CKHG g5 b1 Renaissanceage TG Online
CKHG g5 b1 Renaissanceage TG Online
CKHG g5 b1 Renaissanceage TG Online
Martin Luther
From the
Renaissance to
England’s Golden Age
Teacher Guide
Flying machine
Queen Elizabeth I
Printing press
The Renaissance 1-140
Introduction
About This Unit
The Renaissance, beginning in the 1300s and lasting into the late 1600s, was a
time of artistic and literary achievement born in Italy. Humanism and renewed
interest in ancient Greece and ancient Rome inspired writers, architects,
musicians, and artists to emerge from the Middle Ages into a period of
“rebirth.”
The expansion of lucrative trade and an emerging banking industry gave rise
to a powerful and wealthy merchant class in Italian city-states such as Florence
and Venice. These developments allowed individuals and families to patronize
the arts as never before. The Catholic Church played a significant role as well in
elevating the status of artists.
While born in Italy, Renaissance ideas ultimately spread. In time, they
transformed the culture of Western and Northern Europe.
INTRODUCTION 1
What Students Should Already Know
Students in Core Knowledge schools should be familiar with:
Grade 2
Ancient Greece
• geography: Mediterranean Sea, Aegean Sea, Crete
• Sparta
• Olympic games
Grade 3
Ancient Rome
• Geography of the Mediterranean Sea
-- Mediterranean Sea, Aegean Sea, and the Adriatic Sea
-- Greece, Italy (peninsula), France, Spain
-- Strait of Gibraltar, Atlantic Ocean
-- North Africa, Asia Minor (peninsula), Turkey
-- Bosporus (strait), Black Sea, Istanbul (Constantinople)
-- Red Sea, Persian Gulf, Indian Ocean
• The background to the founding and growth of Rome, including
-- the definitions of BC/AD and BCE/CE
-- the legend of Romulus and Remus
-- Latin as the language of Rome
-- the worship of deities based on Greek religion
-- the Republic: Senate, Patricians, Plebeians
-- the Punic Wars: Carthage, Hannibal
• The Empire
-- Julius Caesar (defeats Pompey and becomes dictator; “Veni, vidi, vici”—
“I came, I saw, I conquered”; associated with Cleopatra of Egypt;
assassination in the Senate by Brutus)
-- Caesar Augustus
-- Life in the Roman Empire (the Forum; the Colosseum; roads, bridges,
and aqueducts)
2 THE RENAISSANCE
What Students Should Already Know CONTINUED
-- Eruption of Mt. Vesuvius and the destruction of Pompeii
-- Persecution of Christians
• The decline and fall of Rome
-- corrupt emperors
-- civil wars
-- the fall of Rome in 476 CE
• The rise of the Eastern Roman, or Byzantine, Empire
-- Constantine, the first Christian emperor
-- Constantinople merges diverse influences and cultures as the seat of
the empire
-- Emperor Justinian and his code of laws
Grade 4
INTRODUCTION 3
What Students Should Already Know CONTINUED
-- Charlemagne (temporarily unites the Western Roman Empire; crowned
emperor by the pope in 800 CE; idea of a united “Holy Roman Empire”;
his love and encouragement of learning)
• Aspects of feudalism, including life on a manor, in castles; lords, vassals,
knights, freedmen, serfs; code of chivalry; knights, squires, and pages
4 THE RENAISSANCE
Time Period Background
The items below refer to content in Grade 5.
Use timelines with students to help them
What Students Need to Learn
sequence and relate events from different
periods and groups. The Renaissance
• Translation by Islamic scholars of ancient Greek works that help preserve
1200s–1300s Rise of towns and money
economy classical civilization
INTRODUCTION 5
What Students Need to Learn CONTINUED
• Art of the Northern Renaissance
-- Observe and discuss paintings of the Northern Renaissance, including
ŮŮ Pieter Bruegel, Peasant Wedding
ŮŮ Albrecht Dürer, Self-Portrait at 28
ŮŮ Jan van Eyck, The Arnolfini Portrait (also known as Portrait of Giovanni
Arnolfini and His Wife, or Arnolfini Wedding)
• Music of the Renaissance
-- choral works of Josquin Desprez
-- lute songs by John Dowland
-- Mendelssohn’s A Midsummer Night’s Dream (Overture, Scherzo, and
Wedding March), Note: This was not written during the Renaissance
but could be listened to during or after students read Shakespeare’s A
Midsummer Night’s Dream.
6 THE RENAISSANCE
At a Glance
The most important ideas in Unit 4 are:
• The Renaissance was characterized by a renewed interest in writers, works,
and ideas from the Greek and Roman past, and a desire for wealth and the
opportunity to gain that wealth through trade. The Renaissance largely
overlapped with the Age of Exploration; they both partook of the same
curiosity about the world.
• The Renaissance was marked by an interest in the physical world, which
was manifested in art, in scientific observation and investigation, and
in exploration.
• Michelangelo’s and Leonardo da Vinci’s art exemplifies the Renaissance
interest in the physical world.
• Renaissance ideals of a courtier and a prince are exemplified in the writings
of Castiglione and Machiavelli.
• The development of movable type by Johannes Gutenberg (in the West)
made possible the widespread literacy in vernacular languages.
The Renaissance
Background
The Renaissance, which began in Italy and eventually spread to other parts
of Europe, is usually said to have lasted from about 1400 to 1650. The word
Renaissance means “rebirth.” This period saw a rebirth of interest in ancient
Greece and Rome, and a rediscovery of Greek and Roman works. It was a time
of great artistic creativity in literature, painting, sculpture, and architecture.
Scholars studied Greek authors whose works had been lost or forgotten for
years; writers created new works of literature; political theorists set forth
new ideas about government; architects built gorgeous churches based on
the classical models; and painters created beautiful new works, sometimes
blending Christian and classical themes.
Perhaps no passage expresses the spirit of the Renaissance and its love affair
with the classical world as well as the following one from Niccolo Machiavelli, in
which the Renaissance writer describes how he spent his evenings:
The evening being come, I return home and go to my study; at the
entrance I pull off my peasant-clothes, covered with dust and dirt, and
put on my noble court dress, and thus becomingly re-clothed I pass into
the ancient courts of the men of old, where, being lovingly received by
INTRODUCTION 7
them, I am fed with that food which is mine alone; where I do not hesitate
to speak with them, and to ask for the reason of their actions, and they in
their benignity answer me; and for four hours I feel no weariness, I forget
every trouble, poverty does not dismay, death does not terrify me; I am
possessed entirely by those great men.
This feeling of being tremendously drawn to the thinkers of ancient Greece and
Rome was typical of many of the great artists and scholars of the Renaissance.
The two great civilizations of classical antiquity were ancient Greece and
ancient Rome. Ancient Greece gave the world the poetry of Homer; the plays of
Sophocles, Euripides, and Aeschylus; the histories of Herodotus and Thucydides;
and the philosophical writings of Plato and Aristotle. The Greeks also produced
beautiful sculptures and striking buildings such as the Parthenon in Athens.
The Romans borrowed many ideas and techniques from the Greeks. They
copied Greek statues and buildings, and created new structures such as the
Pantheon. They also created literary masterpieces of their own, including
poetry by Virgil, Ovid, and Horace, and speeches by Cicero.
After the fall of Rome, some of the artistic and literary creations of classical
culture survived, but others were lost. During the Middle Ages, Western Europe
was broken up into small regions with economies based on agricultural labor.
In most places there was little time for education and the arts. For the most
part, only a few monks in monasteries had exposure to classical literature, and
many of them knew Latin but not Greek. Although some Latin texts were still
read (notably Virgil and Ovid), very few people were able to read Greek.
Some of the most significant advances in scholarship made during the Middle
Ages were made by Islamic scholars. During the 600s and 700s, Muslims spread
their religion across North Africa and into the Iberian Peninsula, through
the Middle East, and into the lands of the Byzantine Empire. Some of these
areas had previously been conquered and governed by Alexander the Great,
who exposed them to Hellenistic Greek culture, and then by the Romans.
The Muslim conquerors eventually came into possession of various Greek
and Roman manuscripts. Rather than destroy these works, Muslim scholars
carefully preserved them, translating them into Arabic, studying them, and
in some cases building on ideas set down by the ancient writers in their own
works. The Muslims were particularly interested in philosophic and scientific
works. (Students who were in Core Knowledge schools in Grade 4 should have
learned about significant Muslim contributions to learning during the Middle
Ages, including Arabic numbers and algebra, as well as the achievements of
particular scholars such as Ibn Sina, known in Europe as Avicenna.)
Jewish scholars in Muslim-held areas such as Spain and Egypt also studied and
used Greco-Roman writings. One of the best known of the Jewish scholars was
8 THE RENAISSANCE
Maimonides, who lived in Córdoba, Spain, and Cairo, Egypt. Maimonides was a
doctor and philosopher who tried to reconcile science and religion in his writings.
It was mainly through the efforts of these scholars that the works of the Greeks
and Romans were preserved for later Europeans. Although artists and scholars
were working in any number of Muslim cities (Baghdad, Constantinople,
Timbuktu, Damascus, and Cairo, for example), the cities of Andalusia in
southern Spain were especially rich centers of scientific work and artistic
development. Scholars working in these cities translated works that had
originally been written in Greek out of Arabic and into Latin. Over time, these
Latin translations began to be studied at European universities that sprang up
in the late Middle Ages, and Greek began to be studied again as well.
The Humanists
As European scholars learned more about the writings of the ancient Greeks
and Romans, interest in the ancient world increased. Some people began to
wish they could read Plato, Aristotle, and other classical authors in the original
Greek. Others rummaged through monasteries looking for manuscripts of
forgotten classical works. These scholars became known as humanists because
they devoted their lives to studying the humanities and sought to find a
balance between thinking about human virtues and actively participating
in life. This focus on studying human culture and actively engaging in life’s
pursuits was an important hallmark of the humanist movement.
The humanists wanted to recover lost texts and establish the best text of a
particular book by comparing various surviving copies. They wanted to study
the classical writers and learn to write in an elegant classical style. Machiavelli,
in the quotation found in this unit’s Nonfiction Excerpt 2, gave voice to the
mind of the humanist scholar.
One of the earliest and most important of the humanists was the Italian poet
Francesco Petrarch. Petrarch was born in 1304 not far from Florence. He was
a dedicated student of Latin literature and a talented poet. Petrarch wrote
part of an epic poem in Latin on the Second Punic War (an episode from
Roman history). Petrarch also commissioned the first translation of Homer’s
Iliad from Greek into Latin. He visited monasteries, searching for lost classical
manuscripts. One of his greatest finds was a set of previously unknown
letters by the Roman orator Cicero. In one of his most famous works, Petrarch
imagines himself speaking with Saint Augustine, the great Latin writer and
church father.
It was Petrarch as much as anyone who created the idea of the Renaissance
as a historical period. He held that history could be divided into three ages:
the classical era, which Petrarch loved and admired; the “Dark Ages,” which he
detested and saw as an age in which learning and the classics were forgotten
or neglected; and an age that later became known as the Renaissance, or
rebirth of learning, which he encouraged. For Petrarch, this third age would be
a period when classical works and ideals were rediscovered and the “darkness”
INTRODUCTION 9
lifted. Although Petrarch’s scheme was grossly unfair to the medieval period, it
outlined a way of looking at the world that most Renaissance humanists came
to share.
Another great Italian humanist was Leon Battista Alberti (1404–1472). Born in
Florence and given a good education, at age twenty he wrote a comedy in
Latin that was so completely in the classical style that many people believed
it was a classical piece that had been rediscovered. Later Battista wrote an
important treatise on art that helped Renaissance painters learn how to give an
impression of depth on a flat surface. Alberti was also a talented architect who
worked on many churches and buildings in the classical style in Florence and
Rome. Because he was a master of so many arts, Alberti was later known as a
“Renaissance man.”
It takes a lot of time and money to carve a block of marble into a sculpture or
paint the ceiling of the Sistine Chapel. Many of the great artistic and literary
achievements of the Renaissance might never have occurred if there had
not been wealthy people willing to commission works and subsidize artists.
Fortunately, there were a number of wealthy people in Italy who were eager
to be patrons, or supporters, of the arts.
In order to understand where the great patrons of the Renaissance came from,
it is important to know a little about politics and economics during the late
Middle Ages and early Renaissance. At this time Italy was not a unified nation
but a collection of independent city-states and other political units such as
kingdoms. Among the most important of these were Venice, Florence, Rome,
Milan, Genoa, Ferrara, and Naples. These city-states and kingdoms competed
with one another, and a number of them eventually grew wealthy from trade.
Ships from Italian city-states and kingdoms controlled much of the commerce in
the Mediterranean. They transported goods back and forth from the Middle East
and sold goods to the rest of Europe. (It was this Italian dominance of trade that
the Portuguese and Spaniards set out to break with their voyages of exploration.)
Gradually some men in these Italian city-states and kingdoms began to acquire
large fortunes. Bankers and merchants often did especially well. Some of these
wealthy men eventually emerged as patrons of the artists and of humanists.
The most famous of the patrons were the Medici (/med*ee*chee/) family
of Florence. Florence is located on the Arno River in central Italy. The city
flourished from the 1300s to the 1700s and dominated the region. Florence
was a republic and an important center of commerce and the arts. Among its
trade goods were wool, silks, and tapestries. Artists who worked in Florence
included Leonardo da Vinci, Raphael, and Michelangelo. Boccaccio, Dante, and
Machiavelli were some of its famous writers.
10 THE RENAISSANCE
The Medici were among the greatest patrons of the arts. Their dynasty was
founded in Florence in the 1300s and achieved its wealth through banking
and commerce. The early Medici controlled Florence from behind the scenes
by making sure that people sympathetic to the family occupied all key offices.
In later years, members of the family became queens, cardinals, and popes.
Three of the most important members of the family are listed below:
• Cosimo de’ Medici (1389–1464) is often regarded as the founder of the
political dynasty. He carried on the family business and ruled Florence by
seeing that friends of the family were elected to all key offices. He also
became a major patron of scholarship and the arts, and collected rare
books and manuscripts. He set up an academy of learned scholars based
on the ancient Academy founded by Plato. At this academy, the humanist
scholar Marsilio Ficino taught the works of Plato. At the same time, there
was a renewed interest in teaching ancient Greek, a language which had
been virtually unknown in Western Europe for hundreds of years. Cosimo
also supported master artists, including Ghiberti and Donatello.
• Lorenzo de’ Medici (1449–1492) was Cosimo’s grandson. He was known as
Lorenzo the Magnificent. He was a powerful leader who is credited with
making Florence one of the most beautiful cities in Europe. Among the
artists whose work he commissioned to adorn Florence were Donatello,
Botticelli, Michelangelo, and Verrocchio—the master for whom Leonardo
da Vinci was an apprentice. Lorenzo started a school of sculpture where
Michelangelo studied as a young boy. He supported an important library,
as well as a number of great humanist scholars, including Ficino, Pico della
Mirandola, and the poet Politian. In fact, Lorenzo was a poet himself. It
was Pico della Mirandola who suggested Lorenzo invite the Dominican
monk Savonarola to preach in Florence. Savonarola surprised everybody by
launching into a series of attacks on the Medici and their expensive tastes.
He said Florentines had gone too far in the direction of classical culture and
were forgetting about their duties as Christians. (Eventually, Savonarola
attracted such a following that his supporters were able to take over the
city for a while. They attempted to turn Florence into a model of Christian
piety and established a democratic government. But this influence was
short-lived.)
• Giovanni di Lorenzo de’ Medici (1475–1521), the son of Lorenzo, is better
known to history as Pope Leo X. He was educated by humanist scholars
associated with his father, including Pico della Mirandola. As was often
the custom with second sons, he entered the church as a young boy.
He advanced through the ranks until he was elected pope in 1513. As
pope, he spent lavishly and made Rome grander than it had ever been
before, accelerating the construction of St. Peter’s Basilica (with financial
support from the sale of indulgences), stocking the Vatican library with
valuable books, and commissioning artists to decorate churches and
other buildings. Leo X was also a patron of artists. Michelangelo did some
famous sculptures for the tombs of some members of the Medici family in
INTRODUCTION 11
what is known as the Medici Chapel in Florence. But Leo’s special favorite
was Raphael. Leo had Raphael work on St. Peter’s in Rome and the Sistine
Chapel. Leo X played an important role in religious history as well. He was
pope at the time Luther posted his Ninety-five Theses, and he signed the
papal bull that excommunicated the German priest in 1521.
Rome, on the Tiber River in central Italy, was once the center of the Roman
Empire. But in the fifth century, it was sacked by the Visigoths and the Vandals.
It was subsequently overshadowed by events in other parts of Europe and
torn by internal strife. By the time of the Renaissance, however, the city was
once again an important center of culture. As the seat of the Roman Catholic
Church, it was not only a spiritual center but also the temporal center of the
Papal States, a large area of central Italy that the papacy had acquired over time
through treaties and donations of land.
Many of the popes during the Renaissance were patrons of the arts, and artists
flocked to Rome to serve them. Leo X, described above, was only one of
many popes who commissioned artists to beautify the city. Many of the most
elegant palaces and churches in Rome date to the Renaissance. One of the
most notable is St. Peter’s Basilica, which became the central church of Roman
Catholicism. The huge dome, columns, and colonnades showcase Greek and
Roman influences.
Venice
Venice is located on the northeastern coast of Italy at the northern tip of the
Adriatic Sea. The city sits on 120 small islands in the lagoon of Venice. Today a
causeway, or bridge, which did not exist during the Renaissance, links the city
to the Italian mainland, and more than 150 canals connect the islands to one
another. People can travel from place to place in small boats called gondolas.
In the 1400s, Venice controlled many trade routes. It established trading
centers around the eastern Mediterranean, the Aegean Sea, and the Black Sea.
Merchants did not own ships but rather leased them from the government.
The city government also built and maintained a fleet of warships to protect its
interests.
Venice contains many beautiful Renaissance palaces and was the home of one
of the most famous artists of the Renaissance, the painter Titian.
To learn more about specific topics in this unit, use this link to download the
CKHG Online Resource “About the Renaissance”:
www.coreknowledge.org/ckhg-online-resources
12 THE RENAISSANCE
Unit Resources
Student Component
The Renaissance Student Reader—nine chapters
Teacher Components
The Renaissance Teacher Guide—nine chapters. This includes lessons aligned
to each chapter of The Renaissance Student Reader with a daily Check for
Understanding and Additional Activities, such as virtual field trips and cross-
curricular art and music activities, designed to reinforce the chapter content.
A Unit Assessment, Performance Task Assessment, and Activity Pages are
included in Teacher Resources, beginning on page 112.
»» The Unit Assessment tests knowledge of the entire unit, using
standard testing formats.
INTRODUCTION 13
Timeline
Some advance preparation will be necessary prior to starting The Renaissance
unit. You will need to identify available wall space in your classroom of
approximately fifteen feet on which you can post the Timeline cards over
the course of the unit. The Timeline may be oriented either vertically or
horizontally, even wrapping around corners and multiple walls, whatever works
best in your classroom setting. Be creative—some teachers hang a clothesline
so that the image cards can be attached with clothespins!
Create five time indicators or reference points for the Timeline. Write each of
the following dates on sentence strips or large index cards:
• 2500 BCE–476 CE
• 477–1300s
• 1300s
• 1400s
• 1500s
Affix these time indicators to your wall space, allowing sufficient space
between them to accommodate the actual number of image cards that
you will be adding to each time period as per the following diagram:
You will want to post all the time indicators on the wall at the outset before
you place any image cards on the Timeline. Note: The introduction in Chapter
1 includes three timeline cards that give context to the rest of the timeline, two
for ancient Greece and Rome, and one for towns in the Middle Ages. These
cards will be discussed during the Chapter 1 introduction. Make sure students
recognize that this timeline covers a wide range of years—starting in 2500 BCE
and continuing to the 1500s CE. Help students recognize that this represents
an interval of about four thousand years.
1200s–1300s 1300s
2500s–300s BCE 700s BCE–CE The Italian Peninsula in the Renaissance
N
W E
Milan REPUBLIC
SAVOY OF VENICE S
FRANCE MILAN Venice OTTOMAN
MANTUA
EMPIRE
Genoa
MODENA FERRARA
Florence
LUCCA FLORENCE
GENOA PAPAL
Siena
Ad
STATES
ria
ca
tic
Corsi
Se
Siena
a
Rome
nia
Naples
S
Sardi
IE
IL
SIC
Tyrrhenian
O
TW
Sea
OF
OM
GD
KIN
Sicily
14 THE RENAISSANCE
The Timeline in Relation to the Content in the Student Reader Chapters
1400s
1400s 1400s
1400s
1500s
1400s–1700s
1500s
1400s
1500s
1500s 1500s
1500s
1500s
1500s 1500s
Pacing Guide
The Renaissance unit is one of thirteen history and geography units in the
Grade 5 Core Knowledge Curriculum Series™. A total of twenty-three days
has been allocated to The Renaissance unit. We recommend that you do not
exceed this number of instructional days to ensure that you have sufficient
instructional time to complete all Grade 5 units.
At the end of this Introduction, you will find a Sample Pacing Guide that
provides guidance as to how you might select and use the various resources in
this unit during the allotted time. However, there are many options and ways
that you may choose to individualize this unit for your students, based on
their interests and needs. So, we have also provided you with a blank Pacing
Guide that you may use to reflect the activity choices and pacing for your class.
If you plan to create a customized pacing guide for your class, we strongly
recommend that you preview this entire unit and create your pacing guide
before teaching the first chapter.
16 THE RENAISSANCE
Reading Aloud
In each chapter, the teacher or a student volunteer will read various sections of
the text aloud. When you or a student reads aloud, always prompt students to
follow along. By following along in this way, students become more focused on
the text and may acquire a greater understanding of the content.
Starting with this unit, the Guided Reading Supports in each chapter have
been designed to ensure students assume growing responsibility for reading
sections independently. It is essential for students to develop the expectation
and stamina to read the content with increasing independence and
engagement.
Big Questions
At the beginning of each Teacher Guide chapter, you will find a Big Question,
also found at the beginning of each Student Reader chapter. The Big Questions
are provided to help establish the bigger concepts and to provide a general
overview of the chapter. The Big Questions, by chapter, are:
INTRODUCTION 17
Core Vocabulary
Domain-specific vocabulary, phrases, and idioms highlighted in each chapter of
the Student Reader are listed at the beginning of each Teacher Guide chapter
in the order in which they appear in the Student Reader. Student Reader page
numbers are also provided. The vocabulary terms, by chapter, are:
Activity Pages
Activity Pages The following activity pages can be found in Teacher Resources, pages 124–137.
They are to be used with the chapter specified either for additional class work
or for homework. Be sure to make sufficient copies for your students prior to
conducting the activities.
AP 1.1
AP 1.2 • Chapter 1—World Map (AP 1.1)
AP 2.1
AP 3.1
• Chapter 1—Map of Renaissance Italy (AP 1.2)
AP 3.2 • Chapter 2—Linear Perspective (AP 2.1)
AP 5.1
AP 5.2 • Chapter 3—Medici Family Tree (AP 3.1)
AP 6.1
AP 9.1
• Chapter 3—Domain Vocabulary: Chapters 1–3 (AP 3.2)
• Chapter 5—Florence and Venice Comparison (AP 5.1)
• Chapter 5—Titian Gallery Walk (AP 5.2)
• Chapter 6—Domain Vocabulary: Chapters 4–6 (AP 6.1)
• Chapter 9—Take the Renaissance Art Challenge (AP 9.1)
18 THE RENAISSANCE
Fiction and Nonfiction Excerpts
Use this link to download the CKHG Online Resources where the specific links
to the following fiction and nonfiction excerpts may be found.
www.coreknowledge.org/ckhg-online-resources
These excerpts may be used with the chapter specified either for additional
classwork or at the end of the unit as review and/or a culminating activity.
Be sure to make sufficient copies for your students prior to conducting the
activities.
Note: Excerpts marked with an asterisk (*) can also be found in Unit 6, England
in the Golden Age.
Fiction Excerpts
• Chapter 9—From A Midsummer Night’s Dream (FE 1)*
• Chapter 9—The Language of Shakespeare (AP 9.2)*
• Chapter 9—From The Adventures of Don Quixote (FE 2)
Cross-Curricular Connections
Language Arts Music Art Science
Fiction and Drama Listening and Art from the Science
Stories Understanding Renaissance Biographies
• Don Quixote • Music from the • Galileo Galilei
(Cervantes) Renaissance
Drama
• A Midsummer
Night’s Dream
(Shakespeare)
INTRODUCTION 19
Books
Byrd, Robert. Leonardo: Beautiful Dreamer. Hialeah, FL: Dutton, 2003.
Carr, Simonetta. Michelangelo for Kids: His Life and Ideas, with 21 Activities
(For Kids series). Chicago, IL: Chicago Review Press, 2016.
Galland, Richard. The Leonardo da Vinci Puzzle Codex: Riddles, Puzzles and
Conundrums Inspired by the Renaissance Genius. London: Carlton Books, 2016.
Hinds, Kathryn. The Court (Life in the Renaissance). New York: Cavendish Square
Publishing, 2002.
Osborne, Mary Pope. Monday with a Mad Genius (Magic Tree House, No. 38).
New York: Random House, 2009.
Plumb, J. H. The Italian Renaissance. Boston, MA: Mariner Books, 2001.
Weiss, Jim. Masters of the Renaissance, Charles City, VA: The Well-Trained Mind
Press, 2005. Audio Recording.
Weiss, Jim. Shakespeare for Children, Charles City, VA: The Well-Trained Mind
Press, 2000. Audio Recording.
Use this link to download the CKHG Online Resources for this unit, where the
specific link to purchase the Jim Weiss audio recordings may be found:
www.coreknowledge.org/ckhg-online-resources
20 THE RENAISSANCE
The Renaissance Sample Pacing Guide
For schools using the Core Knowledge Sequence and/or CKLA
TG–Teacher Guide; SR–Student Reader; AP–Activity Page; FE–Fiction Excerpt;
NFE–Nonfiction Excerpt
Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
The Renaissance
“World Geography” and “A New Dawn” “A New Dawn” “From Artisan to Artist” “Linear Perspective” and
“Map of Renaissance Italy” Core Lesson, Part 1 Core Lesson, Part 2 Core Lesson “Botticelli’s Birth of Venus”
(TG—Chapter 1, Additional (TG & SR, Chapter 1) (TG & SR, Chapter 1) (TG & SR, Chapter 2) (TG, Chapter 2, Additional
Activities, AP 1.1–1.2) Activities, AP 2.1)
CKLA
“Early American “Early American “Early American “Early American “Early American
Civilizations” Civilizations” Civilizations” Civilizations” Civilizations”
Week 2
Day 6 Day 7 Day 8 Day 9 Day 10
The Renaissance
“The Cradle of the “Medici Family Tree” and “Rome and the “Brunelleschi’s Dome of “Michelangelo’s Dome of
Renaissance” “Domain Vocabulary: Renaissance Popes” the Florence Cathedral” St. Peter’s Basilica” (finish)
Core Lesson Chapters 1–3” Core Lesson and “Michelangelo’s and “Raphael’s Marriage of
(TG & SR, Chapter 3) (TG, Chapter 3, Additional (TG & SR, Chapter 4) Dome of St. Peter’s a Virgin”
Activities, AP 3.1–3.2) Basilica”(start) (TG, Chapter 4, Additional
(TG, Chapter 4, Additional Activities)
Activities)
CKLA
“Early American “Early American “Early American
“Poetry” “Poetry”
Civilizations” Civilizations” Civilizations”
Week 3
Day 11 Day 12 Day 13 Day 14 Day 15
The Renaissance
“Venice: Jewel of the “Virtual Tour of Venice” “Leonardo da Vinci” “The Works of Leonardo “Donatello’s Saint George”
Adriatic” and “Venice and Florence Core Lesson da Vinci: The Last Supper, and “Domain Vocabulary:
Core Lesson Comparison” (TG & SR, Chapter 6) Mona Lisa, The Vitruvian Chapters 4–6”
(TG & SR, Chapter 5) (TG, Chapter 5, Additional Man” (TG, Chapter 6, Additional
Activities, AP 5.1) (TG, Chapter 6, Additional Activities, AP 6.1)
Activities)
CKLA
“Poetry” “Poetry” “Poetry” “Poetry” “Poetry”
INTRODUCTION 21
The Renaissance Sample Pacing Guide
For schools using the Core Knowledge Sequence and/or CKLA
TG–Teacher Guide; SR–Student Reader; AP–Activity Page; FE–Fiction Excerpt;
NFE–Nonfiction Excerpt
Week 4
Day 16 Day 17 Day 18 Day 19 Day 20
The Renaissance
“Michelangelo” “Michelangelo’s The “Two ‘How-to’ Men” “The Renaissance in “Jan van Eyck’s The
Core Lesson Creation of Adam” and Core Lesson Northern Europe” Arnolfini Portrait” and
(TG & SR, Chapter 7) “Michelangelo’s David” (TG & SR, Chapter 8) Core Lesson “Pieter Bruegel’s The
(TG, Chapter 7, Additional (TG & SR, Chapter 9) Peasant Wedding”
Activities) (TG, Chapter 9, Additional
Activities)
CKLA
“Poetry” “Poetry” “Poetry” “Poetry” “Poetry”
Week 5
Day 21 Day 22 Day 23
The Renaissance
“Take the Renaissance “From The Adventures of Unit Assessment
Art Challenge” and “The Don Quixote”
Music of Josquin Desprez (TG, Chapter 9, Additional
and John Dowland” Activities, FE2)
(TG, Chapter 9, Additional
Activities, AP 9.1)
CKLA
“Poetry” “Poetry” “Poetry”
22 THE RENAISSANCE
The Renaissance Pacing Guide
‘s Class
(A total of twenty-three days has been allocated to The Renaissance unit in order to complete all Grade 5
history and geography units in the Core Knowledge Curriculum Series™.)
