Gr 208 Renaissance S - DOC by 196T3f1


									Lesson # 1- The Renaissance- The beginning of the modern world? (80 minutes)
 Title: The end of the Middle Ages: Did problems in the 14th century bring about changes in
 European society?

       Chapter 12: Lesson 1, pgs 310-315 in Across the Centuries

    By the end of the lesson students will be able to:
    Recognize that problems during the Middle Ages lead to changes in society
    Identify the differences between the Middle Ages and the Renaissance

 Introduction (5 minutes)
 Hook: Put up an overhead of the Teenage Mutant Ninja Turtles and ask students to name them
 (Michelangelo, Donatello, Raphael and Leonardo). Ask students what those names mean to
 them. Explain to students that those names belong to some of the most famous artists of all time.
 These artists come from a period that we call the Renaissance. Inform students that we will be
 starting a new unit on a period that many consider to be the beginning of the modern world.

 Body: (65 minutes)
 - Overhead notes and discussion on pgs 310-315 (20 minutes)
     o Europe in Crisis: After plague there were not enough people to harvest the crops or
         produce all the necessary goods. Peasants demanded better wages- landlords resisted,
         resentment brewed. Peasants broke ties with landlord  end of feudal/medieval society.
     o Rise of Central Government: Feudal system from 1100s to 1300s, but then power in
         Western Europe shifted from nobles to kings  Monarchies. This was not received well by
         all. Joan of Arc  figure of early Renaissance. New ways of battling- guns (less heavy
     o Trade and Commerce: despite plague, manufacturing and trade flourished in medieval
         times. Italians dominated trade: Florence and Milan- location was key (easy trade over
         Med Sea). Change in how society works: freedom to work for self Individualism.
     o Rise of Renaissance: comes from Latin word: birth or revival. A renewed attention to
         classical Greek and Roman culture. New thought system develops-beginning of the
         modern world. First occurs in North Italy, spreads through Europe throughout 1350-1600.
 -Video: The Renaissance and the age of discovery. (30 minutes) Have students take notes of
 movie, as they will need them for the next activity.
 - In pairs have students complete a Venn Diagram comparing the Middle Ages to the
 Renaissance. Tour around class and mark the students down for completion marks of the

diagram. Then as a class share the ideas the students came up with on the overhead. (15
- Handout: Renaissance Timeline for student reference

Closure: (10 minutes)
- Assign Art Fair project
- Inform students that next period will be a library research block. Explain library expectations and
rubric that will be used to monitor behaviour and effort.

-Completion marks on Venn Diagram to assess if students recognize how the Renaissance is
different from the Middle Ages

- No homework for today

 -Video: The Renaissance and the age of discovery
28 minutes
- Renaissance Timeline

Lesson # 2- The Renaissance- The beginning of the modern world? (80 minutes)
 Title: Library Period

    By the end of the lesson students will be able to:
    Compile research for Art Fair project
    Gain experience using resources and library

 Introduction: (5-10 minutes)
 - Go over library rules with class
 - Explain again that each student must find one book related to their figure
 - Go over library rubric with students and remind them that they will be marked on their ability to
 keep on task

 Body: (65-70 minutes)
 - Library research
 - Tour around groups and make sure students are on task, and aid with research questions

 Closure: (5 minutes)
 - Remind students to check out their books and place unwanted resources back neatly

 - Library marks based on ability to stay on task, and quality of research (see rubric)

 - Have students read Chapter 12, Lesson 2: page 316-323 in Across the Centuries for an activity
 next class

 Resources/Materials: Library books on the Renaissance assembled by librarian

Lesson # 3 The Renaissance- The beginning of the modern world? (80 minutes)
 Title: The Italian Renaissance: Were viewpoints about humans changing?

 (Chapter 12: Lesson 2, pgs 316-323)

    By the end of the lesson students will be able to:
    Understand how Italy was operating during the Renaissance (in terms of city states and
    See how viewpoints about humans change during the Renaissance and explain the
       concept of Humanism
    Identify Italian city states and see what Italy looked like during the Renaissance

 Introduction: (10 minutes)
 - Read chapter passage about manners (page 316- Across the Centuries) as a class and discuss
 (ie: how they are similar/different from today, which still apply/don’t apply. How would life be
 different if we were still following middle age manners?). Have students brainstorm manners that
 would apply today and share with class. (see attached for manners passage)

 Body: (65 minutes)
 - Show and discuss Transparencies on Italian Renaissance, pointing out key features and figures
 - Carousel of chapter 12- Lesson 2 pages: 317-321
    o 6 topics, 6 groups of approximately 5 students- each group writes 2 points on poster paper
       and then rotates it to next group
    o Topics: (1) Italian City States page 317, (2) The Ruling Class page 317-318, (3) Changing
       Views page 318-319, (4) Humanism page 319, (5) Wealth and Renaissance page 323,
       (6) Leonardo da Vinci page 320-321
    o Approximately 5 minutes per station
    o As a class we will write key points on overhead and students will copy for their notes

 Closure: (5 minutes)
 - Assign Italian city states map homework (go over map criteria- see extension)
 - Ask students to bring pencil crayons to next class

- Participation marks during carousel activity and marks out of ten assigned for City State map to
ensure students are learning chapter material on the Italian Renaissance.

