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HISTORY Teacher's Guide • Grade 6 Term 2
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Lesson plan: European explorers
Lesson Plan: European explorers
In this module the learners will:
There is one lesson plan in this module, with associated activities.
Knowledge
The Renaissance period
Skills
Comprehension
Reasons for European
exploration
Presenting an oral
How new knowledge
changed people
• Practise listening skills
• Participate in group discussions
Values
Knowledge brings about
change
• Draw a map
• Create a Power Point Presentation
• Write a biography
Research
• Write a poem
Map skills
• Present an oral
Learn about new inventions Power Point Presentation
History about Leonardo da
Vinci and Galileo
The explorer, Vasco da
Gama
The Dutch East India
Company (VOC)
• Create a mind map
• Write a descriptive paragraph
Presenting orals
You will need:
Writing a poem
All activities: Learner’s Book; class workbooks; dictionaries; resources pertaining to the Renaissance
period; information about Leonardo da Vinci and some of his famous artworks including the Mona
Lisa; information pertaining to Galileo Galilei, the magnetic compass and the printing press, European
explorers including Vasco da Gama and Bartholomeu Dias; the Dutch East India Company (VOC).
Write a biography
Create a mind map
All Activities: Class observation sheets.
Write a descriptive paragraph
Assessment:
Ensure class observation sheets are ready for informal assessment. Comment as you walk around the
classroom and observe individuals within their groups. Note the group work dynamics – who works
with the group and who does not. Allow a report-back session after working in a group and note
which learner takes the responsibility of reporting on the group’s findings. Mark the written work
informally with an encouraging comment where applicable.
Prior knowledge
The educator must research the topics thoroughly.
Activity 1:
Preparing for this module:
1. Ensure that you are familiar with the module before you begin.
2. Study the resources for each lesson and ensure that you have the necessary resources available.
3. Some activities may require documents to be printed. Ensure that these are printed in advance.
There are activities that could be made more exciting if the learners have access to the Internet. If
individual access is not possible, print the relevant information provided by the hyperlinks for each
lesson. The Learner’s Book is needed to complete each activity.
4. Ensure the assessment recording sheets are prepared at the beginning of the term. Have the sheets
ready for every activity to ensure continuous formal and informal assessment.
5. Whenever there is a written activity, allow the learners to write the answers in their class workbook,
even during a group discussion, unless a separate worksheet has been provided.
6. Research additional information pertaining to the content, such as library books, pictures and
newspaper articles.
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Discuss the term ‘Renaissance’ and the meaning (re-birth) and when the period began. Explain
that it started in Italy after a heightened interest in classical learning and values that brought
about new ideas. The people of the Renaissance became interested in other areas of science,
the natural world, biology and astronomy. People now studied mathematics, engineering, and
architecture. Artists, writers, musicians and composers began creating work of art outside of
the church. Before that, art was used mainly for decoration of churches. The Renaissance is best
known for its achievements in art, literature and music.
Discuss the intellectual movement of ‘humanism’ and how it brought intellectual unity to
Europe. Secular Humanism was the term described by the values and ideals during the
European Renaissance. ‘Secular’, meaning not religious and ‘humanism’ meaning ‘placing the
study and progress of human nature at the centre of one’s interest. The rise of Humanism can
be seen in paintings created by Renaissance artists. Cities grew and trade prospered during the
Renaissance. Commerce and trade soon moved inland along the major routes of trade. Italy’s
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economic power was challenged during the late 14th century as other rulers began establishing
their power. Italy’s influence was weakened by Portugal’s development of a direct sea route to
Asia at the end of the 15th century. Until that time, Italy was the primary route between the Far
East and Western Europe. Journeys like Vasco Da Gama’s voyage to India, created rivalry.
growing rivalry incited conflicts over control of the spice trade. As the middle class grew during
the Renaissance, the popularity of spices rose. Wars over the Indonesian Spice Islands broke out
between expanding European nations and continued for about 200 years, between the 15th
and 17th centuries.
Include in discussions that the Southern African society was at the height of its power during
the same time that the European Renaissance occurred and how Europeans were interested
in exploring Africa. Learners will answer questions in relation to the text.
Learners will answer questions according to the text and create their own map highlighting the
Silk and Spice trade routes with the inclusion of other trade routes.
Activity 2:
Discuss the reasons for European exploration, such as the need to find trade routes and partners
to access spices, transfer raw materials, foodstuffs and luxury goods from areas with surplus
to other areas where they were in short supply. The desire for knowledge expansion and to
control a larger empire, as well as the spread of religion. Some areas had a monopoly on certain
goods. China, for example, supplied West Asia and the Mediterranean world with silk, while
spices were obtained from South Asia. These goods were carried over long distances either
by animals overland or by ships along the Silk and Spice Routes, which were the main routes
between the various ancient empires of the Old World.
The spice trade was the world’s biggest industry as it led to the discovery of new continents.
Spices were protected as they generated immense wealth for those who controlled them. The
spice trade began in the Middle East. The Silk Road was an important route connecting Asia
with the Mediterranean world, including North Africa and Europe. Trade on the Silk Road was a
substantial factor in the growth of civilization of China, India, Egypt, Persia, Arabia, and Rome.
In the first century BC, the Roman Empire set up a powerful trading centre in Alexandria, Egypt
and controlled the spice trade that entered the Greco-Roman empire. Roman soldiers were
paid in salt, a practice that resulted in the word “salary” and the phrase “worth his salt.” For many
centuries, groups fought for control of the spice trade. Eventually, in the mid-13th century,
Venice became the primary trade port for spices destined for western and northern Europe.