Week 1
Week 2
Week 3
INTRODUCTION 23
The Renaissance Pacing Guide
‘s Class
Week 4
Week 5
24 THE RENAISSANCE
CHAPTER 1
A New Dawn
The Big Question: What factors helped bring about the age known as the
Renaissance?
Materials Needed
Activity Pages • Display and student copies of World Map (AP 1.1) and Map of Renaissance
Italy (AP 1.2)
• Red, light blue, dark blue, yellow, and purple colored pencils, crayons, or
markers
AP 1.1
AP 1.2
26 THE RENAISSANCE
The Core Lesson—Part 1 35 min
Note: Due to the length of Chapter 1, we recommend that you read and
discuss this chapter over two instructional periods. The Core Lesson is,
therefore, designated as Part 1 and Part 2.
Display the World Map from AP 1.1. Point to Europe and explain that in this unit,
Activity Pages students will be focusing on the Renaissance in Europe—beginning with its
development in Italy.
Distribute copies of The Renaissance Student Reader. Suggest students take
AP 1.1 a few minutes to look at the cover and flip through the Table of Contents
and illustrations in the book. Ask students to brainstorm individual words
or simple phrases describing what they notice in the Table of Contents and
various illustrations; record this information in a list on the board or chart
paper. Students will likely mention artists such as Leonardo da Vinci and
Michelangelo, important cities such as Venice and Florence, and writers from
around Europe such as Shakespeare and Cervantes.
Explain to students that they will be reading about a time in history that covers
approximately three hundred years of events from the mid-1300s into the
1600s. Students will learn about the early history of the Renaissance, beginning
with its start in Italy all the way through its spread to the rest of Europe.
Call attention to the two points and the range of dates at the beginning of the
Timeline. Point out the wide date range which these two points encompass,
2500 BCE to 476 CE, to be certain that students understand the thousands of
years represented by these dates. Tell students that two very important ancient
civilizations existed during this time period.
Review with students the abbreviations BCE and CE. It’s important that students
understand that the abbreviation BCE means Before the Common Era, while
CE is used to denote Common Era. Students may have encountered BCE or CE
before, or they may be more familiar with the traditional abbreviations AD and
BC. Both CE and AD refer to the time period after the birth of Jesus Christ. BCE
and BC refer to the time period before Christ’s birth. Help students recognize
that the dates on the beginning of the timeline are BCE. They shift to dates in
the Common Era for most of the rest of the Timeline.
Show students the Chapter 1 Introduction Timeline Image Card with the
statues of two men, explaining that this card depicts two famous thinkers and
writers, named Plato and Socrates, from an important ancient civilization. Ask
28 THE RENAISSANCE
in greater detail about the various events and people introduced here in later
chapters. As students read Chapter 1, call attention to the Big Question, and
encourage students to look for factors that led to the Renaissance as they read
through the chapter.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
Page 2
philosophy of Plato (/plae*toe/), the poems of
caption aloud. Explain that Erasmus, and others like him, had a deep interest
2
in classical literature. Studying the works of the ancient Greeks and Romans
helped changed the way people of Europe thought.
Call on student volunteers to read the remainder of the section aloud.
CORE VOCABULARY—As students read, call attention to the vocabulary
words humanists, manuscript, and rhetoric as they are encountered in the text.
After students read the text, ask the following questions:
LITERAL—What is “classical literature,” and why was it so important to
Page 3
Erasmus saw that the rediscovery of ancient Greek and Roman written works opened up
whole new worlds of thought.
3
scholars like Erasmus?
G5_U4_Chap01_SR.indd 3 11/4/16 3:34 PM
The scholars were unhappy with the world in which they had
grown up. They believed that they had been born in a less-
cultured age in which people had forgotten about the great
writers of Greece and Rome. These scholars rejected what
they saw as the cold and lifeless teaching found in European
universities of the day. They grumbled that the last several
centuries had been remarkable mainly for their famines, plagues,
warfare, ignorance, and superstition. Unfairly, some of them even
labeled the previous one thousand years the “Dark Ages.”
Page 4 4
Page 5 5
What Erasmus and his fellow scholars were so excited about was
the energetic period of change that we now call the Renaissance.
This name comes from a French word that means rebirth. When
we speak of the Renaissance, we refer to a period in history when
a rediscovery of classical learning led to great achievements. These
achievements affected not only literature, but also philosophy,
education, architecture, sculpture, and painting.
The Renaissance began in Italy in the mid-1300s. For the next two
centuries, the center of creative and scholarly activity moved
from one major Italian city-state to another. Florence, Rome, and
Venise all played major roles in this movement. Later, in the
1500s and 1600s, the spirit of the Renaissance spread to other
places in Europe, including Germany, France, Spain, and England.
Page 6 6
Have students read the section “What All the Excitement Was About”
them modeled their works on ancient
Greek and Roman examples instead of on
the more recent work of medieval artists.
Architects studied ancient buildings and
used them as models for new structures.
Renaissance poets tried to write poems
as skillfully as the ancient poets had.
This sculpture is based on a
Greek statue of Atlas, who bore
the world on his shoulders.
independently.
Painters sought out new subjects to
paint, inspired by people and ideas of the ancient world. All these
artists were using old art to create new art.
Page 7 7
LITERAL—What was the Renaissance, and when did it begin?
G5_U4_Chap01_SR.indd 7 11/4/16 3:35 PM
As you read the opening paragraphs of this chapter, you may have
wondered why the Renaissance began in Italy and not in a place
such as England or Germany. Scholars have argued about that
question for years and have suggested some reasons Italy led
LITERAL—Who are some of the important Renaissance thinkers, writers,
the way.
For one thing, Italy had been the center of the ancient Roman
Empire. The ruins of that great empire surrounded the people of
and artists mentioned in this section?
Italy: crumbling walls and toppled columns, arenas and temples
30 THE RENAISSANCE
Timeline
• Show students the fourth Chapter 1 Timeline Image Card. Read and discuss
the caption, making particular note of any dates.
• Review and discuss the Big Question: “What factors helped bring about the
age known as the Renaissance?”
NOTE: Students are not expected to respond to the Big Question at this point
since they have only read part of Chapter 1.
• Post the image card as the fourth image of the Timeline, under the date
referencing the mid-1300s; refer to the illustration in the Unit 4 Introduction
for further guidance on the placement of the image card to the Timeline.
Review with students the location of Italy, using the World Map (AP 1.1). Review
Activity Pages also with students the placement of the four cards on the timeline, beginning
with ancient Greece, and continuing on to ancient Rome, the Middle Ages, and
the very beginning of the Renaissance. Discuss as a class the developments
that were happening in Italy in the 1300s, at the dawn of the Renaissance.
AP 1.1
Page 9
each city-state worked hard to attract the best traders.
attention to Italy’s boot-shaped peninsula and how easy access to the sea
As trade grew, a new merchant class sprang up in prosperous
contributed to the development of trade.
city-states. Many merchants grew wealthy. Some of them used
After students have read the text, ask the following questions:
their wealth to support humanistic scholarship and the arts. In
addition to these wealthy merchants, many nobles and church
leaders acted as supporters of the arts. Without them, there
probably would not have been a Renaissance.
merchant class, which had grown rich on the Mediterranean trade, was
their sons to learn ancient Greek and Latin so that they could
read the best ancient books. These ambitions led to higher
educational standards. Often, merchants hired humanists to teach
Page 1010
LITERAL—What effect did commerce have on the development of the
Italian Renaissance?
G5_U4_Chap01_SR.indd 10 11/4/16 3:35 PM
LITERAL— What impact did the Ottoman invasion of the Byzantine Empire
They also brought a thorough knowledge of the ancient Greek
language in which the texts were written, and they brought their
own new ideas.
An Important Invention
32 THE RENAISSANCE
“An Important Invention,” Pages 11–13
discuss its meaning in the vocabulary box. After students have read the
to copy manuscripts because they were so excited about their
discoveries. But even the most energetic scholar could make only a
handful of copies of any given manuscript. Gutenberg’s invention
Page 12
could produce many volumes in a short time.
12
classical manuscripts by hand. This was a long process and limited the
provided. The prosperity of city-states and the rise of merchants
and other wealthy people also contributed. Increased interest
in education and greater understanding of foreign cultures also
Timeline
• Show students the two remaining Chapter 1 Timeline Image Cards. Read
and discuss the captions, making particular note of any dates.
• Review and discuss the Big Question: “What factors helped bring about the
age known as the Renaissance?”
• Post the image cards as the fifth and sixth items on the Timeline, under
the date referencing the 1400s; refer to the illustration in the Unit 4
Introduction for further guidance on the placement of each image card to
the Timeline.
Additional Activities
Note: Time allotted for this activity varies based on what work you choose to
assign in class or as homework. Plan for 15 minutes of classroom time to work
through the World Map (AP 1.1) and an additional 30 minutes if you choose to
assign Map of Renaissance Italy (AP 1.2) during the same class period.
Activity Page Materials Needed: (1) Display copy of World Map (AP 1.1) found in the Teacher
Resources section (page 124). (2) Sufficient copies of the World Map (AP 1.1). (3)
Red and dark blue crayons, colored pencils, or markers.
AP 1.1 Display the enlarged World Map (AP 1.1) for all students to see. Point first to
the compass rose and review each of the cardinal directions—north, south,
east, and west—relative to the map. Then point to the United States and the
approximate location of the state in which your students live to identify their
current location.
Next, point to each of the continents in the following order, asking students
to verbally identify each continent: North America, South America, Antarctica,
Europe, Africa, Asia, and Australia. Review the names of various world oceans,
as well as the use of the map scale.
Call attention to the European continent. Have students identify Italy and
the Italian peninsula on the map. Have students circle Italy in red. Next, call
attention to the Mediterranean Sea. Point to the countries that surround Italy
along the Mediterranean. Point to the countries of Spain, France, Germany, and
the United Kingdom, of which England is a part. Explain that Renaissance ideas
spread from Italy to other parts of the continent.
Activity Pages Materials Needed: (1) Sufficient copies of the World Map (AP 1.1) from Teacher
Resources, page 124. (2) Display and student copies of Map of Renaissance
Italy (AP 1.2) from Teacher Resources, pages 125–126. (3) Light blue, dark blue,
yellow, and purple crayons, colored pencils, or markers.
AP 1.1
AP 1.2
34 THE RENAISSANCE
Display the enlarged World Map (AP 1.1) and the Map of Renaissance Italy
(AP 1.2) for all students to see. Have students take a few moments to compare
the two maps. Discuss with students the differences they see between the
modern world map and the map of Italy during the Renaissance. Students
should identify that, for example, the Ottoman Empire no longer exists.
Instead, it is made up of smaller countries, Greece, Bulgaria, and Turkey. Have
students color the Ottoman Empire yellow on the map.
Next, call attention to the two seas that surround Italy: the Tyrrhenian Sea to
the west and the Adriatic Sea to the east. Have students color the Tyrrhenian
Sea dark blue and the Adriatic Sea light blue.
Have students identify the Italian city-states that were briefly mentioned in the
chapter. These include Venice, Florence, Milan, and Genoa. Have students circle
each of these places on the map in purple.
Have students work independently or with partners to answer the questions
on pages 125–126.
Tell students they should keep on hand their copies of the World Map (AP 1.1)
and the Map of Renaissance Italy (AP 1.2), which they’ll be using again in future
chapters.
Materials Needed
Activity Page • Display and student copies of Linear Perspective (AP 2.1)
• Construction paper
• Crayons, colored pencils, or markers
AP 2.1
• Rulers
36 THE RENAISSANCE
form, n. the shape of something (17)
Example: Jason’s sculpture began to take on the form of a large bird.
Variation(s): forms, formation
baptistery, n. a part of a church used for carrying out the purifying ritual of
baptism (17)
Example: The family followed the priest into the baptistery before the
baptismal ceremony took place.
Variation(s): baptisteries
commission, v. to formally ask for the creation of something, as in a building
or a painting (18)
Example: The Catholic Church wanted to commission Michelangelo to paint
the ceiling of the Sistine Chapel.
Variation(s): commissions, commissioned, commissioning
realism, n. the quality of being realistic, or true to life (19)
Example: The realism of Leonardo da Vinci’s work made the viewer feel as if
the subjects in the painting could come to life.
three-dimensional, adj. describing an object that has depth as well as width
and height, especially a painting that appears not to be flat (20)
Example: Many of Michelangelo’s paintings feature three-dimensional people
who appear lifelike.
perspective, n. a technique used to make something that is flat appear to
have depth, in addition to height and width (20)
Example: Artists of the Renaissance used perspective to give their paintings
depth.
Variation(s): perspectives
Review with students the key information learned from Chapter 1: The
Renaissance represented a rebirth of interest in classical learning that led
to great cultural achievements. The Renaissance began in the mid-1300s in
Italy, where a booming commerce led to the accumulation of wealth and the
exchange of ideas that promoted the values of the Renaissance. Great thinkers
of this time were drawn to the glories of the ancient world—the literary,
philosophical, and artistic creations of ancient Greece and ancient Rome. These
developments led to a change in the understanding, appreciation, and status
of art in Europe.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
We do not find it unusual that the architect’s name is cut into the
cornerstone of a building. When we hear a piece of music, we usually
also expect to learn who composed it.
advising them to pay attention to the Core Vocabulary words masons
But it was not always this way. Before the Renaissance, painters did
not generally sign their works. Architects did not typically carve their
names on the buildings they built. Musicians were rarely given credit
and apothecaries, which appear in the last paragraph of this section.
for music they composed.
In the medieval period, artists did not have the status that they enjoy Encourage students to refer to the definitions in the vocabulary boxes.
After students read the text, ask the following questions:
today. They were thought of artisans or craftspeople. The way people
saw it, painters and sculptors worked with their hands, just like a
shoemaker, baker, or bricklayer. They often worked for low wages
Page 14
LITERAL—What was the status of sculptors and painters during the
14
Middle Ages?
»» They were considered craftsmen or artisans who worked with their
hands. Their work was not considered to require a high degree of
artistry or creativity, so they were viewed as artisans like masons or
apothecaries.
15
»» Most musicians, sculptors, and painters of the Middle Ages did not sign
produce. He didn’t even
think of signing it.
their work or get individual recognition for what they created. Today,
sculptors and painters was
reflected by the guilds, or
trade associations, to which
artists are given credit for the things they paint, sculpt, write, etc.
they belonged. In Florence
for example, sculptors were
members of the Guild of
Masons. That’s because, Medieval artists were like printers; they were paid
like masons, sculptors to do a job.
worked with stone. Painters got many of their paints and supplies
from apothecaries (/uh*path*uh*ker*eez/). So, in Florence, they
were members of the Guild of Doctors and Apothecaries.
A Change of Status
Page 1616
38 THE RENAISSANCE
“A Change of Status,” Pages 16–18
17
questions:
LITERAL—What is the difference between an artisan and an artist?
G5_U4_Chap02_SR.indd 17 11/4/16 3:36 PM
techniques does the artist use to direct the viewer’s attention to Mary and
frequently, important people commissioned commission, v.
portraits and sculptures of themselves. to formally ask
for the creation
Leading families hired artists to create family of something, as
her child?
portraits. They did this to promote their in a building or a
painting
families and highlight their importance.
Page 1818
»» Responses will vary. Students may note that, with the exception of the
G5_U4_Chap02_SR.indd 18 11/4/16 3:36 PM
figure on the far right (who is Botticelli), the artist painted all of the other
figures so that they are facing inward toward Mary and the baby Jesus.
INFERENTIAL—You have seen that Botticelli placed his own image in the
painting. How does this act reflect the change from artisan to artist?
»» Possible response: Botticelli was making this painting “personal” and
to some degree about himself. It was not an anonymous painting by
an anonymous painter.
Call attention to the Core Vocabulary word realism at the beginning of the
generally didn’t look like anyone in particular. Now Renaissance
artists began to strive for more realism. They wanted to capture
the exact appearance of a person in a particular situation. They
paragraph. Explain that Renaissance art was much different from that of
wanted their figures to have facial expressions that revealed
true emotions.
Page 19 19
Pause as you read the text to help students understand the correct
pronunciation of each name.
G5_U4_Chap02_SR.indd 19 11/4/16 3:36 PM
explain how they are related. Call attention to Raphael’s School of Athens
result would look more realistic. Both men especially a painting
that appears not to
were inspired by an essay on architecture be flat
written by an ancient Roman writer named
perspective, n. a
on page 21 of the Student Reader. Read the caption aloud, and have
Vitruvius (/vih*troo*vee*us/). Vitruvius technique used to
make something
described how buildings and other objects that is flat appear
painted on a flat surface could appear to to have depth, in
students identify the ways in which Raphael uses perspective to make his
addition to height
“advance and recede”—come forward and width
and extend backward. This effect made
a painting look more realistic and three-dimensional. Though
After you finish reading the text, ask the following questions:
painters mastered this technique.
LITERAL—What is perspective, and how did its use affect the history
into the world it showed.
Page 20 of painting?
looking backward in time. The two men learned what they could
20
EVALUATIVE—In what ways were art of the Middle Ages and art of the
Renaissance different?
Page 21 21
»» During the Middle Ages, the people in paintings generally did not
G5_U4_Chap02_SR.indd 21 11/4/16 3:37 PM
look like specific individuals. They were stylized types. Walls, floors,
and furniture slanted at odd angles. Both the people in the paintings
and the settings they were in seemed flat. During the Renaissance,
artists depicted rooms and outdoor scenes accurately and in detail.
They used the techniques of perspective so that scenes would look
three-dimensional. It was a difference between stylized depiction
and realism.
Timeline
• Show students the Chapter 2 Timeline Image Card. Read and discuss the
caption, making particular note of any dates.
• Review and discuss the Big Question: “What were some of the changes that
occurred during the Renaissance for artists and the work they produced?”
• Post the image card as the seventh item on the Timeline, under the date
referencing the 1400s; refer to the illustration in the Unit 4 Introduction for
further guidance on the placement of the image card to the Timeline.
40 THE RENAISSANCE
Check for Understanding 10 min
Ask students to:
• Write a short answer to the Big Question, “What were some of the changes
that occurred during the Renaissance for artists and the work they produced?”
»» Key points students should cite include: Renaissance artists began
using new techniques, such as three-dimensional figures and
perspective. Artists were no longer viewed as simply artisans
but gained higher status and became more highly acclaimed as
individuals. They received commissions from wealthy patrons and the
Catholic Church to create beautiful works of art.
Additional Activities
Activity Pages
Materials Needed: (1) Display copy of Linear Perspective (AP 2.1) found in the
Teacher Resources section (page 127). (2) Sufficient student copies of Linear
Perspective (AP 2.1). (3) Rulers, construction paper, crayons or colored pencils.
AP 2.1 Distribute copies of Linear Perspective (AP 2.1). Remind students that the
artists Brunelleschi and Alberti first used perspective in their artwork
during the 1400s. Explain the directions. Assist students as they set up
their construction paper using the perspective steps outlined in the
activity page.
Activity Page
Materials needed: Internet access or Grade 5 Core Knowledge Art Resources;
display copy of Map of Renaissance Italy (AP 1.2)
Alternate Art Activity for The Birth of Venus: If you do not have classroom
AP 1.2 access to the internet, you can purchase the Core Knowledge Curriculum
Series™ Art Resource Packet for Grade 5, available at:
www.coreknowledge.org/store
42 THE RENAISSANCE
Now direct students’ attention back to the art inside of the gallery and The
Birth of Venus. Give students a few moments to view the painting and reflect
on the images that they see. Ask students the following Looking Questions
and have them record their responses. Have students discuss their responses.
1. What do you see?
»» Answers will vary. Students should be able to identify key details of
the painting, such as the main figure standing on a shell, the winged
figures on the left, and the woman on the right who seems to be
putting a cloak on Venus.
2. What in this painting indicates that it does not represent real life?
»» The woman is floating on a shell. There are also flying figures. The
design of the landscape and the colors used in the work all indicate
that it does not represent real life.
5. It is said that Botticelli was a master of line. What evidence do you see to
support that statement?
»» The curving lines of the shell and surrounding figures focus
attention on Venus. Also, the strong horizon line and vertical trees
counterbalance the curves.
The Cradle of
the Renaissance
The Big Question: How did the success of merchants and bankers during the
Renaissance benefit artists?
Materials Needed
Activity Pages • Display and student copies of Map of Renaissance Italy (AP 1.2)
• Medici Family Tree (AP 3.1)
• Domain Vocabulary: Chapters 1–3 (AP 3.2)
AP 1.2
AP 3.1
AP 3.2
44 THE RENAISSANCE
“merchant class,” (phrase), a social class made up of wealthy and powerful
merchants (24)
Example: The merchant class of Venice could afford to sponsor artists and
scholars during the Renaissance.
patron, n. a person who gives money or other support to someone, such as an
artist (24)
Example: Cosimo de’ Medici was a great patron.
Variation(s): patrons, patronage
heritage, n. something that is inherited by one person or group from an older
person or group (24)
Example: Renaissance scholars claimed the heritage of ancient Rome’s glory.
Variation(s): heritages
revenue, n. income (27)
Example: One way artists of the Renaissance generated revenue was through
commissions.
Variation(s): revenues
exile, n. the state of being made to live outside of a place as a form of
punishment (31)
Example: The ruler was driven from power and forced to live in exile.
cardinal, n. a high-ranking religious leader in the Catholic Church (31)
Example: The cardinal was responsible for overseeing other officials in the
Catholic Church.
Variation(s): cardinals
Review with students what they learned in the last chapter about the start
Activity Pages of the Renaissance, the developments that helped bring it about, and the
changing status of artists. Reread the last paragraph on page 21 of the Student
Reader to help students recall the artistic developments of the era.
AP 1.2 Display the Map of Renaissance Italy (AP 1.2) and ask students to locate the city-
state of Florence. Remind students of the definition of city-state—a city that is
an independent political state with its own ruling government.
Tell students that in this lesson they are going to read about the most
prominent and powerful family of Renaissance Florence—the Medici family.
Call attention to the Big Question, and encourage students to look for ways the
success of merchants and bankers benefited artists during the Renaissance.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
in the text.
bankers during the
Renaissance benefit
artists, architects, writers, and artists?
philosophers all helped make
Florence a model of Renaissance culture.
on page 23, and read the caption aloud. Explain that Florence was an
gave it access to the sea. The city was accessible in other directions
through mountain passes.
Page 22
After students read the text, ask the following questions:
22
Page 23
of the Renaissance.
23
during the Renaissance. Why were so many artists, writers, and scholars
G5_U4_Chap03_SR.indd 23 11/4/16 3:47 PM
Page 2424
46 THE RENAISSANCE
“Wool and Banking,” Pages 25–26
in the sense that all people, including Florence’s rulers, were subject to
which was the foundation of a thriving trade
wool was cleaned and treated), that helped make Florence a wealthy city.
and the Road of Dyers. Each
street was dedicated to a process used to turn raw wool into the
cloth that Florentine merchants sold throughout the world.
older who lived in Florence for an extended period of time and paid taxes
The structure of the government of Florence was complex.
Inspired by the examples of Greece and Rome, Florence
enjoyed citizenship status. Only men who belonged to guilds were allowed
to hold political office.
considered itself a republic. In Florence’s republic, power was in
the hands of a ruling class of citizens rather than a single monarch.
Incredibly, leading families in Florence chose government officials
by picking names out of a bag. Of course, those eligible to have
their names placed in the hat were the most influential people in
Florence. Citizens were governed by a council made up of rich and
educated men who represented them.
After students have finished reading, ask the following questions:
A Powerful Family
»» The two main industries were wool and banking. Streets in Florence
branches in several important
cities in Italy as well as in key
European cities. Perhaps most
important, the Medici were the
Page 26
moneylenders to the pope, the
leader of Christians in Europe.
26
In the 1400s, Cosimo de’ Medici was the
powerful head of Florence’s most powerful
family. were named after different parts of the wool industry.
G5_U4_Chap03_SR.indd 26 11/4/16 3:47 PM
After students finish reading the section, ask the following questions:
LITERAL—Who was Cosimo de’ Medici, and how did he impact Florence
during the Renaissance?
»» He was a leader of the Medici family and a highly successful banker. He
held great influence over the government of Florence, and he used his
You can appreciate why it took more than 100 years to build the great cathedral in Florence.
Page 28
cathedral in Florence considered “daring”?
28
Note: Call students’ attention to the image on page 28 as you discuss this
the Magnificent.
For the next twelve years, Lorenzo worked to make Florence Italy’s
capital of art and learning. He brought the most famous teachers
of Italy to the city-state. He spent large sums on art and books.
Page 29 29
48 THE RENAISSANCE
“Lorenzo the Magnificent,” Pages 29–31
call attention to the vocabulary terms cardinal and exile on page 31.
unable to compete with cloth merchants in Flanders, in present-
day Belgium. Florence’s role as a center of art and learning did not
end, but other cities were now better able to compete with it.
SUPPORT—Also before students read, point out the name Leo X at the
end of page 31. Instruct students to read this as “Leo the tenth,” explaining
that “X” is the Roman numeral for ten.
Page 30
Giovanni Mannozzi’s painting shows Lorenzo de’ Medici, a great patron of art, surrounded
by artists as he admires a Michelangelo sculpture.
30
After students finish reading the text, ask the following questions:
LITERAL—Who was Lorenzo de’ Medici?
G5_U4_Chap03_SR.indd 30 11/4/16 3:48 PM
Timeline
• Show students the Chapter 3 Timeline Image Cards. Read and discuss the
captions, making particular note of any dates.
• Review and discuss the Big Question: “How did the success of merchants
and bankers during the Renaissance benefit artists?”
• Post the image cards as the eighth and ninth items on the Timeline,
under the date referencing the 1400s; refer to the illustration in the Unit 4
Introduction for further guidance on the placement of each image card to
the Timeline.
• Choose one of the Core Vocabulary words (stable, “merchant class,” patron,
heritage, revenue, exile, or cardinal), and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Note: The following additional activities may be completed during class time
or assigned for homework. The estimated time allotted each activity below
includes sufficient time for review and discussion of students’ responses as a
class, once the activities have been completed.
Activity Page Materials Needed: Sufficient copies of Medici Family Tree (AP 3.1) from
Teacher Resources, page 128
Distribute copies of Medici Family Tree (AP 3.1) to students. Point out that key
AP 3.1 information is missing from the family tree. Students should use the Student
Reader to identify significant dates, names, and achievements of the Medici.
Activity Page Materials Needed: Sufficient copies of Domain Vocabulary: Chapters 1–3
(AP 3.2) from Teacher Resources, page 129
Distribute copies of Domain Vocabulary: Chapters 1–3 (AP 3.2) to students and
AP 3.2 review directions aloud.
50 THE RENAISSANCE
CHAPTER 4
Materials Needed
Activity Pages • Display and student copies of the Map of Renaissance Italy (AP 1.2)
• Medici Family Tree (AP 3.1), if completed
• Internet access or Grade 5 Core Knowledge Art Resources
AP 1.2
AP 3.1
Ask students to recall what they learned in the previous chapter. Have students
share information aloud and record their responses on the board. Students
should recall that Florence was considered the “cradle” of the Renaissance. Many
wealthy merchants and bankers lived there, especially the Medici family. Remind
students that patrons like the Medici changed the way artists were viewed.
Tell students that wealthy individuals and families were not the only ones who
supported the arts. In this lesson, they will learn about the role of the Catholic
Church in the Renaissance. Recall that in the last chapter, students learned
about Leo X and that “X” is the Roman numeral for ten. For students, write out
the Roman numbers one through ten on the board or on chart paper, and place
the corresponding Arabic numerals underneath:
I II III IV V VI VII VIII IX X
1 2 3 4 5 6 7 8 9 10
Tell students that Roman numerals are still used from time to time today; for
instance, modern-day popes still use Roman numerals as part of their papal
names. Roman numerals are also sometimes used in dates, legal documents,
outlines, and in some other situations. Keep these numbers displayed as
students continue with this chapter.
Call attention to the Big Question, and encourage students to look for ways the
Roman Catholic Church used the talents of Renaissance artists.
Guided Reading Supports for “Rome and the Renaissance Popes” 30 min
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
52 THE RENAISSANCE
“The Splendor of the Popes,” Pages 32–35
in the first sentence on page 34. Read the sentence aloud and ask students
A pope’s authority reached far beyond religion. In addition to leading
the Church administration, he was also the ruler of central Italy, an
area called the Papal States. As rulers of this territory, the popes
to use context clues to determine the meaning of the word. Share the
enjoyed political independence.
Page 3232
definition of papal aloud. Share with students that the Italian word for
G5_U4_Chap04_SR.indd 32 11/4/16 3:38 PM
pope is papa, or father in English. This makes sense because the pope is
considered the “father” of the Catholic Church.
Call on student volunteers to read the section “The Splendor of the
Popes” aloud.
SUPPORT—Have students look at the image of St. Peter’s Basilica on
pages 32 and 33, and read the caption aloud. Explain to students that
St. Peter’s Basilica is a very large structure. The Catholic Church employed
Renaissance artists to capture the splendor and power of the Church.
