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Lesson Plan: The Renaissance

Renaissance and Reformation: A look into humanism and its effects of culture and society throughout Europe

11/21/2011

Eric Newcombe

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Lesson Plan: RenaissanceTopic: Renaissance and Reformation: A look into humanism and its effects on culture and society throughout Europe.

Created By: Eric Newcombe

Created For: 10th Grade World HistoryAbilities: gifted, possible ELLs.Room Arrangement: Teacher should arrange the room with desks that are in rows and columns that face the front of the room. This will allow students to have maximum focus on the teacher and the material that he/she is presenting.

Time Allotted: (1) 55 Minute Session

NCSS Themes: 1 (Culture) 2 (Time, Continuity, and Change) 4 (Individual Development and Identity)

National World History Content Standards Era 5, Standard 2C.4 (The student understands the patterns of social change and cultural achievement in Europe’s

emerging civilizations.) Era 6, Standard 2B.2, 3 (The students understands the Renaissance, Reformation, and Catholic Reformation.)

Arizona State Standards: Strand 2, Concept 4. PO 1.b (Analyze the results of Renaissance thoughts and theories: humanism and its emphasis on

individual potential and achievements.) Strand 2, Concept 1. PO 5.b,d (Evaluation of primary and secondary sources.)

Enduring Understandings:1. Students will be able to analyze different types of primary sources.2. Students will understand that shifts in points of view can be expressed through art and literature.3. Students will understand the meaning of humanism and how it affected European society during the Renaissance.

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Essential Questions:1. How did the world view of the societies of Europe change during the Renaissance?2. What is humanism?3. How was humanism represented in the culture of the Renaissance?

Description of Lesson:The period of the Renaissance marks a time of change in many facets of society throughout Europe. On the forefront of the

changes that occurred during the Renaissance is the change from a religious world view to one that favors humanism. However, the question is, how was humanism expressed in a society as a whole? Throughout this tumultuous and revolutionary time in world history, Europe created some of the greatest artistic and literary works of the world and through those works, this change in world view can be seen.

Although there is a vast amount of information that is available about the Renaissance, there is specific information that is prevalent to this lesson. It is recommended that this lesson be taught within a unit about the Renaissance due to the specific content that is covered within this lesson.

This lesson will explain the basis for the change toward humanism in Europe and the manner in which it is portrayed through various literary and artistic works that were created during the Renaissance. In addition, this lesson shows how humanism was developed and expressed over a period of time through several works of art from the Middle Ages to the end of the Renaissance. Similarly, the work of Don Quixote is used to show how humanism was portrayed in the literature of the Renaissance.

Description of Skills and Application:Skills: This lesson engages the student on many levels. Aside from basic literacy skills that are required to read the passage

from Don Quixote, this lesson asks the students to perform a close reading of Don Quixote to examine the manner in which it relates to the expression of humanism. In addition, this lesson focuses on the interpretation of art as a skill for looking at the past.

Application: Students will be able to use the skills that they acquire from interpretation of art when they go into other disciplines. Similarly, the skill of close reading will help the students in literature and English classes. Finally, outside of the academic world, these skills are useful for other areas of interest.

Background Information:During the Middle Ages the art and literature of Europe was primarily focused on the church and religion. However, at the turn

of the 14th century people began to think about life in a more humanistic point of view. This is to say that people began to think less about the God and religion and more about their everyday earthly lives. This change in world view is partly due to the study of Greek and Roman writings about philosophy and scientific matters. As a result of these studies, the scholars of the Renaissance began to turn

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away from explaining life through religion, and began to look more into science, the natural world, biology and astronomy. In addition, artists, writers, musicians and composers began creating work outside of the church.1

Humanism in and of itself means the pursuit of human or earthly interests to the exclusion of moral or religious considerations.2 The tenets of this definition can clearly be seen in the new disciplines that the people of the Renaissance were working within. As well as the newfound interest in different scholarly disciplines, the rise of humanism in the Renaissance can be viewed through art. Many of the paintings that were created in the Middle Ages or even in the early Renaissance period consisted of depictions of religious events, saints and even heavenly figures. In addition, many of the figures within the painting can be seen to have halos, indicating their diving nature. Similarly, the background of the many of the paintings were gold, so as to show the holy nature of the figures within the painting. Another factor that is present in the art of the late Middle Ages and early Renaissance is the use of a hieratic scale. Hieratic Scale is scale based on relative importance.3 This is exemplified in many of the paintings of the period.

