Day 3: Important People of the Renaissance
Rita Wahba World History, 9th Grade Period 3, 50 minutes
Subject of lesson: Important People of the Renaissance
OVERVIEW / RATIONALE
In the previous lesson, students learned about the general attitude of the Renaissance. Today, students will understand how that philosophy influenced specific people during the Renaissance period. Students will learn about the unique contributions of significant individuals who remain important in today’s society.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
What were some of the significant contributions of people during the Renaissance?
How do the Renaissance thinkers continue to impact us today?
GOALS/OBJECTIVES
Students will be able to complete a graphic organizer on the contributions of various people to the Renaissance.
Students will be able to make connections between the Renaissance thinkers and their own reform proposal.
STANDARDS
8.1.9 A - Analyze chronological thinking.
8.1.9 B - Analyze and interpret historical sources.
8.1.9 C- Analyze the fundamentals of historical interpretation.
8.4.12 A - Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
MATERIALS
Graphic Organizer of Famous/Significant People of the Renaissance
PowerPoint Slides
Promethean Board and Pen
Video Links
OPENER
Do Now: What was the new philosophy of the Renaissance period? (3 minutes)
Students will write down their answers to this question.
Review the idea of humanism and Petrarch as the “father of humanism.” This will relate to the important people that we will discuss today. Teacher will collect student answers and push the students to develop their answers. (3 minutes)
BODY OF THE LESSON
Graphic Organizer about Renaissance Thinkers
Students will complete the graphic organizer on famous/significant people of the Renaissance.
Teacher will state how the Renaissance spread north to the rest of Europe.
Teacher will announce that we will then go through several important people and their contributions to the Renaissance.
Baldesar Castiglione: The Book of the Courtier (10-12 minutes)
Provide some background on Castiglione and his book. He was a nobleman and served as an advisor to the king. Have the class read quotes from The Book of the Courtier and have a discussion on what it meant to be a Renaissance man and how this played out in life.
“Besides his noble birth, I would wish the Courtier endowed with a certain grace, which shall make him at first sight pleasing and lovable to all who see him…”
“I hold that the principal and true profession of the Courtier must be that of arms…”
“Let the man we are seeking be exceedingly fierce, harsh, and always among the first, wherever the enemy is; and in every other place, humane, modest, reserved, avoiding ostentation above all things...”
“I would have him more than passably learned in letters, at least in those studies which we call the humanities…”
“Let him be versed in Latin…Greek…poets…orators and historians…practiced in writing verse and prose…”
“But take care not to get the mistaken notion that he knows something he does not know…”
After reading about how a courtier should behave, the students will take a few minutes to take notes and summarize in their own words how Castiglione thinks a courtier should behave. This will help them develop good note-taking skills.
Teacher will then tell the students that Castiglione also described how a Court lady should behave. I will ask the students how they think a woman/wife should behave in today’s society. Students will have the chance to respond to one another’s comments. Afterwards, students will read excerpts from The Book of the Courtier that describe the court lady’s lifestyle. The excerpts will be posted on the Promethean Board and a student will read it out loud. I will then ask about their opinion on woman’s ideal life during the Renaissance. Do they think that it’s fair?
Quick Write: Students will write for 5-7 minutes.
What is your reaction to Baldesar Castiglione’s description of a courtier and court lady?
Renaissance Man (3 minutes)
Teacher: Baldesar Castiglione describes something known as a Renaissance man. What does that mean?
Students will provide their answers. Let’s read this quote from Jacques Barzun and see if we can come up with a more complete answer.
"Actually, the true Renaissance man should not be defined by genius, which is rare... It is best defined by variety of interests and their cultivation as a proficient amateur. A Renaissance man or woman has the skill to fashion verses and accompany or sing them; a taste for good letters and good paintings, for Roman antiquities and the new architecture; and some familiarity with the rival philosophies.”
We will now examine some thinkers who are considered Renaissance men.
Leonardo da Vinci: a true Renaissance man (12-15 minutes)
http://www.history.com/topics/leonardo-da-vinci/videos#leonardos-deluge
http://www.youtube.com/watch?v=A5Ri8HQ1E2Q
Teacher will show the students these videos to captivate the students’ attention. (I know that they enjoy watching videos and gain understanding and knowledge from them.) At the end of the movie, I will ask for the students’ reactions and the students will share their thoughts with the class.
Students will then be given 2-3 minutes to fill in their graphic organizer. This will help them gain the appropriate note taking skills. I will help them come up with an appropriate summary of the information.
Michelangelo
Another famous artist during this time period was Michelangelo. Students will watch a short clip to be exposed to Michelangelo’s achievements.
CLOSURE
Review of a Renaissance man. What does it mean? How were Leonardo da Vinci and Michelangelo Renaissance men?
ASSESSMENT/EVALUATION
Students will take notes on a graphic organizer about the “stars” of the Renaissance.
Homework – imagine that you were living during the Renaissance. What would you do to become a Renaissance man or woman? Use any method you would like to demonstrate your point.