33
SUPPORT—Point out for students the names of the popes on page 34—
G5_U4_Chap04_SR.indd 33 11/4/16 3:38 PM
CORE VOCABULARY—In the first paragraph on page 34, again note the
the greatest artists for the work. Pope Nicholas wanted the artists
to use their talents to show the power and splendor of the Roman
Catholic Church. In this way, he made Rome more attractive to
tourists and pilgrims. He also helped make the Church and Roman
merchants rich.
Page 35 35
“St. Peter’s Basilica” and “Last of the Renaissance Popes,” Pages 36–39
St. Peter’s Basilica was not completed for 120 years. Great artists,
such as Michelangelo and Raphael, applied their skills to this
massive project. Church leaders and artists worked together to
SUPPORT—Have students look at the image of the plans for St. Peter’s
Basilica on page 36 and the image of the completed basilica on pages
32–33 (found in “The Splendor of the Popes”). Explain to students that the
size of the new basilica was significantly larger than the original structure.
The Square in front of St. Peter’s was built to hold the huge crowds that came, and still
come, for important papal ceremonies. The popes commissioned St. Peter’s Basilica to not only accommodate
Page 3636
more people, but to highlight the importance and wealth of the Catholic
Church.
G5_U4_Chap04_SR.indd 36 11/4/16 3:38 PM
Note: If students have completed the “Medici Family Tree” (AP 3.1), have
Leo X showed both a love of art and a love of luxury. Like his
father, Leo sponsored festivals and pageants, starting with his own
magnificent coronation. He hired the best artists, including both
them refer to the activity page after reading about Pope Leo X on page
Michelangelo and Raphael, and welcomed scholars and poets to
the Vatican.
37 to be certain that they remember that Leo is Lorenzo de’ Medici’s son
St. Peter’s Basilica. To pay the high costs, Leo X raised taxes and
borrowed huge sums of money. Like popes before him, he allowed
people to pay money in return for positions of authority in the
Giovanni. Also call students’ attention to the portrait of Leo X on page 39.
Church. And, in 1514, he extended throughout much of Europe
a money-raising effort that had begun in Italy: He allowed the
granting of religious pardons, called indulgences, for money
donations. The Church taught that sins, or mistakes, would prevent
people from going to heaven if not forgiven by the Church. If a
Page 37
G5_U4_Chap04_SR.indd 37
37
11/4/16 3:38 PM
Have students read the section “Last of the Renaissance Popes”
independently.
the sin to a priest, truly felt sorry, and received forgiveness. So,
the indulgence removed part of the penance. But the “sinner” still
had to perhaps pray, do good works, and even donate money
for a specific cause. When Pope Leo X extended the practice of
After students finish reading, ask the following questions:
indulgences across Europe, he increased the Church’s ability to
raise money in this way. Some people strongly objected to this
practice. These objections, along with other issues, would help
trigger what was later called the Protestant Reformation. This
event resulted in divisions in the Christian Church.
LITERAL—What role did Pope Leo X play in encouraging the Renaissance
Last of the Renaissance Popes
Clement VII was the nephew of Lorenzo de’ Medici and cousin of
in Rome?
Pope Leo X. He became pope in 1523. Clement shared his family’s
love of the arts. But he made unwise alliances in his effort to
protect the independence of the Papal States. His poor decisions
left the Vatican vulnerable. Enemies were able to attack Rome in
1527. They looted churches and monasteries, and destroyed many
»» He invited artists like Michelangelo and Raphael to Rome. He also
manuscripts in the Vatican library. They damaged some of the
artwork the popes had commissioned.
Clement made peace with his enemies and was returned to power
invited scholars and poets to the Vatican.
in 1528. Rome was rebuilt and continued to be a center for art and
architecture.
Page 3838
54 THE RENAISSANCE
EVALUATIVE—How did the popes’ goals and their methods in achieving
them contradict each other?
»» The Renaissance popes had noble goals—to rebuild Rome and make
it a center for art and philosophy, to embrace the classical traditions
of the past, and to honor God by rebuilding St. Peter’s Basilica. Their
methods included spending money they did not have, borrowing
money, raising taxes, and selling offices and indulgences.
Leo X, a member of the Medici family, hired many Renaissance artists to capture the
splendor of the Catholic Church.
LITERAL—In what ways did Pope Clement VII’s actions impact the Catholic
Page 39
G5_U4_Chap04_SR.indd 39
39
11/4/16 3:38 PM
Church?
»» Clement VII made many enemies while the region was at war. As
a result, they attacked Rome and took valuable pieces of art and
manuscripts from the Vatican.
Timeline
• Show students the Chapter 4 Timeline Image Card. Read and discuss the
caption, making particular note of any dates.
• Review and discuss the Big Question: “How did the Roman Catholic Church
use many of the talents of Renaissance artists?”
• Post the image card as the tenth item on the Timeline, under the date
referencing the 1500s; refer to the illustration in the Unit 4 Introduction for
further guidance on the placement of the image card to the Timeline.
• Why did Brunelleschi make sure that the dome was light? How did he
achieve this?
»» Because the dome was not supported by a wooden structure, the
dome had to be self-sustaining as it was built. The dome has an
interior and an exterior shell with a hollow center.
Now display a still image of Brunelleschi’s dome. Give students a few moments
to view it and to reflect on the image that they see. Ask students the following
Looking Questions and have them record their responses. Have students
discuss their responses.
1. What words would you use to describe the dome?
»» Answers will vary, but students could use words such as massive,
symmetrical, awesome, beautiful, or harmonious.
56 THE RENAISSANCE
2. The streets of Florence are very narrow and winding. What feeling might
you have walking down a street, looking up, and suddenly seeing the
dome?
»» Answers will vary but should show a recognition of the size and awe-
inspiring nature of the construction.
3. Although it sits atop a religious building, the dome has always been a
source of great civic pride for residents of Florence. Why do you think this is
the case?
»» Answers will vary. Students may suggest that the dome reflects the
great scientific and artistic accomplishments of Florence’s historical
figures.
4. Why are the dome and its construction viewed as excellent examples of the
Renaissance spirit?
»» The influence of ancient Rome is evident in the construction.
Brunelleschi’s new scientific and engineering ideas reflect the
Renaissance interest in exploring the physical world and the aesthetic
preference for balance, harmony, and classic proportions.
Now take a break to take students on a guided video tour of the Pantheon in
Rome. Use the CKHG Online Resources link for this unit, where the specific link
to the video of the Pantheon may be found.
www.coreknowledge.org/ckhg-online-resources
Note: This tour is self-guided, so the length of time required to complete it will vary.
Project the 360˚ panoramic map of the Pantheon. Click on the pins on the map
to view the Pantheon square, the Pantheon entrance, and the three points
detailing the interior of the Pantheon. Explain to students that this structure
was built about the year 126 CE, nearly two thousand years ago. Explain
that this structure is especially impressive because for many centuries, the
technology to build domes of this size was lost to the architects of Europe.
As you explore the Pantheon, ask students what they notice. Guide the
discussion to include the following points:
• The Pantheon features tall columns on the interior and exterior of the
building that offer both decoration and structural support.
• The dome of the Pantheon is very heavy. To support the structure, the
ancient Romans used thick walls of concrete.
• The builders of the Pantheon used symmetry throughout the structure.
• The structure is awe-inspiring; Renaissance architects were eager to
duplicate its impressiveness.
Return to the image of Brunelleschi’s dome.
Michelangelo’s Dome of St. Peter’s Basilica (RI.5.3, RI.5.5, W.5.1, W.5.2) 30 min
Note: If you are using this activity following the exploration of Brunelleschi’s
dome, you will need to divide this activity into two fifteen-minute segments
to be completed on two different instructional days. Look for the reminder of
where to end the first day’s activity.
Materials needed: Internet access or Grade 5 Core Knowledge Art Resources
Alternate Art Activity for Michelangelo’s Dome of St. Peter’s Basilica:
If you do not have classroom access to the Internet, you can purchase
the Core Knowledge Curriculum Series™ Art Resource Packet for Grade 5,
available at:
www.coreknowledge.org/store
Background for Teachers: For background information, download the CKHG
Online Resource “About Renaissance Art.”
www.coreknowledge.org/ckhg-online-resources
After students have viewed Brunelleschi’s dome of the Florence Cathedral in
the previous activity, turn their attention to Michelangelo’s dome of St. Peter’s
Basilica. Provide context for students regarding Michelangelo’s dome. Explain
that Michelangelo (1475–1564) was one of most celebrated figures of the
Renaissance. In addition to his great architecture, he created some of the most
beloved paintings and sculptures of the era. Tell students they will learn more
about his achievements in Chapter 7.
Use this link to download the CKHG Online Resources, where the specific link to
an image of Michelangelo’s dome may be found:
www.coreknowledge.org/ckhg-online-resources
Give students several minutes to look at Michelangelo’s dome of St. Peter’s
Basilica and reflect on the image they see. Ask students the following Looking
Questions and have them record their responses. Have students discuss their
responses.
1. Is the architecture symmetrical (exactly even on both sides) or
asymmetrical?
»» The architecture is symmetrical.
58 THE RENAISSANCE
2. What clue does the object at the very top of the dome give you about the
building’s function?
»» The cross tells you that the building is used for Christian religious
purposes.
3. Explain that the height from the pavement of the church to the oculus of
the lantern resting upon the dome is 404.8 feet, while the height to the
summit of the cross surmounting the lantern is 434.7 feet. How is a dome of
this size in keeping with the purpose of other grand designs of this type?
»» Answers will vary. Like the dome of the Pantheon, the dome of the
cathedral in Florence, and the Hagia Sophia (which Core Knowledge
students studied in Grade 3), the design is meant to overwhelm the
viewer with sheer vastness, making him or her feel humble. This
building communicates the power and prestige of this faith.
Note: This point in the activity represents a good place to end the instructional
period. The second part of the activity can be continued in the first fifteen
minutes of the next period.
Recall with students what they viewed on the previous day about St. Peter’s Basilica.
Review briefly the Looking Questions and their responses to them.
Now take students on a guided tour of St. Peter’s Basilica in Rome using the
CKHG Online Resources link for the video tour.
www.coreknowledge.org/ckhg-online-resources
Note: This tour is self-guided, so the length of time required to complete it will
vary.
Project the 360˚ panoramic view of St. Peter’s Basilica for students to see. Walk
students through the virtual tour of the basilica. Call attention to the various
architectural features, especially the structure of the dome. After touring the
basilica, guide discussion to include the following points:
• Michelangelo’s dome was inspired by Brunelleschi’s dome in Florence.
• Michelangelo also used ancient architectural styles that included
pediments and columns.
• The style of the dome was unlike any other dome built before it.
Michelangelo adapted the ancient features to create a “sculpted,” upwardly
thrusting exterior like no other building before it. The dome decreases
in width and decoration as it gets taller: it starts with the colonnade-
surrounded drum, then the visible ribs glide up toward the slim lantern,
and a Christian cross decorates the top.
Background for Teachers: For background information, use the CKHG Online
Resource “About Renaissance Art.”
Use this link to download the CKHG Online Resources for this unit, where the
specific link to an image of Raphael’s Marriage of the Virgin may be found.
www.coreknowledge.org/ckhg-online-resources
Give students a few moments to view Raphael’s Marriage of the Virgin and reflect
on the images that they see. Ask students the following Looking Questions and
have them record their responses. Have students discuss their responses.
1. Explain that this scene represents the marriage of Mary (the mother of
Jesus) to Joseph in an Italian Renaissance setting. What moment in the
marriage ceremony is being depicted?
»» Joseph is about to place a ring on Mary’s hand.
4. Raphael was praised for his ability to portray lifelike figures. How does he
accomplish this in this painting?
»» The figures have strength and energy. The man on the right is bending
or breaking a stick over his knee. Joseph and Mary are caught in the
middle of a movement.
60 THE RENAISSANCE
5. The Florentines (residents of Florence) were quite proud of their architecture.
How does Raphael give a major role to architecture in this painting?
»» The building occupies the upper half of the painting and seems to
preside over the ceremony in the foreground.
Background for Teachers: For background information, use the CKHG Online
Resource “About Renaissance Art.”
www.coreknowledge.org/ckhg-online-resources
Note to Teachers: The video for this activity is approximately three minutes
long.
Show students the video about Raphael’s The Virgin and Child with Saint John the
Baptist. Following the video, display for students the image of Raphael’s The Virgin
and Child with Saint John the Baptist. Use the CKHG Online Resources for this unit,
where the specific links for the video and image may be found:
www.coreknowledge.org/ckhg-online-resources
2. Explain that this is a portrait of the Virgin Mary with her son Jesus and John
the Baptist, who is said to be Jesus’s cousin. John the Baptist preached in
the wilderness and baptized people there. Baptism welcomes people into
the Christian community. Which child do you think is John the Baptist?
»» He is the one on the right. He wears the garment of a desert-dweller.
3. How can you tell that Jesus is the most important figure?
»» Both John the Baptist and Mary are looking at him.
4. What strong horizontal line balances the circular shape of the painting?
»» The band of water and trees balances the circular shape of the
painting.
5. Despite the deep space of the background, how does Raphael keep your
eyes focused on the figures?
»» The figures are large, in the immediate foreground, and are placed so
that they “block” your view.
62 THE RENAISSANCE
CHAPTER 5
Venice: Jewel of
the Adriatic
The Big Question: Why was Venice known as the “Jewel of the Adriatic” during the
Renaissance period?
Materials Needed
Activity Pages • Display and student copies of Map of Renaissance Italy (AP 1.2)
• Florence and Venice Comparison (AP 5.1)
AP 1.2
AP 5.1
Review with students what they have learned about the cities of Rome and
Activity Pages Florence, two major cities of the Italian Peninsula. Review also what students
have learned about the Papal States. Display the Map of Renaissance Italy
(AP 1.2), and have them find Rome and Florence. Then, ask them to locate
Venice. Tell students that in this lesson, they will read about this old European
AP 1.2
city. Explain that Venice was a major Renaissance cultural and financial center.
Call attention to the Big Question, and encourage students to look for reasons
why Venice was known as the “jewel of the Adriatic” as they read the chapter.
64 THE RENAISSANCE
Guided Reading Supports for “Venice: Jewel of the Adriatic” 30 min
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
41
After students finish reading the text, ask the following questions:
Vocabulary
connected to the Adriatic Sea, were divided
lagoon, n. a small
by more than one hundred fifty canals. body of water that
The islands were connected by more is connected to a
larger one
than four hundred bridges. Many of its
buildings rested on pillars driven into the furnishings, n. the
How did Venice become so prosperous? Like Florence, Venice islands in the middle of a lagoon. Parts of the city are connected by
canals and bridges.
built its wealth mostly on trade. Over two centuries, Venetians
managed an extensive trading empire. They were determined to
carry on their trading activities and acquisition of wealth without
interference.
Venetian merchants visited ports in Syria and Egypt and along the
coast of the Black Sea. There, Venetian merchants traded for herbs,
spices, and dyes from the Far East, and for cottons, silks, and silver
goods from the Middle East. In exchange, Venetian merchants
offered the many products of their own industries, such as glass,
textiles, and jewelry.
Page 4242
Page 43 43 »» Venice is a city made up of islands on the Adriatic Sea. This meant that
trade and travel were largely conducted by ship. The shipbuilding
G5_U4_Chap05_SR.indd 43 11/4/16 3:49 PM
Late in the 1400s and early in the 1500s, Venice suffered some
military setbacks. First, Turkish forces seized many of Venice’s
eastern territories. The Turks forced Venice to pay a yearly
fee for trading in Turkish ports. Then, an alliance of Italian,
German, French, and Spanish forces, headed by Pope Julius I,
recaptured some of the Italian territories Venice had conquered.
Over time, Venice won back some of these territories, though
at great financial and human cost. Its efficient navy gave it the
military force needed to defend its trading empire, at least for a
while longer.
Page 44
This painting from the 1500s suggests the size of the Venetian naval fleet.
44
Republican Government
Scaffold understanding as follows:
Venice, like Florence, was not a monarchy
Vocabulary
members it selected.
Page 45 45
After students finish reading, ask the following questions:
LITERAL—How was the Venetian government similar to that of Florence?
G5_U4_Chap05_SR.indd 45 11/4/16 3:49 PM
Printing Advances
»» The Book of Gold listed all of the families whose members once sat on
was its encouragement of the printing craft. By 1500 the city-
state alone had more than two hundred printing presses. Because
many printers were scholars, they devoted themselves to finding
Venice was known for many different types of art during the
Renaissance. Its greatest fame, however, was for its painting.
No Venetian painter was more respected than Tiziano Vecelli
Page 46
(/tee*syah*noe/vay*chel*lee/), known familiarly as Titian (/tihsh*un/).
46
66 THE RENAISSANCE
EVALUATIVE—What impact did the Great Council’s law and the Book of
Gold have on the government of Venice?
»» The law and the Book of Gold created hereditary rulers, or rulers whose
positions were passed down from generation to generation.
Page 47 47
and read the caption aloud. Remind students that before the printing
press, manuscripts and important documents were handwritten, making
G5_U4_Chap05_SR.indd 47 11/4/16 3:49 PM
Decline of Venice
Page 4848
»» Because Venice encouraged printing, the city had more than two
the Far East, shifting trade away from the Mediterranean and the
Middle East to the Atlantic Ocean and beyond. Venice remained
hundred printing presses. The printing press attracted scholars to the
city, which made Venice an important center of Renaissance thought.
an independent state until the end of the 1700s. But its position
in relation to world trade and commerce would never again be as
strong as it was in the glory days of the Renaissance.
• Choose one of the Core Vocabulary words (lagoon, furnishings, textile, galley,
senate, chief of state, council, or hereditary), and write a sentence using the
word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
68 THE RENAISSANCE
Project the panoramic view of St. Mark’s Square and guide students through
the “tour.” Read the description beneath the panoramic view as narration.
Following St. Mark’s Square, show students the panoramic view of the Doge’s
Palace, also located on the square. After touring each place, guide discussion
to address the following points:
• The architecture of St. Mark’s Square is very palatial. St. Mark’s Basilica, for
which the square is named, reflects the might of the Catholic Church at this
time.
• Remind students that the doge was the leader of Venice. The palace of
the doge reflects the almost king-like status that Venice’s leader had. Even
though the doge was elected, he served in that position for life.
Display the panoramic tour of the Rialto Bridge and read the description
beneath the image. Display the panoramic tour of the Bridge of Sighs and read
the description beneath the image. Guide discussion to address the following
points:
• Venice is built on more than one hundred small islands on a lagoon in the
Adriatic Sea. Bridges were necessary to connect parts of the city.
• The Rialto Bridge is the most famous bridge across the Grand Canal. The
bridge was built during the Renaissance and replaced the original wooden
bridge that had existed previously.
Activity Page Materials Needed: Sufficient copies of Florence and Venice Comparison
(AP 5.1) found in Teacher Resources, page 130
Distribute copies of Venice and Florence Comparison (AP 5.1). Students should
AP 5.1 go back over the Student Reader and use this graphic organizer to take notes.
Explain to students that they will use their notes to help them write a short
essay that highlights the similarities and differences between Florence and
Venice, two important Italian city-states during the Renaissance. Essays should
include the following:
• A short introduction paragraph
• At least four differences between Florence and Venice
• At least three similarities between Florence and Venice
• A short conclusion paragraph
This additional activity may be assigned in class or as homework. Another
option may be to allow students time to take notes in class and then write the
essay for homework.
Materials Needed: (1) Internet access, (2) enlarged printed images of Titian’s
works, (3) sufficient copies of Titian Gallery Walk (AP 5.2) found in Teacher
Resources, page 131, (4) cards or construction paper
Note: If you are unable to print images of Titian’s work, you may project each
image for students to see and have them complete each portion of Titian
Gallery Walk (AP 5.2) as a class.
Use this link to download the CKHG Online Resources for this unit, where the
specific links for Titian’s work may be found:
www.coreknowledge.org/ckhg-online-resources
Establish six different zones in the classroom to display each of Titian’s six
works with a card or piece of construction paper that identifies the painting’s
name and approximate date. Divide the class into six groups. Distribute
copies of Titian Gallery Walk and read directions to students aloud. Explain to
students that during this activity, they will get to act as art critics, studying the
works of Titian.
Set a timer for six minutes. During this time, each student should view the work
by Titian at his or her designated station and complete the appropriate portion
of the Titian Gallery Walk Activity Page. After the timer goes off, instruct each
student to move to the next station and reset the timer. Repeat this process
until each student has cycled through each station. Spend the remaining
time debriefing the lesson and discussing overall student impressions of
Titian’s work.
70 THE RENAISSANCE
CHAPTER 6
Leonardo da Vinci
The Big Question: Why might Leonardo da Vinci be described as a symbol of the
Renaissance?
Materials Needed
Activity Pages • Display and student copies of Map of Renaissance Italy (AP 1.2)
• Domain Vocabulary: Chapters 4–6 (AP 6.1)
AP 1.2
AP 6.1
Introduce the term Renaissance man, asking students to refer to page 89 of their
glossary. Discuss how difficult it is to be good at many things. Students should
know this from their own experiences. Some of them may be good at math, but
not as good at spelling. Some may be good at science but have trouble drawing
a simple picture. A few may play the piano or guitar—but not also the violin and
drums. Ask students to imagine being really good at math, spelling, science,
drawing, sports, and music. Tell students that in this lesson they will read about
Leonardo da Vinci, who has been described as a Renaissance man. Call attention
to the Big Question, and encourage students to look for ways that Leonardo da
Vinci was a symbol of the Renaissance as they read the chapter.
72 THE RENAISSANCE
Guided Reading Supports for “Leonardo da Vinci” 30 min
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
the map.
of the services he could offer. Today, we would call that
description his résumé (/reh*zoo*mae/).
Read the first four paragraphs of “Imagining Things That Are to Be” aloud.
listing of a person’s bridges, weapons, and other devices. If we
skills, training, and knew nothing else about Leonardo but his
achievements
description of his skills, we might conclude
“jack-of-all-trades,” he was an engineer or soldier. In fact, he was
(idiom), a person
who can do a large also one of the foremost artists of the age—or
number of jobs or
Page 50
he was a visionary.
50
51
Leonardo da Vinci’s sketches and designs with skepticism, but many of
G5_U4_Chap06_SR.indd 51 11/4/16 3:46 PM
The work of apprentices was demanding. They rarely had days off.
They spent long hours copying drawings so they could become
familiar with the master’s style.
In fact, although a painting
might bear the master’s
name, it was in many cases
an apprentice who actually
»» He was a painter, sculptor, inventor, designer, and scientist.
completed the work.
Page 52
The master found Leonardo’s Leonardo da Vinci created this self-portrait.
52
Leonardo was about thirty years old when he sent his résumé to
the duke of Milan. He had heard that the duke was looking for a
da Vinci was distracted by many different projects and demands on
his time. Perhaps he did not finish many of his projects because he
military engineer, a painter, an architect, and a sculptor. Leonardo
offered to fill all the positions himself. The duke would not be
disappointed. During his seventeen-year stay in Milan, Leonardo
When the duke asked Leonardo why it was taking so long, the
artist explained that he was having trouble painting the faces of
Jesus and of the apostle Judas, who would betray Jesus. He could
Page 53 53
(page 53) and masterpiece (page 54), and explain each word’s meaning.
complaints from the prior.
Note: Some students may also be familiar with the phrase “prior to” used
highest degree of skill
such things as dampness, neglect, and natural
deterioration. Nonetheless, many people believe it is the greatest
painting that the Renaissance had produced up to that point.
After students finish reading the text, ask the following questions:
As he had promised the duke, Leonardo applied himself in many
fields. He designed a device that allowed people to study the
total eclipse of the sun without harming their eyes. He designed
the first parachute and a model city with two levels and a series
of underground canals. An accomplished musician, Leonardo
da Vinci to paint?
Leonardo spent countless hours observing nature, drawing and
recording in many notebooks what he saw. He also studied
mathematics because he believed it was the foundation of art.
One of his famous drawings reveals the results of a formula that
was first proposed by Vitruvius. The formula and therefore the
»» The duke of Milan asked that Leonardo da Vinci paint The Last Supper
drawing reveal that the span of a man’s outstretched arms is equal
to his height.
Beyond Milan
In 1499, war came to Milan when France captured the city. Seeking
safety, Leonardo moved first to Mantua (/man*choo*wuh/) and
on the wall of a monastery.
then to Venice, where he worked as a naval engineer. In 1500 he
returned to Florence. Except for a year during which he worked for
a powerful military leader, he remained in Florence until 1506.
Leonardo suggested using the prior’s face for that of Judas as a way
to get back at him.
74 THE RENAISSANCE
“Beyond Milan,” Pages 55–57
Leonardo left behind relatively few finished works of art: only and read the caption aloud. Explain to students that the Mona Lisa is one
of Leonardo da Vinci’s most iconic works. People travel from around the
about a dozen paintings and not one complete sculpture. He
did leave many detailed and highly accurate drawings of human
anatomy and of various mechanical devices. He also left more than
five thousand pages from his notebooks.
Page 5656
and Renaissance man in the last paragraph of the section, and explain each
no one since, has so effectively combined
provides a good
the skills of each calling. No one was more example of an idea
able to imagine what could be. He was
Renaissance man, n.
in many ways the embodiment of the
word’s meaning.
a person who has
wide interests,
Renaissance, a true Renaissance man,
knowledge, and skills
devoted to knowledge and beauty in all its
forms. Like so much else, the idea of seeking excellence in many
fields was borrowed from the ancient Romans. The Romans
After students finish reading the section, ask the following questions:
admired people with all-around ability. They would certainly
have admired Leonardo da Vinci.
Timeline
• Show students the Chapter 6 Timeline Image Card. Read and discuss the
caption, making particular note of any dates.
• Review and discuss the Big Question: “Why might Leonardo da Vinci be
described as a symbol of the Renaissance?”
• Post the image card as the thirteenth item on the Timeline, under the date
referencing the 1400s; refer to the illustration in the Unit 4 Introduction for
further guidance on the placement of the image card to the Timeline.
CHAPTER 6 | LEONARDO DA VINCI 75
Check for Understanding 10 min
Ask students to:
• Write a short answer to the Big Question, “Why might Leonardo da Vinci be
described as a symbol of the Renaissance?”
»» Key points students should cite include: Leonardo da Vinci was a
master of many different disciplines and arts that flourished during
the Renaissance, including painting and mathematics. He was also a
creative and skilled inventor.
Additional Activities
Note: Leonardo da Vinci’s The Vitruvian Man features male nudity. Either
preface the lesson with this information or omit the image from the activity.
Omitting The Vitruvian Man should decrease the duration of the lesson from
45 to 30 minutes.
Use this link to download the CKHG Online Resources, where the specific links
for the images may be found:
www.coreknowledge.org/ckhg-online-resources
76 THE RENAISSANCE
The Last Supper
Display for students the image of The Last Supper. Explain the context of The
Last Supper to students. Italian Renaissance painting was typically made for a
specific purpose and location, which explains why Leonardo da Vinci’s iconic
work was painted on the dining hall wall of the monastery. While eating, the
monks could contemplate the moment in which Christ tells his disciples, “One
of you will betray me.”
Allow students to view the image for several moments to reflect upon what
they see. Ask students the following Looking Questions and have them record
their responses. Have students discuss their responses.
1. What do you see?
»» This is a depiction of Jesus’s final meal with his disciples as imagined
by the artist, Leonardo da Vinci.
3. Look at the open door in the wall behind Jesus. How is the doorway like a
picture frame?
»» It frames the face of Jesus and calls attention to it.
4. Why do you think Leonardo painted diagonal lines along the ceiling that
seem to converge, or come together, in the center of the painting, behind
the head of Jesus?
»» They point to Jesus, the central figure of the painting.
5. One of Jesus’s disciples will betray him to the Romans. Do you think the
disciples have learned about this yet? Why?
»» Answers will vary but should include that the disciples appear
surprised, shocked, or sad.
Mona Lisa
Next, explain the context of the Mona Lisa to students. Portraiture was an
important form of artwork during the Renaissance. Commissioning a portrait
was a sign of status and wealth. Leonardo da Vinci’s Mona Lisa is perhaps the
most well-known portrait in the Western world. Nearly five hundred years
after Leonardo laid down his brush, the woman he painted still looks out
2. Leonardo used a technique called sfumato, the blurring between light and
dark and blending of different colors. How does this technique contribute
to the realistic look of The Mona Lisa?
»» The depth of her face, especially around the eyes and corners of her
mouth, was created using this technique. It creates a lively feeling and
a sense of three-dimensionality.
5. Did Leonardo use linear perspective in the same way in both The Last
Supper and The Mona Lisa?
»» Answers will vary. Students should be able to defend their answers
with specific references to the paintings.
78 THE RENAISSANCE
Display the image for students and allow them to reflect on what they see for
a few minutes. Ask students the following Looking Questions, and have them
record their responses. Have students discuss their responses.
1. Where is the center of the circle?
»» The center of the circle is located at the navel of the figure.
2. What kind of triangle is formed, or implied, by the legs and feet of the
extended figure?
»» An equilateral triangle is formed by the legs and feet.
3. What ideas and interests of the Renaissance does this figure represent?
»» The figure represents an interest in the human figure and in the
scientific and mathematical analysis of the physical world. It also
expresses a belief in the importance of the role of humankind in the
universe. The drawing also reminds the viewer that the laws ruling the
human body are related to the laws ruling geometry and both kinds of
laws are part of the rational harmony of the universe.
