Download Teacher`s name: Amanda Plummer

Teacher’s name: Amanda Plummer
Subject: World History
Topic: Renaissance in Italy
Concepts: renaissance, humanism, humanities, Pertrarch, Leonardo,
Michelangelo, Machiavelli, Castiglione
General Objective[s]:
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;
NCSS IV.B Identify, describe, and express appreciation for the influences of
various historical and contemporary cultures on an individual's daily life.
Learning Outcomes:
The SWBAT define Renaissance. (K)
The SWBAT explain the concept of Humanism. (C)
The SWBAT apply the concept of Humanism to artwork. (Ap)
The SWBAT use their visual intelligence to analyze Renaissance art. (An)
The SWBAT evaluate the contributions of famous Renaissance thinkers. (E).
Content Outline:
 Renaissance: What does it mean?
 “This century, like a golden age has restored to light the liberal arts, which
were almost extinct: grammar, poetry, rhetoric, painting, sculpture,
architecture, and music.” ~Philosopher Marsilio Ficino.
 What does this quote mean? What time period is he talking about? Write
your response down.
 The word Renaissance literally means “rebirth.” It refers to a period of
creativity and change in which people began to view themselves and their
environment differently. Change occurred in four arenas: political, social,
economic, and cultural. It began in the 1300s and lasted into the 1500s.
Italy was it’s birthplace.
 A New World View
 The Medieval Period was marked with disorder and disunity. Scholars
were focused on the idea of life after death.
 The Renaissance established a new attitude that focused on the richness
and variety of human experience in the HERE AND NOW. There was a
great emphasis on human achievement.
 Humanism
 Intellectual movement in the heart of the Renaissance. Focus shifted from
religious themes of Medieval world to worldly subjects.
 Education meant to stimulate creative powers which led to a return to the
study of humanities. The humanities were subjects of the Greek and
Romans such as grammar, rhetoric, poetry, and history. The use of these
ancient studies were used to shed light on their own experiences in the
present
 Francesco Petrarch
 A Florentine Humanist who assembled a library of Greek and Roman
manuscripts. Known as the Father of Humanism. The correspondence of
Cicero was one of his most notable discoveries. He also wrote his own
literature such as Sonnets to Laura.
 Humanism in Art
 Activity: The next slides will show you paintings. You must decide with a
partner whether it is Medieval or Renaissance Art and explain why you
think so.
 Painting One: Title: Madonna and the Child in Glory. From the early
Renaissance, this painting is still reminiscent of the Medieval period with
the religious theme, use of gold to represent heaven, and the use of halos.
 Painting Two:
 Miraculous Mass of St. Martin of Tours. How does this compare to the
first painting?
 This painting shows religion but in the realistic setting of a church. The
halo is not so pronounced.
 Would you call this a humanistic painting?
 Painting Three:
 Adoration of the Shepards. A painting of the holy family of Mary. No
halos are present and it is in an earthly rather than heavenly setting. We
can begin to see a switch to a more humanistic view of the world.
 Painting Four:
 The Bean Eater. Just from the title we can see that this painting is of a
common person. No religious theme apparent in this work. It is simply a
common person doing a common thing. Clear example of humanism in
art.
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The Two Renaissance Geniuses of Art
Which two artists are we talking about?
Leonardo
Michelangelo
Artistic Genius: sculptor, engineer, painter, architect, and poet.
Famous works include: David and the Sistine Chapel.
What does this video say about Humanism?
 Leonardo
 Very talented artist like Michelangelo. Also, Leonardo was famous for his
inventions.
 Best known works include: Mona Lisa and the Last Supper.
 3 Minute Pause
 Look back over your notes and write down three things that you have
learned and 1 question you still have.
 Writers of the Renaissance
 Baldassare Castiglione: The Book of the Courtier. Castiglione describes
in this book the manners, skills, learning, and virtues a courtier must have.
The ideal courtier should have mastered many fields from poetry to sports.
Is this book an example of humanism?