Subject of lesson: Important People of the Renaissance
OVERVIEW / RATIONALE
In the previous lesson, students learned about the general attitude of the Renaissance. Today, students will understand how that philosophy influenced specific people during the Renaissance period. Students will learn about the unique contributions of significant individuals who remain important in today’s society.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
What were some of the significant contributions of people during the Renaissance?
How do the Renaissance thinkers continue to impact us today?
GOALS/OBJECTIVES
Students will be able to complete a graphic organizer on the contributions of various people to the Renaissance.
Students will be able to make connections between the Renaissance thinkers and their own reform proposal.
STANDARDS
8.1.9 A - Analyze chronological thinking.
8.1.9 B - Analyze and interpret historical sources.
8.1.9 C- Analyze the fundamentals of historical interpretation.
8.4.12 A - Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
MATERIALS
Graphic Organizer of Famous/Significant People of the Renaissance
PowerPoint Slides
Promethean Board and Pen
Video Links
OPENER
Do Now: What was the new philosophy of the Renaissance period? (3 minutes)
Students will write down their answers to this question.
Review the idea of humanism and Petrarch as the “father of humanism.” This will relate to the important people that we will discuss today. Teacher will collect student answers and push the students to develop their answers. (3 minutes)
BODY OF THE LESSON
Graphic Organizer about Renaissance Thinkers
Students will complete the graphic organizer on famous/significant people of the Renaissance.
Teacher will state how the Renaissance spread north to the rest of Europe.
Teacher will announce that we will then go through several important people and their contributions to the Renaissance.
Baldesar Castiglione: The Book of the Courtier (10-12 minutes)
Provide some background on Castiglione and his book. He was a nobleman and served as an advisor to the king. Have the class read quotes from The Book of the Courtier and have a discussion on what it meant to be a Renaissance man and how this played out in life.
“Besides his noble birth, I would wish the Courtier endowed with a certain grace, which shall make him at first sight pleasing and lovable to all who see him…”
“I hold that the principal and true profession of the Courtier must be that of arms…”
“Let the man we are seeking be exceedingly fierce, harsh, and always among the first, wherever the enemy is; and in every other place, humane, modest, reserved, avoiding ostentation above all things...”
“I would have him more than passably learned in letters, at least in those studies which we call the humanities…”
“Let him be versed in Latin…Greek…poets…orators and historians…practiced in writing verse and prose…”
“But take care not to get the mistaken notion that he knows something he does not know…”
After reading about how a courtier should behave, the students will take a few minutes to take notes and summarize in their own words how Castiglione thinks a courtier should behave. This will help them develop good note-taking skills.
Teacher will then tell the students that Castiglione also described how a Court lady should behave. I will ask the students how they think a woman/wife should behave in today’s society. Students will have the chance to respond to one another’s comments. Afterwards, students will read excerpts from The Book of the Courtier that describe the court lady’s lifestyle. The excerpts will be posted on the Promethean Board and a student will read it out loud. I will then ask about their opinion on woman’s ideal life during the Renaissance. Do they think that it’s fair?
Quick Write: Students will write for 5-7 minutes.
What is your reaction to Baldesar Castiglione’s description of a courtier and court lady?
Renaissance Man (3 minutes)
Teacher: Baldesar Castiglione describes something known as a Renaissance man. What does that mean?
Students will provide their answers. Let’s read this quote from Jacques Barzun and see if we can come up with a more complete answer.
"Actually, the true Renaissance man should not be defined by genius, which is rare... It is best defined by variety of interests and their cultivation as a proficient amateur. A Renaissance man or woman has the skill to fashion verses and accompany or sing them; a taste for good letters and good paintings, for Roman antiquities and the new architecture; and some familiarity with the rival philosophies.”
We will now examine some thinkers who are considered Renaissance men.
Leonardo da Vinci: a true Renaissance man (12-15 minutes)
http://www.history.com/topics/leonardo-da-vinci/videos#leonardos-deluge
http://www.youtube.com/watch?v=A5Ri8HQ1E2Q
Teacher will show the students these videos to captivate the students’ attention. (I know that they enjoy watching videos and gain understanding and knowledge from them.) At the end of the movie, I will ask for the students’ reactions and the students will share their thoughts with the class.
Students will then be given 2-3 minutes to fill in their graphic organizer. This will help them gain the appropriate note taking skills. I will help them come up with an appropriate summary of the information.
Michelangelo
Another famous artist during this time period was Michelangelo. Students will watch a short clip to be exposed to Michelangelo’s achievements.
CLOSURE
Review of a Renaissance man. What does it mean? How were Leonardo da Vinci and Michelangelo Renaissance men?
ASSESSMENT/EVALUATION
Students will take notes on a graphic organizer about the “stars” of the Renaissance.
Homework – imagine that you were living during the Renaissance. What would you do to become a Renaissance man or woman? Use any method you would like to demonstrate your point.