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PROPÓSITO DEL ÁREA

Asumir una actitud crítica y propositiva frente a los acelerados cambios que se presentan en los contextos local, nacional e internacional

YEAR GOAL OF UNDERSTANDING

To understand how to describe European and American historical development during the first half of the modern era.

COMPRENHENSIVE PERIOD GOAL

To know how to describe the main historic facts of the modern era in Europe.

GENERATIVE TOPIC

How was the construction of the European modernity?

CONTENTS

1. The Renaissance and the resurgence of commerce. 2. The Protestant reformation and the Counter reformation. 3. Absolutism and Mercantilism. 4. European society during XVI and XVII centuries.

COMPREHENSION ACHIEVEMENTS

1. To know to how to explain the main characteristics of the Renaissance. 2. To know how to explain the causes and consequences of the Protestant reformation and the Counter reformation. 3. To know how to explain what are absolutism and mercantilism. 4. To know how to explain the Main characteristics of the European society in the XVI and XVII centuries.

STUDENT

GROUP

7

No

TEACHER

KELLY JOHANNA VARGAS GARCIA.

PERIOD

II

LAST

SUBJECT

SOCIAL

STUDIES

AREA:

SOCIAL STUDIES

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CRONOGRAMA DE ACTIVIDADES

COMPETENCIA ESTÁNDAR

DESEMPEÑOS DE COMPRENSIÓN FECHA VALORACIÓN CONTINUA

Las construcciones culturales de la

humanidad como generadoras de identidades y

conflictos

Las organizaciones

políticas y sociales como

estructuras que canalizan

diversos poderes para afrontar necesidades y

cambios.

Tomando como referente la lectura # 1 del módulo resolverá la actividad# 1 y explica las principales características del periodo renacentista y su importancia en la historia de la humanidad. Tomando como referente la lectura # 2 del módulo resolverá la actividad# 2 y explica las causas y consecuencias de la Reforma y la Contrarreforma. Tomando como referente la lectura # 3 del módulo resolverá la actividad # 3 y explica los conceptos de mercantilismo y absolutismo. Tomando como referente la lectura # 4 del módulo resolverá la actividad # 4 y explica las características de la sociedad europea durante los siglos XVI, XVII y XVIII. Actividad final: mediante la utilización de un formato de noticiero, en grupos, describen el desarrollo histórico de

Europa durante el periodo moderno.

Semana

1-2

Semana 3-4

Semana

5-6 Semanas

7-8 Semanas

9-10

Revisión del ejercicio por parte del docente. Calificación de acuerdo a los argumentos expuestos por el estudiante. Revisión del ejercicio por parte del docente. Calificación de acuerdo a los argumentos expuestos por el estudiante. Prueba escrita para valorar el grado de comprensión y responsabilidad que están teniendo los educandos en el transcurso del periodo Revisión del ejercicio por parte del docente. Revisión del ejercicio por parte del docente. Valoración del docente, conforme a la creatividad, dominio de argumentos, presentación del trabajo, utilización de herramientas como vestuario, etc. Prueba escrita para valorar el grado de comprensión y responsabilidad que están teniendo los educandos en el curso del periodo Revisión del ejercicio por parte del docente. . Revisión del ejercicio por parte del docente, valoración del docente, conforme a la creatividad, dominio de argumentos y presentación del trabajo. Utilización de herramientas didácticas como vestuario, video vean, sonidos etc. que faciliten y enriquezcan tu presentación.

NIVELES DE META.

Superior Alto Básico Bajo

Describe con propiedad los principales aspectos históricos del periodo moderno en Europa

Analiza los principales aspectos históricos del periodo moderno en Europa.

Identifica algunos de los hechos más relevantes del periodo moderno en Europa.

Se le dificulta explicar los principales acontecimientos históricos de la Edad Moderna en Europa.

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RECURSOS REQUERIDOS (AMBIENTES PREPARADOS PARA EL PERIODO) Salón organizado y aseado, sillas dispuestas según momentos de trabajo. Gráficos, mapas geográficos y conceptuales que facilitarán la comprensión de los educandos, de los temas a tratar, además de trabajar las actividades sugeridas en la guía de estudio.

Key words:

1. The Renaissance 2. Scholars 3. Humanism 4. The Humanists 5. The Reformation 6. Martin Luther 7. 95 Theses 8. Protestants 9. Huguenots 10. The council of Trent 11. The Counter Reformation

INTRODUCTION.

From: Módulo Ciencias Sociales. Grado 7. Montessori 2010 By: Kelly Johanna Vargas Garcia.

