The European Renaissance Unit Plan

Unit Plan
The European Renaissance

Dylan Myers
I. Learners, Learning Differences, and Learning Environment

1. Learners: This unit plan is for a 10th grade world history class. There
are about thirty students in total. Their is a wide variety in the

students in their cultural backgrounds, abilities, and needs. A handful
of the students have Native American backgrounds, a large percentage
are white/Caucasian, and there are a small amount of African American
and Latino students. Some of these students live just across the street
and others live two hours away in a smaller town. Generally, most of
the students are at about the same ability level, with three or four just
needing extra explanation and help, and about the same number for
students that excel. As for their needs, most of them are okay on their
own, but for the three to four students that need a small amount of
extra help, I will provide them with in-class iPads so that they may
follow along with PowerPoints and other activities.
2. Learning differences: My unit plan will be inquiry-based and driven,
having the students ask and answer the majority of the questions in
the classroom. I will downplay any lecturing I have to do by only
making them ten to twenty minutes long to maximize the students'
attention span. As said earlier, I will provide the three to four kids that
need extra help an in-class iPad that they will be able to follow along
with everything we are going over by themselves, as well as pair them
with one of the students that excel and have them help.
3. Learning environment: In creating an effective learning environment
for the students, the first thing I want to do is make the classroom fun
and inviting. Students should be glad to come to class rather than
dread it. Decorating the room with posters instead of leaving it a dull,
gray, atmosphere will definitely help this along. I will also have a very
large world map on one of my classroom walls that students will
interact with by pinning events, people, places, and things to where
they are on the map. I will also maintain an open door policy when it
comes to my students and I will let them know that they can come talk
to me whenever they feel like, whether it's about grades, their friends,
family, or just to have a chat.
II. Content and Content Knowledge Application
1. Introduce topic and explain its historical significance: The
Renaissance is one of the largest cultural movements in the entirety of