Use this link to download the CKHG Online Resources for this unit, where the
specific link for the image may be found:
www.coreknowledge.org/ckhg-online-resources
Display for students the image of Saint George. Explain the context of the
statue. The Armorers’ Guild commissioned this work from Donatello for the
Orsanmichele Church. This was a guild church on the main road in Florence
that had fourteen niches for sculpture. Saint George originally sat in one of the
niches. A copy has since replaced it; the original is now in the National Museum
of the Bargello in Florence. Different guilds commissioned different artists to
represent their patron saints. Given the nature of its work, the Armorers’ Guild
demanded that Saint George be depicted fully armed. Despite the limitations
this imposed, Donatello imbued his Saint George with a deep expressive quality.
3. What does the figure’s stance indicate about his attitude toward fighting?
»» His stance indicates that he is courageous and determined.
Activity Page Materials Needed: Sufficient copies of Domain Vocabulary: Chapters 4–6
(AP 6.1) found in Teacher Resources, pages 134–135
Distribute copies of Domain Vocabulary: Chapters 4–6 (AP 6.1) to students
AP 6.1 and review the directions. The activity may be assigned for classwork or as
homework.
80 THE RENAISSANCE
CHAPTER 7
Michelangelo
The Big Question: What does the art that Michelangelo created tell us about the
Roman Catholic Church at this time in history?
Materials Needed
Activity Page • Display and student copies of Map of Renaissance Italy (AP 1.2).
AP 1.2
CHAPTER 7 | MICHELANGELO 81
The Core Lesson 35 min
Ask students to recall some of the Renaissance artists they have discussed so
far and some of the great works they produced. Students may recall artists such
as Titian, Raphael, Brunelleschi, Alberti, and Leonardo da Vinci. Record student
responses on the board. Explain to students that today they will learn in greater
detail about another famous Renaissance artist named Michelangelo. Remind
students that they are already familiar with Michelangelo’s work as the architect
of St. Peter’s Basilica. Like Leonardo da Vinci, Michelangelo is considered one
of the most representative artists of the Renaissance. Call attention to the Big
Question, and encourage students to look for the ways in which Michelangelo’s
work informs us about the Catholic Church during the Renaissance.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
In fact, one day the patron angrily whacked the artist with a cane and
Read the first three paragraphs of the section “Staring at the Ceiling”
threatened to throw him off the platform if he did not work faster.
The artist had not even wanted to accept this job. He thought of
himself as a sculptor, not a painter. But the money was very good, and
aloud.
his patron—the pope—was not a man to be denied. So Michelangelo
continued to labor on.
It took him four years to complete his work. But when he had
finished, the demanding patron, Pope Julius II, was thrilled. The artist,
Michelangelo Buonarroti (/bwoh*nahr*roe*tee/), had created a work
Page 5858
SUPPORT—Call attention to the pronunciation guides in the fourth
G5_U4_Chap07_SR.indd 58 11/4/16 3:38 PM
paragraph for the words Buonarroti and Sistine. Have students pronounce
these words.
SUPPORT—Have students look at the detail from the ceiling of the Sistine
Chapel on page 59, and read the caption aloud.
CORE VOCABULARY—Have student volunteers read the remainder of
the section aloud. Call attention to the Core Vocabulary term precision as
it is encountered in the text, and explain the word’s meaning.
After students finish reading the text, ask the following questions:
Page 59
This picture shows just a small portion of Michelangelo’s painting
on the ceiling of the Sistine Chapel.
59
LITERAL—Who was Michelangelo?
G5_U4_Chap07_SR.indd 59 11/4/16 3:39 PM
82 THE RENAISSANCE
of magnificence. It was clear that the ceiling of the Sistine (/sis*teen/)
Chapel in Rome stood as one of the finest masterpieces of the
LITERAL—What did Michelangelo consider himself to be best at?
Renaissance.
To Rome
Page 6060
61
in such a way that Mary’s clothing flows and drapes as if it were actually
G5_U4_Chap07_SR.indd 61 11/4/16 3:39 PM
»» The Pieta is a statue of Mary and her dead son Jesus. People travel
In fact, Michelangelo never completed the tomb as planned. Time
and again, Julius interrupted the artist with other jobs.
CHAPTER 7 | MICHELANGELO 83
“The Sistine Chapel,” Pages 62–65
63
working for the day, his back and neck ached. He was also working by
Old Testament, some of them 18 feet high. The work covered an
area 118 feet long and 46 feet wide. In fact, the Sistine Chapel
ceiling would become Michelangelo’s most famous work.
Page 6464
Page 65
The statue of Moses holding the Ten Commandments was commissioned as a part of Pope
Julius’s tomb.
65
“Return to Florence” and “Last Judgment and Last Project,” Pages 66–67
text and explain its meaning. You may also want to note that, as used in
was furious.
the text, the term quarry is a verb, but it may also be used as a noun to
both Lorenzo de’ Medici and his brother Giuliano (/joo*lyah*noe/).
66
84 THE RENAISSANCE
He also agreed to design a library to be attached to the Medici
church. His work was interrupted in 1527 when the troops of
Have student volunteers read the section “Last Judgment and Last
the Holy Roman Emperor invaded Italy and sacked Rome. With
Florence also in danger of attack, Michelangelo fled to Venice.
page 66, and read the caption aloud. Call attention to the detail that
for this painting, the pope chose the Last Judgment.
After students finish reading the text, ask the following questions:
which became a model for domes throughout the Western world.
The artist continued working almost until the day he died in 1564.
Page 67 67
Timeline
• Show students the Chapter 7 Timeline Image Card. Read and discuss the
caption, making particular note of any dates.
• Review and discuss the Big Question: “What does the art that Michelangelo
created tell us about the Catholic Church at this time in history?”
• Post the image card as the fourteenth item on the Timeline, under the date
referencing the 1500s; refer to the illustration in the Unit 4 Introduction for
further guidance on the placement of the image card to the Timeline.
• Choose one of the Core Vocabulary words (precision or quarry), and write a
sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
2. Who might the older figure represent, considering his age and the heavenly
figures around him in the sky?
»» The figure represents God.
3. What is the contrast in energy in the forms of Man and God? Why is that?
»» God is the life force; Man is barely alive in this instant before he is
touched by God.
CHAPTER 7 | MICHELANGELO 87
Use this link to download the CKHG Online Resources, where the specific link
for the image may be found:
www.coreknowledge.org/ckhg-online-resources
Display the image for students to see and explain the statue’s context. When
he was twenty-six years old, Michelangelo carved a huge piece of marble—
about fourteen feet tall—into a thirteen-foot tall statue of the biblical hero
David. Michelangelo’s figure imitates the scale and idealization of ancient Greek
sculpture, which celebrated beauty, youth, balance, and harmony. Michelangelo
studied the human body to see how the muscles and skin moved; thus, his
statue has very obvious muscles and veins. The statue is leaning on one leg,
as do many of the ancient Roman sculptures that copied the Greek style.
In the Old Testament story, David is a young boy who faces the giant warrior
Goliath. This story can be found in the Bible, First Book of Samuel, chapter 17,
verses 1–58. Although the sculpture has a religious theme, it was displayed in
Florence’s government center and served as a symbol of republican civic pride.
Give students several minutes to reflect upon what they see. Ask students
the following Looking Questions and have them record their responses. Have
students discuss their responses.
1. How did Michelangelo make the figure look real?
»» Answers will vary, but students should note the muscles on the torso,
veins on the hands, and the shifted-weight stance.
3. What details show the normal strain of the human body when it is twisting
slightly?
»» David’s neck muscles are standing out; his ribs aren’t level; most of his
weight is on one foot.
4. The Florentines were expecting the statue of a hero. Why do you think
Michelangelo shows David in this pose and not slinging a stone toward
Goliath?
»» Answers will vary. One of the reasons this statue is so striking is
that this hero is perfectly composed and at ease. He is the image of
confidence.
88 THE RENAISSANCE
5. David is more than twice life-size and is placed on a high pedestal. How
might it feel to stand at its base?
»» It would feel overwhelming; the figure physically looms over the
viewer, creating an intense mood.
6. Given how David is standing and the sling over his shoulder, what do you
think is on his mind?
»» Answers will vary. Make sure students defend their responses with
reason.
7. How do David and Donatello’s Saint George reflect the Renaissance belief
that humankind could shape its own destiny?
»» Both heroes triumphed in the face of adversity, using their own will
and strength.
CHAPTER 7 | MICHELANGELO 89
CHAPTER 8
90 THE RENAISSANCE
The Core Lesson 35 min
Ask students to brainstorm some of the rules of good behavior that they have
learned from their parents or teachers. What types of rules are they expected
to follow at home? What types of rules are they expected to follow in school?
Record responses on the board. Students may share that they are expected to
treat others as they would like to be treated, to say “please” and “thank you,”
to wait their turn in line, etc. Now ask students to think about some general
rules to be successful as students or in life after school. Students may share
that finishing your homework, studying, working hard, and not giving up are
good rules for success. Explain to students that they will be learning about two
men of the Renaissance who had definite ideas about behavior that was or was
not acceptable during the Renaissance. Call attention to the Big Question, and
encourage students to look for reasons why people may have been shocked by
Machiavelli’s book The Prince. Note that Machiavelli is one of the two men they
will read about. Ask them to pay attention, as well, to who the other man was.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
earlier in the lesson. A diplomat must use his or her skills in diplomacy to
be successful at the job.
the text and reading the caption, what about the portrait tells you that he
For example, a book titled Book of Manners was published in
1558. This title offered readers lots of advice about what kind
of behavior was acceptable and unacceptable.
would make a good courtier?
In the Book of Manners, the author advises:
clean. His clothes look expensive, which means that he’s of a higher
the table.
• We should … be careful not to gobble our food so greedily
as to cause ourselves to get hiccups or commit some other
social class. He also appears very calm in the portrait with his hands
unpleasantness.
• You should neither comb your hair nor wash your hands in the
presence of others—except for washing the hands before going
The purpose of this and other books was to instruct the newly
rich about behavior that would help them enter a higher social
class. But there was another type of book
that had a broader purpose. These books Vocabulary
courtier, n. a person
were meant to shape attitudes and to
who serves as a friend
encourage a variety of achievements and or adviser to a ruler in
his or her court
to define the role of a gentleman.
The most famous and influential of these books was The Courtier, written
by Baldassare Castiglione (/bahl*dahs*sah*ray/kahs*tee*lyoe*nah/).
A courtier (/kor*chyur/) was an attendant in the court of a ruler.
Page 7070
Page 71 71
After students have finished reading the text, ask the following
boastful. So, for example, a courtier should ride near the front in
a crowd of people to make sure he would be seen. He should
try to accomplish his most daring feats when the ruler he served
questions:
would notice him.
»» The ideal courtier was of noble birth and was strong, brave, graceful,
encourage his princely ruler to turn to him for advice. By giving
good advice, the courtier could exercise great influence in matters
of government.
Page 7272 and handsome. Courtiers should know their own self-worth, but not
be boastful.
G5_U4_Chap08_SR.indd 72 11/4/16 3:46 PM
92 THE RENAISSANCE
INFERENTIAL—What qualified Castiglione to write The Courtier?
»» Castiglione was a courtier. He spent several years at the court of the
Duke of Urbino, so he knew exactly how a courtier should behave.
He was intelligent and well-read.
EVALUATIVE—Would you like and respect a person who behaves the way
Castiglione describes? Why or why not?
»» Students may say that courage, athletic ability, artistic talent, and
intelligence are attractive qualities. They may dislike pride, class
prejudice, and a tendency to show off.
How to Rule
Scaffold understanding as follows:
Another important
and read the caption. Ask students to compare this portrait of Machiavelli
restore the Medici family’s rule.
Machiavelli’s troops could not defend their city. The pope’s forces
took Florence, and the Medici family was returned to power.
to the one they just looked at of Castiglione. How are they alike, and how
Machiavelli lost his government position. He was exiled to a small
farm outside Florence.
Page 73
are they different?
73
Advice for the Prince CORE VOCABULARY—Call attention to the Core Vocabulary term political
science in the first paragraph of the section “Advice for the Prince,” and
During his exile he wrote a small book about how rulers ruled. If
artists of the Renaissance drew their inspiration from the natural
world, Machiavelli drew his from politics.
explain its meaning. Tell students that people continue to study political
He looked at what happened in the actual Vocabulary
world of power and government. He did political science, n.
the study of how
not write about the ideal behavior of a governments work
science today.
leader but about the actual behavior of
present and past leaders. He called this book The Prince. Many
think of it as the first book of modern political science.
Call on student volunteers to read the section “Advice for the Prince”
Nevertheless, they did employ him again. Soon after, however,
the family lost control of Florence, and Machiavelli was once again
unemployed. Then he became sick and died, but The Prince had
aloud.
caused a stir and had wide influence.
Timeline
• Show students the Chapter 8 Timeline Image Cards. Read and discuss the
captions, making particular note of any dates.
• Review and discuss the Big Question: “Why might people have been
shocked by Machiavelli’s book The Prince?”
• Post the image cards as the fifteenth and sixteenth items on the Timeline,
under the date referencing the 1500s; refer to the illustration in the Unit 4
Introduction for further guidance on the placement of each image card to
the Timeline.
94 THE RENAISSANCE
Additional Activities
Materials Needed: Sufficient copies of Adaptation from The Courtier (NFE 1).
Use this link to download the CKHG Online Resources for this unit, where the
nonfiction excerpt may be found.
www.coreknowledge.org/ckhg-online-resources
Tell students that they are going to read an adaptation from Castiglione’s The
Courtier, a primary source that explains the way a courtier should behave. Have
student volunteers read the excerpt aloud.
Have students discuss one or both of the following questions in small groups:
• How does Castiglione describe the ideal behavior of a courtier? (Answers
will vary. Students may note that courtiers should behave as gentlemen and
think before they act. They may also note that courtiers should treat women
well. Students should support their opinions with details from the text.)
• How do you think Castiglione viewed women? (Student responses will vary.
Students may note that Castiglione’s emphasis is on the behavior of men.
He briefly discusses women in the text, which may imply that he believed
that the role of the male courtier was more important.)
Materials Needed: Sufficient copies of the Adaptation from The Prince (NFE 2).
Use this link to download the CKHG Online Resources for this unit, where the
nonfiction excerpt may be found.
www.coreknowledge.org/ckhg-online-resources
There are challenging vocabulary words throughout this nonfiction excerpt.
The words and their definitions are provided here for your reference:
clemency, n. lenience
reproach, n. disapproval or criticism
Pistoia, n. a city near Florence
imputation, n. the attribution of actions to someone or something
prudence, n. cautiousness
temperate, adj. moderate, or acting in moderation
fickle, adj. changing frequently, wishy-washy
3. What does Machiavelli say about fear and love? Do you agree or disagree
with his opinion?
»» He says that ideally, a prince should be both feared and loved, but this
is hard to balance. As a result, he believes that it is better to be feared
than to be loved.
Comparing The Courtier and The Prince (RI.5.1, W.5.1, W.5.2) 45 min
Activity Page Materials Needed: Sufficient copies of Comparing The Courtier and The Prince
(AP 8.1). This activity page, along with the Adaptations from The Courtier (NFE 1)
and from The Prince (NFE 2) can be found and downloaded at:
AP 8.1 www.coreknowledge.org/ckhg-online-resources
96 THE RENAISSANCE
Distribute copies of Comparing The Courtier and The Prince (AP 8.1). Students
may use this graphic organizer to take notes using the Student Reader as well
as Adaptations from The Courtier (NFE 1) and from The Prince (NFE 2).
Explain to students that they will be writing a short essay that highlights the
similarities and differences between The Courtier and The Prince, two important
books written during the Renaissance. Essays should include the following:
• A short introduction paragraph
• At least four differences between The Courtier and The Prince
• At least three similarities between The Courtier and The Prince
• A short conclusion paragraph
The Renaissance
in Northern Europe
The Big Question: How did the ideas of the Renaissance spread to other parts of
Europe?
Materials Needed
Activity Pages • Display and student copies of World Map (AP 1.1)
• Sufficient copies of Take the Renaissance Art Challenge (AP 9.1)
• Sufficient copies of The Adventures of Don Quixote (FE 2)
AP 1.1
AP 9.1
98 THE RENAISSANCE
engraving, n. an image made by carving a block of wood or metal surface,
which is then covered with ink and pressed onto some other surface (80)
Example: The artist’s engraving was used to create many prints of her
artwork.
Variation(s): engraving
woodcut, n. a print made by carving an image into a block of wood, which is
then used to print the image onto some other surface (80)
Example: Jacob used tiny sharp tools to carve his woodcut.
Variation(s): woodcuts
chateau, n. a French castle, or large country house; chateaux is the plural
form (82)
Example: The French king spent the winter months hunting at his chateau in
the mountains.
Variation(s): chateaux, chateaus
Activity Page Ask students to think of the factors that brought about the Renaissance in Italy.
Record student responses on the board. Possible answers include that Italy
was at the heart of the ancient Roman Empire, wealthy merchants in Italian
city-states could pay for culture, the invention of the printing press and its
AP 1.1 popularity in Venice, the rediscovery of perspective in art, and the reform of
education. Explain that the Renaissance was not just an Italian phenomenon;
it spread through the rest of Europe over the course of a century. Referring to
the World Map (AP 1.1), explain to students that in this lesson they will read
about the Renaissance in Germany, England, France, and Spain. Display the
World Map (AP 1.1) and have students locate these countries. Call attention to
the Big Question, and encourage students to look for ways Renaissance ideas
spread to other countries as they read the chapter.
and read the caption aloud. Explain that wealthy individuals and royalty in
in countries throughout Europe.
Translation of the printed word was just one of many ways in which
the ideas and values of the Renaissance spread from Italy to the
rest of Europe.
Italian artists also carried the spirit and ideas of the Renaissance to
other countries. Leonardo, for example, spent his final years in France
other parts of Europe were also interested in the culture of the Renaissance
as a painter, engineer, and architect to King Francis I. Other Italian
artists of the Renaissance also worked outside Italy, sharing their
skills and ideals.
that had begun in Italy.
Visitors to Renaissance Italy often carried home the ideas and
Page 76it with citizens of their home countries. Others, such as the invading
76
King Francis I of France helped bring Renaissance ideas out of Italy and into
SUPPORT—Call attention to the pronunciation guide in the third
Page 77 the rest of Europe.
77
paragraph of the section for Albrecht Dürer. Have students pronounce the
G5_U4_Chap09_SR.indd 77 11/4/16 3:34 PM
name. Explain that the two dots that appear above the u in Dürer’s name
German and French armies, came to conquer and steal. In many
cases they were influenced by the cultural riches they found. They
are called an umlaut and that they are often used in German names and
words.
too carried their discoveries back home, along with their loot.
Norway Sweden
N
W
E Scotland
Melancholia on page 80, and read the caption aloud. Explain that
S ea
S
North Sea
tic
Ireland l
Denmark Ba
Prussia
Germany
Bohemia
ATLANTIC
prints of the same work of art. This meant Dürer’s work could be viewed
Paris
OCEAN
France
Austria
Hungary
Venice
Florence
Papal
and enjoyed by many people in many different places at the same time.
ugal
Spain
Sardinia Naples
Mediterranean Sea
Page 78
The influence of Renaissance Italy spread to the nation states of northern and western
Germany.
Europe in the 1500s.
78
Page 79
an apprentice. There young Dürer quickly
79
»» Italian artists traveled around Europe, and artists and writers from
This flat surface is then covered with ink other surface
and pressed onto paper or some other
material, leaving an
to one another, sharing ideas through the mail. Books such as The
where he discovered new
artistic styles. These new
forms of expression were
Prince and The Courtier were published and sold all over Europe.
different from anything
he had known in his
native country. While in
Venice, he copied the
paintings of well-known
artists to improve his
Dürer’s engraving, Melancholia, was created
Page 8080
Renaissance ideas?
G5_U4_Chap09_SR.indd 80 11/4/16 3:34 PM
Page 81 81
page 82, and have students pronounce the word. Have students look at
The Renaissance in England
Page 82
and early 1600s. In many European countries it was the sculptors,
82
independently.
playwright of all time. Shakespeare was born in Stratford-upon-
Avon in 1564. As a young man, he moved to London. There he
established himself as both a playwright and a poet.
Page 83
Many of Shakespeare’s works were first performed
writing about Renaissance at the Globe Theater.
83
ways. When the French invaded Italy, they were surprised by the art
El Greco—Spanish for “the Greek.”
they saw and discovered there. Some French kings brought Italian
manner. He was clearly influenced by the paintings of Titian, as
shown by the rich colors of his own paintings.
Page 8484
A Great Writer
was not one that was native to the Spanish language, people in Spain
Renaissance Spain also produced one of history’s greatest
writers: Miguel de Cervantes (/mee*gel/de/sur*van*teez/). His
best-known work is the novel The History of Don Quixote de la
Mancha (/dahn*kee*hoet*ay/de/la/mahn*chah/). The hero, Don
Quixote, has a noble heart. But he does many foolish things as he
tries to imitate the brave knights he has read about. Don Quixote
insists that a simple peasant girl he loves is really a noble
simplified it, calling him El Greco, meaning the Greek.
duchess. He jousts against windmills, thinking they are evil
giants. Today, we use the word quixotic (/kwihks*aht*ihk/) to
Page 85
describe someone who is impractical or who is striving for an
unreachable ideal.
85
SUPPORT—Have students refer to the map on page 78 and locate Spain.
SUPPORT—Read the section “A Great Writer” aloud. Call attention to
G5_U4_Chap09_SR.indd 85 11/4/16 3:34 PM
European Renaissance
Page 86
artists and their work.
86
After students finish the text, ask the following questions:
G5_U4_Chap09_SR.indd 86 11/4/16 3:34 PM
»» El Greco was born in one country but was famous for working in
in other countries developed their own individual styles. What
had been done in Italy inspired them to enrich their own local
and national traditions. Western civilization benefited greatly
from their work.
Timeline
• Show students the Chapter 9 Timeline Image Cards. Read and discuss the
captions, making particular note of any dates.
• Review and discuss the Big Question: “How did the ideas of the Renaissance
spread to other parts of Europe?”
• Post the image cards as the seventeenth, eighteenth, and nineteenth
items on the Timeline, under the date referencing the 1500s; refer to the
illustration in the Unit 4 Introduction for further guidance on the placement
of each image card to the Timeline.
Jan van Eyck’s The Arnolfini Portrait (RI.5.3, RI.5.5, W.5.1, W.5.2) 20 min
2. Van Eyck was very interested in how light reflected on things to give them
solidity and detail. Where do you see light reflected in this painting?
»» Light is reflected on the mirror, of course, but also on the chandelier,
which looks amazingly like real brass.
3. What in van Eyck’s painting indicates the relationship between the man
and the woman?
»» The couple is turned toward each other; they are holding hands;
they have removed their shoes.
Pieter Bruegel’s The Peasant Wedding (RI.5.3, RI.5.5, W.5.1, W.5.2) 20 min
2. How does the artist use red to lead your eye through the composition?
»» The red begins at the child’s hat, moves to the clothing at the right
end of the table, to the bagpiper, to the doorway, and back.
3. Why did Bruegel paint the foreground figure in the center with a bright
blue shirt and a large white apron? What role does it play in the design of
the painting?
»» The cool, bright area jumps out at you and draws your eye right into
the scene so that you immediately feel a part of it.
4. What device did Bruegel use to both give you a sense of space beyond the
room and prevent your eye from wandering away from the wedding activity?
»» There is an open doorway, but it is almost entirely blocked by the crowd.
Activity Page Materials Needed: Sufficient copies of Take the Renaissance Art Challenge
(AP 9.1) found in Teacher Resources, pages 136–137
Distribute copies of Take the Renaissance Art Challenge (AP 9.1) and review directions
AP 9.1 aloud. Students may work individually or in partners to complete the activity.
2. Why do some people believe William Shakespeare did not write his plays?
»» He did not attend a university. Some argue that he was not well-
educated enough to write such amazing plays.
6. What impact has William Shakespeare had on daily life and popular culture?
»» Shakespeare is credited with inventing more than 10,000 words. His
works are still enjoyed today in their original form and as adaptations.
Activity Page Materials Needed: Sufficient copies of The Language of Shakespeare (AP 9.2).
This activity page can be downloaded from:
www.coreknowledge.org/ckhg-online-resources
AP 9.2
Distribute copies of The Language of Shakespeare (AP 9.2) and read to students
aloud. Students may complete the activity individually or in partners.
4. What does Don Quixote think and do when he sees the windmills?
»» Don Quixote believes the windmills to be monsters. He attempts to
joust against the windmills.
The Music of Josquin Desprez and John Dowland (W.5.1, W.5.2) 20 min
Give students a few minutes to jot down notes about what they’ve listened to
before discussing the piece.
Share with students John Dowland’s “In Darkness.” As students listen,
encourage them to consider the following:
1. What instruments are used, if any?
»» The instruments include the human voice and a stringed instrument
that sounds like a guitar.
Give students a few minutes to jot down notes about what they’ve listened to
before discussing the piece.
Teacher Resources
Unit Assessment: The Renaissance 114
Activity Pages
• World Map (AP 1.1) 124
• Map of Renaissance Italy (AP 1.2) 125
• Linear Perspective (AP 2.1) 127
• Medici Family Tree (AP 3.1) 128
• Domain Vocabulary: Chapter 1–3 (AP 3.2) 129
• Florence and Venice Comparison (AP 5.1) 130
• Titian Gallery Walk (AP 5.2) 131
• Domain Vocabulary: Chapters 4–6 (AP 6.1) 134
• Take the Renaissance Art Challenge (AP 9.1) 136
www.coreknowledge.org/ckhg-online-resources
Nonfiction Excerpts
• Adaptation from The Courtier (NFE 1)
• Adaptation from The Prince (NFE 2)
• Comparing The Courtier and The Prince (AP 8.1)
• Biography of William Shakespeare (NFE 3)
Fiction Excerpts
• From A Midsummer Night’s Dream (FE 1)
• The Language of Shakespeare (AP 9.2)
• From The Adventures of Don Quixote (FE 2)
19. Which of the following best describes the importance of Leonardo da Vinci?
a) He was the greatest sculptor of the Renaissance.
b) He wrote The Prince.
c) He used perspective in his painting, The School of Athens.
d) He demonstrated great skill in a wide variety of arts and subjects.
22. Baldassare Castiglione sets out rules for Renaissance manners for gentlemen and ladies in
a) The Prince.
b) Othello.
c) The Courtier.
d) A Midsummer Night’s Dream
24. Why is Leonardo da Vinci considered the best example of a Renaissance man?
a) He was born during the Renaissance.
b) He wrote tragedies, comedies, histories, and romances.
c) He was an inventor, sculptor, and painter.
d) He was the first person to use the word Renaissance.
27. fresco b) describing something that is passed down as from a parent
to a child
28. patron c) a type of large Christian church, often in the shape of a cross
29. diplomacy d) a person who gives money or other support to someone,
such as an artist
30. basilica e) a person who trains for a job or skill by working under the
supervision and guidance of an expert in the field
31. chateau f) a small body of water that is connected to a larger one
Artist Michelangelo
Above Average Student journals are accurate, detailed, and engaging. The student
demonstrates exceptional background knowledge of historical events.
The writing is clearly articulated and focused, and demonstrates strong
understanding of the subjects discussed; a few minor errors may be present.
Average Student journals are mostly accurate and somewhat detailed. The student
demonstrates sufficient background knowledge of historical events. The
writing is focused and demonstrates control of conventions; some minor errors
may be present.
Adequate Student journals are mostly accurate but lack detail. The student demonstrates
some background knowledge of historical events. The writing may exhibit
issues with organization, focus, and/or control of standard English grammar.
Entry 1 Date
Entry 2 Date
Entry 4 Date
Entry 5 Date
Artist
Early Life
Achievements
124
World Map
World Map
Svalbard
Activity Page 1.1
W E
0 2000 miles
S
ANTARCTICA
Use with Chapter 1
THE RENAISSANCE
Name Date
W E
REPUBLIC S
SAVOY Milan
OF VENICE
FRANCE MILAN Venice OTTOMAN
MANTUA EMPIRE
Genoa
MODENA FERRARA
Florence
LUCCA FLORENCE
GENOA PAPAL
Siena
STATES Ad
ria
ica
tic
Cors
Se
Siena a
Rome
inia
Naples
Sard
Tyrrhenian
Sea
Sicily
1. Which three Italian cities are located on the coast, making them suitable for trade by sea?
Directions: Follow the instructions below to create your own drawing using linear perspective.
1. Make a dot at the approximate center of a sheet of paper. This dot is called the vanishing point.
2. Use a ruler to draw a horizontal line through the vanishing point. The line should be parallel to the
bottom of the paper. This is called the horizon line.
3. Using a ruler, draw two diagonal lines that cross at the vanishing point. These lines are called
orthogonal lines.
4. In the space between the orthogonal lines on each side of the vanishing point, draw trees or
buildings. Make sure each tree or building touches both the top and bottom orthogonal liens. The
closer the trees or buildings are to the vanishing point, the smaller they will be.
5. Fill in your drawing with people, cars, animals, or other things. Use the trees or buildings as a guide
for how small or big the other things should be.
______________
1389−1464
_____________
1449−1492
Piero II Giovanni
1471−1503 1475−1521
Directions: Circle the correct term from the options presented to complete each sentence.
1. were interested in studying the culture of classical Greek and Roman civilization.