After almost three centuries of colonial rule, produced from the conquest of the Americas, Europe began to see the results of this process, thus kicking off a new stage of historical development known by the name of modernity, which would not have been possible without the extraction of precious metals from the American colonies. Europe would experience a boom that would extend all through society, triggering higher levels of differentiation and exclusion, and the concentration of power that would shape a new reality characterized by the dominance of a new economic system: capitalism in its initial phase Mercantilism and the consolidation of the old forms of monopoly of political power feudal monarchy, but they were stained a shade more radical giving rise to absolutist forms of detention of political power. In this module you can see how Europe was building the foundations of a modern society on the basis of its old medieval roots, which eventually would give way to modern structures themselves and would reflect future then the current of renewal and power social and political conflicts

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EUROPE DURING THE XV AND THE XVI

CENTURIES: What was happening during this period?

POLITICAL

SYSTEM

Authoritarian

monarchies

Exploration and

colonization of other

continents.

Great cultural

development

Protestant

Reformation

For: 1. To look for other

trade routes to east.

2. To get spices and

precious metals.

3. To know the world.

4. To spread

Christianity.

Consequences

The Discovery of

America

European dominance of

the world

Colonial empires

Spain, Portugal

England etc.

The

Renaissance

By Martin Luther

Because the Roman

Catholic Church was

corrupt.

Consequences

Religious wars in Europe

Lutheranism

Calvinism

Anglicanism

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CONTENT # 1.

THE RENAISSANCE

From: Steck- Vaughn. History of our World. People, Places and Ideas. Volume 2. The Modern World. Pages 4-8

By the middle of the 1300s, Europeans started to think in new ways. People wanted to return to the glory of ancient Greece and Rome. They began a movement to advance the arts, the sciences, and philosophy. This time in European history is called the Renaissance.

The Renaissance began in Italy. Italians had contact with the rich civilizations of Asia and Africa. From them, Italian traders learned much about ancient Greece and Rome that had been forgotten in Europe. World trade also made Italy a wealthy country. It had more big cities than any other country in Europe. The big cities attracted scholars and artists.

Renaissance Art

Art in the middle ages was almost always religious. The stained glass windows in cathedrals were based on Bible stories. Painting was also religious. The people in the paintings often did not look real. That was no very important to artists in the Middle Ages.

Renaissance artist were different. They wanted art to show what people really looked like. Michelangelo Buonarroti and Leonardo Da Vinci were two Italian artists. They learned anatomy by studying human bodies. They wanted to know every bone and muscle so their art could look as real as possible.

The center of the Italian Renaissance was in the city of Florence in northern Italy. City merchants there became wealthy from trade. Some used their money to support artists. One of the richest families in Florence was the Meidici family. Lorenzo de Medici helped artist in so many ways that he was called “Lorenzo the Magnificent.”

Filipo Brunelleschi was an architect who lived in Florence. He studied the way Romans built their temples. Brunelleschi applied his own ideas to the old style. The result was a new kind of architecture. He designed small pieces of a building next to larger pieces to show the differences in size. His style of architecture can still be seen today. Brunelleschi also found a way to draw perspective a flat surface.

The printing press

One of the greatest inventions in history was the printing press. The Chinese invented movable type during the Song Dynasty. Around 1456, a German man named Johann Gutenberg used movable type to make a printing press. He used his press to print copies of the Bible.

Within the next 100 years, Europeans printing presses produced millions of books. They printed them in Latin, the language of the church. They also printed them in French, German, English, and Italian.

Before the printing press, all books had to be copied by hand. There were very few books. In the middle ages, the church controlled most of the books. But the printing press made books available to many more people. The few common people who knew how to read could read the Bible for themselves for the first time.

Humanism

A new movement called humanism grew out of the Renaissance in Italy. In the middle ages, life was hard for most people. They looked forward to heaven, where they believed life would be better. Humanists had a different view. They wanted to learn more about life on Earth and less about life in heaven. They wanted to solve “human” problems. To learn more, humanists studied the books of ancient Greece and Rome. They also studied the Bible in its original Languages of Hebrew and Greek.

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The renaissance and humanism spread into northern Europe. Erasmus, a catholic priest, was a Dutch humanist. He wrote of problems he saw in the church in a popular book called the praise of folly. The book made fun of the folly, or foolishness, of the church. Erasmus felt the church had too many ceremonies. He also attacked the church for being too concerned with making money.

An English humanist, Thomas More, had similar ideas. He wrote about problems he saw in the government as well as the church. His book, Utopia, compared life in Europe to a perfect, but imaginary, society.

Humanists were not always popular. Their ideas often made government and church officials angry. For example, Thomas More was killed because he would not agree that the king of England was the head of the Catholic Church.

