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Jessica Jones
Time/Continuity/Change Lesson
9th Grade - World History
Essential Questions:
What events led to the Italian Renaissance?
What were some of the main differences between Medieval and Modern times? (Before I
had between Medieval and Renaissance times. I think this makes the distinction into the
modern times a little bit clearer.)
What were the artistic, literary, and intellectual ideas of the Renaissance?
General Outcomes:
NCSS: II Time, Continuity, and Change
a. demonstrate that historical knowledge and the concept of time are socially
influenced constructions that lead historians to be selective in the questions
they seek to answer and the evidence they use,
b. apply key concepts such as time, chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among patterns of
historical change
WHI.13 The student will demonstrate knowledge of developments leading to the
Renaissance in Europe in terms of its impact on Western civilization by
a) identifying the economic foundations of the Renaissance;
b) sequencing events related to the rise of Italian city-states and their political
development, including Machiavelli’s theory of governing as described in
The Prince;
c) citing artistic, literary, and philosophical creativity, as contrasted with the
medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch;
Assessment Methods - I have revamped my assessment section. Previously I did not
distinguish between formative and summative assessments nor did I describe what my
summative assessment would look like.
Formative Assessments
1. There will be a pre-test given prior to our hook which will be a video
introduction of the Renaissance. This pre-test intended to gauge student
comprehension of the objectives prior to viewing the program. I will explain
that they are not expected to get all the answers correct. This will show me
what the class already knows about the topic.
2. The exit pass will be the same assessment. This will not be graded but will
show me if the students learned the material throughout the class. Students
will also turn in their guided notes worksheet so that I can see how well they
have read the material and comprehended it. This will not be graded but will
be included in the class work grade.
Summative Assessment
1. There will be an exam at the end of this unit.
Learning Outcomes:
Students will Understand: Renaissance, humanism, Niccolo Machiavelli, Baldasarre
Castiglione, The Prince, The Courier, Michelangelo, accomplishments in art,
accomplishments in literature, Leonardo DiVinci, the Pieta, Mona Lisa
Students will Know:
 The Renaissance was different from medieval times in many ways. By the end of
the lesson students will be able to describe their differences between the time
periods. (I tried to make this a little bit clearer. Before I said “by the end of the
lesson students will know how these differ.”)
 Students will know where the ideas for the Renaissance came about and why it
began in Italy.
 Students will know new intellectual and artistic ideas that developed during the
Renaissance and marked the beginning of the modern world.
Students will Do:
SWBAT explain the key artists and writers of the time period along with their
accomplishments. (comprehension)
SWBAT identify the artistic, literary, and intellectual ideas of the Renaissance.
(knowledge)
SWBAT compare and contrast Medieval and Renaissance art. (analysis)
SWBAT analyze trends in human migration and cultural interaction. (analysis)
SWBAT assess the impact of the medieval man on the renaissance man (synthesis)
Value Objectives
 Gain an appreciation for Renaissance Art
 Respect others opinions
(I didn’t have value objectives before)
Resources:
United Streaming at http://streaming.discoveryeducation.com/.
(2003). World History. Glencoe, Inc.
Content Outline:
*This is the content outline that I will be following as I give the PowerPoint lecture to the
class. Inserted in this outline are the guiding questions that I will be asking the class to
make connections to previous lessons and the past. (I created the attached PowerPoint –
please note that I have removed the fig leaves!)
I. Italian Renaissance
A. Definition
1. the Rebirth (Why would something be called a Rebirth? What does
this mean?)
2. Describes the rebirth of learning including
a. new ideas
b. thoughts
c. art
d. writing
3. also known as the birth of the modern world
B. Background
1. Began in Northern Italy in the 1300s then spread north
(Think back to the maps from the last class: name some large/important
cities in Italy. –in the previous class we filled in a map of Italy and the
surrounding bodies of water.) What factors may have caused the birth of
the Renaissance to occur in northern Italy?
2. Began in wealthy city states including
a. Genoa
b. Venice
c. Florence
3. This was a time when powerful merchants dominated politics. (What
other time did you just learn about that merchants gained power?)
4. Merchants had also gained power through the crusades
C. Humanism
1. An intellectual movement
2. writing stressed the importance of the individual
3. renaissance scholars returned to the study of Greek and Roman classics
(Why do you think it is important to study something from the past?