Venice became wealthy by charging huge prices and without direct access to Middle Eastern
sources, the European people could do little else but pay the inflated prices they were charged.
It was expensive and difficult for European merchants to travel overland to the east. There were
many taxes that had to be paid whilst travelling through different countries to get to the east.
Hence, the Europeans had to find an alternative way to obtain spices.
In the 15th century, the spice trade was transformed by the European Age of Discovery. By
this time, navigational equipment had improved and so had long-distance sailing. Explorers
were encouraged to discover new ways to reach areas where spices were grown. Many voyages
resulted in the discovery of new lands and treasures.
Popular spices
Pepper, cinnamon, nutmeg, ginger and cloves were popular spices. Pepper was used to
preserve and flavour meat as refrigeration was not possible. Cloves and cinnamon were used
as air freshener. People used nutmeg to improve the flavour of bad tasting food.
Portugal was home to the first explorer that successfully circumnavigated Africa. In 1497 four
vessels under the command of Vasco da Gama rounded the Cape of Good Hope, eventually
sailing across the Indian Ocean to Calicut, India. This success marked the beginning of the
Portuguese Empire. Spanish, English and Dutch expeditions followed soon after and the
© e-classroom 2014
Activity 3:
The Renaissance was a cultural movement that profoundly affected European intellectual life.
People were driven by a desire to acquire new knowledge which resulted in the rise of the
individual who sought happiness, achievement and personal fulfilment. By the 16th century,
this cultural movement was felt in literature, philosophy, art, music, politics, science, religion
and other aspects of intellectual inquiry. The philosophy of humanism resulted in individual
expression by some of the greatest European artists of all time including Leonardo da Vinci and
Michelangelo. Scholars employed the humanist method of study, and searched for realism and
human emotion in art. The quest for knowledge, especially in mathematics and experimenting
was heightened and a radical style changed in the substance of arts and letter writing. The quest
for knowledge brought about the creation of new techniques in art, poetry and architecture.
There was a rise in commerce and exploration and the Renaissance was the beginning of a
modern day epoch.
Information about Renaissance education: http://www.artsdome.com/1103-119.html
Learners will create a Power Point Presentation which will include important information about
the Renaissance period and how education was reformed as well as the change of arts, music,
architecture and inventions were created. Explain how Power Point Presentations assist with
highlighting important points to expand upon.
Activity 4:
During the Renaissance, the printing press was invented. Discuss how this allowed new ideas
as well as the scriptures of the Bible to be printed. Explain the power of the Roman Catholic
Church during this time and Martin Luther who was excommunicated from the Roman Catholic
Church and the religious reformation. (Ensure sensitivity when discussing the topic with the
learners). Discuss the spread of the Protestant religion throughout Europe. Explain the layout
of a ‘biography’ to the learners for this activity.
Activity 5:
Discuss the history of da Vinci and some of his other well-known paintings. Analyze the formal
aspects of a work of art. Discuss the line, shape, form, colour and texture of the Mona Lisa in
order for the learners to include in a poem for this activity.
Activity 6:
Study the time line about the life of Galileo. Guide the learners through the information and
assist them with further information needed in order for them to prepare an oral and biography
about the life of Galileo.
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Activity 7:
Have a class discussion about how the world changed during the Renaissance as people
discovered new ideas and gained knowledge about the world. Investigate how new inventions
such as gunpowder, magnetic compasses and the printing press were created and how great
advances were made in geography, astronomy, chemistry, physics, mathematics, manufacturing
and engineering. Discuss these new advances and show examples from pictures. Encourage
learners to create an invention which today would be considered ‘entrepreneurial’.
Activity 8:
Discuss how trading happened by merchant explorers and how profits were made from trading
during voyages. Discuss the Age of Discovery and how Portugal and Spain became the early
leaders. Learners will write an account entitled “ My journey as an explorer” where they must
describe their life on board a ship during a voyage.
Activity 9:
Investigate the Dutch East Indian Company’s (VOC) journeys. Explain that the VOC was powerful
and had a great impact on the history of South Africa. The Dutch East India Company was
established in 1602 and it monopolized the sea route to the east for 21 years. Having been
set up in order to profit from the spice trade, the VOC established a capital in the port city of
Batavia in 1619. In 1652, Jan van Riebeeck established an outpost at the Cape of Good Hope
(the South Western tip of Africa in South Africa) to re-supply VOC ships on their journey to East
Asia. This post later became a colony, known as the Cape Colony, and more Dutch and other
Europeans started to settle there. Describe what the life of a sailor must have been like on a
ship, including the living conditions, diet, daily routine, cargo, various roles of the crew and the
possible dangers faced at sea. Learners will answer questions according to the text.
Activity 10:
Learners will create a mind map to highlight important information about the journeys of Dias
or da Gama and then use that information to present a detailed biography about the explorer
to the class.
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Explorers from Europe find
Southern Africa
The term ‘Renaissance’ means ‘rebirth’ and it is the period in European civilization immediately
following the Middle Ages. Historians have never been able to decide when the exact period
began. Some state its beginning in the 12th century, others say it was the 14th century. What
we do know is that a Renaissance did indeed occur.
