Goals and Objectives
Given a lecture on primary sources, students will be able to identify the purpose of a primary source and be able to analyze the contents of a text-based and non-text based Renaissance primary sources with 100% accuracy.
California State Content Standard
7.8 Students analyze the origins, accomplishments, and geographic diffusion of
the Renaissance.
1. Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).
5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
the Renaissance.
1. Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).
5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
Lesson Introduction
Students will view a video clip about what a primary source is and what they are used for. The video is called "Source Wars," and is a Star Wars spoof about primary and secondary sources. The video is five minutes long and gives many examples of primary sources. The video is entertaining, as well as informative. This video is important to the lesson because it teaches students what a primary source is and increases their understanding of the documents they will be analyzing.
Vocabulary
Students will add the following vocabulary terms to their word bank:
Bias: Prejudice in favor of or against one thing, person, or group compared with another.
Historiography: The study of historical writing.
Bias: Prejudice in favor of or against one thing, person, or group compared with another.
Historiography: The study of historical writing.
Content Delivery
The teacher will give a short lecture on primary sources. The lecture will include a description of primary sources, their uses in historical research and how to analyze them for bias and interpretation. The teacher will utilize a slide rocket presentation that includes an informal assessment.
Student Engagement
Primary Source #1
Students will take out a piece of lined paper and a pencil. They will divide their paper into four sections and label each one with a 1,2,3 or 4. The teacher will project a visual of the mural, School of Athens by Raphael. The projection will be covered up with only the top, left corner of the painting exposed. Students ill be given one minute to write down everything they see in that section of the painting. This will continue for each section of the painting. Students will write what they see in the corresponding section of their paper. Following this activity, students will go through their notes from previous lessons and find any correlations between things they found in the painting and aspects of the Italian Renaissance. Students will be allotted ten minutes for this activity and will write their findings on the back of their paper. This activity will be collected for credit.
Students will take out a piece of lined paper and a pencil. They will divide their paper into four sections and label each one with a 1,2,3 or 4. The teacher will project a visual of the mural, School of Athens by Raphael. The projection will be covered up with only the top, left corner of the painting exposed. Students ill be given one minute to write down everything they see in that section of the painting. This will continue for each section of the painting. Students will write what they see in the corresponding section of their paper. Following this activity, students will go through their notes from previous lessons and find any correlations between things they found in the painting and aspects of the Italian Renaissance. Students will be allotted ten minutes for this activity and will write their findings on the back of their paper. This activity will be collected for credit.
Primary Source #2 and #3
Students will be designated as either an "A" or a "B." The A's will receive a copy of a primary source text while the B's receive another. These texts will be different. Students will be given fifteen minutes to read their particular text and respond to the questions that follow. After the fifteen minutes has concluded, students will exchange their paper with a pre-determined partner that has the opposite letter of them (A's will be partnered with B's). Students will exchange papers. Students will read their partner's primary source text and respond to their partner's answers with one critique and one compliment. Students will be given ten minutes to complete their critiques/compliments. This activity will be turned in for participation and assignment credit.
This activity is important because students get to read and analyze two primary sources texts. They also get to see how their partner answered the corresponding questions and think about what they would have answered differently and what they would have answered the same. this allows them to analyze their own work and the work of others.
primary_source_1.doc | |
File Size: | 24 kb |
File Type: | doc |
primary_source_2.doc | |
File Size: | 23 kb |
File Type: | doc |
Demonstrated Learning
Students will participate in an informal assessment during the content delivery. The presentation includes three examples of sources and the teacher will ask for three volunteers to explain why a particular source is or is not a primary source. This will show whether students have grasped the concept of what a primary source is and how to evaluate one for research purposes.
Students will also turn in their student engagement partner activity. This will be an assessment for students and will demonstrate whether they can analyze a primary source from the time of the Renaissance. The teacher can assess student progress and decide whether the subject of primary sources needs to be revisited before introducing additional sources.
Students will also turn in their student engagement partner activity. This will be an assessment for students and will demonstrate whether they can analyze a primary source from the time of the Renaissance. The teacher can assess student progress and decide whether the subject of primary sources needs to be revisited before introducing additional sources.
Lesson Closure
The lesson will be closed by students participating in an "exit ticket" activity. Each student will be given a note card to write their answers. The students will be shown a Renaissance drawing by Leonardo Da Vinci. The students will answer the following questions regarding the visual:
1. Is this a primary source?
2.How do you know?
3. What does this source tell you about the Renaissance? Explain your answer.
Students will be given seven minutes to complete their exit ticket. They will turn it in on their way out of the classroom.
1. Is this a primary source?
2.How do you know?
3. What does this source tell you about the Renaissance? Explain your answer.
Students will be given seven minutes to complete their exit ticket. They will turn it in on their way out of the classroom.
Accomodations
The content delivery is accommodated for English learners and students with special needs because it includes corresponding pictures and simple language.
Students will be accommodated during the student engagement activity because each English learner or student with special needs will be paired with a high-achieving, tolerant student. This will allow the accommodated student to be somewhat tutored during the peer critique. The advanced student will be able to give important feedback and will help guide their partner through the activity.
Students will be accommodated during the student engagement activity because each English learner or student with special needs will be paired with a high-achieving, tolerant student. This will allow the accommodated student to be somewhat tutored during the peer critique. The advanced student will be able to give important feedback and will help guide their partner through the activity.
What came before...
Prior to this lesson, students were taught about what a Renaissance is and what took place during the Italian Renaissance, including an introduction to significant people. This background knowledge will allow students to more effectively analyze primary sources from the renaissance time period.
What came after...
Following this lesson, students will learn about the importance of the city of Florence during the Renaissance. Primary sources can be used during the next part of the unit, including the use of maps. The knowledge obtained in this lesson will be beneficial to the rest of the unit and other units throughout the school year.