-For homework assign labelling and colouring of map of Italian city states (criteria: title, legend,
oceans, seas, borders, correct names, color, north- out of 10 marks)


- Transparencies of the Italian Renaissance
- Textbook: Across the Centuries
- Poster paper and markers

Lesson # 4 The Renaissance- The beginning of the modern world? (80 minutes)
 Title: Renaissance Life: Was life during the Renaissance different than life today?

 (Chapter 12: Lesson 3, pg 325-328)

    By the end of the lesson students will be able to:
    Describe the differences between life as a peasant and life as a patrician
    See how life was different during the Renaissance in terms of gender roles and family
    Differentiate between a Middle Age and a Renaissance city

 Introduction: (5 minutes)
 - Ask class what they think it would be like to live during the Renaissance. Do they think it would
 be different or better/worse than today?

 Body: (75 minutes)
 - Make a chart on the overhead with the class that lists: lower class, commercial class, patrician,
 role of men, role of women and family with a few spaces in between each. Have class take notes
 on Chapter 12: Lesson 3 pg. 326-328 using these categories. Under their chart notes, ask
 students to answer the question: How is Renaissance life different than today? Then as a class
 share points. Some important points to note:
     o Lower Class: labourers with no association with powerful guilds. ¾ of population in
         Florence, but no voice in government.
     o Commercial Class: shopkeepers and artisans, worked for minor guilds. Possible to move
         up to patrician, but rare and difficult.
     o Patrician: nobles top of social ladder. Merchants and business people ran highly
         prosperous guilds (doctors, bankers, lawyers). Controlled wealth and government of Italian
         cities. Many humanists. Patrons: felt need to support local artists and scholars.
     o Role of men: sent away to learn international business, come back to take place of head of
         family. Marriage was arranged to help business.
     o Role of women: dowry for marriage- if parents couldn’t afford this then women would have
         to become nuns or remain unmarried. Women not allowed to achieve Renaissance ideals.
         No education.
     o Family: strong obligations to family. Family centre of patrician life. Houses often took up a
         whole block- all extended family living together. Book of families: live together, eat
         together, business together.
     o Discuss: how is this different than today?      (30 minutes)

- Have class write 2 diary entries, one from a lower class perspective, and one from an upper
class perspective. Students can choose what gender role they would like to write from (use pg
326-327as a guide). Then write a paragraph about how and why the two passages differ.
(25 minutes)
- Give students a few notes about Renaissance cities and point out the differences in comparison
to a Medieval city. For the remainder of class have students design a Renaissance city based on
the notes on pg 326 of Across the Centuries. (20 minutes)
    o Renaissance cities were showcases of the city states. Wider streets than in middle ages.
       Limit on height of building to preserve light and beauty. Florence was the ideal
       Renaissance city.

- Remind students that the Renaissance city design is due next class.

- Completion marks of diary entries, and of Renaissance city drawing. Participation marks on
class notes from chapter- tour around and make sure students are keeping on task.

- Finish city drawing for homework.

- Textbook: Across the Centuries
- Pencil crayons and legal sized paper

Lesson # 5 The Renaissance- The beginning of the modern world? (80 minutes)
 Title: Renaissance in Northern Europe: How was North European Renaissance different from the
 Italian Renaissance?

 (Chapter 12: Lesson 4, pgs 329-333)

    By the end of the lesson students will be able to:
    Compare and contrast the Northern European and Italian Renaissance
    Explain how ideas spread from Italy to N Europe
    Describe the importance of the printing press

 Introduction: (5 minutes)
 - Discuss the Peasant Dance painting by Brueghel on page 329. Ask students what they see in
 this painting. What does it depict? Who is the painting of? Guide them into seeing that the picture
 is of peasants. Ask them if they have seen peasants in other Renaissance paintings. Explain
 that this painting is from a North European (1530). Previous ones in the chapter have been Italian
 (lead into discussion about spreading Renaissance ideas).