ACTIVITY# 1

1. What was the Renaissance? 2. What were the main characteristics of the Renaissance? 3. What was Humanism? 4. Choose words from the list that best complete the paragraphs. One word will not be used.

WORD LIST

Anatomy Printing press

Folly Humanism

Renaissance

During the 1300s, a new way of thinking began in Italy. The people wanted to return to the glory of ancient Greece and Rome. The ________________ began in Italy and slowly spread through the rest of Europe. Artists of this time studied ___________. They tried to show the real human form. Rich families, such us, the Medici family, supported artists. The ___________ made it possible to print many copies of books. This gave people the power to read and to think for themselves. The movement called _________________ grew out of the Renaissance. People wanted to think more about this world than the next. These ideas were shown in the writings of Erasmus, Thomas More, and William Shakespeare

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CONTENT # 2.

THE PROTESTANT REFORMATION From: Steck- Vaughn. History of our World. People, Places and Ideas. Volume 2. The Modern World. Pages9-12

THE REFORMATION The ideas of the humanists influenced many Europeans. The people began to question some common church practices. Many people felt the church was too strong. In many ways, the church was the most powerful force in Europe. Popes had more power than kings, some people fought for reform. In the 1550s, the Reformation began. Martin Luther The reformation started with Martin Luther. He was a German monk who disliked certain church practices. He was particularly unhappy about the sale of indulgences. A person who sinned could buy an indulgence from the church. The person was then forgiven. To Luther, the sale of indulgences was wrong. He felt it was a way for church leaders to get rich. In 1517, a monk named Johann Tetzel started selling indulgences. Luther warned people not to buy them, but most people didn`t listen. Luther made a list of complaints about the church. On October 31, 1517, he nailed this list to a church door in the German city of Wittenberg. The list became known as the 95 Theses. Luther knew his list would anger some people. Still, he felt people needed to learn of his complaints. He wrote about his determination to stand by his beliefs. The church acted quickly. Tetzel said, “I will have Luther burned and his ashes scattered on the water!” the church demanded that Luther deny his beliefs. He refused. In 1521, Pope Leo X excommunicated Luther. Luther was no longer as member of the Catholic Church. The Church them split, many people supported Luther’s protest of the Catholic Church-. They were called Protestants. The Protestants developed a church of their own. Luther encouraged them to speak German, not Latin, in their church services. He also translated the bible from Latin into German. Protestant church members could read the Bible for themselves. In time, this group became known as Lutherans. The protestant movement spread The protestant movement soon spread. In Switzerland, John Calvin began to speak out against the Catholic Church. But he disagreed with Luther on several issues, too. Calvin`s beliefs became known as Calvinism. In France, Protestants were known as Huguenots. In England King Henry VIII was a loyal Catholic and even spoke out against Martin Luther. But he had his own problem with the church. Henry wanted a divorce from Catherine of Aragon. The Catholic Church did not allow divorce. So in 1534, Henry made himself the head of a separate church, the Church of England. Unlike the Catholic Church, the Church of England allowed divorces. But it was like the Catholic Church in most other ways. The Church of England became known as the Anglican Church. THE COUNTER REFORMATION The Catholic Church launched a counter reformation in the 1530s. The Counter Reformation was meant to slow the spread of the Protestant Reformation. New groups, such us the Jesuits, worked to strengthen the Catholic Church. Jesuit priests helped the poor and spread the Catholic faith. During the Counter Reformation, the Catholic Church made reforms of its own. It tried to clearly state its beliefs. At a meeting called the Council of Trent, for example, the church ended the selling of indulgences. But it still did not accept the ideas of Luther, Calvin, and the other Protestants.

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The Catholic Church had used a special court called the Inquisition since the middle ages. Throughout the Reformation, the church brought people to this court to test their religious beliefs. If a person did not agree with the Catholic beliefs, that person could be killed. This court was especially powerful in Spain.

ACTIVITY# 2

1. What was the Protestant Reformation? 2. What were the causes of the Protestant Reformation? 3. What was the Catholic Reformation or the Counter Reformation? 4. What were the consequences of the reformation and the Counter Reformation? 5. Who were Martin Luther and John Calvin? 6. Use the map on page 9 and locate the current political division of the European continent 7. Use the map on page 10 to locate and color the areas of religious influence during the XVI and XVII centuries. For it visit the link Los conflictos religiosos ( http://www.youtube.com/watch?v=a199oRiF9Ms) a. Catholic countries (Green) b. Lutheran countries (Purple) c. Calvinist countries (Yellow) d. Anglican countries (Red) e. Orthodox Countries (Orange) f. Islamic Countries (Brown)

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CONTENT # 3.