It started in Italy after a heightened interest in classical learning and values. It was a historical
era with distinctive themes in learning, politics, literature, art, religion, social life and music. The
changes from the Middle Ages to the Renaissance were momentous. During the Renaissance,
new continents were discovered as well as inventions such as paper, gunpowder and the
magnetic compass.
There were great breakthroughs in anatomy, medicine, astronomy and mathematics. The
printing press was invented and books became available to people for the first time. It was
also a time of world exploration and the beginning of modern science. Nicolaus Copernicus
determined that the earth revolved around the sun. Many explorers sailed the seas in search
of trade routes to the Far East. Christopher Columbus crossed the Atlantic to land in America.
Vasco da Gama sailed around Africa and reached India.
The Southern African Society was at the height of its power at the same time that the European
Renaissance occurred. Europeans were interested in Africa, although they knew little about it.
The significant intellectual movement of the Renaissance was ‘humanism’. It was based on the
belief that the literary, scientific, and philosophical works of ancient Greece and Rome gave the
best guides for learning and living. Humanism was based on grammar, rhetoric, poetry, history,
and moral philosophy studies of the standard ancient authors of Rome and Greece. Humanism
became entrenched in society as a new form of education. Humanism brought intellectual
unity to Europe.
In this unit, you will investigate the changes in Europe which enabled Europeans to explore
other parts of the world and their early exploration of the Southern African coast.
5. What happened to cities during the Renaissance?
6. The Renaissance was known for its achievements in art, literature and music. Write
a colourful essay not exceeding more than 250 words, describing the life during
the Renaissance as an artist. (15)
Total: (25)
renaissance-art
In this module you will:
• Understand that the European Renaissance was an important turning point in European
history.
• Investigate the reasons for European exploration.
• Investigate how the world changed as people discovered new ideas and gained
knowledge about the world.
• Discover how new inventions came about, for example gunpowder, the magnetic
compass and the printing press.
• Investigate religion during the Renaissance.
• Explore European trade routes to the East via Southern Africa.
• Investigate the journey of Dias and da Gama.
• Investigate the Dutch East Indian Company (VOC).
• Describe the life of a sailor on a ship.
Reasons for European exploration
1. What is the meaning of the term “Renaissance?”
• To find sea routes and trading partners.
2. In which Country did the Renaissance begin?
• To expand knowledge and to control a larger empire.
3. How did the people during the Renaissance period change?
• To expand religion.
4. What was the name of the term that described the values and ideals of the
Renaissance?
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(1)
• To find spices, silk, gold, medicines, fur, precious stones and metals.
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4
The spice trade was the world’s
biggest industry as it led to the
discovery of new continents. Spices
were protected as they generated
immense wealth for those who
controlled them. The spice trade
began in the Middle East and was
run mostly by camel on overland
routes. The Silk Road was an
important route connecting Asia
with the Mediterranean world,
including North Africa and Europe.
Trade on the Silk Road was a
substantial factor in the growth of
civilizations of China, India, Egypt,
Persia, Arabia and Rome.
predominately from Portugal, Spain, France, Italy and England and were able to set sail farther
than they had before in search of new places to do trade due to the demand of imported
goods and export of local products. Sailing was a better option as the roads used were of
poor quality and the risk of thieves was great. These trading voyages were often paid for by
investors.
Famous explorers:
• Portugal – Vasco da Gama, Bartholomeu Dias
• Spain – Vasco Nunez de Balboa, Juan Ponce de Leon
• France – Jacques Cartier, Samuel de Champlain
• England – Sir Francis Drake, Sir Walter Raleigh
• Italy – Christopher Columbus, Amerigo Vespucci
In the first century BC, the Roman Empire set up a powerful trading centre in Alexandria,
Egypt and controlled the spice trade that entered the Greco-Roman empire. Roman soldiers
were paid in salt, a practice that resulted in the word “salary” and the phrase “worth his salt.”
For many centuries, groups fought for control of the spice trade. Eventually, in the mid-13th
century, Venice became the primary trade port for spices destined for western and northern
Europe. Venice was located in the Mediterranean Sea among hundreds of tiny islands on the
northeast edge of the Italian Peninsula. Its location made it ideal for trade.
Activity 2: Trade Routes
Venice became wealthy by charging huge prices, and without direct access to Middle Eastern
sources, the European people could do little else but pay the inflated prices they were
charged. It was expensive and difficult for European merchants to travel overland to the east.
There were many taxes that had to be paid whilst travelling through different countries to get
to the east. Hence, the Europeans had to find an alternative way to obtain the spices.
4. Draw a map highlighting the silk and spice trade routes during the Age of Discovery.
Research and highlight other trade routes and record goods that were possibly
traded along these routes. (12)
In the 15th century, the spice trade was transformed by the European Age of Discovery. By
this time, navigational equipment had improved and so had long-distance sailing. Explorers
were encouraged to discover new ways to reach areas where spices were grown. Many
voyages resulted in the discovery of new lands and treasures.
Popular spices
Pepper, cinnamon, nutmeg, ginger and cloves were popular spices. Pepper was used to
preserve and flavour meat as refrigeration was not possible. Cloves and cinnamon were used
as air freshener. People used nutmeg to improve the flavour of bad tasting food.
