Peter N. Herdon
The unit has been designed as inductive in nature, i.e., to raise historical questions and then allow students to examine historical documents to arrive at conclusions based on the information available to them. Because of the overall scope of the unit and the time constraints, students will be divided into research groups which will report their findings to the rest of the class. This strategy is designed to encourage discussion and oral and listening skills.
Students will keep lists of vocabulary words and concepts within their groups. Glossaries will be available to them to consult. Research will also be encouraged independently.—
The teacher will hand out specific questions to answer based on readings to make certain factual material is summarized.
Maps will be handed out to each student, so that he or she can locate important geographical areas affected by the Renaissance and the Reformation.
Student “instructors” will be utilized whenever possible to explain facts and ideas discovered in small groups.
The topic lends itself to such innovative and creative methods as the teacher wishes to employ. Appropriate methods of student involvement could include debates (to reform the Church from within or to break with it); roleplays (several “men of virtu” from Florence discussing a political course of action); and small group activities.