MERCANTILISM From: http://www.infoplease.com/ce6/bus/A0832738.html

Mercantilism is an economic system of the major trading nations during the 16th, 17th, and 18th century, based on the premise that national wealth and power were best served by increasing exports and collecting precious metals in return. It superseded the medieval feudal organization in Western Europe, especially in Holland, France, and England. The period 1500–1800 was one of religious and commercial wars, and large revenues were needed to maintain armies and pay the growing costs of civil government. Mercantilist nations were impressed by the fact that the precious metals, especially gold, were in universal demand as the ready means of obtaining other commodities; hence they tended to identify money with wealth. As the best means of acquiring bullion, foreign trade was favored above domestic trade, and manufacturing or processing, which provided the goods for foreign trade, was favored at the expense of the extractive industries (agriculture).

State action, an essential feature of the mercantile system, was used to accomplish its purposes. Under a mercantilist policy a nation sought to sell more than it bought so as to accumulate bullion. Besides bullion,

MERCANTILISM What was it?

Is an economical system

of XV century based on

increasing national wealth.

What was its objective?

The main goal of mercantilism

was to increase the money in

a country´s treasury…

How mercantilism did it?

By creating a favorable balance of trade. A

country had a favorable balance of trade if

had more exports than imports…

The idea was sold

more than it was

bought it…

SELL

MORE…

AND

BUY LESS…

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raw materials for domestic manufacturers were also sought, and duties were levied on the importation of such goods in order to provide revenue for the government. The state exercised much control over economic life, chiefly through corporations and trading companies. Production was carefully regulated with the object of securing goods of high quality and low cost, thus enabling the nation to hold its place in foreign markets. Treaties were made to obtain exclusive trading privileges, and the commerce of colonies was exploited for the benefit of the mother country. In England mercantilist policies were effective in creating a skilled industrial population and a large shipping industry. Through a series of Navigation Acts England finally destroyed the commerce of Holland, its chief rival. As the classical economists were later to point out, however, even a successful mercantilist policy was not likely to be beneficial, because it produced an oversupply of money and, with it, serious inflation. Mercantilist ideas did not decline until the coming of the Industrial Revolution and of laissez-faire.

ABSOLUTISM

From: http://en.wikipedia.org/wiki/Absolutism_%28European_history%29

Absolutism or The Age of Absolutism (c. 1610 – c.1789) is a historiographical term used to describe a form of monarchical power that is unrestrained by all other institutions, such as churches, legislatures, or social elites.

Absolutism is typically used in conjunction with some European monarchs during the transition from

feudalism to capitalism, and monarchs described as absolute can especially be found in the 16th century through the 19th century. Absolutism is characterized by the ending of feudal partitioning, consolidation of power with the monarch, rise of state power, unification of the state laws, and a decrease in the influence of the Church and the nobility.

ABSOLUTISM What is it?

It is a political system

based on the whole or

absolute power of a king.

Was caused by a breakdown of

feudalism that allows king´s

power to rise creating a new

historical period called the age

of absolutism

It took a new way of

government: absolute

monarchs, based on divine

right of kings.

Kings represented god on

earth, so people must

obey them without

questions

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Absolute monarchs are also associated with the rise of professional standing armies, professional bureaucracies, the codification of state laws, and the rise of ideologies that justify the absolutist monarchy. Absolutist monarchs typically were considered to have the divine right of kings as a cornerstone of the philosophy that justified their power. Absolute monarchs spent considerable sums on extravagant houses for themselves and their nobles. In an absolutist state, monarchs often required nobles to live in the royal palace, while state officials ruled the noble lands in their absence. This was designed to reduce the effective power of the nobility by causing nobles to become reliant upon the largesses of the monarch for their livelihoods. There is a considerable variety of opinion by historians on the extent of absolutism among European monarchs. Some, such as Perry Anderson, argue that quite a few monarchs achieved levels of absolutist control over their states, while historians such as Roger Mettam dispute the very concept of absolutism. In general, historians who disagree with the appellation of absolutism argue that most monarchs labeled as absolutist exerted no greater power over their subjects than any other non-absolutist rulers, and these historians tend to emphasize the differences between the absolutist rhetoric of monarchs and the realities of the effective use of power by these absolute monarchs. Renaissance historian William Bouwsma summed up this contradiction: Nothing so clearly indicates the limits of royal power as the fact that governments were perennially in financial trouble, unable to tap the wealth of those most able to pay, and likely to stir up a costly revolt whenever they attempted to develop an adequate income

ACTIVITY# 3

1. Complete the following diagram about Mercantilism according to the information required. AND 2. What was the state role in mercantilism? 3. What was absolutism? 4. Do you know any country that has monarchy nowadays? Which ones? 5. Complete the following chart according to the information required.