Portugal was home to the first explorer that successfully circumnavigated Africa. In 1497 four
vessels under the command of Vasco da Gama rounded the Cape of Good Hope, eventually
sailing across the Indian Ocean to Calicut, India. This success marked the beginning of the
Portuguese Empire. Spanish, English and Dutch expeditions followed soon after and the
growing rivalry incited conflicts over control of the spice trade. As the middle class grew
during the Renaissance, the popularity of spices rose. Wars over the Indonesian Spice Islands
broke out between expanding European nations and continued for about 200 years, between
the 15th and 17th centuries.
The Renaissance era saw an explosion in voyages of discovery. European Explorers were
© e-classroom 2014
1. Which Country successfully found a sea route to India by circumnavigating Africa? (1)
2. Why do you think there was a need to explore sea routes for trading? (5)
3. Why were spices in demand? (2)
Total: (20)
Why was the quest for knowledge important?
The Renaissance was a cultural movement that profoundly affected European intellectual life.
People were driven by a desire to acquire new knowledge which resulted in the rise of the
individual who sought happiness, achievement and personal fulfilment. By the 16th century,
this cultural movement was felt in literature, philosophy, art, music, politics, science, religion
and other aspects of intellectual inquiry. The philosophy of humanism resulted in individual
expression by some of the greatest European artists of all time including Leonardo da Vinci and
Michelangelo. Scholars employed the humanist method of study and searched for realism and
human emotion in art. The quest for knowledge, especially in mathematics and experimenting
was heightened and a radical style changed in the substance of arts and letter writing. The quest
for knowledge brought about the creation of new techniques in art, poetry and architecture.
There was a rise in commerce and exploration and the Renaissance was the beginning of a
modern day epoch.
artsdome.com
https://www.e-classroom.co.za
5
Activity 3: Power Point Presentation
Create an informative Power Point Presentation to present to the class about the
Renaissance period and include education reform, arts, music, architecture, inventions
and trade.
Total: (30)
Religion
During the Renaissance, the printing press was invented. This allowed new ideas, as well as
scriptures of the Bible to be easily printed and distributed. People were able to read the Bible
for the first time. The Roman Catholic Church was very powerful and was the only church in
Western Europe until other influences started to establish, such as the Holy Roman Empire,
the Italian city-states, England and the unified nation states of France and Spain. The Roman
Catholic Church began to decline, resulting in the Protestant Reformation and the creation of
Protestant churches.
People were keen to take the occasion offered by the Reformation to weaken the power of the
Papacy. Martin Luther sparked this Reformation in 1517. He posted his 95 Theses’ on the door
of the Castle Church in Wittenberg, Germany, which were a list of statements that expressed
his concerns about certain church practices – largely the sale of indulgences. Martin Luther
thought that the selling of indulgences was sinful. He denied in his theses’, that indulgences
had any power to remit sin. He also criticized the power of the pope and the wealth of the
church.
Luther’s theses’ were meant only for church leaders and were written in Latin, which most
people did not understand. By nailing these to the church door, Luther was following a
common custom of the time, as church doors served similar functions to community bulletin
boards today.
Luther’s disagreements with church policy ultimately led him to challenge some of the most
fundamental doctrines of the church, which led him and his followers to break away from the
Roman Catholic Church in protest; hence they were known as ‘Protestants’. Luther started to
spread the Protestant religion throughout Europe.
The Reformation had significant political consequences, as it split Europe into Protestant and
Roman Catholic countries which often went to war with each other during this period.
Activity 4: Religion in the Renaissance
Research and create a biography on Martin Luther and his 95 Theses’. Highlight his early life,
his spiritual enlightenment and his excommunication from the Roman Catholic Church.
Include visual representation.
Total: (20)
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Leonardo da Vinci
The water you touch in
a river is the last of that which has passed,
and the first of that which is coming.
Thus it is with time present.
Leonardo da Vinci was born in 1452 near the small town of Vinci in Northern Italy. His father,
Ser Piero, was a 25 year old notary. His mother was a peasant girl by the name of Caterina.
Leonardo’s parents did not marry and he was raised by his grandparents and uncle.
At 14, after his uncle died, Leonardo was taken to his father in Florence. His father decided it
was time for him to learn a trade and showed his drawings to Andrea del Verrochio who hired
him as an apprentice. Verrochio was a great sculptor of his time and the official sculptor of the
powerful Medici family. His best work was finished in gold and silver.
It was during the Renaissance that artists began to use perspective in their paintings and
drawings. Artists began to draw things as they saw them in nature. Leonardo and his fellow
artists used mathematics to plot the placement of objects in their paintings and drawings.
They used other techniques to show perspective like shading and colours. Leonardo thought
it was important for painters to understand how to use mathematics and colour to create a
painting, instead of just copying from other artists.
Leonardo lived in an exciting time during the Renaissance. People were rediscovering ideas
about philosophy and art from these ancient times. They were also examining new ways
of thinking and of expressing themselves. When Leonardo finished his apprenticeship in
1472, he had become the leading artist in Verrocchio’s studio. Verrocchio eventually gave up
painting altogether after recognising the brilliance of Leonardo. Verrocchio put Leonardo to
work on part of a painting that he was working on, ‘Baptism of Christ’. He had Leonardo paint
one of the angels in this work. When Verrocchio saw the angel that Leonardo painted, he was
stunned. It was so beautiful and so much better than his own work that Verrocchio vowed he
would never touch a paintbrush again.
In 1481, Verrocchio left Florence for Venice to work on a great statue. Leonardo decided
to leave Florence and wrote a letter to the prince of Milan, Ludovico Sforza. In his letter,
Leonardo outlined some of his inventions.
