Download WHII 2b-Italian Renaissance (S.Trosper)

Bedford County Public Schools
LESSON PLAN TEMPLATE
Course World History II
Lesson Topic/Title
Grade
9
The Italian Renaissance
SOL and Learning Intention
WHII.2 The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions
in the world about 1500 A.D. (C.E.) by
b) describing artistic, literary, and intellectual ideas of the Renaissance;
Learning Intention
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
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Identify key components of the Italian Renaissance
Identify key artists, writers, and thinkers of the Italian Renaissance
Analyze intellectual and political changes that took place with the origins of the Italian Renaissance
Analyze and compare characteristics of Renaissance and Medieval Art.
Materials/Resources Needed, Activity-Comparing Medieval, Bubble Map-Ideas of the Italian Renaissance,, Notes-Italian
Renaissance_
Cognition Strategy to be Applied Mnemonic (ARTISTIC), Double Bubble Thinking Map (Italian v. Medieval Art), Bubble Map (Key
Ideas of the Italian Renaissance), fill-in-the blank notes (PowerPoint: The Italian Renaissance, EXIT Slip
Lesson Component
Engage:
Prior Knowledge & Hook
Explain:
Direct Instruction & Model
Explain:
Direct Instruction & Model
Teacher
Discuss student findings
Student
K-W-L Charts on the Renaissance
N/A
Instruct students to write, “The
Renaissance was very ‘ARTISTIC’ ” on the
unlined side of the card. Have them add
colorful symbolic illustrations to the card,
perhaps drawing an artist’s paintbrush
and pallet, a brain, and books to
represent the Renaissance.
A–Arrival (birth) of the modern
world
R–Rebirth of ancient Greek and
Roman cultures
T–The Renaissance started in
Italian city-states.
I–Italian artists (Michelangelo, da
Vinci)
S–Sonnets, essays, plays
(Shakespeare)
T–The Renaissance spread to
Northern Europe.
I–Individualism stressed
(humanism)
C–Church corruption criticized
(Erasmus—humanist)
1
Instruct students to turn their card to the
lined side and write the mnemonic
ARTISTIC vertically down the left-hand
side, as shown below. Go over the
mnemonic one letter at a time, discussing
each concept and having students copy
the notes next to the appropriate letters,
as shown:
Have students create a list of the
characteristics of Medieval Art and then
create a list of the characteristics of
Renaissance Art. Have them create a
comparison chart and share with the
class. (p. 165 or p. 170). Discuss as a
class.
Explore:
Guided Practice
n/a
Explore:
Guided Practice
n/a
Explore:
Guided Practice
n/a
Explain:
Direct Instruction & Model
Students will hear a lesson on “The
Italian Renaissance” which helps
students understand key figures and
will take notes as I go through the
PowerPoint. (see PowerPoint)
Evaluate:
Close and Assess
n/a
Explain that students are now going to
become “art analysis experts” by
analyzing each work of art in an
electronic presentation of Renaissance
and Medieval works of art. Based on the
characteristics just studied (e.g., flat,
cartoon-like, emotionless = Medieval;
three-dimensional, life-like, emotional,
detailed = Renaissance), students will
decide whether each work is Medieval or
Renaissance. Stress the paintings and
sculptures of Michelangelo and Leonardo
da Vinci. Students will use the chart
called “Comparing medieval vs.
Renaissance Art” found in the
PowerPoint Presentation called “The
Italian Renaissance”.
Have students go through the text (6:1)
and complete a BUBBLE MAP that helps
them to determine the key ideas of the
Renaissance. Discuss as a class
Students will fill in blanks in their notes
as they view the PowerPoint
EXIT SLIP: Students will create a list of 5
things they learned in class today. They
will work with a teacher selected partner
and share with each other what they
have learned. Students are to write down
something their partners shared if they
do not already have it.
2
Title of Work of Art
Artist
Characteristics of Work of Art
Renaissance
Medieval
3
Ideas of the
Italian
Renaissance
4