Scholars Humanists Masons
2. Merchants of the Renaissance wanted their children to learn the skills of so they
could better deal with trading partners.
diplomacy realism perspective
apothecary scholar cardinal
4. Artists such as Brunelleschi and Alberti used to create paintings with depth
and dimension.
perspective rhetoric heritage
revenue commerce exile
6. The monks copied from ancient Greek and Roman texts.
form rhetoric manuscripts
8. Members of the merchant class often became of artists during the Renaissance.
patrons apothecaries apprentices
9. The governments of Italian city-states helped make the Renaissance possible.
exile stable devise
exiled commissioned formed
TEACHER RESOURCES 129
Name Date
Directions: Complete the graphic organizer below to help you compare and contrast Florence
and Venice. Use your findings to draw a conclusion about the roles of Florence and Venice in the
Renaissance.
Florence Venice
2. 2. 2.
3. 3. 3.
4.
Conclusion:
Directions: View each of Titian’s six paintings or drawings. Complete the activity page below
with information about each work.
Portrait of a Man
1. Date created:
5. What colors does the artist use? How do they impact the meaning of the artwork?
Archbishop of Milan
1. Date created:
5. What colors does the artist use? How do they impact the meaning of the artwork?
1. Date created:
5. What colors does the artist use? How do they impact the meaning of the artwork?
1. Date created:
5. What colors does the artist use? How do they impact the meaning of the artwork?
1. Date created:
5. What colors does the artist use? How do they impact the meaning of the artwork?
1. Date created:
5. What colors does the artist use? How do they impact the meaning of the artwork?
1 2
4 5
7 8
10
11 12
15 13
14 16
17
18
19
Across Down
7. a person who trains for a job or skill 3. a group of people who meet to help run a
by working under the supervision and government
guidance of an expert in the field
4. the recognized leader of a country
9. a person who is able to imagine and plan
for the future 5. a flat-bottomed boat with both sails and
oars
10. cloth or fabric
6. a person who can do a large number of jobs
12. a type of painting made on wet plaster or tasks
13. a priest who helps lead a monastery 8. having to do with the pope
14. the removal or reduction of certain 11. describing something that is passed down
punishments for sin, linked to a special act as from a parent to a child
of penance
12. the things found in a room, including
16. a group of people who make laws and help furniture, rugs, curtains, and artwork
govern a place
15. a listing of a person’s skills, training, and
18. a small body of water that is connected to a achievements
larger one
17. a work of art that demonstrates the highest
19. a type of large Christian church, often in the degree of skill
shape of a cross
textile visionary
Use the words to complete each statement, as shown in the example. Then use the number clues
to solve the mystery.
commissioned sculpture Child details Leonardo portraits St. Peter's
Michelangelo painting depth rebirth human preserve
7. The artist Raphael was known for his Madonna and paintings.
61 62 63 64 65
10. Although larger than life, David is a with many realistic qualities.
83 84 85 86 87 88 89 90 91
11. Renaissance artists used linear perspective to give paintings the illusion of .
92 93 94 95 96
Mystery Place: Michelangelo had to work on scaffolding to paint the ceiling of this religious
building in Rome.
The
1 12 21 31 42 48 57 61 66 77 87 93 102
Ruled for five years after the death of 1. Florence was controlled by the Medici family.
his father 2. Wool and banking were the two largest industries
in Florence.
Lorenzo the Magnif icent 3. Shipbuilding and trade were the two most
1449−1492 important industries in Venice.
3. Both authors acted as diplomats. 4. My Lysander and myself shall meet in the wood,
where you and I were often wont to lie upon faint
Differences: primrose beds, emptying our bosoms of their
1. The Prince discusses politics and power. sweet counsel.
2. The Courtier discusses behavior in a relationship. 5. When thou dost wake, take what thou see’st for
thy true love.
3. The Prince uses historical references to substantiate
arguments. 6. Tell me how it came that I was found tonight
sleeping here, on the ground with these mortals.
4. The Courtier uses softer language and speaks in
less harsh terms.
141
The Reformation
Teacher Guide
Core Knowledge History and Geography TM 5
UNIT 5
Introduction
About This Unit
The main ingredients in the recipe for the Protestant Reformation include a
new machine and a spiritual idea. Johannes Gutenberg’s machine—a printing
press with movable type—signaled the beginning of what we now call mass
communication. In the 1500s, it allowed the European commoner to access
information that once remained in the hands of only the rich and powerful. The
spiritual idea came from Martin Luther. He believed that the Roman Catholic
Church had strayed from its spiritual focus to a far too worldly nature. This
aroused some Europeans to “protest” against the Church.
Luther’s was not a lone voice. It had been preceded, and was now
accompanied by, protests from other people who thought Catholicism and
the pope had strayed far from their spiritual goals. These protests created a
division in Christianity that remains today.
INTRODUCTION 143
Time Period Background
What Students Should Already Know This timeline provides an overview of key
events. Use a classroom timeline with
students to help them sequence and relate
Students in Core Knowledge schools should already be familiar with: events that occurred from 1440 to 1632.
• Judaism: belief in one God, Exodus, Israel, Chanukah, Star of David, Torah,
1541 Calvin establishes theocracy
synagogue in Geneva
INTRODUCTION 145
At a Glance
The most important ideas in Unit 5 are:
• The invention of movable type (in the West) by Gutenberg made possible
widespread literacy in vernaculars and aided the adoption of Protestant
religions.
• The Protestant Reformation and the Catholic Counter-Reformation were
reactions to the abuses that had developed in the Catholic Church.
• The Protestant Reformation was both a religious and political revolution
against the authority of the Roman Catholic Church and the pope.
The Reformation
Prior to the 1400s in Europe, any books that were reproduced, including the
Bible, were copied by hand. (In Grade 4, students in Core Knowledge schools
should have learned that monks copied manuscripts of the early Greeks and
Romans, and in this way helped preserve the knowledge of the ancients.) One
problem with this system was that it was slow; it could take years to make one
copy. There was also the possibility of introducing errors into works. A monk
could make an error in copying a verse of the Bible in the year 600, and that
same error would continue to be made in copies in the year 1400—if some
other error had not taken its place by then.
The ability to make many exact copies of the same work quickly and at a
reasonable cost did not appear in Europe until the 1400s. As early as the 700s,
as students should have learned in Grade 4, the Chinese had developed a
system of printing with blocks of type. They did not develop movable type
until the 1040s. In the 1440s, Johannes Gutenberg developed a system for
making individual letters out of molten metal. Once the individual letters had
been cast, they were arranged in rows on a wooden frame to spell the letters
of the words on an entire page or on several pages at once. The type was then
inked and a sheet of paper pressed over the letters. After enough copies had
been printed in this way, letters could be removed from the frame, and a new
page or set of pages could be set from the type and printed. In this way, the
type could be reused, but it also meant that many sheets could be printed
from the same frame of type. It only needed to be re-inked as the ink came
off on the printed sheets. While the first books printed by this process were
very expensive, in time the cost was greatly reduced, so that books became
affordable for middle-class Europeans. The development of printing spurred
the development of literacy.
146 THE REFORMATION
In the Middle Ages the vast majority of people were illiterate, but beginning in
the 1500s, the percentage of people who could read and write began to grow.
During the Middle Ages most important documents were written in Latin.
Although the Bible was originally written in Hebrew and Aramaic (Old Testament)
and Greek (New Testament), it was generally read in Latin. During this age of
printing, Latin continued to be an important language. Presses produced editions
of classical works edited by humanist scholars, as well as new works written in
Latin. However, printers also begin to print works in the vernacular (the language
actually spoken in a particular place). In response to a growing demand for these
books, English printers produced books in English, German printers produced
books in German, etc.
Background
During the Middle Ages, the Church was the single largest and most important
organization in Western Europe. The Church provided stability in the face of
political upheavals and economic hardships. This stability was evident both in
its organization and in its message: life on Earth might be brutally hard, but it
was the means to a joyful life in heaven. The Church taught that life on Earth
was a time of divine testing and preparation for life after death.
Because of the central position of the Church in the West, the pope, the head
of the Church, became a powerful secular, as well as religious, figure. As the
Christian Church grew during the Roman Empire, it developed a structure and
a hierarchy. At the local level was the parish, a congregation of worshippers
within a local community who were looked after by a priest. Many parishes
made up a diocese, which was overseen by a bishop. Several dioceses were
then combined into a province, which was overseen by an archbishop. Above
the archbishops was a layer of cardinals who not only supervised the lower
ranks, but who were advisers to the pope. In 1059, cardinals gained the power
to elect new popes. At the head of the Church was the pope, who was also
known as the Bishop of Rome.
The pope derived his power through the doctrine of Petrine Supremacy. This
tenet of the Church said that the pope was the direct successor of St. Peter,
the first Bishop of Rome. Because he possessed (or claimed to possess) that
authority, the pope could claim to be God’s spokesperson on Earth. Because
of this concept, ambitious popes extended their authority to claim papal
supremacy over secular rulers. Wielding political influence and the threat of
excommunication—a punishment given by a high-ranking religious official
saying that a person can no longer be part of the Church—various popes
enforced and enlarged the power of the Church.
Papal power grew gradually during the Early Middle Ages. The height of papal
power occurred during the reign of Pope Innocent III, from 1198 to 1216. Pope
Innocent III had the Holy Roman Emperor Otto replaced and forced King John
INTRODUCTION 147
of England to become a vassal of the pope. However, the popes suffered
some serious setbacks in the 1300s. From 1309 to 1377, the papacy relocated
to Avignon in France. Then, from 1378 to 1417, there were actually rival popes,
each claiming to be the head of the Church and each denouncing the other.
This was a serious blow to the prestige of the papacy.
After the schism was healed in 1417, the popes, now back in Rome, set about
restoring the power of the papacy and rebuilding the city of Rome. They
wanted to build new churches and redesign old ones. They were eager to
hire the great artists of the day—men like Leonardo da Vinci, Michelangelo,
and Raphael—to paint frescos. Of course, all of this was going to cost money,
and the Church looked for ways to raise more money. The Church tried to tax
believers in other countries, but the rulers of those countries were trying to
raise money themselves and did not want to see their subjects’ money sent
out of the country to Rome—particularly because the Church generally did not
pay taxes on its properties. Resentment against papal fundraising was acute in
some parts of Northern Europe. As a result, the Church had to develop creative
ways of raising money. One of those creative ways evolved into the selling of
indulgences, a practice that would lead to the Protestant Reformation.
In the past, historians have sometimes depicted the late medieval Church as
deeply corrupt and ripe for the Reformation that struck in the 1500s. However,
more recent scholars believe that this was not the case. They argue that, in the
centuries before the Reformation, the Church was in many ways quite strong,
and in some ways it was actually gaining strength. This is not to say there
were no abuses. It was widely known that some priests were not well-trained
or well-educated, that some monks were more interested in hunting than
praying, that some friars actually seduced the women whose sins they were
supposed to be forgiving, and that some popes and cardinals lived lives of
luxury rather than of piety. Improprieties of this sort were noted in poems such
as Geoffrey Chaucer’s Canterbury Tales (circa 1390s), and there were periodic
efforts to curb these abuses and reform the Church from 1000 on. Even the
Protestant Reformation began as a call for reform within the Church. Only later
did it lead to the creation of new churches.
To learn more about specific topics in this unit, download the CKHG Online
Resource “About the Reformation”:
www.coreknowledge.org/ckhg-online-resources
Unit Resources
Student Component
The Reformation Student Reader—five chapters
Timeline
Some preparation will be necessary prior to starting The Reformation
unit. You will need to identify available wall space in your classroom of
approximately fifteen feet on which you can post the Timeline cards over
the course of the unit. The Timeline may be oriented either vertically or
horizontally, even wrapping around corners and multiple walls, whatever
works best in your classroom setting. Be creative—some teachers hang a
clothesline so that the image cards can be attached with clothespins!
Create three time indicators or reference points for the Timeline. Write
each of the following dates on sentence strips or large index cards:
• 1400s
• 1500s
• 1600s
INTRODUCTION 149
Affix these time indicators to your wall space, allowing sufficient space
between them to accommodate the actual number of image cards that
you will be adding to each time period as per the following diagram:
1400s 1500s 1600s
• • • • • • • • •
Chapter 1 1 2 3 3 5 4 4 4
You will want to post all the time indicators on the wall at the outset before
you place any image cards on the Timeline.
1400s 1400s 1500s 1500s
The Renaissance
Reader
Flying machine
Queen Elizabeth I
Globe Theater
1500s 1600s
1500s
1500s
1600s
Chapter 4
Pacing Guide
The Reformation unit is one of thirteen history and geography units in the Grade 5
Core Knowledge Curriculum Series™. A total of eight days have been allocated
to The Reformation unit. We recommend that you do not exceed this number
INTRODUCTION 151
of instructional days to ensure that you have sufficient instructional time to
complete all Grade 5 units.
At the end of this Introduction, you will find a Sample Pacing Guide that provides
guidance as to how you might select and use the various resources in this unit
during the allotted time. However, there are many options and ways that you may
choose to individualize this unit for your students, based on their interests and
needs. So, we have also provided you with a blank Pacing Guide that you may
use to reflect the activity choices and pacing for your class. If you plan to create a
customized pacing guide for your class, we strongly recommend that you preview
this entire unit and create your pacing guide before teaching the first chapter.
Reading Aloud
In each chapter, the teacher or a student volunteer will read various sections of
the text aloud. When you or a student reads aloud, always prompt students to
follow along. By following along in this way, students become more focused on
the text and may acquire a greater understanding of the content.
Big Questions
At the beginning of each Teacher Guide chapter, you will find a Big Question,
also found at the beginning of each Student Reader chapter. The Big Questions
are provided to help establish the bigger concepts and to provide a general
overview of the chapter. The Big Questions, by chapter, are:
Activity Pages
Activity Pages The following activity pages can be found in Teacher Resources, pages 205–213.
They are to be used after students read the chapter(s) specified, during class time
or for homework. Be sure to make sufficient copies for your students prior to
conducting the activities.
AP 1.1
AP 1.2 • Chapter 1—World Map (AP 1.1)
AP 2.1
AP 3.1
• Chapter 1—Comparing the Influences of Communication Technology
AP 4.1 (AP 1.2)
AP 5.1
• Chapter 2—Martin Luther: True or False? (AP 2.1)
AP 5.2
• Chapter 3—Domain Vocabulary: Chapters 1–3 (AP 3.1)
• Chapter 4—Galileo’s Trial (AP 4.1)
• Chapter 5—Domain Vocabulary: Chapters 4–5 (AP 5.1)
• Chapter 5—Counter-Reformation Fill-in-the-Blanks (AP 5.2)
INTRODUCTION 153
Additional Activities and Website Links
An Additional Activities section, related to material in the Student Reader,
may be found at the end of each chapter in this Teacher Guide. While there are
many suggested activities, you should choose only one or two activities per
chapter to complete based on your students’ interests and needs. Many of the
activities include website links, and you should check the links prior to using
them in class.
Cross-Curricular Connections
Science
Science Biographies
• Galileo Galilei
Books
Burch, Joann Johansen. Fine Print: A Story About Johann Gutenberg.
Illus. Kent Alan Aldrich. Minneapolis: Carolrhoda Books, 1991.
Carr, Simonetta. John Calvin: Christian Biographies for Young Readers.
Grand Rapids, MI: Reform Heritage Books, 2013.
Demuth, Patricia. Who was Galileo? New York: Grosset & Dunlap, 2015.
Maier, Paul. Martin Luther: A Man Who Changed the World. St Louis:
Concordia Publishing, 2004.
Panchyk, Richard. Galileo for Kids: His Life and Ideas. Chicago:
Chicago Review Press, 2005.
Sis, Peter. Starry Messenger. New York: Square Fish, 2000.
Weiss, Jim. Galileo and the Stargazers. Charles City, VA:
The Well-Trained Mind Press. (Audio Recording)
Use this link to download the CKHG Online Resources for this unit, where the
specific link to purchase the Jim Weiss audio recordings may be found:
www.coreknowledge.org/ckhg-online-resources
Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
The Reformation
“An Age of Change” “Comparing the “The Birth of “The Spread of “A Revolution in Science”
(Core Lesson) Influences of Protestantism” Protestantism” (Core Lesson)
(TG & SR—Chapter 1) Communication (Core Lesson) (Core Lesson) (TG & SR—Chapter 4)
Technology” (TG & SR—Chapter 2) (TG & SR—Chapter 3)
(TG, Chapter 1, Additional
Activities, SR & AP 1.2)
CKLA
“Contemporary Fiction” “Contemporary Fiction” “Contemporary Fiction” “Contemporary Fiction” “Contemporary Fiction”
Week 2
Day 6 Day 7 Day 8
The Reformation
“Galileo’s Trial” “Reform Within the The Reformation
Church” Unit Assessment
(TG, Chapter 4, Additional (Core Lesson)
Activities, SR & AP 4.1) (TG & SR—Chapter 5)
CKLA
“Contemporary Fiction” “Contemporary Fiction” “Contemporary Fiction”
INTRODUCTION 155
The Reformation Pacing Guide
‘s Class
(A total of eight days have been allocated to The Reformation unit in order to complete all Grade 5
history and geography units in the Core Knowledge Curriculum Series™.)
Week 1
The Reformation
Week 2
The Reformation
An Age of Change
The Big Question: What were the obvious advantages of the development of the
printing press?
www.coreknowledge.org/ckhg-online-resources
Materials Needed
Activity Page • Display and individual student copies of World Map (AP 1.1)
• Individual student copies of Comparing the Influences of Communication
Technology (AP 1.2)
AP 1.1
AP 1.2
and remind students that the Renaissance was also a period of great
dramatic ways. The 1400s and 1500s
were one such age.
Over the course of the 1400s and 1500s, Europeans developed new
change in Europe.
ways of communicating. They also formed new ideas about science
and religion. These changes transformed European life.
Page 92
astronomers. With the exception of the Swiss
Activity Page SUPPORT—Display the World Map (AP 1.1). Ask students to point out the
locations of Germany, Switzerland, France, Spain, Poland, and Italy.
After you read the text, ask the following question:
AP 1.1
LITERAL—What changes occurred in Europe during the 1400s–1500s?
»» Europeans developed new ways of communicating, as well as new
ideas in science and religion.
Page 93
Exploration and contact with different cultures brought about huge changes in Europe
in the 1400s and 1500s.
woodblock printing?
too expensive and required painstaking work. Woodcarvers first
drew outlines of pictures and words on wood blocks. Next, they
followed the outlines to carve out the wood around the letters
and images. As a result, the letters and pictures “stood out” on the
surface of the block. Then, workers applied ink to each block and
Page 95 5
printing blocks. It was easier to make changes with movable type than
G5_U5_Chap01_SR.indd 5 1/9/17 10:36 AM
What Gutenberg did transformed the way in which books were on page 97. Ask them to describe the process using the information in the
diagram.
produced in Europe. His invention also changed how people
communicated knowledge and opinions. Books—and, therefore,
knowledge—became available to many more people.
Page 966
SUPPORT—Review the last sentence on page 97. Help students understand
G5_U5_Chap01_SR.indd 6 1/9/17 10:36 AM
section. Explain that a printer would need one piece of type for each e in the
1 A “punch” is carved into the shape of a letter.
paragraph. Ask students how many e’s the printer would need (forty-nine).
2 The punch is applied to a bar of soft metal to create a mold.
3 Molten metal is poured into the mold.
lever press.
And he did this for each size of
The lead type pieces were placed in an
type: small, medium, and large. organizer with lots of little boxes called
a type case.
All in all, he created thousands of
different pieces of type.
Page 97 7
printing process, you may wish to write the steps on the board or chart paper.
same page. When printing was done, the printer could take apart
the frame and return each piece of type to its place in the type case.
LITERAL—What are the four steps that a printer working with movable
make paper or wine. It used a lever and a screw to apply pressure
to paper pulp or grapes. The German inventor adjusted the press
Page 98to print words on paper. First, Gutenberg locked the type onto the
8
Next you will learn how the work of printers helped spread
EVALUATIVE—What were the effects of Gutenberg’s printing press on life
Page 99 religious and scientific ideas throughout Europe.
9 in Europe?
G5_U5_Chap01_SR.indd 9 1/9/17 10:37 AM
Additional Activities
www.coreknowledge.org/ckhg-online-resources
Materials Needed
Activity Page • Display and individual student copies of World Map (AP 1.1)
AP 1.1
Ask students to review the advantages and impact of the printing press when
it was invented by Gutenberg in the 1400s. (The printing press could print books
more quickly; the printing press made books faster and less expensive to print; the
printing press enabled people to communicate and share ideas; and more people
knew more about the world than in earlier times.)
Call attention to the Big Question, and encourage students to look for reasons
for Luther’s success as they read.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
Page 100
10
Page 101
Martin Luther and his proposed reforms helped begin the Protestant Reformation.
11
Protestant Reformation.
This man was a professor named Martin Luther. He was born about
forty years after Johannes Gutenberg created his printing press.
Gutenberg’s press would play a big role in the spread of Luther’s ideas.
Page 102
would become a lawyer.
12
Read the title of this section, calling attention to and explaining the word
Instead, he entered a monastery. Martin religious leader
Luther fasted, prayed into the night, and confessed his sins
frequently. There were times when those around him thought that
he was too stern and too serious. But the leaders of the monastery
read “The German Theologian” on pages 102–104.
also recognized his great
intelligence. In 1508, he was
sent to study to become a
theologian and four years
later became a professor of
SUPPORT—Display World Map (AP 1.1) and help students locate Germany.
Bible studies.
Page 103 It seemed like the pope Martin Luther was very serious about his studies.
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»» Luther was upset by the luxury of the palaces in which the cardinals
in Rome lived. He also thought that the pope was more interested in
his power as a ruler than as a religious leader. Luther believed that the
religious leaders in Rome were interested in things other than religion.
acted more like a ruler of a kingdom than the leader of the Church.
Luther thought that many of the people of Rome, including his
Scaffold understanding as follows:
fellow priests, had little concern for their religion.
At the time that Luther began his career as a professor, the Church
was not only the provider of spiritual guidance, it was also a large
international power that required a great deal of management.
The Church, led by the pope, ruled a large part of Italy called the
CORE VOCABULARY—Review with students the meaning of the word
Papal States. The pope had an army, waged wars with other rulers,
and made treaties. The Church had its own laws and its own courts
to deal with Church-related problems. The Church consulted with
indulgence. You may wish to ask students what they remember about
indulgences from their study of the Renaissance.
bankers for financial advice.
Page 104
religious pardon from sin or wrongdoing. particular act
14
Challenging Church
Practices
Scaffold understanding as follows:
When you studied the
Renaissance, you learned
about indulgences. The
Church taught that sins, or
Ask for volunteers to read aloud the first four paragraphs of “Challenging
mistakes, could keep people
from going to heaven.
If people sinned, they asked
Church Practices” on pages 105–106.
for forgiveness. A priest
forgave them and asked
them to do penance. This
meant they did something
Pope Leo X was the son of Lorenzo de’ Medici
Page 105
to heaven
Luther had studied the Bible. He was convinced that the Church
LITERAL—What were indulgences?
misled people by offering indulgences. He agreed with the
forgiven for their sins. The indulgence was meant to reduce the
that they could give money in return for
basilica, n. a type
God’s forgiveness. God’s forgiveness, he of large Christian
believed, was not something that anyone church, often built in
the shape of a cross
could buy.
Page 106
reach a wider audience because of the
summarized on a notice his printing press.
16
People often nailed notices to the door of this church. But Luther’s
on pages 107–108.
notice was very dramatic. He objected to how the Church raised
and spent money. He denied that the pope had any power over
the souls of the dead. And he charged that offering indulgences
actually harmed people by making them think that all they had to
do was give money and their sins would be forgiven. These ideas
heretic, sacrament, and papal bull as they are encountered. Again, it may
Luther’s theses were printed and distributed throughout central
Europe. It is not clear what role Luther played in this process, but he
surely allowed it to happen. Luther also began to publish leaflets
Make connections for students between the words sacrament and sacred,
When Luther was told he must take back
what he had written, he refused. Luther made it clear that if
certain reforms did not happen, then he and his supporters would
17
Page 110
LITERAL—Why did Luther translate the Bible into German?
20
»» He wanted more people than just those who were able to read Latin
Unlike earlier reformers, Luther was now outside the Church, but
he continued to demand Church reform. Luther believed that
and Greek to be able to read it.
certain Church reforms should be in the hands of local regions or
communities who understood the problems. This idea appealed
Martin Luther against Catholic Church teachings and practices that led
in certain areas in 1526 and then banning it in 1529. The followers
of Luther and others who disagreed with Rome protested
against the new ban. These protestors became known as
Page 111 21
Timeline
• Show students the Chapter 2 Timeline Image Card. Read and discuss the
caption, making particular note of any dates.
• Review and discuss the Big Question: “Why was Luther’s religious revolution
more successful than earlier reformers’ attempts?”
• Post the image of Luther to the Timeline under the date referencing the
1500s; refer to the illustration in the Unit 5 Introduction for guidance on the
placement of each image card to the Timeline.
• Choose one of the Core Vocabulary words (notice, thesis, ordain, theologian,
cardinal, indulgence, penance, confess, purgatory, basilica, heretic, sacrament,
papal bull, excommunication, recant, or conscience), and write a sentence
using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page Materials Needed: Sufficient copies of Martin Luther: True or False? (AP 2.1)
Distribute Martin Luther True or False (AP 2.1), and direct students to determine
whether the statements are true or false.
AP 2.1
This activity can be completed in class or assigned as homework. Students
might also work alone or in pairs to complete the activity.
The Spread of
Protestantism
The Big Question: Besides Lutheranism, what other Protestant religions developed
in Europe?
www.coreknowledge.org/ckhg-online-resources
Materials Needed:
Activity Page • Display and individual student copies of World Map (AP 1.1)
AP 1.1
Remind students that Martin Luther was a highly religious theologian who
believed in many important Catholic teachings. Yet he also leveled strong
criticism against the Catholic Church in hopes of reforming it. His ideas helped
touch off the Protestant Reformation. That movement would soon spread
to leaders in other parts of Europe. Call attention to the Big Question, and
encourage students to look for information about new religions or churches
that were formed.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
Page 112
22
After students read the text, ask the following questions:
G5_U5_Chap03_SR.indd 22 1/9/17 10:34 AM
23
on page 114.
or respect
to reform his own congregation. He had
saint, n. a person
become convinced that many practices
honored by religious
in the Church had no basis in scripture. leaders for having
lived an especially
Like Luther, he opposed the practice of
good and exemplary
indulgences. He urged people not to seek life
them. “Christ alone saves,” he declared.
LITERAL—In what additional way were Luther’s and Zwingli’s beliefs and
cantons of Switzerland that still followed
chaplain, n. a
the Catholic faith. In 1531, five of these religious person
cantons mustered an army against who serves a specific
group, such as an
Zurich. Zwingli joined the Zurich army as a
teachings similar?
army or a hospital
chaplain. The Swiss reformer was killed in
battle. As he lay dying, he is reported to have said, “They may kill
the body, but not the soul.”
»» Both Luther and Zwingli believed that religious beliefs and practices
alive in Switzerland. It shifted, however, to another Swiss city,
Geneva. In Zurich, German was the common language. In Geneva,
located close to France, most people spoke French. It was a
Page 115 25
should be based on only the Bible.
G5_U5_Chap03_SR.indd 25 1/9/17 10:35 AM
LITERAL—In what way were Luther’s and Zwingli’s beliefs and teachings
different?
»» Luther and Zwingli held different views on the role of the Church in
people’s lives.
Note: Students in the Core Knowledge program may recall the word convert
and ensure its spread to many other parts of Europe.
In the middle of his studies, his father sent him to another city,
from their Grade 4 studies. Help students make the connection between the
Orleans, to study law. Calvin completed his legal studies, but
he never practiced law. While in Orleans, he began to read the
writings of religious reformers. He even
verb convert and the noun conversion.
began to spend time with some of them. Vocabulary
conversion, n. the
In about 1533, Calvin experienced what he act of changing from
called a “sudden conversion.” Within a year one religion or belief
Page 116
to another
he began to support Protestantism openly.
26
Calvinism
After volunteers read the text aloud, ask the following questions:
who received salvation. According to salvation, n. in
Christianity, being
Calvin, God decided who would receive
saved from the
salvation and who would not—and that effects of sin
God made this decision about a person predestination,
before he or she was even born. This idea n. the idea that a
Page 117 27
of the Christian Religion, in French after having published it in Latin?
G5_U5_Chap03_SR.indd 27 1/9/17 10:36 AM
»» It is likely that only officials of the Church were able to read and
Calvin also wrote about the relationship
between Church and state. He maintained
Vocabulary
civil, adj. related to
understand Latin. By publishing the book in French, the native
language spoken where Calvin lived, more people would be able to
that the authority of civil rulers is based the government,
on God’s word. Lawful civil rulers, he said, not to religious or
military organizations
acted as “officials and lieutenants of God.”
LITERAL—What is predestination?
A Calvinist Government
»» Predestination is the idea put forth by Calvin that even before people
He also attempted to make belief in his teachings a requirement
for anyone who wanted to remain a citizen of Geneva. Calvin
also attempted to control the behavior of the people of Geneva.
He restricted activities such as gambling, singing, dancing, and
drinking. The reformers wanted good citizens to watch over
their fellow citizens’ behavior and report any crimes. Those who
continued to behave “badly” would be excommunicated.
are born, God decides who will or will not go to heaven.
At first, Geneva officials rejected Calvin’s system. They exiled him
and his fellow reformers. But three years later they called him
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28
“bad” behavior they saw in Geneva. The officials also worried that
if he did not return, Catholicism would return to Geneva.