world history. It lasted roughly from the fourteenth century to the
seventeenth century, with many advancements in art, architecture,
philosophy, science, religion, medicine, technology, and culture. As
such, it holds a special place in history as being a major turning point
in cultural tradition and Western thinking. The entire 'system,' if you
will, was turned on its head and flipped a couple of times to get to
what we consider modernity. You have the advent of Humanism, the
Protestant Reformation, the Scientific Revolution, many important
figures such as Leonardo Da Vinci, Niccolo Machiavelli, Galileo Galilei,
Martin Luther, Catherine de Medici, William Shakespeare, Erasmus, and
more. The Renaissance was a massive movement that had many
global effects, and still does today.
2. Enduring Understandings
a. A renaissance is a period of rebirth and new growth.
b. General literacy for the people was a great contribution to the
ideas of Humanism and the Protestant Reformation.
c. The widespread cultural, technological, and philosophical
changes had far reaching and long lasting effects on Europe and
the world.
d. The breakdown of the Catholic Church, and the advent of
Protestantism and Humanism began to fundamentally change
the traditional structures of Europe.
e. Literacy and the new availability of books contributed to
spreading the concept of Humanism across Europe.
3. Essential Questions.
a. What is a renaissance?
b. What were the key ideas of the Renaissance, and how were they
different for men and women, and for southern and northern
Europeans?
c. Why is Humanism such a different way of thinking for the
Europeans?
d. How did literacy affect the spread of information and new
thinking? Why was it inherently important to Humanism?
III. Assessment
For assessment I will have a small amount of minor assignments to be
done in class that will be collected and graded at the end of their respective
periods. At the end of every lesson I provide a ten minute assessment to
check for understanding from students. During this time the students can
ask any more questions they have on the topic to heard once again or just
clarify. If the students do not offer any questions we will simply use the time
to have a small review of what we went over in class that day to round
everything out nicely. I also have a unit paper the students will complete
over the course of the unit that will be the main source of their grade for the
unit and will be turned in at the end of the unit.
IV. Teaching methods
One of the ways I will help to facilitate learning will be to keep the nine
attitudes that Tomlinson and McTighe state in their book. The two most
important I believe, are helping students become effective partners in their
own success, and developing flexible classroom teaching routines. To help
students in their own success, I would like to provide opportunities for group
work and partners to help each other, specifically pairing students together
that will help each other the most. To have an inquiry-driven classroom, I will
make discussion a regular part of the school day and encourage everyone to
speak up, as there are no right or wrong answers. Another important concept
outlined by Tomlinson and McTighe I would like to incorporate is that I will
have my students know the learning goals of a unit or lesson, and the criteria
to successfully demonstrate proficiency with these goals. Too often I see
students that do not understand what they are supposed to do because it
has not been outlined for them. By having them understand their goals, they
will be able to have high expectations, and understand how to go about to
achieve my expectations. At a high school level I believe that you are more
able to get students intrinsically motivated as they understand the value of
their education more.
V. Individual Lesson Plans
What is a Renaissance?
DAY 1
FOCUS OF THIS LESSON
What is a Renaissance?
ENDURING UNDERSTANDING
A Renaissance is a period of rebirth and new growth.
ESSENTIAL QUESTIONS
What is a renaissance?
Why do we call it a renaissance?
Have there been any other renaissances in history before this one? What about in the
modern day? Are there renaissances happening around us now?
CONTENT OBJECTIVES
Students will understand...
what a renaissance is
SKILL OBJECTIVES
Students will be able to...
identify other renaissances
critically think and give evidence to an argument
COMMON CORE CCR STANDARDS
AZCCRS
9-10.RH.1
9-10.RH.4
ARIZONA STANDARDS
Strand 2: World History
Concept 4: Renaissance and Reformation
PO 1.
WHAT I NEED TO KNOW: In order to provide effective instruction I must know what a
renaissance is and how the term is used to be able to accurately explain to students what they
need to do in their jigsaw activity.
ASSESSMENT(S): My first assessment for the students will be a KWL chart handed out in the
beginning of the class and the second assessment will be my check for understanding at the end
of the class period.
INSTRUCTIONAL MATERIALS:
https://docs.google.com/a/nau.edu/presentation/d/176jlEdduZIUvlVwXZYaMTNea86qV-Kgz0JJEFQ_8Uw/edit?usp=sharing (PowerPoint)
http://www.pbs.org/wnet/jimcrow/stories_events_harlem.html (Harlem Renaissance
Handout)
http://www.regentsprep.org/regents/global/themes/goldenages/islam.cfm (Islamic Golden
Age Handout)
http://www.denofgeek.us/movies/disney/51171/the-little-mermaid-and-the-disneyrenaissance-25-years-later (Disney Renaissance Handout)
Computer
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: At the beginning of the
lesson I will give a short PowerPoint and lecture on a general definition of the renaissance and
what we will be learning in this unit. I will also handout a KWL chart to have assess what the
students know already. After being given the definition of a renaissance, I will split the class up
into groups where I will administer handouts on the Harlem Renaissance, the Golden Age of
Islam, and the Disney Renaissance, and the students must decide whether or not their item was
actually a renaissance. After the time allotted is up, we will come back together as a class and
discuss our conclusions. After that I will check for understanding in the last ten minutes and see
if anyone has any questions and if not, we will review the material.
Time
Activity
Students Learning
Tasks
Teachers Learning
Tasks
10 Minutes
Brief Lecture &

