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Tennessee Education Standards

TENNESSEE PERFORMANCE STANDARDS

GRADES K-5

SOCIAL STUDIES

Third Grade: Early American and Tennessee History

Third-grade students will study the indigenous people of North America and European exploration. Students will use the Social Studies Practices in coordination with the content standards to evaluate evidence, develop comparative and causal analyses, and interpret primary sources and informational texts in order to construct sound historical arguments and perspectives on which informed decisions can be based.

Indigenous Peoples through European Exploration (prior to 1585) (16th Century Explorers)

Students will describe the legacy and cultures of major indigenous settlements of Tennessee, the routes of early explorers, and the impact of exploration on the Americas

3.21Identify the routes and contributions of early explorers of the Americas, including: Christopher Columbus, Hernando de Soto, Ferdinand Magellan, and Amerigo Vespucci. C, E, G, H, P, T

3.22Examine how American Indian cultures changed as a result of contact with European cultures, including decreased population, spread of disease (smallpox), increased conflict, loss of territory, and increase in trade. C, E, G, H

GRADES 6-8

SOCIAL STUDIES

Grade 7: Social Studies Practice Standards (Field Trip Day Experience and Individual Presentations)

SSP.O5 Develop historical awareness by ● Recognizing how and why historical accounts change over time ● Perceiving and presenting past events and issues as they might have been experienced by the people of the time, with historical empathy rather than present-mindedness ● Evaluating how unique circumstances of time and place create context and contribute to action and reaction ● Identifying patterns of continuity and change over time, making connections to the present

Grade 7: Social Studies Content Standards

Middle Ages in Western Europe: 400-1500s (Six Wives of Henry VIII, Superstitions of the 16th Century, Field Trip Day Curriculum and Experience)

Students will analyze the geographic, political, economic, and cultural structures of Europe during the Middle Ages.

7.30Describe the development of feudalism and manorialism, their role in the medieval European economy, and the way in which they were influenced by physical geography (i.e., the role of the manor and the growth of towns). C, E, G, H, P

7.32 Describe how political relationships both fostered cooperation and led to conflict between the Papacy and European monarchs. C, G, H, P

Early Modern Europe: 1400-1700s CE (Field Trip Day Experience and Presentations)

Students will analyze the origins, accomplishments, and geographic diffusion of the Renaissance as well as the historical developments of the Protestant Reformation and the Scientific Revolution.

The Renaissance (Field Trip Day Experience, Leonardo da Vinci: STEAM Pioneer, Shakespeare's World, Conversation with William Shakespeare, Music of the Renaissance, Language and Manners)

7.40Explain how the location of the Italian Peninsula impacted the movement of resources, knowledge, and culture throughout Italy's independent trade cities. C, E, G, H, P

7.41Identify the importance of Florence, Italy and the Medici Family in the early stages of the Renaissance. C, E, G, H, P

7.43Explain the development of Renaissance art, including the significance of • Leonardo da Vinci • Michelangelo • William Shakespeare • Systems of patronage C, E, G, H

7.49Examine the Golden Age of the Tudor dynasty. C,H,P

The Protestant Reformation (Six Wives of Henry VIII, Field Trip Day Curriculum)

7.44Analyze Johannes Gutenberg's printing press and William Tyndale's translation of the Bible into the English language as vehicles for the spread of books, growth of literacy, and dissemination of knowledge.

7.45Explain the significant causes of the Protestant Reformation, including the Catholic Church's taxation policies, the selling of indulgences, and Martin Luther's 95 Theses. C, H, P

7.46Analyze the development of the Protestant Reformation and the split with the Catholic Church, including the emphasis on scripture alone, salvation by faith, and predestination. C, H, P

7.47Explain the political and religious roles of Henry VIII and Mary I in England's transition between Catholicism and Protestantism. C, G, H, P

7.49Examine the Golden Age of the Tudor dynasty (i.e., Queen Elizabeth I), including the defeat of the Spanish Armada and the rise of English power in Europe. C, H, P