SUPPORT—Explain that the city council of Geneva followed the teachings
Calvin drew up a new set of rules for
Geneva. The new laws were based on the
Bible. A group of pastors would decide
Vocabulary
pastor, n. a Christian
of the Geneva ministers and often obeyed their orders. The Genevan
courts also enforced the clergy’s decisions, which included executing
leader in charge of a
how to worship, and they would oversee church
the behavior of every resident of Geneva.
1/9/17 10:36 AM
for not attending church.
After students read the text, ask the following questions:
England, Calvinism had success, and in
Vocabulary
the Netherlands and Scotland, Calvinism
LITERAL—Why did officials bring back Calvin and his reformers after
elder, n. a person
eventually became the main form who has power and
of religion. authority based on
experience
In Switzerland and the Netherlands,
exiling them?
followers of Calvin called themselves the Reformed Church.
In Scotland, they became known as Presbyterians. The name
referred to the Church’s form of government, in which elders,
citizens.
Ireland a
Denmark Se
ltic
Ba
England
ATLANTIC
OCEAN Netherlands
Poland
Germany
Holy
Roman
Empire
Switzerland
France
Portugal
Spain Papal
States
Naples
Ottoman
Empire Black
Sea
LITERAL—How did Calvin try to fix this problem?
Mediterranean Sea
Page 120
in Europe. Jewish people also lived in many parts of of the continent.
30
Henry VIII
why King Henry might have felt safe declaring his own church. (England is
needed as an heir to the English throne. heir, n. a person
who will legally
Henry wanted the pope to declare that his receive the property
marriage should not have been allowed of someone who
dies; the person
across the water from the rest of Europe and somewhat separate from it.)
because Catherine had once been married who will become
king or queen after
to his older brother Arthur. Arthur had died
the current king or
at a young age. When the pope refused to queen dies or steps
down
grant the annulment, Henry rebelled. Henry
appointed his own Church leaders, who granted him a divorce.
Henry then married a woman named Anne Boleyn (/boe*lin/).
The Church excommunicated Henry. After all of this, Henry and
Anne would have a daughter, Elizabeth, but not a son.
Page 121 31
King Henry VIII of England established a new church when the pope refused to allow the
annulment of his marriage. INFERENTIAL—Why do you think that the Church of England, or Anglican
Page 122
32 Church, remained similar to the Catholic Church?
G5_U5_Chap03_SR.indd 32 1/9/17 10:37 AM
»» Henry VIII split with the Catholic Church because of personal reasons,
Henry decided to establish the Church of England, with himself
as head. The new Church of England, or Anglican Church, broke
all ties with Rome. Although Henry had broken with Rome, the
not religious differences. Because he did not have significant religious
new English Church was not as radically Protestant as Calvinist
churches.
There were some Englishmen who thought the English Church had
questions about Church teachings and practices, he did not have a
not been reformed enough and remained too much like the old
Catholic Church. These people, known as Puritans, were heavily
influenced by Calvin’s thinking. In the early 1600s, many of these
reason to change them.
Puritans would sail to New England, in North America.
Page 123 33
Timeline
• Show students the two Chapter 3 Timeline Image Cards. Read and discuss
the captions, making particular note of any dates.
• Review and discuss the Big Question: “Besides Lutheranism, what other
Protestant religions developed in Europe?”
• Post both images to the Timeline under the date referencing the 1500s.
Refer to the illustration in the Unit 5 Introduction for guidance on the
placement of each image card to the Timeline.
Additional Activities
Activity Page Materials Needed: Sufficient copies of Domain Vocabulary: Chapters 1–3
(AP 3.1)
Distribute Domain Vocabulary: Chapters 1–3 (AP 3.1), and direct students
AP 3.1 to complete the crossword puzzle using the vocabulary terms they have
learned in their reading about the Reformation. This activity page may also be
completed as homework.
A Revolution in Science
The Big Question: How might scientific discovery have challenged religious belief?
www.coreknowledge.org/ckhg-online-resources
Materials Needed
Activity Pages
• Display and individual student copies of World Map (AP 1.1)
• Globe and flashlight
• Use this link to download the CKHG Online Resources for this unit, where
AP 1.1
the specific link for an image of a pendulum clock may be found:
AP 4.1
www.coreknowledge.org/ckhg-online-resources
• Sufficient copies of Galileo’s Trial (AP 4.1)
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
Page 125
tried to make sense of the patterns they saw.
35
Page 126
length of the year. our solar system revolved around the sun.
36
when it is encountered.
Since ancient times, almost everyone had agreed that Earth stood still
at the center of the universe. As he worked on this problem, Copernicus
SUPPORT—After the second paragraph on page 127 is read aloud, pause
to review and ask students to summarize Ptolemy’s view of the solar
grew dissatisfied with the common understanding of the universe.
system as one in which the sun, moon, planets, and stars circle Earth.
circled Earth. However, Copernicus did not agree with Ptolemy’s
view that Earth was immovable. He learned that in ancient times,
not all Greeks shared Ptolemy's thinking. Some had theorized that
It may be helpful to draw a quick sketch on the board with Earth at the
the sun stood at the center of the universe
and that Earth, as well as other planets and Vocabulary
stars, moved around it. Perhaps, Copernicus theorize, v. to come up
center and all other heavenly bodies circling it. Likewise, use a sketch to
thought, these theories could help explain with an idea explaining
some complex event or
how the heavens appeared to rotate around thought
Earth every year. But there were problems.
review the other theories that Copernicus began to study in which the sun
It seemed impossible that Earth rotated around the sun—
wouldn’t it just spin off into space? Also, the scientific wisdom
that Europeans had inherited from ancient Greece was that Earth
was the center of a system within a larger universe. Call attention to the
was solid whereas the heavens were light and fiery. How could
something as heavy as Earth be moving?
Page 127
Ptolemy was wrong. He decided “to read again the works of all
the philosophers” in order to find a better answer.
37
After volunteers finish reading the text, ask the following questions:
G5_U5_Chap04_SR.indd 37 1/9/17 10:37 AM
CHALLENGE—In what ways did the view that the sun, not Earth, was at
the center of a system within a larger universe, appear to conflict with
certain religious ideas?
»» The idea of a stationary sun goes against words in the Bible about how
God had once made the sun stand still, which implies the sun moved.
Also, the idea of the sun being the object around which Earth moves
challenges the biblical idea of Earth being the center of God’s creation.
axis. If you have a globe in your classroom and a flashlight, you can
moved and that the sun remained still. which a spinning
object rotates
He also concluded that Earth moved in
two ways. First, it spun on its own axis, making one full rotation
model how Earth revolves around the sun and rotates on its axis. Have a
every twenty-four hours. Second, Earth and the other planets
revolved around the sun. For Earth, this journey took one year. In
Copernicus’s view,
then, the sun was
the center of its
own system within a
larger universe.
student stand still in the center of the room holding a lighted flashlight.
Although Copernicus
came to these
conclusions early
Explain that this student represents the sun. Tell students that you will
in the 1500s, he
would not publish
them until many
represent Earth using the globe. Demonstrate the rotation of Earth on its
Page 128 axis by spinning the globe. At the same time, demonstrate the revolution
This drawing of the Copernican theory shows the sun in the
years later. In the center of the revolving planets.
38
of Earth around the sun by walking slowly around the student holding
G5_U5_Chap04_SR.indd 38 1/9/17 10:37 AM
page 128.
Galileo Galilei was born in Pisa, Italy, in 1564, just twenty-one
years after Copernicus had died. He became fascinated with
mathematics after a visit to the cathedral church in Pisa in 1583.
According to legend, he watched a lamp swinging back and forth
at the end of a chain. He observed that no matter how far the
Page 129
of the body
of their patients. Later, this discovery
G5_U5_Chap04_SR.indd 39
39
1/9/17 10:37 AM
»» He concluded that Earth rotates on its axis and revolves around the sun.
Ask volunteers to read aloud the first two paragraphs of “The Italian
Galileo had originally gone
to university to study
medicine. After a year of
Italy. Remind students that the city of Rome, the center of the Catholic
showed great interest Legend says that Galileo experimented by
dropping objects from the famous leaning
in understanding the tower of Pisa.
Church, is in Italy.
He disproved the notion, put forward by the ancient Greek
philosopher Aristotle, that objects of different weights fall at
different speeds. He did this by dropping two objects of unequal
weight from different heights. Galileo used experiment and
observation to form his own scientific conclusions.
Page 130
theory of how planets revolved around the sun was accurate.
40
or show an image of how a pendulum clock works, using the image you
downloaded from the Internet. Have students press two fingers against
their wrists or the carotid arteries in their necks to feel their pulses.
Using his telescope, he
confirmed his belief.
Have students read the rest of “The Italian Scientist” on pages 130–132
Messenger. Opposition came
quickly. Many Catholics and
Protestants felt threatened
silently.
by his work. They believed
it was contrary to the
Bible. Catholic theologians
persuaded the Church’s
Holy Office to take action
Page 131
He continued his studies without publishing his results. Then,
41
»» Galileo learned about the invention of the telescope; he built his own,
G5_U5_Chap04_SR.indd 41 1/9/17 10:38 AM
statement that the sun, not Earth, was the center of the universe.
Nevertheless, the Catholic Church felt threatened.
Galileo spent the last eight years of his life under house arrest.
He did not publish any books on astronomy. Instead, he wrote
about motion and the structure of matter. This provided a basis
for modern physics.
Dialogue?
Church was not against scientific research or understanding.
At this time in history, the Church, and indeed the Bible, were at
the heart of European society. The Church in Rome was driven to
protect religious teachings and to hold the Church together as
»» Church leaders ordered Galileo to recant his belief in the teachings
one religious body. Eventually, it too would accept the work of
Copernicus and Galileo, and several members of the Church would
go on to make their own groundbreaking scientific discoveries.
of Copernicus. He was also put under house arrest for the rest of
his life.
Timeline
• Show students the three Chapter 4 Timeline Image Cards. Read and discuss
the captions, making particular note of any dates.
• Review and discuss the Big Question: “How might scientific discovery have
challenged religious belief?”
• Post the image of Copernicus’s drawing to the Timeline under the date
referencing the 1500s. Post the two images of Galileo to the Timeline under
the date referencing the 1600s. (The image of Galileo and his telescope
should be to the left of the one of Galileo on trial.) Refer to the illustration in
the Unit 5 Introduction for guidance on the placement of each image card
to the Timeline.
• Choose one of the Core Vocabulary words (Easter, theorize, axis, pendulum,
or pulse), and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page Materials Needed: Sufficient copies of Galileo’s Trial (AP 4.1)
Divide the class into two groups. Explain that today you will role-play Galileo’s
trial in front of Church officials. Assign one group to defend Galileo’s position
AP 4.1 and the other to promote the Church’s position.
Distribute Galileo’s Trial (AP 4.1). Have students write whether they are playing
Galileo or Church officials. Read through the directions and answer any questions.
Allow students twenty minutes to prepare for the debate. (Explain to students
that the questions included in Part 2 of Galileo’s Trial will be used after the trial to
discuss the strengths and weaknesses of each side’s argument and response.)
Rearrange the classroom so that the two groups face each other. The debate
should be structured as follows:
Galileo’s group has three minutes to present its argument.
Church officials’ group has three minutes to present its argument.
Galileo’s group has two minutes to respond.
Church officials’ group has two minutes to respond.
www.coreknowledge.org/ckhg-online-resources
Materials Needed:
Activity Page • Display and individual student copies of World Map (AP 1.1)
AP 1.1
Ask students to review and summarize what they have learned in the earlier
chapters about the Protestant Reformation, as well as the intentions and work
of Martin Luther, Ulrich Zwingli, and John Calvin. Make sure students highlight
that Luther in particular worked at first within the Catholic Church, hoping to
reform it, but when he realized he could not accomplish the reforms, he started
a new church. Calvin also started a new church, with slightly different beliefs
from Luther, within the Protestant movement.
Read the title of this chapter, “Reform Within the Church,” asking students
what they think the chapter may be about based on the title. (Students should
recognize that this chapter will likely be about efforts that the Catholic Church
made to change or reform itself.)
Ask students why the Catholic Church would want to reform itself? (Students
should note that Catholics believed that Protestant teachings were a threat to the
well-being of all people and the Catholic Church. They believed that people following
the Protestant reformers would not achieve salvation. The Catholic Church wanted to
reform itself because it did not want people to leave the Catholic faith.) Which issues
do you think the Church will attempt to reform? (Students are likely to mention
the practice of granting indulgences in return for money and the clergy’s excessive
interest in worldly wealth and pleasures.) Have students read this chapter to find
out whether their predictions are accurate. Call attention to the Big Question,
and point out that the effort to bring about change within the Catholic Church
was called the Counter-Reformation. Encourage students as they read to look for
outcomes of the Counter-Reformation.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
After students read the text aloud, ask the following question:
LITERAL—Why did the Church in Spain start a university?
»» Church leaders were concerned that priests were not educated
enough to perform their duties properly.
Page 135
In Spain, efforts to reform the Catholic Church—including the founding of centers of learning
such as the Complutense University— helped limit the spread of Reformation ideas.
45
Page 136
46
In 1521 his life changed. During a battle his leg was broken by a
cannonball, leaving him unable to walk. While he recovered from
his wounds, he asked for books, hoping to read tales of knightly
Page 137
pages 137–139, reviewing the meaning of the word shrine when it is
47
encountered.
students. He forced
himself to sit with the
Page 138
LITERAL—What was the purpose of the Society of Jesus?
48
Society of Jesus. Ignatius was elected their first leader. In time, the
members of the society became known as Jesuits (/jezh*yoo*itz/).
encountered in Chapter 3.
The Jesuits
Page 139 49
LITERAL—What religious work did the Jesuits undertake?
G5_U5_Chap05_SR.indd 49 1/9/17 10:36 AM
»» They cared for the needy, educated the young, helped to convert
people to Catholicism, and also helped to fight against heresy.
Council of Trent
attention to the meaning of the words Inquisition and superstition when
Although the Jesuits were leaders in bringing about reform in the
Church, they did not do so alone. In fact, the pope who approved
their establishment, Pope Paul III, made important contributions
they are encountered. Invite volunteers to share examples of superstitions,
of his own. He appointed a group of cardinals to investigate
abuses in the Church. He began drastic reforms based on their
recommendations. He also demanded that
such as knocking on wood or breaking a mirror.
bishops actually live within the community Vocabulary
they were supposed to serve. He set up
the Council of Trent first met, Martin Luther was still alive, and John Calvin
believed or practiced
leaders, which took place in northern Italy. things that were
against Catholic
The Council of Trent sought to examine teachings
and clarify the beliefs and practices of the
The council began meeting in 1545. It did not finish its work
until eighteen years and three popes later. The council hoped
Page 140
50
Counter-Reformation occurred less than thirty years after the beginning of
the Protestant Reformation.
G5_U5_Chap05_SR.indd 50 1/9/17 10:36 AM
Church.
the division had grown too great. Instead, the council defended
and further explained many of the Catholic teachings Protestants
had questioned.
Martin Luther and other reformers argued that the Bible alone
was the authority for Church teaching. The council said that
Luther held that salvation came from faith alone. The council
agreed that faith is necessary for salvation. But it declared that
Page 141 51
»» The Church was able to use the printing press to spread writings
defending its teachings. The Church could also standardize Church
G5_U5_Chap05_SR.indd 51 1/9/17 10:36 AM
to themselves.
Church granted less time in purgatory. But the council did try to
correct abuses involved with indulgences. It also warned against
superstition in such matters as the worship of the saints.
The Council of Trent tried to control forces that had been released
as a result Gutenberg’s invention. Concerned about the accuracy
Copernicus’s.
Protestant regions did, the Catholic Church required writers of
religious books to get permission to publish.
Page 142
52
»» The Council ruled that only the official Church had the right
Reformation.
Timeline
• Show students the Chapter 5 Timeline Image Card. Read and discuss the
caption, making particular note of any dates.
• Review and discuss the Big Question: “What were the outcomes of the
Counter-Reformation?”
• Post the image of the Founding of the Jesuits to the Timeline under
the date referencing the 1500s; refer to the illustration in the Unit 5
Introduction for guidance on the placement of each image card to the
Timeline.
• Choose one of the Core Vocabulary words (shrine, heresy, convert, Inquisition,
or superstition) or the phrase “grassroots movement,” and write a sentence
using the word or phrase.
To wrap up the lesson, ask several students to share their responses.
Activity Page Materials Needed: Sufficient copies of Domain Vocabulary: Chapters 4–5 (AP 5.1)
Distribute Domain Vocabulary: Chapters 4–5 (AP 5.1), and direct students
to match the definitions to the vocabulary terms they have learned in their
AP 5.1 reading about the Reformation. Students may also complete this activity page
for homework.
Teacher Resources
Unit Assessment: The Reformation 197
Activity Pages
• World Map (AP 1.1) 205
• Comparing the Influences of Communication Technology (AP 1.2) 206
• Martin Luther: True or False? (AP 2.1) 208
• Domain Vocabulary: Chapters 1–3 (AP 3.1) 209
• Galileo’s Trial (AP 4.1) 211
• Domain Vocabulary: Chapters 4–5 (AP 5.1) 212
• Counter-Reformation Fill-in-the-Blanks (AP 5.2) 213
2. What was the first and most famous book Gutenberg printed?
a) the Bible
b) a sermon
c) a biography
d) a novel
5. Luther’s ideas about indulgences and other practices that he posted in Wittenberg were known as
a) the Ninety-five Theses.
b) the sacraments.
c) the papal bull.
d) the Diet of Worms.
6. What name was given to the followers of Luther and others who disagreed with Rome?
a) Jesuits
b) Cardinals
c) Protestants
d) Catholics
15. According to Copernicus, what was the center of the planetary system?
a) the sun
b) human beings
c) Earth
d) the moon
17. W
hy did the Church forbid Galileo to write or teach about his findings supporting
Copernicus and his views of the solar system?
a) Galileo wrote and taught in Latin, the official language of the Church.
b) The Church decided that Copernicus’s ideas were at odds with Church teaching.
c) The Church believed Galileo’s ideas had led to the Protestant Reformation.
d) Galileo was working with Protestant leaders to weaken the Church.
18. Who did not meet resistance from religious leaders for his work?
a) Galileo
b) John Calvin
c) Johannes Gutenberg
d) Martin Luther
Terms Definitions
22. confess d) ideas that go against the main teachings of a religion
23. heresy e) to come up with an idea explaining some complex event
or thought
24. astronomer f) a scientist who studies the stars, the planets, and other
features of outer space
26. scripture h) to publicly take back something you have said or written
Topic Evidence supporting the claim that the printing press was central
to the events of the Reformation
Protestant Reformation Luther, Calvin, and Zwingli printed books and pamphlets sharing their
ideas on religion and their criticisms of the Church.
Calvin was able to read the writings of other reformers, which had
been printed and spread throughout Europe.
Luther translated the Bible into German. Printed copies made it easier
for people to read the Bible themselves.
Scientific Revolution Copernicus printed a book with his theories on the movements of the
planets.
Galileo read Copernicus’s book.
Galileo printed two books with his ideas on the movements of the
planets. Because his ideas were printed, the Church was aware of
them and punished him for them.
Counter-Reformation The Church used the printing press to create materials for Mass that
helped spread the Church’s teachings.
Ignatius of Loyola was able to print his book and gain followers to his
order.
Above Average Response is accurate, detailed, and persuasive. The references clearly
show how the printing press facilitated the events of the Reformation.
The writing is clearly articulated and focused, and demonstrates strong
understanding of the subjects discussed; a few minor errors may be
present.
Average Response is mostly accurate and somewhat detailed. The references show
how the printing press facilitated the events of the Reformation. The
writing is focused and demonstrates control of conventions; some minor
errors may be present.
Adequate Response is mostly accurate but lacks detail. The essay helps show how
the printing press facilitated the events of the Reformation but references
few details from the text. The writing may exhibit issues with organization,
focus, and/or control of standard English grammar.
Topic Evidence supporting the claim that the printing press was
central to the events of the Reformation
Protestant Reformation - Luther, Calvin, and Zwingli printed books and pamphlets sharing
their ideas on religion and their criticisms of the Church.
Scientific Revolution
Counter-Reformation
World Map
World Map
ARCTIC OCEAN
TEACHER RESOURCES
Activity Page 1.1
NORTH EUROPE
AMERICA ASIA
North Korea
UNITED STATES South Korea
Mediterranean China
Sea
Mexico
AFRICA
ATLANTIC
OCEAN
Equator
SOUTH
AMERICA
INDIAN OCEAN
PACIFIC OCEAN
AUSTRALIA
W E
0 2,000 miles
S
Scotland
ANTARCTICA
Poland
Germany EUROPE
England
Mainz
Paris
Switzerland Strasbourg
France
Geneva Rome
Spain Italy
Use with Chapter 1
Mediterranean Sea
205
Name Date
Part 2:
How did change the world and the spread of knowledge?
Circle the invention from the 1900s that your group is focusing on.
telephone television Internet
TEACHER RESOURCES
Printing Press
Activity Page 1.2 Continued
Use with Chapter 1
207
Name Date
1. After his trial when he was declared an outlaw, Luther went into hiding.
2. Luther believed that priests could forgive sins if people were truly sorry.
3. D
uring a trip to Rome while he was a student, Luther was upset by the behavior
of the Catholic clergy.
5. L uther’s studies of the Bible convinced him that God’s forgiveness could be
purchased from priests as indulgences.
6. L uther summarized his ideas about indulgences on a notice that he tacked onto
the door of Wittenberg’s Castle Church.
7. L uther was easily discouraged and stopped criticizing the practices of the
Catholic Church with which he disagreed.
8. The pope issued a papal bull that supported Luther’s writings.
9. W
hile he was in hiding, Luther translated the New Testament of the Bible from
Greek into German.
10. T he printing press helped Luther to widely spread his ideas in the books and
pamphlets he wrote.
astronomer confess heir heretic ordain pastor
recant salvation scripture sermon thesis
Across Down
7. a scientist who studies the stars, the 3. to publicly take back something you have
planets, and other features of outer space said or written
8. the person who will become king or queen 4. a speech on a religious topic given by a
after the current king or queen dies or steps religious leader
down
5. to officially make a person a religious leader
9. a Christian leader in charge of a church
6. to admit having done something wrong
10. being saved from the effects of sin
8. a person who does not accept or follow the
ideas of a particular religion
1 2
10
1. My group is
3. What arguments will the other side likely make? How can you respond to those arguments?
3. What were the strengths of the argument by the Church officials’ group?
4. What were the weaknesses of the argument by the Church officials’ group?
2. The task of the was to examine and make clear Catholic beliefs and practices.
3. The Council of Tent tried to correct some of the abuses related to .
Martin Luther: True or False? (AP 2.1) Domain Vocabulary: Chapters 4–5 (AP 5.1)
(page 208) (page 212)
1. True 1. j
2. False 2. d
3. True 3. f
4. True 4. c
5. False 5. h
6. True 6. a
7. False 7. i
8. False 8. g
9. True 9. e
10. True 10. b
215
England in the Golden Age
Teacher Guide
Core Knowledge History and Geography TM 5
UNIT 6
Introduction
About This Unit
This period of English history was full of conflicts. Conflicts about religion
highlighted an even more basic conflict between Parliament and the king.
These tensions resulted in a civil war, which then led to the execution of
the king.
When the Catholic James II came to the throne, he was deposed and driven
out of the country. Parliament chose new, solidly Protestant rulers and required
their allegiance to a new Bill of Rights and the laws of Parliament before it
would allow them to be crowned. After the Glorious Revolution, kings had less
power, and Parliament had more. Great Britain was well on its way to becoming
a constitutional monarchy.
INTRODUCTION 217
What Students Should Already Know
Students in Core Knowledge schools should already be familiar with:
Grade 1
• English settlers
-- Story of the Lost Colony: Sir Walter Raleigh, Virginia Dare
-- Virginia: Jamestown, Captain John Smith, Pocahontas and Powhatan
-- Slavery, plantations in Southern colonies
-- Massachusetts: Pilgrims, Mayflower, Thanksgiving Day,
Massachusetts Bay Colony, the Puritans
Grade 3
Time Period Background
• The search for the Northwest Passage
This timeline provides an overview of key
-- John Cabot, Newfoundland events related to the content of this unit.
Use a classroom timeline with students to
-- Champlain: “New France,” Quebec help them sequence and relate events that
-- Henry Hudson, the Hudson River occurred from 1517 to 1689.
-- Differences in climate and agriculture among the three colonial 1558 Queen Elizabeth I began her
regions almost half-century of rule.
Grade 4
1607 A group of English colonists
• England in the Middle Ages established Jamestown.
Other English colonies in
-- Henry II: beginnings of trial by jury; murder of Thomas Becket in North America followed.
INTRODUCTION 219
At a Glance
The most important ideas in Unit 6 are:
• Henry VIII established the independence of the Church of England when he
could not get his way with the Roman Catholic Church.
• Much of English history and politics during this period turns on questions
regarding religion. The key debates were whether England should be
Catholic or Protestant and whether the Church of England had been
sufficiently reformed and purified of Catholic ideas and practices.
• The reign of Elizabeth I was a time of expansion abroad and peace and
prosperity at home.
• Charles I’s need for money brought him into conflict with Parliament; this
conflict deteriorated into a civil war.
• The English Civil War pitted supporters of Charles I, known as Cavaliers,
against supporters of greater Parliamentary control, known as Roundheads.
• Whatever advantages Charles I had at the beginning of the Civil War, he
could not overcome Oliver Cromwell’s leadership of the rebel army.
• During the late 1640s and 1650s, England was ruled as a republic, or
commonwealth, with no king.
• Cromwell’s Commonwealth could not survive after his death. In 1660, Charles II
was invited to take the throne in this period known as the Restoration.
• The Glorious Revolution removed James II from the English throne in favor
of Mary and William of Orange from the Netherlands, who agreed to rule
under the English Bill of Rights.
Background
The two centuries from 1500 to 1700 were a particularly eventful time in the
history of England. The nation struggled over religion, vacillated between
Catholicism and Protestantism, defeated an invasion by Spain, became a sea
power, embarked on worldwide colonization, fought a civil war, executed
a king, transformed itself into a republic, restored the monarchy, drove a
king from the throne because of his Catholicism, and finally emerged as a
parliamentary government with strong checks on the power of the monarch.
An understanding of this period of English history is particularly important for
Americans because American politics of the Revolutionary era were based on
issues and disagreements in the mother country.
220 ENGLAND IN THE GOLDEN AGE
The House of Tudor
Members of the House of Tudor were a family of Welsh descent that ruled
England from 1485 until 1603. The first Tudor was Henry VII, who ruled from
1485 to 1509. He was the father of Henry VIII and the grandfather of Queen
Elizabeth I. Henry VII took control of the monarchy after defeating Richard III
in the War of the Roses (so-named because a red rose and a white rose were
the symbols of the houses of Lancaster and York, respectively). The reign of the
Tudors ended when Elizabeth, who did not have any children, died in 1603.
By the time of the Renaissance, the Roman Catholic Church was the dominant
religion in Europe. The head of the Church was the pope in Rome, who for a
time wielded great power in Europe and could even control heads of state.
As monarchs in the 1400s and 1500s shaped nation-states from their assorted
feudal domains, they saw papal power as a threat to their new sovereignty.
Henry VIII of England did not begin his monarchy expecting to overthrow the
Roman Catholic Church in England. In 1521, Henry published a work attacking
the errors of Martin Luther’s teachings. For this, Henry was given the title
“Defender of the Faith” by a grateful pope. However, Henry’s personal concerns
eventually led him to abandon his staunch support of the Church.
In 1509, he married Catherine of Aragon, the daughter of Ferdinand and
Isabella of Spain and the widow of his older brother Arthur. All their sons died
in infancy. Only a daughter, Mary, born in 1516, survived. This worried Henry
VIII. He was eager to have a male heir. Although a daughter could accede to
the throne, Henry’s concern was that a daughter would probably get married,
at which point her property would transfer to her husband’s control. If that
happened, England might become part of the husband’s kingdom. By the late
1520s, Henry had convinced himself that they had failed to have a son because
Catherine had first been married to Henry’s older brother. Henry asked the
pope for an annulment because of Catherine’s first marriage. By this time,
Henry wanted to marry Anne Boleyn, a courtier.
The pope refused to annul the marriage for political as much as ecclesiastical
reasons. The pope did not want to antagonize Catherine’s nephew, the Holy
Roman Emperor. Not to be denied, in 1529 Henry began taking steps to have
Parliament declare the church in England separate from the church directed
from Rome by the pope. Henry proceeded to marry Anne Boleyn and had
his marriage to Catherine annulled in 1533. Their daughter, Elizabeth, was
born the same year. The following year, Henry had Parliament pass the Act of
Supremacy, which made the monarch the head of the Church of England (later
known as the Anglican Church).
To build support among powerful Catholics, Henry had Parliament confiscate
Church lands (e.g., monasteries and nunneries) and sold the lands, most of
INTRODUCTION 221
which were bought by members of the gentry class who wanted to own
property.
In Europe at this time, people within a country were expected to practice the
religion that their government approved. To do otherwise was to risk fines,
imprisonment, and even death. All English subjects were expected to remain
loyal to the Church of England, with Henry at its head, because the Church was
the “official” or established church of the country. Henry VIII demanded that all
Englishmen take an oath of allegiance to him as the head of the new church.
Some people, including Sir Thomas More, the Lord Chancellor of England,
remained loyal to the pope and refused to swear the oath. More was one of
several executed for refusing the oath.
