Goals & Objectives
Given the opportunity to conduct online research, students will be able to identify the characteristics of an Italian city-state and explain the connection between the rise of city-states and the arrival of the Italian Renaissance.
California State Content Standards
7.8 Students analyze the origins, accomplishments, and geographic diffusion of
the Renaissance.
2. Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of Renaissance ideas.
3. Understand the effects of the reopening of the ancient "Silk Road" between Europe and China, including Marco Polo's travels and the location of his routes.
the Renaissance.
2. Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of Renaissance ideas.
3. Understand the effects of the reopening of the ancient "Silk Road" between Europe and China, including Marco Polo's travels and the location of his routes.
Lesson Introduction
Students will watch a short video about the obvious do's and don'ts of jousting. This video includes video clips from A Knight's Tale and The Tudors. The video is short and entertaining. It shows students the art of jousting as well as portrays Renaissance dress and attitude. This will draw students in allowing them to focus on the content presented throughout the lesson.
Vocabulary
Doge: (duke) head of the state
Diplomacy: Art of negotiating, or making deals with other countries.
Diplomacy: Art of negotiating, or making deals with other countries.
Content Delivery
Teacher will give a short lecture about the introduction and subsequent rise of city-states in Italy during the Renaissance. Students will listen to the lecture while completing a guided note-taking activity (see attached). Students will fill in the guided notes with key words and phrases. This activity will ensure participation and allow students to have written record of the information without having to take complete notes.
guided_notes_city_states.doc | |
File Size: | 23 kb |
File Type: | doc |
activity_worksheet_city_states.doc | |
File Size: | 19 kb |
File Type: | doc |
instruction_sheet_city_states.doc | |
File Size: | 46 kb |
File Type: | doc |
Student Engagement
Day 1
Students will participate in a technology based simulation. They will be put into groups of four for this assignment. These groups will be strategically chosen by the teacher and will be based on behavior and ability level. Each group will be assigned a different Italian city-state. Examples of Renaissance city-states are Venice, Florence, Genoa, Milan, Rome and Naples. Students will each be given an activity worksheet (see attached) that includes questions to be answered by the student and a space for notes where students can write down acquired information during the research process. Students will be escorted to the computer lab and given thirty minutes to do independent research on their given city-state. Students will use pre-determined websites to answer the questions on the activity worksheet and to find out as much as they can about their city-state. The teacher will monitor the students in the computer lab to ensure participation and proper conduct.
Students will be allowed to use the only the following websites to obtain information about their city-state. This will ensure that students are on topic and are using credible sources for information.
http://vlib.iue.it/carrie/texts/carrie_books/gilbert/03.html
http://www.laphamsquarterly.org/roundtable/roundtable/the-renaissance-of-city-states.php
http://www-student.unl.edu/cis/hist100w05/online_course/unit3/lsn09-tp02.html
http://theborgias.wetpaint.com/page/The+ITALIAN+CITY-STATES
Students will be given the URLs and will only be permitted to use these sites. Students will take notes and answer the questions about the specific city-state.
Day 2
After using the previous day to retrieve information about their city-state, students will come together with their group. Students will be given five minutes to share what they found and compare answers, making any necessary changes to their worksheet. Each group will be given a poster, markers and an instruction sheet (see attached). The instruction sheet will include the elements that must be presented on their poster. Students will be given thirty minutes to create a poster about their specific city-state. Students must use what they have learned to design:
The teacher will monitor the students to ensure that students are working cooperatively and that the concept of the poster is clear to each group.
Day 3
Each group will present their poster to the class. The group must tell about their motto/emblem/money/mascot and explain why they chose it. The motto/emblem/money/mascot must reflect the ideals and structure of that particular Italian city-state. Groups will then turn in their poster and activity worksheet for group and individual credit.
Students will participate in a technology based simulation. They will be put into groups of four for this assignment. These groups will be strategically chosen by the teacher and will be based on behavior and ability level. Each group will be assigned a different Italian city-state. Examples of Renaissance city-states are Venice, Florence, Genoa, Milan, Rome and Naples. Students will each be given an activity worksheet (see attached) that includes questions to be answered by the student and a space for notes where students can write down acquired information during the research process. Students will be escorted to the computer lab and given thirty minutes to do independent research on their given city-state. Students will use pre-determined websites to answer the questions on the activity worksheet and to find out as much as they can about their city-state. The teacher will monitor the students in the computer lab to ensure participation and proper conduct.