KWL Chart
Listening and taking

down notes
Giving the lecture
20 Minutes
Jigsaw Activity
Discussing
amongst
themselves
15 Minutes
Classroom
Discussion
Putting forth their

conclusions and
ideas
10 Minutes
Check for
Understanding
Reviewing the
material and
asking any
questions
Walking around,
giving advice and
help when
needed
Writing down the
students'
conclusions and
ideas
Reviewing the
material and
answering any
questions
Geography
DAY 2
Understanding the Renaissance through Geography
The Renaissance in Southern Europe was more culturally centered whereas in Northern
Europe it was more religiously centered.
The ideas of the Renaissance began in Italy in major port cities that spread through trade.
ESSENTIAL QUESTIONS
How did geography affect the Renaissance?
How did the Renaissance differ from Northern Europe to Southern Europe?
CONTENT OBJECTIVES
how geography affected the Renaissance and the spread of ideas
why the Renaissance began in Italy
SKILL OBJECTIVES
locate three key Renaissance cities on historic and contemporary maps
AZCCRS
9-10.RH.3
ARIZONA STANDARDS
PO 1.
Strand 4: Geography
Concept 1: The World in Spatial Terms
PO 2.
PO 3.
WHAT I NEED TO KNOW: As an instructor I need to know the relationship between
geography and the spread of the Renaissance as well as why the Renaissance began in central
and northern Italy in the Italian city-states.
ASSESSMENT(S): The two assessments I will use for this lesson are the geography activity the
students will work on and then turn on, and the second is the check for understanding I do at the
end of every lesson.
INSTRUCTIONAL MATERIALS
Computer
https://docs.google.com/a/nau.edu/presentation/d/1YF41gSk7lv_lrTB2EWOslXBsKZq_3
4FqXD3Cu3CcplI/edit?usp=sharing (PowerPoint)
Map Activity Worksheet
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
Time
Activity
Students Learning
Tasks
Teachers Learning
Tasks
10 Minutes
Brief Lecture
25 Minutes
Geography Map
Activity
10 Minutes
Conclusions and
Discussion
Identify what the

teacher will be
doing during the
activity
Walking around and
giving advice and
help when needed
Writing down
students' ideas and
answering questions
10 Minutes
Check for
Understanding
Identify what
students will be
doing during the
activity
Working on their
worksheet in their
groups
Come together and
put forth
conclusions and
discuss them
Reviewing the
material and asking
questions
Reviewing the
material and
answering questions
Directions: Look closely at both maps, write down a few observations you have about them in
the space below and then answer the questions.
Observations:
Questions:
1. By examining both the map of the Italian city-states and the map of the Roman roads,
what can you infer about the two and the relation to the city-states prosperity?
2. By examining both maps, what do you think was a large factor for the spread of the
Renaissance? Why?
3. What do all the Italian city-states have in common in relation to the Roman roads? What
does this mean for the city-states?
Humanism
DAY 3
The advent of humanism in the Renaissance.
Humanism is one of the largest concepts to come out of the Renaissance, affecting many
things such as science, art, religion, and culture.
ESSENTIAL QUESTIONS
Why is Humanism such a different way of thinking for the Europeans?
Why is literacy inherently important to Humanism?
CONTENT OBJECTIVES
how Humanism differed from earlier ways of thinking
SKILL OBJECTIVES
identify the three main principles of Humanism
AZCCRS
9-10.RH.1
9-10.RH.2
ARIZONA STANDARDS
PO 1.
WHAT I NEED TO KNOW: As an instructor I need to know how Humanism began, what it's
main principles are, and how it impacted Europe and the world in the long run.
ASSESSMENT(S): My two forms of assessment within this lesson plan will be the primary
source analysis worksheet I will hand out and collect in the end, and the check for understanding
at the end of the period.
Computer
https://docs.google.com/a/nau.edu/presentation/d/1h5mol1umV4fbWNUMGQeX9_WEx
9_uFjBafH-sd8dAKrw/edit?usp=sharing (PowerPoint)
http://piedmont.k12.ca.us/phs/faculty/mcowherd/advanced-placement-europeanhistory/primary-sources-unit-two/ (Primary Source)
https://socialstudies.madison.k12.wi.us/files/socialstudies/docs/using_primary_sources.p
df (Primary Source Analysis Worksheet)
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: I will begin class with a short
lecture on Renaissance Humanism, while the students listen and take notes. After the lecture I
will hand out a primary source analysis worksheet and a primary source from Petrarch for the
students to work on. After the analysis, we will come together as a group and discuss our
conclusions. After we will take ten minutes to check for understanding.
Time
Activity
Students Learning
Tasks
Teachers Learning
Tasks
10 Minutes
Brief Lecture
Giving the Lecture.
20 Minutes
Primary Source
Analysis
15 Minutes
Conclusions and
Discussions
10 Minutes
Check for
Understanding

