanism and compare and contrast those characteristics with the medieval mind to determine if humanism was a truly modern approach or just a push back to a previous time. Essential Question: How did the humanist writers and philosophers challenge the status quo politically, intellectually, and socially? Research Directions: Complete a SCAR (Subject, Causes, Actions, Results) chart for one of the following humanist thinkers and answer the essential question through the lens of that thinker. Humanists: 1) Pico della Mirandola 2) Lorenzo Valla 3) Petrarch 4) Machiavelli 5) Marsilio Ficino 6) Leonardo Bruni
Lesson #4 Italian City States
Objective: Students will be able to analyze and synthesize the political institutions that developed during the Renaissance with the political arguments promoted by individuals within the contexts of secular models for individual and political behavior. Essential Question: How did the humanist writers and philosophers challenge the status quo politically, intellectually, and socially?
Lesson #5 Machiavelli
Objective: Students will be able to compare and contrast the political institutions that developed during the Renaissance with the political arguments promoted by individuals who promoted secular models for individual and political behavior. Essential Question: How did Machiavelli deal with the issue of political power? Lesson #6 Florence and the Renaissance Artists
Objective: Students will be able to evaluate how Renaissance artists used humanistic realism to promote personal, political, and religious goals while at the same time changing how Europeans culture and society viewed the nature of the individual self Essential Question: How did changes in art reflect the Renaissance ideals? Lesson #7 Humanist Party Planner
Objective: Students will be able to synthesize together how Renaissance Popes and princes commissioned paintings and architectural works to promote individual advancement and self-worth in an increasing commercialized world. Students will determine to what extent artists used this patronage to establish and advance their own status within both the artistic and non-artistic community. Essential Question: What was the relationship between art and politics in both Italy and the Northern Renaissance nations? |
Direct Instruction Lectures
Students are to watch and review all Direct Instruction Lectures within each unit of study. Students should complete Cornell Notes for each lecture and develop essential questions about the information discussed. Lecture 1: The Italian Renaissance Overview Lecture 2: Renaissance Art
Lecture 3: Machiavelli, The Prince
Lecture 4: The Northern Renaissance
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Unit Films and Other Works