Peter N. Herdon
This unit of study contains certain basic concepts associated with the topic which students will be expected to define and use:
A. Core Concepts
architecture
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humanities
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autobiography
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indulgences
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chivalry
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infallibility
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Church Council
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justification
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classical civilization
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Papal Bull
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clergy
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philosopher
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compromise
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pope
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conscience
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priesthood
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citystate
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nationalism
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courtier
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Protestant
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excommunication
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reform
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feudalism
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Renaissance
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Gothic
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Reformation
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Great Schism
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sacrament
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heretic
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salvation
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hierarchy
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satire
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Humanism, Christian
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secular
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Humanism, Italian
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vernacular
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humanist
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virtu
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B. Learning Objectives
Students will be encouraged to examine present value systems based on value systems of the past. In addition, students should be able to identify certain underlying causes of change during both the Renaissance and the Reformation. They will be expected to be able to identify certain characteristics of Italian Humanism and how it was similar to and different from Christian Humanism. What were some of the effects of each philosophy on individuals and groups? They will be expected to name accomplishments of at least one artist of the Renaissance period and at least three new themes of Renaissance art.
Those enrolled in this course will be expected to critique certain religious and humanistic ideas, such as this one describing man:
‘To you, (man) is given a body more graceful than other animals, to you power of apt and various movements, to you most sharp and delicate senses, to you wit, reason, memory like an immortal god.’ (Quoted in Clark, p. 89)
A description such as this is intended to give the students clues as to certain underlying assumptions about the condition of the author (Albert) and about the condition of his contemporaries. It was Alberti who was credited with saying, “A man can do all things if he will.”
This course primarily attempts to look upon man as a complex being, whether he be an artist, philosopher, poet, politician or pope. In documenting the ideas of man in this historical period, whether they be expressed on canvas, in stone or in books, the primary goal is to force the student to think about himself or herself so that the student is beginning to develop the tools of critical thinking and analysis so necessary in the modern world of education.
C. Behavioral Objectives
During these approximately two weeks of study, the student will be expected to participate in: at least one class presentation (roleplay, debate, or oral report); one small group project with other class members; one interview or opinion survey on some presentday topic related to the unit topic, e.g., “what is success?” or “what people do you admire and why?” Also, class members will be expected to maintain an orderly folder containing all assignments and notes. There will be daily opportunities for students to become involved through a variety of classroom assignments and activities. Every class member will participate in the mock trial lesson with certain research skills utilized.