GLOBAL HISTORY PUBLIC POLICY ANANLYST

MR. KENNEDY

EVANDER CHILDS HIGH SCHOOL

Special Education-Social Studies

AND

THE PROTESTANT REFORMATION

	Pope Leo X
THE VATICAN

INTRODUCTION

The Catholic Church had been the only real central government during the period known as the Middle Ages. The Pope was supreme over European politics. He used Excommunication and military enforcement to control the policies of the 12^th through the 14^th centuries.

However, a new age was dawning as the fourteenth century came to a close. The “dark ages” were ending. Europe began trade with the Middle East and the Age of Exploration was not far off. Many Europeans moved to commercial centers in Italy and began a new culture. The Feudal and manorial systems were being destroyed by the Crusades. Italy became the center of a new era called the Renaissance.

Europeans became more involved with gaining wealth and fortune. Art and architecture flourished in Florence and other Italian city states.

The Catholic Church, itself, became more SECULAR. It, too wanted wealth and prestige. Michelangelo built the magnificent Sistine Chapel

And Popes became the wealthiest princes in Europe. However, along with wealth came a change. The Church had to collect money to maintain their life styles. Taxes, such as INDULGENCES, were issues. The pope and his cardinals became ordinary princes.

INDULGENCES

Also, in this time, Europeans entered a new world or reading, thinking and questioning. The philosophies of ancient Greece and Rome were studied. This “questioning of Papal authority was new to the powerful Catholic Church. It became a major SOCIAL PROBLEM that led to CONFLICT for centuries to come.

GALILEO COPERNICUS

It will be your job in this web quest to investigate the social problem- “The attack on the Catholic Church during the Renaissance”.

As a Public Policy Analyst, you will try to make connections to other eras and even look for similar situations in modern times.

You will be asked to explain your findings to the Evander Historical Society in order to enlighten those students studying Global History.

Good luck !!!

TASK

1: Your group will be assigned an ORAL REPORT and a short WRITTEN REPORT.

2: Your Oral Report will be a minimum of 5 minutes and done as a group. You will report on your findings using the GLOBAL PUBLIC POLICY ANALYST worksheets. This will be explained in the PROCESS section of the web quest. You will leave time for student questions and answers

3: Your written report will be 2 PAGE TYPE-written pages from EACH student. You will summarize your worksheet and oral report findings.

PROCESS:

1: You will divide into groups of three.

2: Your group will divide the work accordingly

3: Your will read the web pages assigned below and complete each worksheet using the RESOURCE section. These include internet sites but you may use outside print material such as textbooks or library sources.

4: After all five worksheets are completed, your group will come together and decide on a five minute class presentation. You should use charts, pictures, and other student made materials to spice up the oral presentation. Please be interesting, imaginative and informative. Teach do not bore!!! This will be your motto.

5: THE GLOBAL PUBLIC POLCIY ANALYST WORKSHEETS

1: IDENTIYFNG THE PROBLEM

“Challenges to the Catholic Church”

Complete worksheet # 1 by clicking on the link at

The bottom of the web page

2: GATHER THE EVIDENCE FOR THE PROBLEM

Complete worksheet # 2: click on the link at the bottom of the

web page

3: IDENTIFY THE CASUES FOR THE RPOBLEM

Complete worksheet # 3

4: EVALUATE THE PUBLIC POLICY OF THE CATHOLIC

CHURCH

Complete worksheet # 4

5: MAKE A COMPARATIVE ANALYSIS WITH OTHER GLOBAL

PERIODS OR MODERN TIMES

Complete worksheet # 5

MARTIN LUTHER JEAN CALVIN HENRY VIII

RESOURCES

GENERAL WEB SITES

WWW.GOOGLE.COM

WWW.ASKJEEVES.COM

WWW.YAHOO.COM

SPECIFIC WEBSITES TO COMPLETE WORKSHEETS

Challenge to the Catholic Church in England

Martin Luther challenges the Catholic Church

An overview of the Challenges to the Catholic Church

Causes for challenges to the Catholic Church

Who started the challenge?

Splits in the Catholic Church

Challenges to the Catholic Church in England

Catholic Church Policy

The Counter-Reformation

New Catholic Church Public Policy

Identifying the Challenges to the Catholic Church

Indulgences and identifying the problems of the Catholic Church

EVALUATION

Rubric for ORAL PRESENTATION

Oral Presentation Rubric : REFORMATION

---

Teacher Name: Mr. Kennedy

Student Name:     ________________________________________

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

GRADING SCALE

A= 25-30 POINTS B=20-24 POINTS C=13-19 POINTS

F=BELOW 13 POINTS

CONCLUSION

You now have used the Global History Public Policy Analyst. You have identified and studies a major social problem and seen the public policies that evolved from it. The Catholic Church was under enormous pressure due to the changing conditions in the period of history known as the Renaissance. There were new economic conditions, political structures and social class reorganization. To many, who followed the Catholic Church in Medieval Europe, the Church leadership was losing its way. The supreme power of the Catholic Church, which had ruled over Europe for five centuries, was being questioned and attacked. The final effect was the “splintering” of religious unity of Europe and, later, the world. Religious wars followed and the wars continued until this very day. The Catholic Church fought back with very effective new policies of the Counter-Reformation”. However, the Church would never again achieve the power and influence that was the “Medieval Catholic Church.”

CONGRATULATIONS

SOCIAL STUDIES

Standard 2 - World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 5 - Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system in other nations;

LANGUAGE ARTS

Standard 1 - Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding - As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Standard 2 - Language for Literary Response and Expression

Students will read, write, listen, and speak for literary expression - Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

Standard 3 - Language for Critical Analysis and Evaluation

Students will read, write, listen, and speak for critical analysis and evaluation - As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4 - Language for Social Interaction

Students will read, write, listen, and speak for social interaction - Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.