notes
Filling out a
worksheet and
analyzing a primary
source
Coming together
and putting forth
their conclusions
and discussing them
Reviewing the
material and asking
questions
Walking around and

giving advice and
help when needed
Writing down the
students conclusions
and facilitating
discussion
Reviewing the
material and
answering questions
Art

DAY 4 & 5
Painting, sculpture, and other decorative arts in the Renaissance and their analysis.
New ideas from the Renaissance resulted in entirely new expression in art.
ESSENTIAL QUESTIONS
How did Humanism affect the way people created art?
How did art communicate different values?
In what ways was Renaissance art a call back to Greco-Roman art?
CONTENT OBJECTIVES
how art changed from the Middle Ages to the Renaissance
how the classics affected Renaissance art
SKILL OBJECTIVES
analyze a primary source
apply analysis to an argument
AZCCRS
9-10.RH.2
9-10.RH.2
ARIZONA STANDARDS
PO 1.
PO 2.
WHAT I NEED TO KNOW: As an instructor, I need to know how Renaissance art differed
fundamentally from the Middle Ages. I will also need to know how the classics, Humanism,
other new ideas affected Renaissance art. I will need to know the specific aspects of Renaissance
art such as realism, individualism, and perspective.
ASSESSMENT(S): As always, at the end of every lesson I provide a check for understanding to
see how the students handled the topic and to clear up any questions the students may have. I
will also have a rubric for the paper being introduced in this lesson and a grade that will come of
it at the end of the unit.
http://img1.wikia.nocookie.net/__cb20140714145504/epicrapbattlesofhistory/images/c/c
4/School-of-athens-detail-from-right-hand-side-showing-diogenes-on-the-steps-andeuclid-1511.jpg (Primary Source)
https://docs.google.com/a/nau.edu/presentation/d/1HTw1A9X_oBQJM1NKnSCV0KN2
ByvflMTrORPxUCLNDI4/edit?usp=sharing (PowerPoint)
df (Primary Source Analysis Worksheet)
Computer
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: At the beginning of day four,
I will provide a brief lecture on Renaissance art, complete with PowerPoint. After the lecture I
will put up a painting from the Renaissance and hand out primary source analysis worksheets to
my students. The students will then spend thirty minutes analyzing the painting and filling out
their worksheet and asking me any questions they might have.
Time
Activity
Students Learning
Tasks
Teachers Learning
Tasks
15 Minutes (Day 3)
Brief Lecture
Giving the lecture
30 Minutes (Day 3)
Primary Source
Analysis
10 Minutes (Day 3)
Check for

down notes
Analyzing primary
source and filling
out worksheet
Reviewing the
Walking around,
giving advice and
help when needed
Reviewing the
Understanding
5 Minutes (Day 4)
40 Minutes (Day 4)
10 Minutes (Day 4)
material and asking

any questions
Introduction of
Listening intently
Renaissance Unit
Paper
Writing Renaissance Begin writing rough
Paper
draft of Renaissance
paper about art
Check for
Reviewing the
Understanding
material and asking
any questions
material and
answering any
questions
Introducing the
Renaissance Unit
Paper
Walking around,
giving advice and
help when needed
Reviewing the
material and
answering any
questions
Renaissance Unit Paper

