Day 4: Renaissance Thinkers Part II
Rita Wahba World History, 9th Grade Period 3, 50 minutes
Subject of lesson: Important People of the Renaissance, Part II
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8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450.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
Cornell Notes Outline
Edited excerpt of The Prince
PowerPoint Slides
Promethean Board and Pen
OPENER
Identify an important figure of the Renaissance and explain why he was significant (3 minutes)
Review. 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 continue to complete the graphic organizers on famous/significant people of the Renaissance.
Dante
-“father of modern Italian”
-wrote in the vernacular – national languages
-Divine Comedy describes Dante’s imaginary trip through Hell, Purgatory, and Heaven
Students will read aloud from the Promethean Board.
Question: Why is language important?
Students will give answers to develop their critical thinking skills.
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.
Giovanni Pico Della Mirandola
-scholar of law, philosophy, Greek, Latin, Hebrew, and Arabic.
-expressed unorthodox ideas about the Church
-praised the dignity of human beings
Students will read aloud from the Promethean Board.
Question: How does this fit with the general attitude of the Renaissance?
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.
Erasmus: Praise of Folly
Ridiculed superstition, prejudice, upper class privileges, and Church abuses.
By making fun of social evils, Erasmus encouraged people to think about reforms.
The students should be able to make a connection between the printing press and the books that were written. The books were able to spread by using the printing press.
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.
Johannes Gutenberg: The Printing Press
Show students an image of the printing press (and possibly a short video demonstration).
I will ask students what they think the effects of the printing press were. Students will answer the question. I will then show them the slide with effects of the printing press.
-allowed books to be copied easily
-helped ideas spread
-people became literate
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.
Machiavelli: The Prince
Give students a handout with an edited/altered excerpt from The Prince. Do a Cornell Notes mini-lesson. Students will first read the excerpt on their own and write down their notes. Then they will break up into small groups (3-5 students) and discuss their notes. Next, students will work individually to create questions that can be answered by their summaries. They will then review this information as a group. Next, students will summarize the main points in 2-3 sentences. Finally, the students will identify 4 new vocabulary words and will use their dictionaries to find the definition.
If necessary, I may pause the groups after each step to make sure that they are on track and see if they need any additional help or guidance. This will be the 3rd time using Cornell notes in my class this year, so many of them should be familiar with the format. After the students have completed their handouts, we will regroup as a class. I will ask students to share their summaries with the class and about their opinion regarding Machiavelli’s advice.
Lastly, we will discuss Machiavelli’s famous quote: “the ends justify the means.”
I will ask the students to interpret this quote. Do you think it’s a good way to live life? Can you think of any example where you have followed this philosophy?
CLOSURE
Exit Ticket - What do you think was the most important thought, invention, or philosophy to emerge from the Renaissance? Why?
Students will write their answers on a slip of paper and hand it to me as they exit the class.
ASSESSMENT/EVALUATION
Students will complete a graphic organizer about the “stars” of the Renaissance.
Homework – How could one of the Renaissance thinkers help you solve the problem that you described in your proposal? Describe a detailed connection between at least one thinker and your own issues. Write at least 5 sentences.
Subject of lesson: Important People of the Renaissance, Part II
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
Cornell Notes Outline
Edited excerpt of The Prince
PowerPoint Slides
Promethean Board and Pen
OPENER
Identify an important figure of the Renaissance and explain why he was significant (3 minutes)
Review. 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 continue to complete the graphic organizers on famous/significant people of the Renaissance.
Dante
-“father of modern Italian”
-wrote in the vernacular – national languages
-Divine Comedy describes Dante’s imaginary trip through Hell, Purgatory, and Heaven
Students will read aloud from the Promethean Board.
Question: Why is language important?
Students will give answers to develop their critical thinking skills.
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.
Giovanni Pico Della Mirandola
-scholar of law, philosophy, Greek, Latin, Hebrew, and Arabic.
-expressed unorthodox ideas about the Church
-praised the dignity of human beings
Students will read aloud from the Promethean Board.
Question: How does this fit with the general attitude of the Renaissance?
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.
Erasmus: Praise of Folly
Ridiculed superstition, prejudice, upper class privileges, and Church abuses.
By making fun of social evils, Erasmus encouraged people to think about reforms.
The students should be able to make a connection between the printing press and the books that were written. The books were able to spread by using the printing press.
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.
Johannes Gutenberg: The Printing Press
Show students an image of the printing press (and possibly a short video demonstration).
I will ask students what they think the effects of the printing press were. Students will answer the question. I will then show them the slide with effects of the printing press.
-allowed books to be copied easily
-helped ideas spread
-people became literate
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.
Machiavelli: The Prince
Give students a handout with an edited/altered excerpt from The Prince. Do a Cornell Notes mini-lesson. Students will first read the excerpt on their own and write down their notes. Then they will break up into small groups (3-5 students) and discuss their notes. Next, students will work individually to create questions that can be answered by their summaries. They will then review this information as a group. Next, students will summarize the main points in 2-3 sentences. Finally, the students will identify 4 new vocabulary words and will use their dictionaries to find the definition.
If necessary, I may pause the groups after each step to make sure that they are on track and see if they need any additional help or guidance. This will be the 3rd time using Cornell notes in my class this year, so many of them should be familiar with the format. After the students have completed their handouts, we will regroup as a class. I will ask students to share their summaries with the class and about their opinion regarding Machiavelli’s advice.
Lastly, we will discuss Machiavelli’s famous quote: “the ends justify the means.”
I will ask the students to interpret this quote. Do you think it’s a good way to live life? Can you think of any example where you have followed this philosophy?
CLOSURE
Exit Ticket - What do you think was the most important thought, invention, or philosophy to emerge from the Renaissance? Why?
Students will write their answers on a slip of paper and hand it to me as they exit the class.
ASSESSMENT/EVALUATION
Students will complete a graphic organizer about the “stars” of the Renaissance.
Homework – How could one of the Renaissance thinkers help you solve the problem that you described in your proposal? Describe a detailed connection between at least one thinker and your own issues. Write at least 5 sentences.