This unit focuses on the Renaissance period (1300-1540) by asking students to gather information about the people who lived then, about what they said about themselves, and about their behavior.  In this unit, students examine demographic patterns.  They also explore the ideals which Renaissance thinkers proposed for women, men and rulers.  In addition, students reenact rituals to further their understanding of behavior in this comparative profile of the Renaissance person.  Each of the assignments are self-explanatory and can be done in any order.

Goals:

Formulate a historical hypothesis using multiple sources
Make inferences from various visual and written sources
Interpret, evaluate, and generalize from sources of information
Read and interpret historical and geographic maps
Gathering, analyzing and reconciling historical information to support or reject a hypothesis
Demonstrate reading, listening, speaking, and research skills

Standard two: Students know how to use the processes and resources of historical inquiry.
2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
-formulating historical hypotheses from multiple perspectives, using multiple sources.
-gathering, analyzing, and reconciling historical information, including contradictory data from primary and secondary sources to support or reject hypotheses.
2.2  Students know how to interpret and evaluate primary and secondary sources of historical information.
-evaluating data within the social, political and economic context in which it was created, testing its credibility and evaluating its bias.
2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple perspectives.
-Identifying historical contexts of contemporary issues.

Standard four:  Students understand how science, technology, and economic activity have developed, changed and affected societies throughout  history.
4.1 Students understand the impact of scientific and technological developments on individuals and societies. 
Standard six: Students know that religious and philosophical ideas have been powerful forces throughout history.
6.3 Students know how various forms of expression reflect religious beliefs and philosophical ideas.

The following are rubrics for each type of assessment needed in this unit.

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