The Creation of Adam is a fresco painting by Michelangelo, forming part of the
Sistine Chapel ceiling, painted circa 15111512. It illustrates the Biblical creation
narrative from the Book of Genesis in which God breathes life into Adam, the first
man. The fresco is part of a complex iconographic scheme and is chronologically the
fourth in the series of panels depicting episodes from Genesis. It is the most wellknown of the Sistine Chapel fresco panels, and its fame as a piece of art is rivaled
only by the Mona Lisa by Leonardo da Vinci.
For your Renaissance unit paper, you will be required to write a two page
minimum analysis of Michelangelo's Creation of Adam. When writing this paper, you
must answer the following questions:
What do you think Michelangelo was trying to symbolize with this painting?
Does The Creation of Adam embody any principles of the Renaissance? How?
Does this painting express more secular or more religious views? Why and
how?
Make sure to answer all of these questions in your paper. Correct spelling, grammar,
and punctuation will also be graded on. See the rubric attached below.
1 (25/100)
2 (50/100)
3 (75/100)
4 (100/100)
Spelling,
Contains a
Contains some
Grammar, and large amount of major errors
Punctuation
errors
Contains a
small amount
of errors
Contains little
to no errors
Organization
Disorganized
and poorly
written
Weak
organization
and writing
Clearly
Well organized
organized and and well
written, but not written
exceptional
Answers to
Questions
Does not
answer any of
the questions
Answers a
some of the
questions
Answers all the Answers all

questions
questions fully
and
exceptionally
Evidence and
Analysis
Provides no
Provides little
analysis and no analysis and
evidence
little evidence
Provides some Provides

analysis and
effective
some evidence analysis and
evidence to
support
argument
Religion
DAY 6
The new ideas about religion in the Renaissance.
With the advent of Humanism, ideas about religion began to change with the Protestant
Reformation.
The breakdown of the Catholic Church, and the introduction of Protestantism and
Humanism began to fundamentally change the traditional structures of Europe.
ESSENTIAL QUESTIONS
How did Humanism influence the Protestant Reformation?
Why were these new ideas about religion so different from medieval views?
CONTENT OBJECTIVES
the main tenants of both the Protestant Reformation and the Counter Reformation
how Humanism influenced the Protestant Reformation
SKILL OBJECTIVES
identify the reasons for the Protestant Reformation and the Counter Reformation
AZCCRS
9-10.RH.6
ARIZONA STANDARDS
PO 2.
WHAT I NEED TO KNOW: As an instructor I need to know the main tenants of both the
Protestant Reformation and the Counter Reformation, why they began, how they began, what
they affected, and how society played a role in them.
ASSESSMENT(S): My assessments will include my always prevalent check for understanding
at the end of the lesson as well as collecting the compare and contrast worksheet to give a grade
to the students based on their participation and their completion of the assignment.
Computer
https://docs.google.com/a/nau.edu/presentation/d/1WiJj3b1kpJXib6paMOMqia0whhWJz
2qLKGUhKIPFz2s/edit?usp=sharing (PowerPoint)
Martin Luther and Pope Leo X handouts
Compare Contrast worksheets
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: The lesson will begin with a
short lecture on religion during the time of the Renaissance, mainly focusing on the Protestant
reformation and the Counter-Reformation. After the short lecture, I will administer the Martin
Luther and Pope Leo X handouts as well as the compare and contrast worksheets for the students
to work on by themselves or with each other. After the twenty minutes for this assignment, we
will come together as a group and discuss our conclusions and answers. For the last ten minutes
we will have a check for understanding.
Time
Activity
Students Learning
Tasks
Teachers Learning
Tasks
10 Minutes
Brief Lecture
Giving the lecture
20 Minutes
Compare/Contrast
Activity
15 Minutes
Conclusions and
Discussion
10 Minutes
Check for
Understandings
Listening and
takings down notes
Comparing and
Contrasting Martin
Luther to Pope Leo
X
Putting forth their
conclusions and
discussing them
Reviewing the
material and asking
any questions
Walking around and

giving advice and
help when needed
Facilitating
discussion and
offering insight
Reviewing the
material and
answering any
questions
Excerpt from Martin Luther's 95 Theses

