Goals and Objectives
Students will be able to identify the concept of a Renaissance and be able to recognize a Renaissance in history using specific characteristics.
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).
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).
Lesson Introduction
Students will each take out a sheet of paper. They will have three minutes to write down anything they know about the word "renaissance." The teacher will start a timer and monitor what the students are writing. The following are examples of what students might write:
After three minutes of writing, students will volunteer one of the words they wrote down. Students will raise their hand and the teacher will call on them to say their word. As they say it, the teacher will write the word down on the board. after 15-20 words the teacher will read all of the words on the board out loud. This will allow students to begin thinking about what they already know about the Renaissance and will allow the teacher to see if the students are on the right tack before beginning the lesson.
- Horses
- Knights
- Swords
- Art/Paintings
- Renaissance fairs
After three minutes of writing, students will volunteer one of the words they wrote down. Students will raise their hand and the teacher will call on them to say their word. As they say it, the teacher will write the word down on the board. after 15-20 words the teacher will read all of the words on the board out loud. This will allow students to begin thinking about what they already know about the Renaissance and will allow the teacher to see if the students are on the right tack before beginning the lesson.
Vocabulary
Students will write the following vocabulary terms in their "word bank."
Secular: People are more interested in this world than they are about getting into heaven.
Doge: Head of the state in Venice.
Diplomacy: The art of negotiating or making deals with other countries.
Revival: Something becomes popular, active or important again.
Secular: People are more interested in this world than they are about getting into heaven.
Doge: Head of the state in Venice.
Diplomacy: The art of negotiating or making deals with other countries.
Revival: Something becomes popular, active or important again.
Content Delivery
Students will view the following presentation about the concept of a renaissance and the specific beginnings of the Italian Renaissance. Students will be taking notes, actively listening and answering built-in questions throughout the presentation.
Student Engagement
Students will participate in a group activity in which they determine whether or not a historical occurrence is a renaissance or not. Students will be given a handout that includes four historical events. the name of the event will not be given, however specific details about the event will be discussed. Students will be put in groups of four and must decide, as a group, if each event is a renaissance. Each group must also explain why they chose a specific answer and use evidence from the given text. Each member of the group will be required to write one answer with the help of the group. This will ensure that all students have participated in the activity. Each group will hand in one paper at the end of the activity for credit.
is_it_a_renaissance_activity.doc | |
File Size: | 24 kb |
File Type: | doc |
Demonstrated Learning
Students will turn in their "Is it a Renaissance" activity for credit. From this, the teacher will be able to determine whether or not the students have grasped the concept of a "renaissance." This will inform the teacher whether or not the concept needs to be revisited. Students need to understand the concept of a renaissance before they study the Italian renaissance because they will better understand why it occurred and what the people involved wanted as a result.
Lesson Closure
To close the lesson, student will watch a short video clip about what it is like to go to a renaissance faire. This will allow students to shift from talking about a renaissance as a concept, to the ideas of the Italian renaissance. This video is interesting and will set up the rest of the unit.
Accomodations
English language learners and students with special needs will be put into groups with students that are high-achieving and are sensitive to the needs of the accommodated student. This will help the student feel comfortable in the group and will allow the student to hear appropriate conversation taking place around him or her. The content delivery portion of the lesson is accommodated to help English learners, struggling readers and students with special needs. The slides are very low in text and include pictures that correlate to the information. Key information is written in bold or underlined to show importance.
What Came Before...
Before this lesson, students finished the unit on medieval Europe. This included learning about the black death during the middle ages. This will align with the content of this unit, including the emergence of the renaissance.
What Came After...
After this lesson, students will learn about the importance of city-states and their contributions to the beginnings of the Italian renaissance.