The Scientific Revolution (Astronomy Lecture, Leonardo da Vinci STEAM Pioneer, Simple Machines of the Renaissance)

7.50Compare and contrast heliocentric and geocentric theories of the Greeks (geocentric), Copernicus (heliocentric), and Kepler (elliptical orbits). C, G

7.51Examine Galileo Galilei's theories and improvement of scientific tools, including the telescope and microscope. C, G, H

7.52Explain the significance of the following in regards to the Scientific Revolution: Sir Francis Bacon in establishing the scientific method and Sir Isaac Newton's three Laws of Motion. C, G, H

The Age of Exploration: 1400-1700s CE (16th Century Explorers, Food and Spices of the Renaissance)

Students will analyze the motivations for the movement of people from Europe to the Americas and the impact of exploration by Europeans.

7.58Analyze why European countries were motivated to explore the world, including: religion, political rivalry, and economic gain (i.e., mercantilism). C, E, G, H, P

7.59Identify the significance of the voyages and routes of discovery of the following explorers by their sponsoring country: • England: Henry Hudson • France: Jacques Cartier • Portugal: Vasco da Gama, Bartolomeu Dias • Spain: Christopher Columbus, Hernando de Soto, Ferdinand Magellan, Amerigo Vespucci C, E, G, H, P, T

7.62Describe how the Aztec and Inca empires were eventually defeated by Spanish Conquistadors (i.e., Hernan Cortes and Francisco Pizarro). C, E, G, H, P

7.63Locate and identify the European regions that remained Catholic and those that became Protestant and how that division affected the distribution of religions in the New World. C, E, G, H, P

7.64Explain the impact of the Columbian Exchange on people, plants, animals, technology, culture, ideas, and diseases among Europe, Africa, Asia, and the Americas in the 15th and 16th centuries, and examine the major economic and social effects on each continent. C, E, G, H, P

GRADES 9-12

SOCIAL STUDIES

Social Studies Practice Standards (Field Trip Day Experience and Presentations)

SSP.05Develop historical awareness by: ● Recognizing how and why historical accounts change over time ● Perceiving and presenting past events and issues as they might have been experienced by the people of the time, with historical empathy rather than present-mindedness ● Evaluating how unique circumstances of time and place create context and contribute to action and reaction ● Identifying patterns of continuity and change over time, making connections to the present

Social Studies Content Standards

Regional Interactions: 1000-1500 CE(Field Trip Day Experience, Shakespeare's World, Conversation with William Shakespeare, Leonardo da Vinci STEAM Pioneer, Music of the Renaissance, 16th Century Explorers, Language and Manners, Superstitions of the 16th Century)

Students will examine civilizations and empires of this time period, including interactions through regional trade patterns, social, economic, and political changes, cultural achievements, and developments that impacted each region.

AH.50Describe the development of monarchies (e.g., England, France, Russia, and Spain) as foundations for the later emergence of nation-states. C, E, G, H, P

AH.54Describe social, political, and religious developments in the later medieval period (e.g., Magna Carta, decline of feudalism, and church-state conflicts). C, G, H, P

AH.58Describe how Renaissance art, literature, and philosophy (e.g., Petrarch) differed from those in the medieval period. C, H

AH.59Compare and contrast the Italian and the Northern Renaissances, citing the contributions of writers and artists. C, G, H

AH.60Describe how economic and technological advances led to networks of trade and cultural interactions between major European civilizations. C, E, G, H, P

The Beginnings of Slavery and the Slave Trade (pre-1619) (Tales from an African Traveler, 16th Century Explorers, Curriculum: Black Tudors Suggested Student Activities)

AAH.01Analyze the economic, political, and social reasons for focusing the slave trade on Africa, including the roles of: Africans, Europeans, and colonists. C, E, H, P

AAH.02Analyze the role of geography on the growth and development of slavery. E, G, H

AAH.03Assess the impact of the slave trade on West Africa and North American colonies. C, E, H, P

AAH.04Explain why the Middle Passage is considered to be one of the largest forced migrations in human history. C, E, G, H

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