The pope has neither the will nor the power to remit any penalties beyond those imposed either
at his own discretion or by canon law.
The pope himself cannot remit guilt, but only declare and confirm that it has been remitted by
God; or, at most, he can remit it in cases reserved to his discretion. Except for these cases, the
guilt remains untouched.
God never remits guilt to anyone without, at the same time, making him humbly submissive to
the priest, His representative.
The penitential canons apply only to men who are still alive, and, according to the canons
themselves, none applies to the dead.
Accordingly, the Holy Spirit, acting in the person of the pope, manifests grace to us, by the fact
that the papal regulations always cease to apply at death, or in any hard case.
It is a wrongful act, due to ignorance, when priests retain the canonical penalties on the dead in
purgatory.
When canonical penalties were changed and made to apply to purgatory, surely it would seem
that tares were sown while the bishops were asleep.
In former days, the canonical penalties were imposed, not after, but before absolution was
pronounced; and were intended to be tests of true contrition.
Death puts an end to all the claims of the Church; even the dying are already dead to the canon
laws, and are no longer bound by them.
Excerpt from Pope Leo X's Exsurge Domine

With the advice and consent of these our venerable brothers, with mature deliberation on each
and every one of the above theses, and by the authority of almighty God, the blessed Apostles
Peter and Paul, and our own authority, we condemn, reprobate, and reject completely each of
these theses or errors as either heretical, scandalous, false, offensive to pious ears or seductive of
simple minds, and against Catholic truth. By listing them, we decree and declare that all the
faithful of both sexes must regard them as condemned, reprobated, and rejected . . . We restrain
all in the virtue of holy obedience and under the penalty of an automatic major
excommunication....
Moreover, because the preceding errors and many others are contained in the books or writings
of Martin Luther, we likewise condemn, reprobate, and reject completely the books and all the
writings and sermons of the said Martin, whether in Latin or any other language, containing the
said errors or any one of them; and we wish them to be regarded as utterly condemned,
reprobated, and rejected. We forbid each and every one of the faithful of either sex, in virtue of
holy obedience and under the above penalties to be incurred automatically, to read, assert,
preach, praise, print, publish, or defend them. They will incur these penalties if they presume to
uphold them in any way, personally or through another or others, directly or indirectly, tacitly or
explicitly, publicly or occultly, either in their own homes or in other public or private places.
Indeed immediately after the publication of this letter these works, wherever they may be, shall
be sought out carefully by the ordinaries and others [ecclesiastics and regulars], and under each
and every one of the above penalties shall be burned publicly and solemnly in the presence of the
clerics and people.
Compare/Contrast Worksheet
1. What does Martin Luther think of the Pope and the Catholic Church? Why?
2. What was Martin Luther's purpose in writing his 95 Theses?
3. What does Pope Leo X think of Martin Luther and his 95 Theses? Why?
4. What was Pope Leo X's purpose in his Exsurge Domine?
5. How are Martin Luther and Pope Leo X similar? How are they different?
Science
DAY 7
The scientific advancements and inventions of the Renaissance.
Literacy and the new availability of books contributed to spreading the concept of
Humanism across Europe.
ESSENTIAL QUESTIONS
How did the printing press impact the ideas of Humanism?
How did the printing press impacts the ideas of the Protestant Reformation?
What were the biggest ideas and inventions to come out of the Scientific Revolution?
CONTENT OBJECTIVES
the major advancements of the Scientific Revolution
SKILL OBJECTIVES

