The Renaissance from Diverse Perspectives
A curriculum unit by Kim Smolik
LENGTH: 3 or more days (85 minute periods)
LEVEL: Upper-level high school
PURPOSE:
- in preparation for the Minnesota Graduation Standards, put into effect for Class of 2001, world history students are required to communicate an understanding of a period in history from diverse perspectives. Although this is not an official package, it teaches/prepares in the necessary thinking and analysis. This unit can be used in two ways:
- students choose one question to research and answer using the primary source documents, visual pieces provided, and their own research
-or- - teacher can address all three questions as a means of covering the Renaissance in class (not purely as an assessment tool) I have gathered a set of resources that have many possibilities for implementation. Individual work, cooperative groups, student centered work, teacher led discussions or a combination can all be used.
- students choose one question to research and answer using the primary source documents, visual pieces provided, and their own research
- to have students use primary and secondary sources, both written and visual for analysis and to defend their ideas
- to expose students to internet use for research
- to use and develop writing, critical thinking, and analytical skills
- to compare and contrast today's society with the Renaissance by asking broad ontological questions
AFTER THE RENAISSANCE HAS BEEN COVERED IN CLASS...
(most successfully used if students are familiar with primary document and art analysis)
One week before the assignment is given:
- Present all three questions to the class by writing them across the board. Brainstorm as a class to answer the questions as they see them today. (Record and save these ideas on overheads.)
- Students choose a question they want to answer
- Ask students to bring in 2 articles from the paper that further helps them answer their chosen question. Articles should be summarized, emphasizing points that contribute to their question (Due in 1 week.)
- The day the assignment is presented, put students in groups of 3-4 to share ideas gained from articles. Groups share with class, add to previous thoughts.
- Students receive primary source documents on the Renaissance and questions to answer to guide reading.
- Ask students to also pick 3 quotes from each reading that best highlight the perspectives of their authors.
- Students regroup into small groups, discuss main ideas of readings and quotes and how they help answer their question.
- Discuss as large group.
-
(may need to finish documents first)
- Students view appropriate paintings/architecture/sculpture. After students have answered the following questions on their own regarding the visuals, regroup in small groups, students meet with others to discuss their answers to the following:
- what is your first impression of this work?
- make a list of 10 characteristics observed.
- what are the subjects of the painting? How do you know?
- pay attention to details: clothing, buildings, scenery, facial expressions, etc. Everything has a purpose, therefore, speculate as to why these details were included.
- what do you like about the piece?
- what do you not like about it?
- why do you think it was chosen to help you with answering your question?
- Teacher meets with each group during their discussion for guidance
-or-
- Entire class views all the visual pieces and the teacher leads discussion/questioning about them. This is suggested for students who have had little exposure to art analysis. The teacher can use the same questions listed above to lead discussion, but students may feel more comfortable tackling the questions with this approach. Teacher can use TEACHER NOTES as a way to guide the discussion also.
Day 3: optional
(research can be done outside of class, or background information
provided by teacher)
-
*Sign-up for library and/or computer lab ahead of time for research
- Students spend class period researching background information on their
question
- gender roles in the Renaissance
- Venice and Florence
- the role of government in Italian city-states
Important note: I have found my school library to be very limited in resources on these topics. The internet does have some valuable information, but, as many of us know, it is time consuming to find it. I have provided some suggested (but a limited number of) sites. As a supplement, I provided teacher notes based on my own reading, research, and institute lectures that can be presented to the class. This is part of what I will cover during my Renaissance unit.
- 5 page paper (minimum), typed
- Paper outline:
- Introduction: introduce question, and how it will be answered
- Background information
- Primary document references (for both sides)
- Artistic references (for both sides)
- Comparison to today
- Conclusion
-or-
- Introduction: introduce question, and how it will be answered
- Background information
- Discussion of side #1 of question using both written and visual documents
- Discussion of side #2 of question using both written and visual documents
- Comparison to today
- Conclusion
- The paper must present an understanding of DIVERSE PERSPECTIVE on the topic.
- Works Cited required
- The materials provided can be used separately to cover gender roles, Florence and Venice, or government in the Renaissance by reading the documents and viewing the art together. If students are unfamiliar with primary document or art analysis this might be a better approach.
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