When looking farther into the Renaissance it is apparent that many of the paintings have changed. All of the figures within the paintings are at a similar scale. Backgrounds are of landscapes and buildings instead of backgrounds that attempt to denote some diving environment. In addition, common people are considered to be acceptable subjects for works of art now.

The work of Don Quixote is the other source that is used in this lesson to show the rise of humanism in the Renaissance. It is recommended that the teacher provide the students with a summary of the story of Don Quixote, as the students will only be reading an excerpt from one of the most famous scenes. The windmill scene of Don Quixote represents an instance where Don Quixote himself has misconceived notions about what the windmills are. This scene and the interactions between Sancho Panza and Don Quixote especially, show Miguel de Cervantes view upon humanism. Don Quixote is stuck in the world of knights and chivalry, a metaphor for Europe’s relationship with religion in the Middle Ages, and charges toward the windmills with the idea that they are giants. On the other hand is Sancho Panza represents the level headedness of the humanists and urges Don Quixote to see the error of his ways.

Prior Knowledge of Students:This lesson should be taught after the class has covered the basics impetus for the Renaissance and the major players that took

part in the Renaissance. When considering the background knowledge for this lesson, it is recommended that the teacher give a question as bell work so that he/she might elicit what the students already know about the topic. In addition, to see if students have

1 For more information see, The Renaissance Connection, “Humanism in the Renaissance,” http://www.renaissanceconnection.org/lesson_social_humanism.html (accessed October 31, 2011).2 Oxford English Dictionary, “Humanism,” http://www.oed.com/view/Entry/89272?redirectedFrom=humanism#eid (Accessed October 31, 2011).3 Mittman, Asa, “Proportion and Scale,” Art History Rules, http://www.arthistoryrules.com/Visual_Elements/Proportion_%26_Scale.html (accessed October 31,2011).

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grasped the idea of humanism, it is recommended that the teacher give ask the students to write in a journal what they learned about humanism. By writing what they actually learned, the students will be forced to synthesize the information that they are presented in class into their own words and, therefore, show what they have learned. Outcomes and Assessments:

Outcomes:1. Students will be able to explain the world view of humanism.2. Students will be able to identify humanism in works of art and literature.3. Students will be able to discuss how humanism affected the Renaissance period.

Assessments:- A formative assessment should be used in the form of a Think, Pair, Share, in between the completion of the analysis of the

paintings and the analysis of the excerpt of Don Quixote. This will allow the teacher to make sure that the students have a basic grasp of humanism before they move on to the next activity.

- In addition, another formative assessment should be used in the form of a journal entry in which students synthesize the definition of humanism in their own words.

Diversity and Multiple Intelligences:The use of primary sources, in the form of paintings are art work, are used in this lesson to meet multiple intelligences and a

variety of learners. In addition, students will be collaborating with one another over the analysis of the Don Quixote excerpt. This will allow students with multiple intelligences to work at their own rate and still attain important information.

Outline of Plan:1. (5-7 Minutes) Bell Work

a. Ask the students the following question: What is humanism?i. Expect for the students to have extreme misconceptions about what humanism is. This exercise is used to

get the students thinking about this world view.b. After the students have written down their answers, come back as a class and share the answers with each other.

2. (5-10 Minutes) Background Informationa. Explain to the students what the actual world view of humanism is. Explain how it began to develop out of the

Middle Ages and how it is represented through the different disciplines during the Renaissance.b. Explain the dichotomy between a religious world view and a humanistic world view.

i. Provide Example:

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1. Pope = religious world view.2. Scientist = humanistic world view.