AZCCRS
9-10.RH.7
ARIZONA STANDARDS
PO 1.
WHAT I NEED TO KNOW: As an instructor I need to know the advancements made by many
key scientists in the Renaissance that all contributed to the Scientific revolution.
ASSESSMENT(S): The two assessments for this lesson include the papers the students will
hand in at the end of class about the videos and the check for understanding at the end of the
period.
Computer
https://docs.google.com/a/nau.edu/presentation/d/1Tm-g3jrByQ1qtaOffrVjDOcaTeJEziMwXHThMB4QZo/edit?usp=sharing (PowerPoint)
https://www.youtube.com/watch?v=zHUWP9zu4W8 (Copernicus Video)
https://www.youtube.com/watch?v=Y1vl2j24Mtk (Gutenberg Video)
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: In the beginning of the

lesson I will give a brief lecture on science in the Renaissance and the Scientific Revolution.
After this lecture I will show two videos, one about Johannes Gutenberg and the Printing Press
and one about Copernicus and his Heliocentric Theory. The students will have a piece of paper
out during the video to write down five things from each video that they learned and will hand in
at the end of class. After the videos we will then check for understanding.
Time
Activity
Students Learning
Tasks
Teachers Learning
Tasks
15 Minutes
Brief Lecture
Giving the lecture
15 Minutes
Johannes Gutenberg
and the Printing
Press Video
Copernicus and the
Scientific
Revolution Video
Check for
Understandings

down notes
down notes
down notes
Keeping students
focused
Reviewing the
material and asking
questions
Reviewing the
material and
answering questions
15 Minutes
10 Minutes
Keeping students
focused
Paper Peer Review

DAY 8
Students doing a peer review with their unit paper
New ideas from the Renaissance resulted in entirely new expression in art.
ESSENTIAL QUESTIONS
How did Humanism affect the way people created art?
How did art communicate different values?
In what ways was Renaissance art a call back to Greco-Roman art?
CONTENT OBJECTIVES
how art changed from the Middle Ages to the Renaissance
how the classics affected Renaissance art
SKILL OBJECTIVES
analyze a primary source
apply analysis to an argument
AZCCRS
9-10.RH.2
9-10.RH.2
ARIZONA STANDARDS
PO 1.
PO 2.
WHAT I NEED TO KNOW: As an instructor, I need to know how Renaissance art differed
fundamentally from the Middle Ages. I will also need to know how the classics, Humanism,
other new ideas affected Renaissance art. I will need to know the specific aspects of Renaissance
art such as realism, individualism, and perspective.
ASSESSMENT(S): While walking around and helping I will be making my own formative
assessments in my mind. The paper has a rubric included in an earlier lesson plan that will be the
basis for my grade on the students' papers.
Peer Review Worksheet
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: I will begin this class by
explaining the peer review activity the students will do for their unit paper. During this part I will
split the class into groups of three. Each student must first read their paper aloud to the others.
After this, they will exchange their papers and, using the peer review worksheet, review each
others' papers. At the end we will do a check for understanding like every lesson to make sure
everyone is clear on what they learned.
Time
Activity
Students Learning
Tasks
Teachers Learning
Tasks
5 Minutes
Introduction to Peer
Review Activity
Listening to
directions intently
40 Minutes
Peer Review
10 Minutes
Check for
Understanding
Reading papers
aloud, exchanging
them with peers and
Reviewing the
material and asking
any questions
Explaining the peer

review activity for
the students
Walking around,
giving advice and
help when needed
Reviewing the
material and
answering any
questions
Peer Review Worksheet