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Letter from Leonardo da Vinci to the Duke of Milan applying for a position
His application was accepted by Sforza and Leonardo moved to the court of Milan where he
stayed until 1499 until Sforza was ousted.
“Having, most illustrious Lord, seen and considered the experiments of all those who pose as
masters in the art of inventing instruments of war, and finding that their inventions differ in no
way from those in common use, I am emboldened, without prejudice to anyone, to solicit an
appointment of acquainting your Excellency with certain of my secrets.
1. I can construct bridges which are very light and strong and very portable, with which to pursue
and defeat the enemy; and others more solid, which resist fire or assault, yet are easily removed
and placed in position; and I can also burn and destroy those of the enemy.
2. In case of a siege I can cut off water from the trenches and make pontoons and scaling ladders
and other similar contrivances.
3. If by reason of the elevation or the strength of its position a place cannot be bombarded, I can
demolish every fortress if its foundations have not been set on stone.
4. I can also make a kind of cannon which is light and easy of transport, with which to hurl small
stones like hail, and of which the smoke causes great terror to the enemy, so that they suffer heavy
loss and confusion.
During this time, Leonardo turned his attention toward mathematics and experimentation. He
wanted to observe, discover and invent. He studied anatomy and looked for structure when
drawing the human figure, animals and plants. Leonardo looked for the mechanism which
moved the creature. He invented a flying machine called the ‘Orinthopter’ and many other
inventions which were written in Leonardo’s manuscripts. For more examples, see Leonardo’s
manuscripts: leonardo/manoscritti/
Leonardo fled Milan in 1499. In 1502, he became a military engineer and eventually moved
back to Florence where he and a young rival, Michelangelo Buonarroti, were appointed by
the city to paint two pictures, neither of which were finished. During the period 1503-1506,
Leonardo painted Monna (or Mona) Lisa, believed to be the wife of a well-known Florentine
merchant known as Francesco del Giocondo, and thus it became known as “La Gioconda’’.
Leonardo loved the portrait so much so that he always carried it with him. After his death it
was given to the King of France.
vinci-for-kids.pdf
The Mona Lisa
5. I can noiselessly construct to any prescribed point subterranean passages either straight or
winding, passing if necessary underneath trenches or a river.
6. I can make armoured wagons carrying artillery, which shall break through the most serried ranks
of the enemy, and so open a safe passage for his infantry.
7. If occasion should arise, I can construct cannon and mortars and light ordnance in shape both
ornamental and useful and different from those in common use.
8. When it is impossible to use cannon I can supply in their stead catapults, mangonels, trabocchi,
and other instruments of admirable efficiency not in general use—I short, as the occasion requires I
can supply infinite means of attack and defense.
9. And if the fight should take place upon the sea I can construct many engines most suitable either
for attack or defense and ships which can resist the fire of the heaviest cannon, and powders or
weapons.
10. In time of peace, I believe that I can give you as complete satisfaction as anyone else in the
construction of buildings both public and private, and in conducting water from one place to
another.
Leonardo kept numerous notebooks throughout his life, for example,
the Codex Leicester. These notebooks had to be viewed in a mirror as the
handwriting was written backwards. He wrote on each page “Tell me if
anything at all was done” .
Leonardo believed that every individual had unlimited potential and
required a proper environment in which to discover themselves. He
discovered that nature speaks to man in detail and through detail and
structure, one could uncover nature’s grand design, an ideal which would
eventually become associated with the Scientific Revolution to come.
After his death in 1519, he left fewer than twenty paintings and 5000 pages of notes and
drawings which remained unnoticed until the 18th century when they were discovered. His
way of painting had eternal influence.
Activity 5: The Mona Lisa
I can further execute sculpture in marble, bronze or clay, also in painting I can do as much as
anyone else, whoever he may be.
Moreover, I would undertake the commission of the bronze horse, which shall endue with immortal
glory and eternal honour the auspicious memory of your father and of the illustrious house of
Sforza.—
And if any of the aforesaid things should seem to anyone impossible or impracticable, I offer myself
as ready to make trial of them in your park or in whatever place shall please your Excellency, to
whom I commend myself with all possible humility.
Study the Mona Lisa painting.
1.Why do you think Leonardo was so attached to this particular work of art?
2.Why do you think the lady was dressed in dark clothing?
3.Where did the painting take place?
4.What do you think Leonardo was trying to portray in the painting?
5.What do you think Leonardo was feeling at the time?
6.Make up your own poem about the Mona Lisa using the questions above to inspire
your imagination of what it must have been like to be an artist during the Renaissance.
Total: (12)
Leonardo da Vinci
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Leonardo da Vinci – Time line
Galileo Galilei – Time line
galileo-9305220
leonardo-da-vinci-40396
February 18, 1564: Birth of Galileo Galilei in the Tuscan city of Pisa.
1574: Galilei family moves to Florence.
1452
Leonardo is born on 15 April in the village of Anchiano,
near the town of Vinci.
1467
At age 15 Leonardo is sent to Florence to work as
apprentice to Andrea De Verrocchio who was an Italian
sculptor, goldsmith and painter and master of an important
workshop in Florence.
Summer 1581: Galileo enrols in the University of Pisa to pursue a degree
in medicine.
1585: Galileo leaves the University of Pisa without having obtained a
degree.
Summer 1589: Galileo hired as a lecturer in mathematics at the University of Pisa.