By 1539, Henry had launched a series of persecutions of English Catholics on
the one hand and of extreme Protestants on the other. The former objected
to the Church because of the break with Rome. The latter objected because
they felt that Henry had not gone far enough in his break with Rome.
Although Henry VIII had rejected papal authority, the Church at this point
was still very similar to the Catholic Church in its doctrines, ceremonies, and
hierarchy. Protestants, influenced by the ideas of John Calvin, thought Henry’s
reformation had not gone nearly far enough.
In addition to initiating the English Reformation, Henry VIII is famous for his
series of six wives. After Catherine of Aragon (1509–1533) and Anne Boleyn
(1533–1536), came Jane Seymour (1536–1537), Anne of Cleves (1540), Catherine
Howard (1540–1542), and Catherine Parr (1543–1547). A well-known rhyme
describes the fate of each wife:
Divorced, beheaded, died
Divorced, beheaded, survived.
Protestant or Catholic?
When Henry VIII died, it was unclear whether England would ultimately
become a solidly Protestant country or revert to Catholicism. Henry’s son
with Jane Seymour, Edward VI, became king in 1547 when he was only nine
years old. Although Henry had older children, Edward was next in line for the
succession because he was a male. Edward’s chief advisers were Protestant,
and during Edward’s reign, England became more solidly Protestant,
introducing changes in doctrine, liturgy, and ceremonies. During Edward’s
brief rule, the Book of Common Prayer (a book of prayers) and Forty-Two Articles
of Religion (the official statement of the articles of belief of the Church of
England) were published. However, Edward VI lived for only a few years. He
died of tuberculosis in 1553. In 1553 Mary I ascended to the throne. She was
the daughter of Henry VIII and his first wife, Catherine of Aragon. Mary had
been raised a Catholic, and she attempted to return England to Catholicism.
She dissolved the Church of England, married a Spanish (Catholic) prince, and
had many Protestants executed or severely punished, earning herself the name
Unit Resources
Student Component
England and the Golden Age Student Reader—six chapters
Teacher Components
England in the Golden Age Teacher Guide—six chapters. The guide includes
lessons aligned to each chapter of the England in the Golden Age Student Reader,
with a daily Check for Understanding and Additional Activities, such as literature
connections and vocabulary practice, designed to reinforce the chapter content.
A Unit Assessment, Performance Task Assessment, and Activity Pages are
included in Teacher Resources, beginning on page 274.
• The Unit Assessment tests knowledge of the entire unit, using standard
testing formats.
• The Performance Task Assessment requires students to apply and share
the knowledge learned during the unit through either an oral or written
presentation. In this unit, the presentation is written.
• The Activity Pages are designed to reinforce and extend content taught
in specific chapters throughout the unit. These optional activities are
intended to provide choices for teachers.
England in the Golden Age Timeline Image Cards—seventeen individual images
depicting significant events and individuals related to England in the Golden
Age. In addition to an image, each card contains a caption, a chapter number,
and the Big Question, which outlines the focus of the chapter. You will construct
a classroom Timeline with students over the course of the entire unit. The
Teacher Guide will prompt you, lesson by lesson, as to which image card(s) to add
to the Timeline. The Timeline will be a powerful learning tool enabling you and
your students to track important themes and events as they occurred within this
expansive time period.
INTRODUCTION 223
Timeline
Some preparation will be necessary prior to starting the England in the
Golden Age unit. You will need to identify available wall space in your
classroom of approximately fifteen feet on which you can post the
Timeline image cards over the course of the unit. The Timeline may be
oriented either vertically or horizontally, even wrapping around corners
and multiple walls, whatever works best in your classroom setting. Be
creative—some teachers hang a clothesline so that the image cards can be
attached with clothespins!
Create two time indicators or reference points for the Timeline. Write each
of the following dates on sentence strips or large index cards:
• 1500s
• 1600s
Affix these time indicators to your wall space, allowing sufficient space
between them to accommodate the actual number of image cards that you
will be adding to each time period as per the following diagram:
1500s 1600s
• • • • • • • • • • • • • • • • •
Chapter 1 1 1 2 2 1 3 3 3 3 4 4 4 5 5 6 6
You will want to post all the time indicators on the wall at the outset before
you place any image cards on the Timeline.
1500s 1500s 1500s
1500s
1500s 1600s
1600s
1600s
1600s
1600s
1600s
1600s
Chapter 6
INTRODUCTION 225
Time to Talk About Time
Before you use the Timeline, discuss with students the concept of time and how
it is recorded. Here are several discussion points that you might use to promote
discussion. This discussion will allow students to explore the concept of time.
1. What is time?
2. How do we measure time?
3. How do we record time?
4. How does nature show the passing of time? (Encourage students to think
about days, months, and seasons.)
5. What is a specific date?
6. What is a time period?
7. What is the difference between a specific date and a time period?
8. What does CE mean?
9. What is a timeline?
Pacing Guide
The England in the Golden Age unit is one of thirteen history and geography units
in the Grade 5 Core Knowledge Curriculum Series™. A total of nine days have
been allocated to the England in the Golden Age unit. We recommend that you do
not exceed this number of instructional days to ensure that you have sufficient
instructional time to complete all Grade 5 units.
At the end of this Introduction, you will find a Sample Pacing Guide that provides
guidance as to how you might select and use the various resources in this unit
during the allotted time. However, there are many options and ways that you may
choose to individualize this unit for your students, based on their interests and
needs. So, we have also provided you with a blank Pacing Guide that you may
use to reflect the activity choices and pacing for your class. If you plan to create a
customized pacing guide for your class, we strongly recommend that you preview
this entire unit and create your pacing guide before teaching the first chapter.
Reading Aloud
In each chapter, the teacher or a student volunteer will read various sections of
the text aloud. When you or a student reads aloud, always prompt students to
follow along. By following along in this way, students become more focused on
the text and may acquire a greater understanding of the content.
Big Questions
At the beginning of each Teacher Guide chapter, you will find a Big Question,
also found at the beginning of each Student Reader chapter. The Big Questions
are provided to help establish the bigger concepts and to provide a general
overview of the chapter. The Big Questions, by chapter, are:
Core Vocabulary
Domain-specific vocabulary, phrases, and idioms highlighted in each chapter of
the Student Reader are listed at the beginning of each Teacher Guide chapter
in the order in which they appear in the Student Reader. Student Reader page
numbers are also provided. The vocabulary, by chapter, are:
INTRODUCTION 227
Activity Pages
Activity Pages The following activity pages can be found in Teacher Resources, pages 283–288.
They are to be used with the chapter specified either for additional class work
or for homework. Be sure to make sufficient copies for your students prior to
conducting the activities.
AP 1.1
AP 1.2 • Chapter 1—Tudor and Stuart Family Tree (AP 1.1)
AP 3.1
AP 5.1
• Chapter 1—World Map (AP 1.2)
AP 6.1 • Chapter 3—Domain Vocabulary: Chapters 1–3 (AP 3.1)
• Chapter 5—Domain Vocabulary: Chapters 4–5 (AP 5.1)
• Chapter 6—Match the Monarchs (AP 6.1)
Fiction Excerpts
• Chapter 1—From A Midsummer Night’s Dream (FE 1)
• Chapter 1—The Language of Shakespeare (AP 1.3)
Nonfiction Excerpt
• Chapter 1—“Biography of William Shakespeare” (NFE 1)
Books
Aliki, William. Shakespeare and the Globe. New York: HarperCollins, 2000.
Stanley, Diane. Bard of Avon: The Story of William Shakespeare. New York:
HarperCollins, 2015.
Stanley, Diane. Good Queen Bess: The Story of Elizabeth I of England. New York:
HarperCollins, 2001.
Weiss, Jim. The Queen’s Pirate: Elizabeth I and Sir Francis Drake. Charles City, VA:
The Well-Trained Mind Press. Audio Recording.
Weiss, Jim. Shakespeare for Children. Charles City, VA: The Well-Trained Mind Press.
Audio Recording.
The following primary link will take you to the link where you can purchase
these audio recordings:
www.coreknowledge.org/ckhg-online-resources
INTRODUCTION 229
England in the Golden Age Sample Pacing Guide
For schools using the Core Knowledge Sequence and/or CKLA
TG–Teacher Guide; SR–Student Reader; AP–Activity Page; FE–Fiction Excerpt;
NFE–Nonfiction Excerpt
Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
England in the Golden Age
“Elizabeth I” “ ‘Biography of William Finish “Exploring a “Britannia Rules the “The Civil War”
Core Lesson Shakespeare’ ”and start Midsummer Night’s Dream” Waves” (TG & SR, Chapter 3)
(TG & SR, Chapter 1) “Exploring a Midsummer (TG, Chapter 1, Additional Core Lesson
Night’s Dream” Activities, FE1) (TG & SR, Chapter 2)
(TG, Chapter 1, Additional
Activities, NFE 1 & FE1)
CKLA
“Don Quixote” “Don Quixote” “Don Quixote” “Don Quixote” “Don Quixote”
Week 2
Day 6 Day 7 Day 8 Day 9
England in the Golden Age
“The Puritan Ruler” “Merry Monarch and “The Glorious Revolution” Unit Assessment
(TG & SR, Chapter 4) Brother” (TG & SR, Chapter 6)
(TG & SR, Chapter 5)
CKLA
“Don Quixote” “Don Quixote” “Don Quixote”
‘s Class
(A total of nine days have been allocated to the England in the Golden Age unit in order to complete all
Grade 5 history and geography units in the Core Knowledge Curriculum Series™.)
Week 1
Week 2
INTRODUCTION 231
CHAPTER 1
Elizabeth I
The Big Question: How did Queen Elizabeth I manage the conflicts between the
Catholics and the Protestants?
Materials Needed
Activity Pages • Display and individual student copies of Tudor and Stuart Family Tree (AP 1.1)
• Display and individual student copies of World Map (AP 1.2)
• Individual student copies of Biography of William Shakespeare (NFE 1)
AP 1.1
AP 1.2 • Individual student copies of From A Midsummer Night’s Dream (FE 1)
Display and read the captions of the first two Timeline Cards, depicting
Martin Luther and Henry VIII. Place both cards on the timeline in the early
1500s. Use the cards to prompt student recollections of the Reformation unit
that students using the Core Knowledge History and Geography series recently
completed. Explain that the effects of changes in religious thinking during the
Reformation were also felt in England, the subject of this unit.
Distribute copies of the England in the Golden Age Student Reader, and suggest
students take a few minutes to look at the cover and flip through the Table of
Contents and illustrations in the book. Ask students to brainstorm individual
words or simple phrases describing what they notice in the Table of Contents
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
Activity Page SUPPORT—Display the Tudor and Stuart Family Tree (AP 1.1). Have
students find Mary and Elizabeth. Explain to students why Elizabeth
inherited the English throne after Mary. (Because there were no other
male heirs, the crown passed to each of Henry’s other children on the basis
AP 1.1 of their ages.)
After the volunteer reads the text, ask the following question:
Chapter 1
Elizabeth I
EVALUATIVE—What are at least two things suggested about Elizabeth’s
Long Live the Queen According
to legend, twenty-five-year-old
The Big Question
personality and character that you can infer from this section?
How did Queen
Elizabeth was sitting under an oak Elizabeth I manage
tree reading the Greek Bible on
The horseman arrived shortly before noon that day. He must have
bowed as he presented Elizabeth with the ring of Mary Tudor,
Elizabeth’s older half sister. The ring was proof that Mary was dead.
And if Mary was dead, Elizabeth was now queen of England.
Page 148
2
Page 149
Queen Elizabeth I was at Hatfield House when she heard the news of her sister’s death.
Elizabeth is said to have closed her book and fallen to her knees.
Scaffold understanding as follows:
Speaking in Latin, she said, “Time has brought us to this place.
This is the Lord’s doing, and it is marvelous in our eyes.”
its definition at the bottom of the page. Tell students that Elizabeth I
had put her on the throne, she needed the support of the English
people to stay there. A march with a thousand people was a way to
show her power.
used her coronation, or the ceremony at which she was crowned queen,
Elizabeth’s coronation day, the day she was
Vocabulary
crowned, was a spectacular event. Ladies of
coronation, n. the
the English court had sent to Belgium for silks ceremony or act of
These clothes were heavy, but they looked like the clothes of a
powerful monarch. That was exactly the impression Elizabeth I
Page 150
wanted to give.
Have students read the rest of the section on pages 150–152 quietly
to themselves or with a partner, being sure to look carefully at the
4
Page 151
Queen Elizabeth I ruled England for almost half a century, raising her kingdom to a peak
of glory.
5 LITERAL—What did Elizabeth do during the coronation ceremony to send
a signal of peace and acceptance to both Catholics and Protestants?
G5_U6_Chap01_SR.indd 5 1/27/17 10:48 AM
A Dangerous Situation
From the time when Elizabeth was a little girl, her life had been
“A Dangerous Situation” on page 152, stopping to explain the
vocabulary word annul.
in danger. England was a nation divided by religion. Elizabeth’s
father, King Henry VIII, had broken from
Vocabulary
the Catholic Church in 1529 because the
annul, v. to officially
pope would not annul his marriage to his state that a marriage
first wife, Catherine. Henry and Catherine never existed under
the law
Invite volunteers to take turns reading aloud the rest of the section
had only one surviving child, Mary, and
Henry wanted a son. Henry wanted to be free of Catherine so
that he could marry Anne Boleyn, who later became Elizabeth’s
Page 152
6
Activity Page SUPPORT—After reading the section “A Dangerous Situation,” display the
Tudor and Stuart Family Tree (AP 1.1), and have students find the two Marys
mentioned in this section: Mary Tudor and Mary Stuart (Mary Queen of
Scots). Ask students how each Mary was related to Elizabeth and what they
AP 1.1 had in common. Why might Elizabeth have felt threatened by them?
»» Mary Tudor was Elizabeth’s half sister; Mary Stuart was Elizabeth’s
cousin. Both Marys were Catholic, and Elizabeth was Protestant. Mary
Tudor had imprisoned Elizabeth for several months while Mary was
queen. After Elizabeth became queen, Mary Queen of Scots made it
After King Henry VIII died, his son Edward and then his older daughter Mary sat on the
throne. clear she thought she should become queen instead of Elizabeth.
nation. However, he had been a sickly
Vocabulary
child, and he died at the age of fifteen.
persecute, v. to treat
Now it was Elizabeth’s older half sister’s people cruelly and
Page 153 7
Page 154
did not recognize Henry’s marriage to Elizabeth’s mother.
Stuart who believed Elizabeth should never have been made queen.
8
»» They wanted her to marry and produce an heir to the throne. Elizabeth
The verdict? Guilty. The punishment? Death. is made up of the
House of Lords
and the House of
Queen of Her People, Bride of Commons
Her Nation
Even the best and most widely used roads in England were very
poor by today’s standards. They were dirt roads that turned to
mud in wet weather. In dry weather, deep ruts could tip a cart
over or break its axle. The caravan of horses and carts could cover
After the students read the text, ask the following questions:
only ten or twelve miles a day, roughly the distance that someone
Page 156
10
»» Possible response: It was wise as she was able to meet the common
in preparation for their queen’s arrival!
Page 157 11
Page 158
Elizabeth might imprison the husband until she could be sure
12
Elizabeth I ruled for forty-five years, from 1558 to 1603. By the time
she died, she had given her own name to her era. It was a time of
great literature and exploration, but it was not named for William
Shakespeare or Sir Francis Drake. We remember it today as the
»» Students might describe Elizabeth as fair, practical, or tolerant. They
Elizabethan Age.
Page 159 13
»» Elizabeth unified and strengthened her kingdom. Her reign was a
G5_U6_Chap01_SR.indd 13 1/27/17 10:48 AM
Timeline
• Show students the two remaining Chapter 1 Timeline Image Cards. Read
and discuss the captions.
• Review and discuss the Big Question: “How did Queen Elizabeth I manage
the conflicts between the Catholics and the Protestants?”
• Post the images to the Timeline under the date referencing the 1500s; refer
to the illustration in the Unit 6 Introduction for guidance on the placement
of each image card to the Timeline.
Additional Activities
2. Why do some people believe William Shakespeare did not write his plays?
»» He did not attend a university. Some argue that he was not educated
well enough to write such amazing plays.
6. What impact has William Shakespeare had on daily life and popular culture?
»» Shakespeare is credited with having invented more than one thousand
words. His works are still enjoyed today in their original form and as
adaptations.
Assign character roles and sections of the excerpt to students. The following
characters have speaking parts:
• Egeus
• Duke Theseus
• Hermia
• Lysander
• Helena
• Demetrius
• Francis Flute/Thisbe
• Oberon
• Titiana
• Puck
• Nick Bottom/Pyramus
• Snug
• Director (of the play within the play)
Materials Needed
Activity Pages • Display and individual student copies of Tudor and Stuart Family Tree (AP 1.1)
• Display and individual student copies of World Map (AP 1.2)
AP 1.1
AP 1.2
Explain to students that it was Henry VIII who started building England’s
navy, but it was Elizabeth I who used it. An important contributor to the
increasing strength and presence of England’s navy on the world’s oceans
was Francis Drake. Remind students that they already met Sir Francis Drake
when they studied the Age of Exploration. Display Timeline Card 5 and post
it on the Timeline, in the 1500s section. Use the image on the card to prompt
student recollections of Drake.
Activity Page Tell students that Drake played an important role in England’s dealings with
Spain, a country with which England was increasingly in conflict. Display
AP 1.2 and point out the locations of England and Spain. Ask students to
describe the relative location of each nation. Call students’ attention to the
AP 1.2
Big Question, and have them keep the question in mind as they read about
the conflicts between Spain and England.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
During the late 1500s, while Elizabeth I was on the throne, the
Page 160
14
After you read the text, ask the following questions:
G5_U6_Chap02_SR.indd 14 1/27/17 10:48 AM
LITERAL—What did the English and Queen Elizabeth think of Francis Drake?
»» Queen Elizabeth and the English thought Drake was a brave and
skilled sea commander, a hero.
America. Tell students this is where Walter Raleigh tried to start his colony
in another country
Spanish ambassador to London called
dub, v. to officially
him “the master-thief of the unknown
make someone a
world.” The following year, however, knight
Queen Elizabeth I dubbed him “our
golden knight,” and he became Sir Francis Drake.
Page 162
16
LITERAL—What did the Englishmen who explored the Pacific Ocean hope
Aboard Drake’s ship Golden Hind, Elizabeth I touched a sword to Francis Drake, making
to do?
him a knight.
on an island off the coast of North Carolina, did not last. Most
of the colonists returned home in a few months. A second group
disappeared a short while later. Decades would pass before
»» They hoped to establish trade routes that would bring riches to
themselves and England.
the English succeeded in establishing a permanent colony in
North America.
Even though their colonies had not succeeded, the English still
Page 163 17
Page 164
18 as it attempted to increase the Spanish empire and continue to control
the seas. Drake and other Englishmen also stole the treasures that
G5_U6_Chap02_SR.indd 18 1/27/17 10:48 AM
Read aloud the last four paragraphs of the “The Invincible Armada”
on pages 164–166.
CORE VOCABULARY—Review with students the meaning of the words
The “invincible” Spanish Armada attempted to invade England in 1588.
resin and current as they are encountered in the text. Tell students that resin
is a natural substance found on trees and is often called the “sap” or “gum”
Finally, in July 1588, the Spanish fleet was spotted. Dubbed the
“Invincible Armada” by the pope because they could not be
Page 165 defeated, the Spanish ships were an impressive sight. The armada
19
of a tree.
Activity Page SUPPORT—After reading the last paragraph of this section, display the
World Map (AP 1.2). Have students locate Spain, the English Channel,
England, Scotland, and Ireland. Ask students to refer to these locations as
they explain the role of the weather in the defeat of the Spanish Armada.
AP 1.2
After you read the text, ask the following questions:
LITERAL—What event led Spain’s King Philip to decide to invade England?
»» Sir Francis Drake led a surprise attack and destroyed ships in a Spanish
had 130 large ships that sailed in a tight formation. They were like
harbor.
floating fortresses. These ships carried more than 30,000 people,
as well as horses and weapons. The Spanish were not planning a
sea battle. They planned to invade England and capture it with a
England?
current, n. the
small, but they were nimble. The English ongoing movement
sailors also knew all the currents of of water within a
larger body of water,
the waters in which they fought. They such as in a river or
darted around the edges of the Spanish ocean
The English set empty ships on fire and let the ocean currents
carry them toward the armada. This forced the Spanish ships to
break out of their tight formation to avoid the flames. Still, Spain
»» He wanted to see England returned to Catholicism.
might have conquered England if it had not been for the weather.
As the Spanish retreated, a powerful storm blew dozens of their
During Elizabeth’s reign, Spain was the greatest sea power in the
help them fight the Spanish fleet?
world. Many English people were truly terrified that Spain would
conquer England and make it a Catholic country once again. King
»» Because the English knew the currents of the waters where the battles
Philip of Spain had counted on England’s Catholics to rise against
Page 166
their queen and aid his invasion. Instead, the English Catholics
20
took place, they could set empty ships on fire and let the ocean
currents carry them toward the armada.
Timeline
• Show students the Chapter 2 Timeline Card of the Spanish Armada. Read
and discuss the caption.
• Review and discuss the Big Question: “Why might the Catholics in England
have chosen to be loyal to their Protestant queen, rather than support King
Philip of Spain?”
• Post the image of the Spanish Armada on the Timeline in the 1500s section;
refer to the illustration in the Unit 6 Introduction for guidance on the
placement of each image card to the Timeline.
Materials Needed
Activity Pages • Display and individual student copies of Tudor and Stuart Family Tree (AP 1.1)
• Display and individual student copies of World Map (AP 1.2)
AP 1.1
AP 1.2
“divine right of kings,” (phrase) t he belief that kings and queens have a
God-given right to rule and that rebellion against them is a sin (168)
Example: Many of Europe’s kings believed in the “divine right of kings” and
refused to share their power with their subjects.
alliance, n. an agreement between nations in which they work together
toward a common goal or fight on the same side in a war (171)
Example: Marriage between royalty from two different countries was one
way to create an alliance between those countries.
Variation: alliances
Read aloud the title of this lesson and define the term “civil war.’’ (a war between
people who live in the same country) Explain that countries and their leaders face
two different kinds of conflicts: external conflicts (conflicts with parties outside
the country) and internal conflicts (conflicts between parties within the country).
The Spanish Armada, which students read about in the previous chapter, was an
example of an external threat and drew the people of England together.
What happens, however, when people are divided by an internal disagreement?
Tell students that they will be learning more about what happened in England
when it was faced with internal disagreements. Have students consider the Big
Question and look for details about Parliament and Charles I as they read.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
»» She named King James VI of Scotland, who in England was called James I.
The Big Question
lived to be nearly seventy years old.
Why did Parliament
That was a long life for someone in distrust Charles I and
the 1500s—and for someone whom his wife Henrietta?
so many people had wanted to kill!
The legend is that as she lay dying, she whispered to
the archbishop of Canterbury the name of her successor
to the throne.
Whom do you think she named the next ruler? She named her closest
relative, James Stuart, the son of her great enemy, Mary Queen of Scots.
INFERENTIAL—Why might that have been a surprise to many people?
Unlike his mother, however, King James VI of Scotland was a
King James I
Page 168
against them is a sin
the two groups together. The only thing they
22
After the volunteers read the text, ask the following questions:
G5_U6_Chap03_SR.indd 23 1/27/17 10:47 AM
change the Church of England, and they lived daily life in plain and
fancy clothes or jewelry.
Page 170
the throne.
simple ways.
24
Charles I was a weak, sickly child. He did not walk until he was
While Presbyterians were Protestant, they did not share the beliefs of
the Church of England. Instead, the Presbyterians were Calvinists—they
seven years old. Like his father, James I, and Queen Elizabeth I
before him, he believed that he had been chosen by God to rule.
Unlike Elizabeth, however, Charles did not understand that he
Page 172
many of the men in the English Parliament were Puritans or agreed
26
“I see the birds have flown,” said Charles, and it was clear now that
he had few, if any, supporters in Parliament. London was in an »» He realized he had few supporters in Parliament and it was not safe for
him to stay in London.
uproar. King Charles realized that it was not safe for him to stay in
the capital city. In 1642 he escaped to northern England to raise an
Page 173
army to fight his own Parliament.
27
After you read the text aloud, ask the following questions:
LITERAL—Who were the Cavaliers? Who were the Roundheads?
Page 174
A Cavalier (left) and a Roundhead (right)
28
»» The Cavaliers were Royalists or supporters of King Charles. The
G5_U6_Chap03_SR.indd 28 1/27/17 10:48 AM
LITERAL—How did the English Civil War worsen the daily lives of the
by those who opposed them. Those people shouted “cavalier” at
the well-dressed, aggressive young nobles who strutted in the
streets of London. Today we might describe someone who seems
arrogant and thoughtless as cavalier.
Page 175 29
Timeline
• Show students the four Chapter 3 Timeline Image Cards. Read and discuss
the captions, making particular note of any dates.
• Review and discuss the Big Question: “Why did Parliament distrust Charles I
and his wife Henrietta?”
• Choose one of the Core Vocabulary words (alliance, official, or civil war) or
phrases (“divine right of kings” or “country estate”), and write a sentence
using the word or phrase.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page Materials Needed: Sufficient copies of the Domain Vocabulary: Chapters 1–3
(AP 3.1)
Distribute AP 3.1, Domain Vocabulary: Chapters 1–3, and direct students to
AP 3.1 match the definitions to the vocabulary terms they have learned in their
reading about England in the Golden Age.
This activity may be assigned for homework.
Materials Needed
Activity Page • Display copy of Tudor and Stuart Family Tree (AP 1.1)
AP 1.1
gentry, n. people who own land and have high social standing but no titles
of nobility (176)
Example: Oliver Cromwell’s family was part of the English gentry.
rank, n. a position in a group or organization (178)
Example: As one of the debate club’s best speakers, Jason held a high rank in
the club.
treason, n. the crime of being disloyal to one’s own country (180)
Example: In the 1600s, King Charles I was found guilty of treason and executed.
Explain to students that in this lesson they will be reading about the outcome
of the English Civil War and the direction England took in the years that
followed the war.
Direct students to the Big Question: Why might Oliver Cromwell have
once earned the reputation of being a dictator? Tell students to note all of
Cromwell’s actions as ruler of England.
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
“The End of the War” and “Young Oliver Cromwell,” Pages 176–178
After the volunteer reads the text, ask the following questions:
death of Queen Elizabeth I. His family belonged gentry, n. people
who own land and
to the class of people called the gentry. Members have high social
of the gentry were a level lower than nobles on standing but no
titles of nobility
Page 176
the social ladder.
INFERENTIAL—How did the fact that the soldiers on both sides were
30
31
Cromwell was not happy under the rule of Charles I. He did not
approve of Charles’s sympathy for Catholics. Also, Cromwell was a
member of Parliament, which had its own troubles with the king.
Then ask students to read the section “Cromwell in the Civil War”
When the English Civil War began in 1642, Cromwell pulled
together a troop of soldiers and led them to fight against Charles I.
As their captain, Cromwell demanded of his men the same
on pages 178–180 quietly or with a partner.
qualities he demanded of himself: selfless dedication and
His troops won battle after battle, and Cromwell rose in rank.
He began to build up Parliament’s armies, trying to accept only
religious men to serve as soldiers. He thought that belief in God
would give them a reason to fight. He did not allow swearing
Page 178
organization
or privilege.
32
»» He was good at organizing and leading the fighting troops, and his
soldiers won battles.
Page 179
Cromwell led Parliament’s army to victory in the English Civil War. His troops, nicknamed
“Ironsides,” never lost a battle.
33
Note: Students in Core Knowledge schools may recall the word treason
Charles I believed that God meant for him to rule. The fact that the
Cavaliers had lost to the Roundheads was not important to him.
Charles tried to use the disagreements among the members of
from their reading about Benedict Arnold and the American Revolution
Parliament, the New Model Army, and the Scots to regain power
for himself. He made a secret deal with the Scots, promising to
share power with them if he could regain the throne. A second,
shorter civil war soon began. Cromwell once again defeated the
king and his supporters.
After the short, second civil war, Cromwell and other leaders of the
army decided to put Charles I on trial for treason. This was a shocking
in Grade 4.
idea. That a king, chosen by God to rule a country, could betray
Page 180
who opposed the trial from entering.
34
“Charles I believed that God meant for him to rule.” Ask students what
G5_U6_Chap04_SR.indd 34 1/27/17 10:47 AM
The trial of Charles I lasted five days. At the end, Charles was
condemned as “a Tyrant, Traitor, Murderer, and Public Enemy,”
The Ax Falls
Charles put on two shirts so that he would not shiver and cause
English people?
people to think that he was afraid to die. Even in the face of death,
however, he did not change his views. He declared again that the
Page 181
common people should not share in government but be ruled
35
»» Many people believed in the divine right of kings. They could not
G5_U6_Chap04_SR.indd 35 1/27/17 10:47 AM
accept that a king chosen by God to rule a country could betray that
country and be tried for treason.
Lord Protector
on pages 182–183.
Parliament wanted Cromwell to become the king, but he refused.
If he had accepted, the army probably would have turned against
him. Instead of continuing as a monarchy, England, Scotland,
Wales, and Ireland essentially became a republic.