 Machiavelli: The Prince
 “How praiseworthy it is for a prince to keep his owrd and live with integrity
rather than craftiness, everyone understands; yet…those princes have
accomplished most who paid little heed to keeping their promises, but who
knew how craftily to manipulate the minds of men.”
 What does this quote mean?
 How does this view of a ruler compare how we view our leaders?
 Continued…
 This quote is from a handbook written by Niccolo Machiavelli entitled The
Prince in 1513.
 Stressed the idea of ruthlessness in rulers, that they should do what they
deem necessary to get and maintain power.
 Conclusion
 Italy was the birthplace of the Renaissance, a period that produced a new
worldview in people that stressed the human experience in the here and
now. It produced the Humanist movement and gave a home to many
talented artists and writers.
Student and Teacher Activities with Estimated Time Blocks:
Teacher
Student
The teacher will start the powerpoint
Students will silently respond to the
presentation for the students and read
quote read aloud by the teacher and
the quote on the first slide to them.
then they will be given the chance to
Set Induction: Please respond to the
share.
quote on the first slide.
(5-7 minutes)
The teacher will present the interactive
lecture to the students asking
questions for comprehension as it
progresses.
(15 minutes)
The teacher will monitor group
activity and change the slides for
the students. Art Activity: The next
slides will show you paintings. You
must decide with a partner whether
it is Medieval or Renaissance Art
and explain why you think so.
(15 minutes)
The teacher will go over the results
with the students and give them ample
time to discuss their responses.
(10 minutes)
Video: The teacher will play the two
video slides on Leonardo and
Michelangelo. The teacher will answer
the questions for the students at the
end of the slides.
(15 minutes)
Review Activity: 3 minute pause
Take 3 minutes to look back over your
notes. Write down three things you
have learned and one question you
have.
The teacher will allow the students to
go over the things they learned and ask
a question.
Students will listen and take notes as
the teacher presents the powerpoint
and interactive lecture.
Students will work with a partner to
explain the four paintings on the slides.
Students will give answers to the art
activity. They will take notes also.
The students will answer questions
about the video that correspond with
the slides.
The students will look back over their
notes to review the information
presented to them.
(15 minutes)
The teacher will finish up the
powerpoint presentation with a
discussion of the writers and a brief
conclusion.
(10-15 minutes)
Closure: Define Renaissance.
(5 minutes)
Students will finish up their notes.
Students will on a notecard define
Renaissance and turn it in to the
teacher.
Materials Needed for the Lesson:
Paper, pencil or pen, a note-card
Methods of Evaluating Student Progress/Performance:
The students will be assessed throughout the lesson with questioning and review
strategies. Likewise at the end, the student will have to define Renaissance on a
notecard to be collected by the teacher.
Differention for Special Needs:
This lesson is split up into 10-15 minute blocks which keep students' attention. It
is designed to appeal to all learning styles. The powerpoint makes use of visuals
as well as text. The videos help students who are auditory as well as visual
learners.
Subject Matter Integration/Extension: This is a lesson within the Renaissance
and Reformation Unit. It is a great jumping point for talking about the
Renaissance in Europe because it began in Italy. The next lesson will be on the
Northern Renaissance. This lesson should be accompanied by an assignment
on patronage which is also a key concept for this period.
Reflections/PPT’s in Lesson:
This lesson is aligned with my philosophy of teaching. It uses a visual
presentation to explain an important period in time. It utilizes art, videos, and text
to appeal to all learning styles. Likewise, it gives the students plenty of time to
review and reflect on the lesson which is important in the learning process.
References and Supplemental Teaching Resources:
Student Text:
Ellis, Elizabeth and Anthony Esler. World History: Connections to Today.
Prentice Hall: Upper Saddle River, 2003. Pages 290-298.
The Italian Renaissance. Accessed November 1, 2006.
http://history.hanover.edu/early/italren.html
The Geography of the Renaissance. Accessed November 1, 2006.
http://www.renaissanceconnection.org/lesson_social_geography.html
Renaissance. Accessed November 1, 2006.
http://www.troycolts.org/departments/mediacenter/html/renaissance.html