1472
20 year-old Leonardo is accepted into the Painters' Guild of
Florence.
1589-1592: Galileo teaches in Pisa, and reportedly makes his famous velocity experiment,
dropping objects off the leaning tower to disprove Aristotle’s theory that heavier objects fall
faster than lighter ones.
1478
The Annunciation is painted. The work, thought to be
painted by da Vinci, is now believed to have been painted
by Lorenzo di Credi.
1591: Death of Vincenzo Galilei, Galileo’s father.
Autumn 1592: Galileo takes post at the University of Padua.
1600: Galileo’s first daughter, Virginia, born in Padua.
1481
Leonardo begins work on The Adoration of the Magi, an
altarpiece for the Monastery of San Donato at Scopeto.
1482
Leonardo moves to Milan to work in the service of the city's
duke, Lodovico Sforza. He gains the title of ‘Painter and
Engineer of the Duke’.
1601: Galileo’s second daughter born.
1604: Appearance of Kepler’s Nova in the sky; Galileo debates its significance with conservative
scholars.
1606: Birth of Galileo’s third child, a son.
1483
Leonardo paints Virgin of the Rocks.
Summer 1609: News of the invention of the telescope reaches Italy; Galileo develops his own
device in August.
1485
Leonardo paints Lady with an Ermine.
1495
Autumn 1609: Galileo makes his first observations using his telescope, discovers uneven
surface of the moon.
Leonardo begins work on The Last Supper in the refectory of
the convent of Santa Maria delle Grazie in Milan.
January 1610: Galileo discovers four moons orbiting Jupiter.
1498
The Last Supper is completed.
June 1610: Galileo leaves Padua to take a new, more lucrative position in Tuscany.
1499
With Duke Ludovico Sforza'a fall from power, da Vinci
leaves Milan and spends a short time in Venice.
Spring 1611: Galileo travels to Rome, where he is cordially received by the Jesuit astronomers
and Pope Paul V.
1500
Leonardo begins painting the Virgin and Child with Saint
Anne, a project that he only finishes after 10 years.
March 1610: Publication of Sidereus Nuncius, dedicated to the Grand Duke of Tuscany, Cosimo II.
December 1614: Father Tommasso Caccini attacks Galileo in sermon in Florence, and later
denounces him to the Inquisition.
December 1615: Galileo goes to Rome.
1500
Leonardo returns to Florence.
1502
Leonardo begins work as senior military architect and
general engineer for Cesare Borgia, son of Pope Alexander
VI.
March 1615: Papal commission issues edict against Copernican theory; Cardinal Bellarmine
orders Galileo to cease in his support of heliocentricity.
June 1615: Galileo leaves Rome.
September 1621: Death of Cardinal Bellarmine.
1503
Leonardo is commissioned to paint the Mona Lisa.
June 1623: Urban VIII becomes Pope; Galileo visits him in Rome.
1519
May 2, Leonardo dies in France.
October 1623: Galileo’s treatise on comets, ‘The Assayer’, is published with Pope Urban VIII’s
blessing.
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1624-1629: Galileo works on his Dialogue Concerning the ‘Two Chief World Systems’ from his
home outside Florence.
February 1632: Dialogue Concerning the ‘Two Chief World Systems’ is published in Florence,
with tentative Papal approval.
August 1632: Inquisition bans further printing of the Dialogue.
September 23, 1632: Galileo summoned to Rome.
Magnetic compass
The magnetic compass was invented in the 12th century. The compass and the quadrant
were the tools of choice used by European sailors during the Renaissance. The compass
had been discovered in China and improved upon during the Renaissance and it assisted
explorers by indicating which direction they were travelling in.
the-magnetic-compass February 13, 1633: Galileo arrives in Rome.
April 12, 1633: Galileo interrogated for the first time. Afterwards, he is imprisoned in the
Vatican for three weeks.
April 30, 1633: Galileo interrogated again and allowed to return to the home of the Tuscan
ambassador.
May 10, 1633: Third interrogation; Galileo begs for mercy.
June 21, 1633: Final interrogation. The following day, Galileo is officially charged with heresy;
he is forced to confess his errors, renounce the Copernican system, and accept the Church’s
judgment. He is sentenced to imprisonment “for a period determinable at our pleasure.”
December 1633: Galileo is allowed to return to the village of Arcetri, outside Florence, where
he lives under house arrest.
Printing Press
April 2, 1634: Death of Virginia, now Sister Maria Celeste.
1637: Galileo’s eyesight begins to fail.
1638: Galileo’s Dialogues Concerning ‘Two New Sciences’ is published in Holland. John Milton
visits Galileo in Arcetri.
January 8, 1642: Death of Galileo.
Activity 6: Oral presentation
Prepare a short oral about the life of Galileo and his contributions to History. Conduct
additional research so that your speech contains extra interesting information other than
that presented in the time line. Use a mind map to highlight important information and
expand this information into a short biography about Galileo in your class workbook.
Present your oral to the class.
galileo-galilei
Total: (15)
New ideas and knowledge
Gunpowder was the first chemical explosive and the only one known until other inventions
such as nitroglycerin. The invention of gunpowder is usually attributed to Chinese
alchemy, and is popularly listed as one of the “Four Great Inventions” of China. Although
the development of effective artillery took place during the 15th century, firearms came to
dominate Early Modern warfare in Europe in the 17th century.