Students will be allowed to use the only the following websites to obtain information about their city-state. This will ensure that students are on topic and are using credible sources for information.
http://vlib.iue.it/carrie/texts/carrie_books/gilbert/03.html
http://www.laphamsquarterly.org/roundtable/roundtable/the-renaissance-of-city-states.php
http://www-student.unl.edu/cis/hist100w05/online_course/unit3/lsn09-tp02.html
http://theborgias.wetpaint.com/page/The+ITALIAN+CITY-STATES
Students will be given the URLs and will only be permitted to use these sites. Students will take notes and answer the questions about the specific city-state.
Day 2
After using the previous day to retrieve information about their city-state, students will come together with their group. Students will be given five minutes to share what they found and compare answers, making any necessary changes to their worksheet. Each group will be given a poster, markers and an instruction sheet (see attached). The instruction sheet will include the elements that must be presented on their poster. Students will be given thirty minutes to create a poster about their specific city-state. Students must use what they have learned to design:
- A motto for their city-state
- An emblem
- Money
- A mascot
The teacher will monitor the students to ensure that students are working cooperatively and that the concept of the poster is clear to each group.
Day 3
Each group will present their poster to the class. The group must tell about their motto/emblem/money/mascot and explain why they chose it. The motto/emblem/money/mascot must reflect the ideals and structure of that particular Italian city-state. Groups will then turn in their poster and activity worksheet for group and individual credit.
Demonstrated Learning
Students will be assessed through the assignments they complete during the student engagement activities. Students will be turning in their group poster and activity worksheet. The poster will be graded for content that relates to the city-state and will tell the teacher whether the students are able to conceptualize the main characteristics of a city-state. Their activity worksheet will show their progress individually and ensure each student is making the connection between the rise of city-states and the subsequent arrival of the renaissance in Italy. If the activity worksheet shows that this connection is not being made or that students are not understanding the concept of a city-state, it may be necessary to revisit the content in a more structured manner.
The teacher will also use the closing activity to check for understanding about the connection between city-states and the beginning of the renaissance.
The teacher will also use the closing activity to check for understanding about the connection between city-states and the beginning of the renaissance.
Lesson Closure
The lesson will be closed with a think-pair-share activity. Students will take out a blank sheet of paper and answer two questions. Students will be given five minutes to answer the following questions that will be displayed on the board:
1. How does competition create better products?
2. How does this relate to the beginnings of the renaissance in Italy?
The idea of the questions is to allow students to make a connection between the competition of city-states and how it led to the renaissance revival of artistic and educational advancements.
After five minutes of writing, students will be instructed to put their pencils down. Students will share their answers and ideas with their shoulder partner. After three minutes of discussion, students will have two minutes of independent work to add anything they learned from their partner to their paper. This will be collected as an informal assessment of student progress.
1. How does competition create better products?
2. How does this relate to the beginnings of the renaissance in Italy?
The idea of the questions is to allow students to make a connection between the competition of city-states and how it led to the renaissance revival of artistic and educational advancements.
After five minutes of writing, students will be instructed to put their pencils down. Students will share their answers and ideas with their shoulder partner. After three minutes of discussion, students will have two minutes of independent work to add anything they learned from their partner to their paper. This will be collected as an informal assessment of student progress.
Accommodations
English language learners and students with special needs will be accommodated throughout the lesson. During the content delivery, students are using a guided notes worksheet that allows them to focus on the content of the lecture rather than the structure of note-taking on their own. the student still has to pay attention the the lecture but an feel more comfortable in writing a simple word or phrase rather than an entire concept.
English language learners and students with special needs will also be accommodated through strategic grouping. Students will be placed in groups either with another student who speaks their native language (if possible) or with students who are sensitive to the needs of the accommodated student. this will allow the student to feel comfortable in their group and will, therefore, be more willing to share ideas or participate in drawing on the poster.
English language learners and students with special needs will also be accommodated through strategic grouping. Students will be placed in groups either with another student who speaks their native language (if possible) or with students who are sensitive to the needs of the accommodated student. this will allow the student to feel comfortable in their group and will, therefore, be more willing to share ideas or participate in drawing on the poster.
What Came Before...
Prior to this lesson, students learned what a renaissance is and what was taking place before the Italian renaissance began.
What Came After...
Following this lesson, student will learn about the technological and artistic advances that took place during the Italian renaissance.