What things did the leaders of the early Renaissance most admire about
the classical civilizations of ancient Greece and Rome? Do we still study
Roman and Greek classics today? )
4. They believed it was important to understand how things work
5. Emphasized education
D. Accomplishments in Literature
1. Attempted to link Greek and Roman classics to Christianity and
humanism.
2. Niccolo Machiavelli: author of The Prince
a. he served as a diplomat so he observed kings/princes in court
b. the book told rulers how to achieve and keep power by using
whatever methods necessary
3. Baldasarre Castiglione: author of The Courier
(there is a graph in the lesson below that will compare Renaissance
men to Renaissance women as Castiglione does in his book) (What
does this say about the role of women?)
E. Accomplishments in Art
1. use of perspective gave the objects the appearance of depth (Take a
look at this picture. What do you think perspective means compared to
medieval art? Picture can be found in PowerPoint)
2. Michelangelo
a. painter
b. sculptor
c. architect
d. sculpted the Pieta (Mary holding dead Jesus)
e. Ceiling of Sistine Chapel
f. Adam and Eve, Noah
g. dome on St. Peter’s Cathedral (What does this dome remind
you of? Have you seen this dome anywhere else? This is an
example of us looking at the past and seeing what worked)
h. David
3. Leonardo DiVinci
a. painter, artist, scientist, etc
b. created some of the most known artwork around the world
c. Mona Lisa – who was she? Self portrait?
d. Last Supper – who is Jesus sitting next to?
e. created many illustrations/plans for invention centuries before
they were created (ie airplanes, submarines, etc)
Student and Teacher Activities with Estimated Time Blocks: (75 minute block)
Est.
Time
5 mins.
10 mins.
What Teacher will be doing
As students will walk in they will take
a pre-test (included at the end of this
lesson) that will assess their
knowledge of the material before it
has been taught. I will explain that
they are not expected to get all the
answers correct.
What Students will be doing
* students will be filling in the
answers on the pre-test
*students will turn in pre-test
Intro:
The for this lesson will be a video clip
from UnitedStreaming.com. The clip
is an introduction to the Renaissance.
The video sets the stage for the
Renaissance by providing the
historical background needed to
understand its emergence in the early
1300s, when the glories of classical
Roman and Greek culture were
rediscovered. A comparison of
* students will be watching the
Medieval, classical, and Renaissance
video
approaches to art is also presented.
This video can be viewed at
http://streaming.discoveryeducation.co
m/search/asset
Detail.cfm?guidAssetID= 55F552087575-41A4-9C64-B54119CC71E9 or
by searching the Italian Renaissance
on UnitedStreaming.com.
* students will be looking/listening
for the answers to the pretest during
the movie
The students will be viewing
approximately 5 minutes of video so
no worksheet will be given to them
during the movie as it would just as
much time handing it out and we will
be learning the material during the
lecture.
25 – 30
mins.
Lesson/Lecture:
I will hand out copies of a guided
notes packet to the students. They
will be instructed to follow along and
filling in their notes as the PowerPoint
is being projected. (the PowerPoint is
attached) The PowerPoint attached is
the lesson on how the Renaissance
began. It was adapted from my
practicum teacher’s PowerPoint that
she uses during class.
I will be asking students the guided
questions (typed bold and italicized
into the content outline) to help keep
their attention and to make
connections to previous lessons.
* students will watch PowerPoint
presentation
*students will be filling in their
guided notes
*students will be responding to the
guiding questions
Once the PowerPoint has been
completed, I will allow students to
* students will be partnering up to
partner up to fill in any blanks that
complete their guided notes
they may have on their guided notes. I
will be walking around answering
questions as well.
25 mins.
Practice:
Guided Reading Worksheet :
I will instruct students to take out their
World History textbooks. They will
be instructed to read pages 162-166.
As they read these pages students will
answer questions on a worksheet that
will be handed out. They will be
* students will read the text
* as students read the text they
should be answering questions on
the guided reading worksheet
instructed to work on this
independently and diligently as it will
be homework if they do not finish it.
The worksheet is attached.
5 mins
Exit Pass: Students will complete the
pre-test again as an assessment before
class is finished to see what they have
learned in class today. This quiz will
not be graded but used only for the
teacher’s reference. The quiz is
attached at the end.