Note: Students in Core Knowledge schools may recall the terms republic
(phrase) laws or
not strictly enforced.
rules, both written
and unwritten, that
In his personal life, Cromwell was not as govern society
strict as he was in his public policies, nor
was he as strict as many of his followers. Cromwell did however
impose very harsh policies against Catholics in Ireland. Thousands
of men, women, and children died at the hands of his soldiers.
and dictator from their Grade 3 study of Ancient Rome.
Cromwell took away land from Irish Catholics and gave it to
Page 182
36
SUPPORT—Review the differences between a monarchy and a republic.
Students might recall studying the Roman Republic. While they have
G5_U6_Chap04_SR.indd 36 1/27/17 10:47 AM
None of the methods that Cromwell tried worked very well. Today,
though, historians believe that his willingness to try different
LITERAL—For about two hundred years after his death, how was
Cromwell remembered? How is he remembered by historians today?
»» He was remembered as the man who executed a king and ruled as
a dictator. Today, historians believe Cromwell helped England move
toward a more democratic system.
• Choose one of the Core Vocabulary words (gentry, rank, treason, monarchy,
republic, dissolve, or dictator) or the phrase “public policy,” and write a
sentence using the word or phrase.
To wrap up the lesson, ask several students to share their responses.
Materials Needed
Activity Pages • Display and individual student copies of the Tudor and Stuart Family
Tree (AP 1.1)
• Display and individual student copies of the World Map (AP 1.2)
AP 1.1
AP 1.2
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
In 1650, the year after the execution of his father, Charles II led an
army of Scots against Cromwell. As usual, Cromwell was victorious.
Young Charles, little more than a teenager then, was suddenly on the
high, with hair deep brown to black.” Have students examine the portrait
of Charles II on page 185. Does it match the description? (No. In the portrait,
run from Cromwell’s army.
you can see they are dark, as his natural hair was.
Activity Page
SUPPORT—Display the World Map (AP 1.2) and have students locate
France. Tell students that by this time France was the most powerful
Catholic country in Europe. Remind students that Charles I had married a
AP 1.2
French princess. That is why Charles II fled there.
After students read the text, ask the following question:
LITERAL—Why did Charles II become a fugitive?
»» With the Scots, he fought against Cromwell and his government.
After his father was executed, Charles II tried to fight Cromwell’s army
Page 185
and ended up fleeing to France.
39
Invite a volunteer to read aloud the section “The End of ‘Sword Rule.’”
or hides to avoid
Charles escaped to France and then, for capture
the next eight years, he wandered around
Europe. He had no money and few friends. Cromwell turned the
governments of France and Holland against him.
After the volunteer reads the text, ask the following questions:
The End of “Sword Rule”
When Cromwell died in 1658, his son Richard took over, but he
was not a strong leader. England seemed to be falling apart. Many
in England wanted to return to a government with a king and a
“sword rule”?
Parliament. In 1660, the English Parliament invited Charles II back
Page 186
of a monarch was called the Restoration.
40 LITERAL—Why did Parliament invite Charles II back to rule England as king?
G5_U6_Chap05_SR.indd 40 1/27/17 10:47 AM
»» Cromwell’s successor, his son Richard, was not a strong leader, and
many English people wanted to return to a government of a king and
Parliament.
SUPPORT—Point out the word merry in the section title. Explain that
years in hiding. Paintings and tapestries during which the
monarchy was
showed him hiding behind oak trees to reestablished
escape from Cromwell’s soldiers.
compromise, n.
merry can mean happy, as in “Merry Christmas,” but it can also mean lively,
when each side
Charles, unlike his father, understood that
in a dispute gives
he needed the support of Parliament and up some of its
demands to reach
of his people to stay on the throne. He said an agreement
or “full of life.” Encourage students to look for ways that Charles II was “full
that he had no wish “to go on his travels
disband, v. to
again.” He supported Parliament as it end a group or
reestablished the Church of England. Many an organization;
dissolve
of life.”
people in England now saw the Church of
England as a good compromise between what most still viewed
as the dangers of the Catholic Church and the strictness of the
Puritans. Parliament also disbanded the army.
Page 188
and the theater.
42
on pages 188–189.
lose his throne. another
Charles would have liked to let the English people practice any
religion they wished. Parliament, however, was now suspicious
of both Catholics and Puritans. Parliament restored the Church of
England and made it stronger than ever. Puritans lost their jobs,
and their worship services were forbidden. Instead, Puritans,
Quakers, and other Protestants who did not belong to the
Church of England were called Dissenters. Some of them went to
CORE VOCABULARY—Review with students the meaning of the word
convert as it is encountered.
colonies in North America to escape persecution.
Note: Students may recall the word convert from the previous unit about
the country seemed to still be falling apart. The kingdom was
running out of money. Rivalry over trade routes led to several
small wars with Holland. Then, Dutch ships sailed into an English
harbor, sank five English ships, and towed a battleship back to
Holland. People ridiculed Charles for not paying enough attention
to running his kingdom. the Reformation.
Page 189
G5_U6_Chap05_SR.indd 43
43
1/27/17 10:47 AM
After volunteers read the text, ask the following questions:
LITERAL—Did Parliament give up its power when Charles II was restored
to the throne?
»» No, Parliament did not give up all of its power.
During Charles II’s rule, two other setbacks occurred. They were
Scaffold understanding as follows:
not Charles’s fault, but they cast a shadow on his reign. One event
was an outbreak of the bubonic plague.
Note: Students in Core Knowledge schools might recall the plague from their
Charles II and his queen had no children. The next in line for the
throne was James, the brother of Charles. James was a Catholic.
44
Timeline
• Show students the two Chapter 5 Timeline Image Cards. Read and discuss
the captions, making particular note of any dates.
• Review and discuss the Big Question: “Why did many people not want
James II to be king?”
• Post the two Timeline Image Cards in the 1600s section; refer to the
illustration in the Unit 6 Introduction for guidance on the placement of
each image card to the Timeline.
Additional Activities
Activity Page Materials Needed: Sufficient copies of the Domain Vocabulary: Chapters 4–5
(AP 5.1)
Distribute AP 5.1, Domain Vocabulary: Chapters 4–5, and direct students to
AP 5.1 match the definitions to the vocabulary terms they have learned in their
reading of England in the Golden Age. Have them place the words in the correct
crossword puzzle boxes.
This activity may be assigned for homework.
Materials Needed
Activity Pages • Display and individual student copies of World Map (AP 1.2)
• Display and individual student copies of Tudor and Stuart Family
Tree (AP 1.1)
AP 1.1
AP 1.2
When you or a student reads aloud, always prompt students to follow along.
By following along, students may acquire a greater understanding of the
content. Remember to provide discussion opportunities.
»» William of Orange
The Big Question
of James II’s son, the next in line
Why was a foreign
for the throne had been James’s ruler invited to invade
older daughter, Mary. Mary was England?
a Protestant; she was married to
William of Orange, a hero to Protestants in Europe.
In the fall of 1688, the Immortal Seven, the seven important leaders
of Parliament, sent an invitation to William. They invited him to bring
an army to England. They told him that they would support him. This
was a very unusual thing to do. These seven leaders of Parliament
were inviting a foreign ruler to invade their country!
Page 193
leaders of Parliament invited William to invade England.
47
William’s Motives
Scaffold understanding as follows:
William of Orange was only too happy to accept this invitation.
But William had two major problems. One was that England’s
on pages 194–195.
Catholic king, James II, was an ally of France. The other problem
was that if William sailed into England, France might take his
absence from Holland as an opportunity to invade his country.
English Channel. Use the World Map (AP 1.2) to point out the location of the
instead of Holland. The second was that connects the North
Sea and the Atlantic
the wind shifted. Normally at that time of Ocean
year, the winds in the English Channel
English Channel.
blew from west to east, making it difficult to sail from Holland to
England. In 1688, however, a strong wind rose up that blew from
the northeast. That was exactly the wind that William needed to
invade England. Called the “Protestant wind,” it allowed William to
bring his ships quickly across the channel to England.
SUPPORT—Display the World Map (AP 1.2). Point out the location
Once William landed on English soil, many landowners and
members of Parliament joined his cause. The queen took her new
baby and escaped to France. Because so many Protestant officers
of Holland on the inset map. Explain that Holland is now called The
in James’s army deserted to fight for William, the king panicked
Page 194
Netherlands. It will be referred to as Holland throughout this unit
48
Activity Page
because that’s what it was called at the time of the Glorious Revolution.
Have students trace the route William of Orange probably took sailing
to England.
AP 1.2 After volunteers read the text, ask the following questions:
LITERAL—What were two concerns William had about going to England?
»» He thought France would invade Holland in his absence, and he
was concerned that England’s Catholic King, James II, was an ally of
Catholic France.
NOTE: Students in Core Knowledge schools may recall the word heir from their
and followed his wife and child. William led his troops into London
without fighting a single battle.
Now there was real confusion. William was not in line to take the
English throne. His wife, Mary, was the daughter of King James II.
themselves.
Yet William was not willing to rule simply as the companion of
the queen.
Page 195 49
After the students have finished reading the text, ask the following
G5_U6_Chap06_SR.indd 49 1/27/17 10:47 AM
questions:
LITERAL—How did Parliament solve the problem of succession to the throne?
»» They offered the crown to William and Mary together.
EVALUATIVE—Do you think in the 1600s it was unusual for a king and
queen to rule together as equals?
»» Possible response: Yes, it was. Even though previous monarchs had
been married, they had ruled alone—not with their spouses.
197.
abandoned the throne when he left England the current king or
queen dies or steps
for France. Therefore, Parliament declared
down
that the throne was vacant. Then Parliament
offered the crown to William and Mary. William would be King
William III and Mary would be Queen Mary II. The king and queen
An Unusual Coronation
Like many monarchs before them, William and Mary had a grand
coronation. Never before, however, had two people received
LITERAL—What laws and religion did William and Mary promise to uphold at
crowns at once. And what crowns they received! It is said that
2,725 diamonds, 71 rubies, 59 sapphires, 40 emeralds, and 1,591
large pearls decorated two gold crowns. The crowns were so
their coronation?
heavy that both William and Mary looked tired from the effort of
wearing them before the coronation ceremony was over.
It was not enough just to choose a new king and queen, however.
of democracy in England?
government. It puts limits on the power of the monarch and gives
important powers to Parliament. Since 1689, Parliament has met
every year.
The part of the United States Constitution that we call the Bill of
Rights was written about a hundred years after the English Bill
of Rights. The American Bill of Rights is very different from the
English Bill of Rights, however. The American Bill of Rights lists and
protects the rights of individual citizens. The English Bill of Rights
»» It was very important because the rulers agreed to uphold
states some basic rights of Parliament in relation to the monarchy.
Parliament at that time consisted mostly of wealthy landowners. Parliament’s laws, not laws made by previous royalty. It also showed
Page 197 51 that rulers could be removed from power without war or execution.
G5_U6_Chap06_SR.indd 51 1/27/17 10:47 AM
Read aloud the section “The Bill of Rights” on pages 197–199, stopping at
The English Bill of Rights was an important prisoner until his or
her trial begins
step in limiting the power of kings and
queens, and in creating a more democratic petition, v. to ask
a person, group,
the box “Important Points of the English Bill of Rights” on page 198.
government in England. or organization for
something, usually in
writing
•
A ruler cannot interfere with the election of members to
Parliament.
All subjects have the right to petition the king.
NOTE: Students in Core Knowledge schools may recall the word petition
• A ruler cannot interfere in freedom of speech and debate
in Parliament. from their Grade 4 study of the American Revolution.
• Protestants can bear arms to defend themselves.
• People should not have to pay excessive bail or fines, nor
Then have students read the “Important Points of the English Bill of
should they be given cruel or unusual punishments.
Page 198
52
Rights” to themselves or with a partner. After students read the text, ask
G5_U6_Chap06_SR.indd 52 1/27/17 10:47 AM
LITERAL—What does the English Bill of Rights state about a ruler and laws
William and Mary accepted the English Bill of Rights, which made it clear that Parliament
had gained important powers.
made by Parliament?
»» It states that a ruler cannot “set aside” or ignore laws made by Parliament.
Page 199 53
Timeline
• Show students the two Chapter 6 Timeline Image Cards. Read and discuss
the captions, making particular note of any dates.
• Review and discuss the Big Question: “Why was a foreign ruler invited to
invade England?
• Post the images of William and Mary and William and Mary with the Bill of
Rights to the Timeline in the 1600s section; refer to the illustration in the
Unit 6 Introduction for guidance on the placement of each image card to
the Timeline.
• Choose one of the Core Vocabulary terms (English Channel, heir, bail, or
petition), and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page Materials Needed: Sufficient copies of Match the Monarchs (AP 6.1)
This activity can be done in class, followed by a class discussion, or assigned
as homework. Students can complete the activity individually or work in
AP 6.1 pairs. If the activity is done in class, review with the class and correct any
misinformation the students might have regarding the monarchs named in
the activity.
Teacher Resources
Unit Assessment: England in the Golden Age 275
Activity Pages
• Tudor and Stuart Family Tree (AP 1.1) 283
• World Map (AP 1.2) 284
• Domain Vocabulary: Chapters 1–3 (AP 3.1) 285
• Domain Vocabulary: Chapters 4–5 (AP 5.1) 286
• Match the Monarchs (AP 6.1) 288
The following fiction and nonfiction excerpts and related activity page
can be found and downloaded at:
www.coreknowledge.org/ckhg-online-resources
Fiction Excerpts
• From A Midsummer Night’s Dream (FE 1)
• The Language of Shakespeare (AP 1.3)
Nonfiction Excerpt
• “A Biography of William Shakespeare” (NFE 1)
9. What names were given to the sides in the English Civil War?
a) Scots and Royalists
b) Roundheads and Cavaliers
c) Nobles and Gentry
d) the New Model Army and the Merry Olde Forces
11. Which of the following happened after the English Civil War ended?
a) Religious tensions in England disappeared.
b) Oliver Cromwell was driven out.
c) Charles I was executed.
d) The king of Scotland became king of England.
13. The period of English history that began in 1660, when Charles II became king, is known as the
a) Civil War.
b) Glorious Revolution.
c) Armada.
d) Restoration.
19. persecute a) the belief that kings and queens have a God-given right to
rule and that rebellion against them is a sin
21. “divine right of kings” c) a person who believed that the Church of England needed
to be “purified”
22. civil war d) a war between people who live in the same country
23. Puritan e) the original law-making branch of the English government
that is made up of the House of Lords and the House
of Commons
Henry VIII established Henry’s action started a conflict in England that pitted Christian
the Church of England. religious groups (Catholics, Protestants, Puritans, and even Dissenters)
against each other as they worked and sometimes fought to control
the government.
Various Catholic rulers Queen Mary, known as “Bloody Mary,” tried to reestablish Catholicism
tried to reestablish a and persecuted Protestants, Puritans, and Dissenters.
Catholic line of rulers.
Later Charles I and James II believed they were chosen to rule by
God. Both married Catholic wives, which concerned Protestants, who
thought they were trying to establish Catholic lineage to the throne.
The Reign of Elizabeth I Resolving conflicts between Catholics and Protestants was a major
issue for Elizabeth during her reign.
She reestablished the Church of England and included parts of both
Catholic and Protestant church practices.
Elizabeth did not persecute Catholics, Puritans, or Dissenters.
Catholic Spain attempted to invade Protestant England, but the
English navy defeated the Spanish Armada.
Puritan Rule Cromwell ruled England and forced Puritan laws on the entire
population. He persecuted Catholics.
The Glorious Revolution William and Mary were chosen by members of Parliament because
they were Protestant.
Above Average Response is accurate, detailed, and persuasive. The references clearly
show what role religion played in the events in England in the 1500s and
1600s. The writing is clearly articulated and focused, and demonstrates
strong understanding of the subjects discussed; a few minor errors may be
present.
Average Response is mostly accurate and somewhat detailed. The references show
how religion played a role in the events in England in the 1500s and 1600s.
The writing is focused and demonstrates control of conventions; some
minor errors may be present.
Adequate Response is mostly accurate but lacks detail. The essay helps show how
religion played a role in the events in England in the 1500s and 1600s but
references few details from the text. The writing may exhibit issues with
organization, focus, and/or control of standard English grammar.
Puritan Rule
TEACHER RESOURCES
Activity Page 1.1
Catherine of Henry VIII Anne Jane Anne of Cleves Margaret James IV, King
Aragon + (1491–1547) + Boleyn + Seymour + (1515–57) (1489–1541) + of Scotland
(1509–37) (1473–1513)
(1485–1536) 1509–47 (1500–36) Catherine Howard
+ (1521–42)
Catherine Parr
+ (1512–48)
James V, King Mary of
Phillip II, Mary I Elizabeth I Edward VI of Scotland + Lorraine
King of + (1516–58) (1533–1603) (1537–53) (1512–42) (1515–60)
Spain 1553–58 1558–1603 1547–53
(1526–98)
Mary, Queen Henry, Lord
of Scots + Darnley
(1542–87) (1545–67)
James VI of Scotland Anne of
The Stuarts 1603–1714 and I of England + Denmark
(1566–1625) (1574–1619)
1603–25
283
Name Date
284
World Map
World Map
ARCTIC OCEAN
England
Activity Page 1.2
AFRICA
ATLANTIC Philippines
OCEAN
Equator
SOUTH Indonesia
AMERICA
INDIAN OCEAN
PACIFIC OCEAN
AUSTRALIA
N
N Straits of Magellan
W E
W E
S Scotland
S 0 2,000 miles North Sea
ANTARCTICA
Ireland
England nd
lla
Ho
London
English Channel
ATLANTIC
OCEAN France
Use with Chapters 1–6
Terms Definitions
9. ”divine right of kings” i) an agreement between nations in which they work
together
10. civil war j) a war between people who live in the same country
12. coronation l) the belief that kings and queens have a God-given right
to rule and that rebellion against them is a sin.
bubonic plague compromise convert dictator disband
dissolve fugitive gentry monarchy public policy rank
republic Restoration treason
Across Down
2. to end a group or organization; dissolve 1. when each side in a dispute gives up some
of its demands to reach an agreement
4. a ruler who has total control over the
country 3. a deadly disease spread by fleas on infected
rodents
5. to end something, such as an organization
6. a government led by a king or queen
8. people who own land and have high social
standing but no titles of nobility 7. a position in a group or organization
11. laws or rules, both written and unwritten, 9. the historical period during which the
that govern society monarchy was reestablished
12. the crime of being disloyal to one’s own 10. a government in which people elect
country representatives to rule for them
2 3
8 9
10
11
12
13
14
“sword rule’’
Series Editor-in-Chief
E. D. Hirsch, Jr.
The Renaissance Pope Leo I (c.390–461) Repulsing Attila (c.406–453) 1511–14 (fresco), Raphael (Raffaello
Sanzio of Urbino) (1483–1520) / Vatican Museums and Galleries, Vatican City / Alinari /
Subject Matter Expert Bridgeman Images: 15g, 53
Portrait of Isabella d’Este (1474–1539), Titian (Tiziano Vecellio) (c.1488–1576) /
Ann E. Moyer, PhD, Department of History, University of Pennsylvania
Kunsthistorisches Museum, Vienna, Austria / Ali Meyer / Bridgeman Images: 15j, 67
Illustration and Photo Credits Portrait of Michelangelo, ca 1535, by Jacopino del Conte (1510–1598) / De Agostini Picture
Library / Bridgeman Images: 15m
Cover Images: The Globe Theatre, English School, (20th century) / Private Collection / © Look
PortraitofMigueldeCervantesySaavedra(1547–1615),JaureguiyAguilar,Juande(c.1566–1641)/
and Learn / Bridgeman Images; Flying Machine, SuperStock/SuperStock
Private Collection / Bridgeman Images: 15s
Adoration of the Magi (tempera on panel) (for detail see 315894), Botticelli, Sandro
Portrait of William Shakespeare (1564–1616) c.1610 (oil on canvas), Taylor, John (d.1651) (attr.
(Alessandro di Mariano di Vanni Filipepi) (1444/5–1510) / Galleria degli Uffizi, Florence, Italy /
to) / National Portrait Gallery, London, UK / Bridgeman Images: 15t
Bridgeman Images: 39
Portraits of Leo X (1475–1521) Cardinal Luigi de’ Rossi and Giulio de Medici (1478–1534) 1518
akg–images/akg-images/SuperStock: 93
(oil on panel), Raphael (Raffaello Sanzio of Urbino) (1483–1520) / Galleria degli Uffizi, Florence,
akg-images/Superstock: 15o Italy / Bridgeman Images: 55
Andre Lebrun/age fotostock/SuperStock: 84 Reconstruction of St. Peter’s Basilica and the Piazza from the Plans by Donato Bramante
Art Archive,The/SuperStock: 29 (1444–1514) (w/c on paper), French School, (20th century) / Archives Larousse, Paris, France /
Atlas, copy of a Greek Hellenistic original (marble) (detail), Roman / Museo Archeologico Bridgeman Images: 54
Nazionale, Naples, Italy / Bridgeman Images: 30 Recruitment of Venetian troops on the Molo, c.1562, Angolo del Moro, Gian Battista (1514–75) /
Barnes Foundation/SuperStock: 38 Palazzo Ducale, Venice, Italy / Bridgeman Images: 66
Cosimo de’ Medici (Il Vecchio) (1389–1463) 1518 (oil on panel), Pontormo, Jacopo Richard Cummins/SuperStock: 14a, 30
(1494–1557) / Galleria degli Uffizi, Florence, Italy / Bridgeman Images: 15d, 47 School of Athens, from the Stanza della Segnatura, 1510–11 (fresco), Raphael (Raffaello Sanzio
DeAgostini/SuperStock: 14b of Urbino) (1483–1520) / Vatican Museums and Galleries, Vatican City / Bridgeman Images:
Don Quixote, English School, (20th century) / Private Collection / © Look and Learn / Bridgeman 15c, 40
Images: 102 Self Portrait at the Age ofTwenty-Eight, 1500 (oil on panel), Dürer or Duerer, Albrecht (1471–1528) /
Effects of Good Government in City, detail from Allegory and Effects of Good and Alte Pinakothek, Munich, Germany / Bridgeman Images: 15q, 101
Bad Government on Town and Country, 1337–1343, by Ambrogio Lorenzetti (active Self Portrait, c.1506 (tempera on wood), Raphael (Raffaello Sanzio of Urbino) (1483–1520) /
1285–1348), fresco, Room of Peace, Palazzo Publico, Siena, Lorenzetti, Ambrogio (1285–c.1348) / Galleria degli Uffizi, Florence, Italy / Bridgeman Images: 15f
Palazzo Pubblico, Siena, Italy / De Agostini Picture Library / G. Dagli Orti / Bridgeman Images: 14c Self Portrait, c.1562–64 (oil on canvas), Titian (Tiziano Vecellio) (c.1488–1576) / Galleria degli
Exterior view of S. Maria del Fiore, 1294–1436 (photo) / Duomo, Florence, Italy / Bridgeman Uffizi, Florence, Italy / Bridgeman Images: 15i
Images: 48 SistineChapelCeiling,1508–12(fresco)(postrestoration),Buonarroti,Michelangelo(1475–1564)/
Fine Art Images/Fine Art Images/SuperStock: 74, 102 Vatican Museums and Galleries, Vatican City / Bridgeman Images: 84
Fine Art Images/Superstock: 15l Sistine Chapel Ceiling: Libyan Sibyl, c.1508–10 (fresco), Buonarroti, Michelangelo (1475–1564) /
Iberfoto/Iberfoto/SuperStock: 100 Vatican Museums and Galleries, Vatican City / Alinari / Bridgeman Images: 82
imageBROKER/imageBROKER/SuperStock: 84 Steve Vidler/SuperStock: 32
Interior of a 16th century printing works, copy of a miniature from ‘Chants royaux sur la SuperStock/SuperStock: 73, 75, 84
Conception couronnee du Puy de Rouen’ (colour litho), French School, (16th century) (after) / The Banquet of the Monarchs, c.1579 (oil on canvas), Sanchez Coello, Alonso (c.1531–88) /
Bibliotheque Nationale, Paris, France / Bridgeman Images: 15b, 67 Muzeum Narodowe, Poznan, Poland / Bridgeman Images: 91–92
Lorenzo de’ Medici (1449–92) surrounded by artists, admiring Michelangelo’s ‘Faun’ (fresco), The ‘Carta della Catena’ showing a panorama of Florence, 1490 (detail of 161573): 15e
Mannozzi, Giovanni (da San Giovanni) (1592–1636) / Museo degli Argenti, Palazzo Pitti, The ‘Carta della Catena’ showing a panorama of Florence, 1490 (detail of 161573), Italian School,
Florence, Italy / Bridgeman Images: 49 (15th century) / Museo de Firenze Com’era, Florence, Italy / Bridgeman Images: 46
Martin Hargreaves: 33, 38 The Globe Theatre, English School, (20th century) / Private Collection / © Look and Learn /
Melancholia, 1514 (engraving), Dürer or Duerer, Albrecht (1471–1528) / Private Collection / Bridgeman Images: 101
Bridgeman Images: 15r, 101 The Miracle of the Relic of the True Cross on the Rialto Bridge, 1494 (oil on canvas) (see also
Merchants meeting to establish fish prices in Venice towards end of century, miniature from 119437), Carpaccio, Vittore (c.1460/5–1523/6) / Galleria dell’ Accademia, Venice, Italy /
Venetian manuscript / De Agostini Picture Library / A. Dagli Orti / Bridgeman Images: 66 Bridgeman Images: 15h, 65
Ms Fr 2810 f.51, Transportation of spices to the west and unloading spices in the east, miniature The Wool Factory, 1572 (slate), Cavalori, Mirabello (1510/20–72) / Palazzo Vecchio (Palazzo
from Livre des merveilles du monde, c.1410–12 (tempera on vellum), Boucicaut Master, della Signoria) Florence, Italy / Bridgeman Images: 47
(fl.1390–1430) (and workshop) / Bibliotheque Nationale, Paris, France / De Agostini Picture Travel Pictures Ltd/Travel Pictures Ltd/Superstock: 101
Library / J. E. Bulloz / Bridgeman Images: 15a “View of St. Peter’s, Rome, 1665 (oil on canvas), Italian School, (17th century) / Galleria Sabauda,
Peter Willi/Peter Willi/SuperStock: 92 Turin, Italy / Bridgeman Images”: 53
Peter Willi/Superstock: 15p Westend61/Superstock: 15k
Pieta by Michelangelo (1475–1564), St Peter’s Basilica in Vatican City / De Agostini Picture Westend61/Westend61/Superstock: 73
Library / M. Carrieri / Bridgeman Images: 15n, 83
Within this publication, the Core Knowledge Foundation has provided hyperlinks to independently owned and operated sites whose content we have determined to be of possible interest to you. At the time
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that we do not monitor the links or the content on such sites on an ongoing basis and both may be constantly changing. We have no control over the links, the content or the policies, information–gathering
or otherwise, of such linked sites.
By accessing these third–party sites and the content provided therein, you acknowledge and agree that the Core Knowledge Foundation makes no claims, promises, or guarantees about the accuracy,
completeness, or adequacy of the content of such third–party websites, and expressly disclaims liability for errors and omissions in the either the links themselves, or the contents of such sites.
If you experience any difficulties when attempting to access one of the linked resources found within these materials, please contact the Core Knowledge Foundation:
www.coreknowledge.org/contact-us/
Within this publication, the Core Knowledge Foundation has provided hyperlinks to independently owned and operated sites whose content we have determined to be of
possible interest to you. At the time of publication, all links were valid and operational and the content accessed by the links provided additional information that supported
the Core Knowledge curricular content and/or lessons. Please note that we do not monitor the links or the content on such sites on an ongoing basis and both may be
constantly changing. We have no control over the links, the content or the policies, information-gathering or otherwise, of such linked sites.
By accessing these third-party sites and the content provided therein, you acknowledge and agree that the Core Knowledge Foundation makes no claims, promises, or
guarantees about the accuracy, completeness, or adequacy of the content of such third-party websites, and expressly disclaims liability for errors and omissions in the either
the links themselves, or the contents of such sites.
If you experience any difficulties when attempting to access one of the linked resources found within these materials, please contact the Core Knowledge Foundation:
www.coreknowledge.org/contact-us/
Within this publication, the Core Knowledge Foundation has provided hyperlinks to independently owned and operated sites whose content we have determined to be of
possible interest to you. At the time of publication, all links were valid and operational and the content accessed by the links provided additional information that supported
the Core Knowledge curricular content and/or lessons. Please note that we do not monitor the links or the content on such sites on an ongoing basis and both may be
constantly changing. We have no control over the links, the content or the policies, information-gathering or otherwise, of such linked sites.
By accessing these third-party sites and the content provided therein, you acknowledge and agree that the Core Knowledge Foundation makes no claims, promises, or
guarantees about the accuracy, completeness, or adequacy of the content of such third-party websites, and expressly disclaims liability for errors and omissions in the either
the links themselves, or the contents of such sites.
If you experience any difficulties when attempting to access one of the linked resources found within these materials, please contact the Core Knowledge Foundation:
www.coreknowledge.org/contact-us/
CK HG™
Core Knowledge History and Geography™
From the Renaissance to England’s Golden Age
Core Knowledge History and Geography 5
World Lakes
Maya, Aztec, and Inca Civilizations
The Age of Exploration
From the Renaissance
to England’s Golden Age
Czars and Shoguns:
Early Russia and Feudal Japan
The Geography of the United States
Westward Expansion
Before the Civil War
The Civil War
Native Americans and Westward Expansion:
Cultures and Conflicts
www.coreknowledge.org
ISBN: 978-1-68380-270-9