One theory of how gunpowder came to Europe is that it made its way along the Silk Road
through the Middle East.
gunpowder-changed-world.html
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Chinese Compass Renaissance Compass
Johannes Gutenberg (c.1398-1468), a former stonecutter and goldsmith, was the first man
to demonstrate the practicability of movable type techniques of
printing with metal. In 1452 he printed two hundred copies of
the two-volume Gutenberg Bible on vellum. In spite of his efforts
to keep his technique a secret, the printing press spread rapidly.
Before 1500, some 2500 European cities had acquired presses. The
printing press enabled an increase in book production to make
information available to the population. Libraries could now store
greater quantities of information at much lower cost. The printing
press started an “information revolution” similar to what the Internet
provides for us today.
Caravel
A caravel was a small, easily maneuverable sailing ship developed in
the 15th century by the Portuguese. The Portuguese used the ship to
explore the West African coast and venture into the Atlantic Ocean.
A caravel had lateen sails which gave it speed and the capacity for
sailing into the wind. Caravels were used by the Portuguese for
voyages during the 15th and 16th centuries.
caravela/htmls/
Activity 7: Inventions
Imagine you were living in the time of the Renaissance. Invent a device which could assist
explorers during this time. Name, draw and label your invention. In a paragraph, describe
how your invention can be used.
Total: (10)
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Trade and making a profit
The journey of da Gama
When the Portuguese began to explore the west coast of Africa, they began trading in gold
and slaves in competition with the inland trans-Saharan trade routes. A number of companies
were formed in Europe to expand trade with the East. These were formed by merchant
adventurers who travelled to the East after the discovery of the Cape sea route. European
explorers discovered spices, silks, and other commodities that were rare in Europe. European
countries undertook voyages and discovered new trade routes which allowed them to
become wealthy and powerful. Some explorers found new land where colonies could be
established and crops such as sugar, cotton, and tobacco could be grown.
timeline/timeline.html
Dias and da Gama
Portugal and Spain became the early leaders in the Age of Exploration. The Treaty of
Tordesillas, decreed that the countries agreed to divide up the New World. Spain got most of
the Americas whilst Portugal got Brazil, India, and Asia. Bartolomeu Dias was a Portuguese
explorer and the first European to sail around Africa’s Cape of Good Hope. Vasco da Gama
found a trade route around the southern tip of Africa to India.
The journey of Dias
Bartolomeu Dias was a Portuguese explorer and the first
European to sail around Africa’s Cape of Good Hope. King
John (João) II appointed him on 10 October, 1486, as
the head of an expedition which was to sail around the
southern end of Africa to find the country of the Christian
King known as Prester John.
In 1487, the expedition began and three ships set sail
south along the West coast of Africa. Extra provisions were
picked up on the way at the Portuguese fortress of São
Jorge de Mina on the Gold Coast. After having sailed past
Angola, Dias reached the Golfo da Conceicão (Walvis Bay)
by December. Having rounded the Cape of Good Hope at
a considerable distance, Dias continued east and entered
what is now known as Mossel Bay – on 3 February 1488, Dias
and his crew encountered the Khoikhoi people in Mossel
Bay and attempted to trade with them. Dias’s expedition
reached its furthest point on 12 March 1488 when they
anchored at Kwaaihoek, near the mouth of the Bushman’s
River, where a padrão – the Padrão de São Gregório – was
erected before turning back.
bartholomeu-dias
portuguese-navigator-bartholomew-dias
Vasco da Gama (1460-1524) was a Portuguese explorer who
discovered the sea route to the East Indies.
• Da Gama was born to a noble family in Sines, Portugal. Da Gama’s
father Estavao was also an explorer. He was to have made the
sea voyage from Portugal to India that eventually made his son
famous, but he died before completing the journey.
• Vasco da Gama sailed from Lisbon, Portugal, on July 8, 1497,
heading to the East. People thought that this trip would be
impossible as it was assumed that the Indian Ocean was not connected to any other seas. Da Gama’s patron was King Manuel I of Portugal.
• Da Gama rounded Africa’s Cape of Good Hope on 22 November 1497, and continued
on to India. After many stops in Africa, and experiencing problems with traders who did
not want interference in their profitable trade routes, da Gama reached Calicut, India on
20 May1498.
• Initially, da Gama and his trading were well received, but this was short lived. Da Gama left
India on 29 August 1498, as he was told to pay a large tax and leave all of his trading goods
behind. Da Gama took his goods with him, together with Indian hostages.
• Da Gama returned to Lisbon, Portugal, in September 1499. Many crew members died from
scurvy (a disease caused by a lack of Vitamin C). Upon his return, da Gama was treated as a
hero and was rewarded by the king.
• King Manuel I of Portugal then sent da Gama, now an Admiral, on another expedition to
India (1502-1503). On this second trip, da Gama took 20 armed ships as he anticipated
problems from traders. On this voyage, da Gama killed hundreds of traders, often brutally,
in order to demonstrate his power.
• After King Manuel’s death, King John III sent da Gama to India as a Portuguese viceroy
(the King’s representative in India). Vasco da Gama died in India on 24 December 1524. His
remains were returned to Portugal for burial.
vasco-da-gamas-voyage-discovery-1497
Write an account about your journey by sea, entitled “My journey as an explorer”. Include
the sea routes chosen to travel and why, life on board the ship and trading that took place
whilst on your journey.