Name of author ________________ Name of reviewer__________________
1. Introduction: How does the first paragraph introduce both the papers topic and the writers
approach or general conclusion? Is the first sentence attention-getting and relevant to the
topic?
2. What can you identify as a thesis statement? Suggest, if possible, a way to improve the
introduction or thesis statement.
3. Structure: Can you identify the organization of the paper from the main idea of each
paragraph? What are the main concepts explored in the paper? Does each paragraph make a
relevant point that is distinct from what has already been covered? What are the main
conclusions?
4. Clarity/Style: Did you find distracting grammar, punctuation, spelling, or word usage
problems? Circle them and identify any patterns or themes you detect. Is the tone of the essay
formal? If you find awkward sentences, try to explain why they dont make sense to you.
5. Resources: Does the author clearly identify his/her sources? Is proper in-text and reference
format used?
6. What is/are the papers greatest strength(s)? Explain.
Jeopardy
DAY 9
Review of the Renaissance Unit
A renaissance is a period of rebirth and new growth.
General literacy for the people was a great contribution to the ideas
of Humanism and the Protestant Reformation.
The widespread cultural, technological, and philosophical changes
had far reaching and long lasting effects on Europe and the world.
The breakdown of the Catholic Church, and the advent of
Protestantism and Humanism began to fundamentally change the
traditional structures of Europe.
Literacy and the new availability of books contributed to spreading the concept of
Humanism across Europe.
ESSENTIAL QUESTIONS
What is a renaissance?
What were the key ideas of the Renaissance, and how were they
different for men and women, and for southern and northern
Europeans?
Why is Humanism such a different way of thinking for the Europeans
How did literacy affect the spread of information and new thinking? Why was it
inherently important to Humanism?
ASSESSMENT(S): The Jeopardy Review game will be one final assessment for the students as
well as the Renaissance Unit Paper.
https://www.superteachertools.net/jeopardyx/jeopardy-review-game.php?
gamefile=1418021043#.VIVb5jHF9YA (Jeopardy Activity)

Computer
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: This last day of the unit will
be fairly laid back. The students will be broken up into equal teams to play Jeopardy which will
review the unit's content for them. The winners of the game will earn five extra credit points on
their Renaissance Unit Paper, which they will turn in at the end of the period.
Time
Activity
Students Learning
Tasks
Teachers Learning
Tasks
55 Minutes
Jeopardy Activity
Participate in the
Jeopardy review
activity
Facilitate the
Jeopardy activity
Bibliography
"AAM The Renaissance Connection: Lesson Plans: The Geography of the Renaissance."
AAMThe Renaissance Connection: Lesson Plans: The Geography of the Renaissance.
Accessed December 7, 2014.
http://www.renaissanceconnection.org/lesson_social_geography.html.
"AAMThe Renaissance Connection: Lesson Plans: Humanism in the Renaissance."
AAMThe Renaissance Connection: Lesson Plans: Humanism in the Renaissance.
http://www.renaissanceconnection.org/lesson_social_humanism.html.
"Letter to Posterity: Petrarch Writes His Autobiography Francesco Petrarch." Mr Cowherd RSS.
http://piedmont.k12.ca.us/phs/faculty/mcowherd/advanced-placement-europeanhistory/primary-sources-unit-two/.
"Luther's 95 Theses." Luther's 95 Theses. Accessed December 7, 2014.
http://www.spurgeon.org/~phil/history/95theses.htm.
"Using Primary Sources." Accessed December 7, 2014.
df.
" ." Exsurge Domine. Accessed December 7, 2014.
http://www.papalencyclicals.net/Leo10/l10exdom.htm.

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Unit Plan

The European Renaissance

I. Learners, Learning Differences, and Learning Environment

are about thirty students in total. Their is a wide variety in the

Renaissance is one of the largest cultural movements in the entirety of

Brief Lecture &

Listening and taking

Giving the lecture

Putting forth their

Identify what the

Giving the Lecture.

Listening and taking

Walking around and

The European Renaissance

Giving the lecture

Listening and taking

material and asking

Renaissance Unit Paper

Answers all the Answers all

Provides some Provides

Giving the lecture

Walking around and

Excerpt from Martin Luther's 95 Theses

Excerpt from Pope Leo X's Exsurge Domine

COMMON CORE CCR STANDARDS

LESSON OUTLINE AND DESCRIPTION OF STRATEGIES: In the beginning of the

Giving the lecture

Listening and taking

Paper Peer Review

Explaining the peer

Peer Review Worksheet

gamefile=1418021043#.VIVb5jHF9YA (Jeopardy Activity)

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