* students will be completing their
exit pass
Materials Needed for the Lesson:
Video clip
Guided notes
Pre-test/Exit Pass
Guided Reading worksheet
Differentiation:
To accommodate for different learning styles we will vary visual, oral and auditory
methods. Students will read on their own and read things from the board, we will read
the Preamble out loud as a class (this is an addition for auditory learners), and students
can listen while others read aloud if they chose. There are activities that will be
completed alone and in groups, thus varying methods. I will also be walking around the
classroom when students are working alone and in pairs so if students have trouble
working in each of these situations I can help them. Working in pairs will help the ELL
students as this will give them time to ask questions of their peers or myself. Students
will be given the guided notes but may take notes in their notebooks if that is easier for
them.
Subject Matter Integration/Extension:
This lesson is the introduction the unit on the Renaissance/Reformation. It gives a little
bit of background into the Renaissance as well as introducing material about the
Renaissance. I believe the guided notes will help integrate the material. The next lesson
will continue with artists and writers of the Renaissance.(i.e. Shakespeare, Desiderius
Erasmus).
Reflections on Lesson Plan:
This lesson is the first lesson in the Renaissance/Reformation Unit. This lesson will
transition the students from Medieval times into the Renaissance in Italy. I will show the
students the changes that came about through literature, art, education, etc.
I actually taught this lesson to my 9th grade World History students and it went over very
well. I kept the PowerPoint short enough to keep the students interested. Also, by
writing the italicized questions before I taught the lesson I was able to integrate previous
material and show the students how the changes came about.
Name___________________________________
Guided Reading Worksheet
Directions: As you read the section, complete the following outline by supplying the
missing topics and supporting details.
Italian Renaissance
Topic I: Humanists took a new approach to thought and study.
Detail A: __________________________________________________________
Detail B: __________________________________________________________
Detail C: Believed that life on Earth had a purpose, and respected individual
achievement.
Topic II: ________________________________________________________________
Detail A: Petrarch believed the best way to learn was to study classical writers.
Detail B: __________________________________________________________
Detail C: __________________________________________________________
Topic III: Artists brought realism and scenes of everyday life to their work.
Detail A: __________________________________________________________
Detail B: __________________________________________________________
Pre-Test/Exit Pass
Name____________________________
Directions:
Answer each of the following by writing either True or False on the line.
1. The Renaissance was a period of cultural rebirth. _______
2. The leaders of the Renaissance were inspired by ancient cultures. _______
3. The study of humanism was important during the Renaissance. _______
4. During the Renaissance, painting became more three-dimensional.
_______
5. The Renaissance began in England. _______
Answer the following in a few sentences.
6. What big shift in thinking (away from Medieval patterns) occurred
among the leaders of the Renaissance and how did the classical civilizations
of ancient Greece and Rome influence them?
© 2004 Ancient Lights Educational Media Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
Renaissance Guided Notes
Name: ______________________________
Definition of Renaissance: ______________________
1. Describes the rebirth of _______________________ including new ideas,
thoughts, ______ and ________________.
2. Also known as the “birth” of the ________________ ________________.
Background:
1. Began in _______________ ________________in the 1300’s
2. Wealthy City States: ____________________,
__________________ and ___________________)
3. Powerful _________________________ dominated
_______________ and society.
4. __________________ had gained power through the _____________.
Medieval Man
Renaissance Man
Humanism:
1. Writing stressed the importance of the _______________________________.
2. Renaissance scholars returned to studying the _________________ and
______________ Classics.
3. Believed it important to understand ______________ ____________
_____________.
4. Emphasized _________________________.
Accomplishments in Literature:
1. Attempted to link _______________ and _____________ classics to
__________________ through ____________________.
2. Miccolo ___________________:
a. author of ____________________________: a satirical account of
_________________ upheaval.
b. told ____________________ how to achieve and keep
_____________.
3. Balasarre _______________________; author of The Courier
Renaissance Men:
Renaissance Women:
Accomplishments in Art:
1. Use of _____________________ gave
objects the appearance of _____________.
2. Michaelangelo: _______________, _________________,
________________
a. ______________________: Sculpture of Mary holding the
dead Jesus
b. Ceiling of the _______________
_______________: Biblical scenes of “the
_________________”, “Adam and Eve”,
and “______________” etc.
c. Dome on ______ _______________
Cathedral
d. _____________
3. Leonardo Da Vinci: ________________, _________________,
______________ (Created some of the best known ____________ in the
_________!)
a. __________ ____________: Who was she??? (_________
portrait?)
b. ____________ Supper: Who is sitting next to Jesus?
c. ____________ with ________________
d. Many ______________/plans for __________________
e. Sketches of the _______________ _________________