Total: (15)
VOC – Dutch East India Company
The Dutch East India Company was established in 1602 and
monopolized the sea route to the east for 21 years. Having been set
up in 1602, to profit from the Malukan spice trade, in 1619 the VOC
established a capital in the port city of Batavia.In 1652, Jan van Riebeeck
established an outpost at the Cape of Good Hope (the south western tip
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10
of Africa) to re-supply VOC ships on their journey to East Asia. This post later became a selfsufficient colony, known as the Cape Colony when more Dutch and other Europeans started to
settle there.
1) There were various jobs that had to be done on a ship whilst on a voyage.
Name these jobs.
(5)
2) Name the disease that is caused from a lack of Vitamin C.
(1)
By 1669, the VOC was the richest private company in the world, with over 150 merchant ships,
40 warships, 50 000 employees and a private army of 10,000 soldiers.
Weighed down by corruption in the late 18th century, the Company went bankrupt and was
formally dissolved in 1800.
dutch-east-india-company-deicvoc
2) Why were live animals kept aboard the ship?
(2)
3) Describe the term ‘mutineer’. Why was the punishment for being a mutineer
so harsh? (2)
Total: (10)
The life of a sailor on a VOC ship
Sailors had much to endure on board a ship. Cut off from normal life on shore for long periods
of time, they had to accept cramped conditions, diseases like scurvy, which is caused from a
lack of Vitamin C, poor food and bad healthcare. They also faced the daily dangers of sea and
weather. The crew often worked through the night, without rest. Disobedience brought about
punishment. Beatings and floggings were common and mutineers were put to death.
Create a mind map highlighting important information about the journey of Dias or da
Gama. Use the mind map information to present a detailed biography about the explorer to
the class.
Total: (20)
Activity 9: Life on board a ship
Use the diagram below to answer the questions that follow. Answer the questions in your class
workbook.
The main cabin
was only for the
captain and his
officers.
The ship’s carpenter
helped repair
any damage to
the ship.
All cooking
was done
on deck.
Sailors lived and slept
on the open deck
whatever the weather
was like.
The ship’s doctor
looked after sick or
hurt sailors.
Cabin boys fed
the live animals.
Stores of food and water were
kept here. Rats and maggots
often got into the food.
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Memos
Activity 3: Power Point Presentation
1. Re-birth (1)
2. Italy (1)
3. People became interested in other areas of science, the natural world, biology and astronomy and began studying the history, art and literature of the past.
(4)
4. Secular Humanism (1)
5. Cities grew and trade prospered during the Renaissance. Commerce and trade
soon moved inland along the major routes of trade. (3)
(15)
6. Learner’s answers to be assessed for relevance and accuracy. Total: (25)
Mark as follows:
Outline = 3
Slide structure = 3
Research & knowledge of subject = 10
Presentation = 4
Graphic evidence = 3
Spelling and Grammar = 5
Conclusion = 2
Total: (30)
Activity 4: Religion in the Renaissance
95 Theses’ guidelines can be researched and found at:
luther-95-theses.html
Biography must include:
•
Date and place of birth and death
(1)
•
Family information
It was expensive and difficult for European merchants to travel overland to the east. There were many taxes that had to be paid whilst travelling through different countries. Roads were also poor and the risk of thieves was great. Hence the need for alternative routes to obtain goods had to be explored. (5)
•
Lifetime accomplishments
•
Major events of life
1.
Portugal
2.
3. Spices were extremely rare and difficult to get hold of and they generated immense
wealth.
4. Map drawn should show the following:
(2)
(12)
Effects/impact on society, historical significance
•
Total: (20)
Activity 5: The Mona Lisa
Study the Mona Lisa painting.
1. As Leonardo hardly ever completed a painting, this was a rare one he did complete. As the painting may have taken some time, it is also likely that he became attached to
the person. (2)
2. The dark veil suggests the lady could have been in mourning or wealthy. (1)
3.
Florence (1)
4. (Answer guidelines) Facial aspects; realism; technique; his own inner self (2)
5. Learner’s own answer.(1)
6. Learner’s own work(8)
Total: (20)
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Total: 15
leonardo-da-vinci-40396
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Activity 10: Create a mind map
Activity 6: Oral Presentation about the life
of Galileo
Learners to create a mind map highlighting important information about the journey of Dias or da
Gama and then expand on these points to present their biography about the explorer to the class.
Mark as follows:
Mark as follows:
Preparation = 4
Visual aids = 2
Handouts
=1
Delivery
=5
Evaluation = 3
Mind map information = 8
Oral Presentation = 12
Total: (20)
Total: (15)
sub-point
sub-point
Activity 7: Inventions
Mark according to invention type and usability/effectiveness/entrepreneurial idea
Total: (10)
sub-points
ma
po in
int
Mark as follows:
Storyline = 2
Character =2
Grammar and spelling =5
Knowledge = 3
Point of view =3
sub-points
Total (15)
topic
ain
m int
po
sub-points
in
ma t
in
po
Activity 8: Write an account entitled
“My journey as an explorer”
ma
po in
int
sub-points
Activity 9: Life on board a ship
1. Captain, officer, doctor, carpenter, cabin boy, cook. 2. Scurvy.
(5)
(1)
3. Animals were used for food and for trading purposes.
(2)
4. Mutineer’ – a person, especially a soldier or sailor, who rebels or refuses to obey the orders of a
person in authority. The punishment was harsh, so that other sailors did not try to take control of the ship. An example was made of mutineers as a warning to the sailors on board. (2)
Total: (10)
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