 Body: (60 minutes)
 - Put up overhead map of spreading Renaissance ideas (see attached). Discuss in brief how
 Italian Renaissance spread to N Euro:
      o Began to spread in 1400s. Trade and travelers: businessmen had offices throughout Euro
         and would take their styles with them. Artists and Scholars came to Italy to study. Words
         and Books: Gutenberg invents the movable printing press, book trade becomes part of
         trade fairs, and ideas spread through books. Monarchs, Scholars, Artists: kings and
         queens supported humanists as it became more popular. (10 minutes)
 - Show and discuss Northern European Renaissance transparencies (10 minutes)
 - Have students complete worksheet on Northern Renaissance (see attached), based on chapter
 12, lesson 4 pages 329-333). (30 minutes)
 - Compare and contrast the N. Euro and Italian Renaissance as a class on an overhead. Use
 attached worksheet (students will need to be familiar with using the compare and contrast chart,
 as they will be using it on their own next lesson). Have students copy the notes. (10 minutes)

Closure: (15 minutes)
- Summarize that though the Northern European Renaissance was quite similar to, and stemmed
from, the Italian Renaissance, it did have its own character. Mention some of the great N Euro
achievements: Sir Thomas More, Shakespeare, Erasmus, Jan Van Eyck and advanced medicine
(first use of stitches and bandages oppose to cauterizing).

- Mark worksheet to see if students have understood the main points of the chapter on Northern
Euro Renaissance (out of 15)

- no homework assigned

- Transparencies of Northern Europe Renaissance, and teacher’s guide
- Nystrom World History Atlas: Map of spreading ideas

Lesson #6 The Renaissance- The beginning of the modern world? (2 periods- 80

 Art and Perspective: Why was Renaissance art unique?
 (2 periods)

    By the end of the lesson students will be able to:
    Identify key aspects of Renaissance art, architecture and sculpture, including use of
       perspective, realism and light
    Familiarize with some of the key artists of the Renaissance

 Introduction: (3 minutes)
 - Put up a picture of the Mona Lisa on the overhead. Ask students what they know about this
 painting. Discuss with the students that this is the most famous painting to come out of the
 Renaissance. Explain to students that we will be taking 2 periods to learn of some of the greatest
 artists of all time.

 - Show art slides: painting (22 slides) and sculpture (20 slides): discuss perspective, use of light,
 realism, characteristics of the Renaissance art, where the artists inspiration came from,
 techniques used, type of paint used (ie: oil based oppose to the egg yolk that was used in
 medieval times). Also mention key figures such as Raphael, Massaccio, da Vinci ….
  - After watching the slide show, have students draw a perspective drawing with a vanishing point
 using attached worksheet. (77-80 minutes for painting/sculpture lesson)
 Next period:
 - Show architecture slides (22 slides); again discuss key figures such as Michelangelo and
 Bramante. Also discuss the inspiration from Greek and Roman architecture and sculpture, have
 students spot some of the similarities (ie: columns, domes, nudity…) (30 minutes)
 - Video: Renaissance art and music (54 minutes total- fast forward through parts about the
 Renaissance and just focus on areas about art) (35 minutes)

 Closure: (15 minutes)
 - Have students compare and contrast Medieval and Renaissance art using attached worksheet
 (hand in at end of class).

- Completion marks of perspective drawing and compare and contrast exercise.

- Remind students that their presentations are next class.

-Slides: Painting, Sculpture, and Architecture
- Video: Renaissance Art and Music
- Gardner’s Art Through the Ages book- to supplement slides
- Slide projector

Lesson # 7 The Renaissance- The beginning of the modern world? (2 periods- 80

 Title: Renaissance Art Fair

 (2 periods)

    By the end of the lesson students will be able to:
    Identify key figures and their associated contribution to the Renaissance
    Gain experience in oral presentation

 Introduction: (5 minutes)
 - Welcome the students to the annual Renaissance art fair. Remind students that they must be
 quiet during presentations. Students will be given the marking and contribution table to fill out.
 This table will be used to compile notes about the Renaissance figures, and will also serve as a
 peer review of the presentations. At the end of the presentations students will use their marking
 charts to vote a first, second and third place winner of the art fair. Students will be given prizes

 Body: (125 minutes)
 - Presentations 5-6 minutes for each pair
 - Marking and contribution sheet to be filled by each student (see attached)
 - Review Game (if time permits): using trivia from the textbook and class notes (ie: vocab words,
 worksheet questions, key figures….). Small prizes will be given to encourage students to
 participate. (some good Renaissance questions at:

 Closure: (10 minutes)
 - Ask class if they think that the Renaissance was the beginning of the modern world? (hints:
 individualism, humanism, secularism, importance of families, increased importance of manners,
 breaking of feudal society, new art techniques, increased value of a main city, new
 communication- printing press etc…)
 - Discuss what we will be beginning in Chapter 13: Reformation and the Scientific Revolution.

- Marked on Art Fair assignment based on rubric (see attached)
- Completion marks of contribution sheet to see that students can identify key figures of the

- No homework going into the next unit

-Student projects


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