What was mercantilism?

What was its objective?

The idea was...

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WHAT ARE THE MAIN DIFFERENCES BETWEEN A MONARCHY AND DEMOCRACY?

POLITICAL

SYSTEM

What is it?

The person who has the power is

called…

Who chooses this person?

How long these people get the

power?

Examples

ABSOLUTIST MONARCHY

DEMOCRACY

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CONTENT # 4

EUROPEAN SOCIETY DURING THE 17TH AND THE 18TH CENTURIES.

From: Módulo Ciencias Sociales grado 7. Montessori 2010. By: Kelly Johanna Vargas Garcia

European society of the sixteen and seventeen centuries was divided in three estates: the nobility, clergy and people. People belonged to on estate by birth, and it was very difficult to climb in social pyramid. Nobility Is an aristocratic social class with privileges, titles, and status acquired through heredity, by purchase, or by grant. The privileges associated with nobility may constitute substantial advantages over, or relative to, non-nobles, or may be largely honorary, but are maintained, or at least officially acknowledged, by law or government. Clergy Is another privileged class. There were also major differences in the clergy, especially in catholic countries, bishops and clergyman; the high clergy lived as aristocrats. Instead de priests who had no special charges and the parish priests, belonged to the lower clergy.

THE KING

NOBILITY

CLERGY

THE THIRD STATE

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Third state Consisted in those people who didn´t belonged to nobility neither clergy. There were three groups here: 1. The bourgeoisie: was the group that emerged with the growth of cities and the reactivation of the trade. 2. Peasants: made up the largest group, and with his work held at the rest of the society and state. 3. The poor: this social class lived in worse conditions than the peasants, they didn’t ´t have work and roamed the streets

ACTIVITY # 4

1. How was European society organized?

2. Answer True (T) or False (F) and rewrite correctly the incorrect sentences: a. European society was organized into two Estates during the XVI, XVI and XVIII centuries. ( ) b. The king was the most important person in Europe during these centuries. ( ) c. Just The third and the second Estates were privilege classes. ( ) d. The second Estate had to pay heavy taxes and had to work at king`s palace. ( ) e. The king belonged to the second Estate, and he had to work but he didn`t have to pay taxes. ( ) f. Aristocrats were people that didn`t have money but they were different from third Estate because they had tittles. ( ) g. Lower clergy received many rents and they lived as aristocrats. ( )

The King

________

________

________

ESTATES

PRIVILEGES

INTERNAL CLASSIFICATION

___________:

_________:

________:

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h. Peasants had economic power but they didn`t have political power. ( ) 3. Match the name of each social group with his picture and description.

POOR PEOPLE

They lived in worse conditions than peasants.

They didn´t have means of subsistence and were pursued by the king

BOURGUESOIE

This social class had economical control but they did not have political power

THE KING

PEASANTS

LOWER CLERGY

Were the largest group and their work remained almost

the whole society. They had to pay heavy taxes to the

king, nobility and clergy.

He was the most important figure.

Priest, villages and pastors. They lived as peasants and received alms.

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ACTIVIDAD FINAL.

Trabajo grupal: reúnete en grupos no mayor a cinco estudiantes, mediante la utilización de un formato de noticiero, deberán presentar a sus compañeros, como noticias de actualidad los cuatro temas vistos a lo largo del periodo. Debes tener en cuenta que no es una exposición y que al igual que los presentadores de noticias deberán manejar cierto tipo de actitudes para hacer la actividad lo más real posible. De igual forma, debes incluir vestuario, tú noticiero debe tener un nombre, alusivo a la temática que estuvimos desarrollando en clase. Debes incluir sesiones del noticiero como por ejemplo la sesión de economía, política, sociedad, chismes, chismes. Juega con tu creatividad e imaginación. La calificación dependerá de tu esfuerzo y compromiso con la actividad.

WEB PAGES AND OTHER SOURCES

http://www.mrdowling.com/704renaissance.html

http://www.schoolshistory.org.uk/protestantreformation.htm http://www.historylearningsite.co.uk/The-Catholic-Reformation.htm http://www.infoplease.com/ce6/bus/A0832738.html http://en.wikipedia.org/wiki/Absolutism_%28European_history%29

http://www.wsu.edu/~brians/hum_303/enlightenment.html http://www.wsu.edu/~brians/hum_303/enlightenment.html