3. (15-20 Minutes) Analysis of Artworka. Using a projector show the various works of art that show how humanism developed and how it was expressed

through art.b. While looking at the art explain hieratic scale, the difference in backgrounds and the difference in figures.

i. Madonna and Child in Glory1. The figures of the Madonna and those that are surrounding her have halos. Use of hieratic scale

shows a religious world view and that not all of the figures are equally represented.ii. Miraculous Mass of St. Martin of Tours

1. Background is gold, therefore giving an idea of a divine setting. Symbols in the painting are primarily religious.

iii. Madonna and Child with Saint John1. Background has changed to landscape instead of gold. Slight shift in meaning although figures are

still religious.iv. Adoration of the Shepherds

1. Lack of hieratic scale shows that all figures are on the same level of importance and the background is of a landscape.

v. Adoration of the Magi1. Lack of hieratic scale again shows the importance of all humans. Buildings in the background show

an example of real life instead of a divine setting. Painting is an imitation of real life.vi. Bean Eater

1. Figure is a common person. Setting is common. Shows that common people are now suitable subjects for art.

c. Periodically ask students to compare and contrast the works of art so that they can see that the themes and styles developed over time.

4. (3-5 Minutes) TPS (Think, Pair, Share)a. Allow the students a minute or two to rethink their idea of humanism and how it relates to their life.b. Then ask the students to share their new idea with another student.c. Finally, ask the students to share their ideas with the class.

5. (10-15 Minutes) Analysis of Don Quixote Excerpt.a. Pass out copies of the Don Quixote excerpt. While passing out the paper, provide a summary of Don Quixote.

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b. Ask the students to take the next 5 or 10 minutes to read the excerpt from Don Quixote and then to underline the parts where they think that the author is pointing towards a world view of humanism and to circle where they think he is pointing away from that world view.

i. Students should underline the parts when Sancho Panza is speaking and circle the parts when Don Quixote is the main actor.

c. Finally ask the student to get into groups of four and talk about the Don Quixote passage. Do they think that Cervantes is in favor of a humanistic world view or something else? Which character represents the humanistic world view? Is Cervantes satirizing chivalry and the traditions of the Middle Ages?

6. Homeworka. Ask students to go home and consider humanism. Ask them write down three ways that humanism is expressed in

the Renaissance.

Resources:-See attached annotated resource set for artwork and excerpt.-Materials needed

-Projector and screen-Copies of Don Quixote Excerpt

Bibliography

Cervantes, Miguel De. Don Quixote. Middlesex, England: Penguin Books Ltd., 1964.

Mittman, Asa. “Proportion and Scale.” Art History Rules. http://www.arthistoryrules.com/Visual_Elements/Proportion_%26_Scale.html (accessed October 31,2011).

Oxford English Dictionary. “Humanism.” http://www.oed.com/view/Entry/89272?redirectedFrom=humanism#eid (Accessed October 31, 2011).

The Renaissance Connection. “Humanism in the Renaissance.” http://www.renaissanceconnection.org/lesson_social_humanism.html (accessed October 31, 2011).

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Annotated Resource SetMadonna and Child in

GloryMiraculous Mass of St. Martin of Tours

Madonna and Child with Saint John

Adoration of the Shepherds

Adoration of the Magi Bean Eater

This painting is from the late Middle Ages (1360) and shows the

religious focus that the time period had. This can be seen through the enlargement of

Madonna in relation to the other people in the

picture.

Artist: Jacopa de Cione

Once again, this painting is from the Middle Ages (1440)

and shows the religious focus that the period had. It is

important to note the gold background and how it was used to

represent a holy atmosphere.

Artist: Franconian School

This painting comes later in the Middle Ages (1523). The

important point about this piece of art is

that the background has changed

dramatically from the gold of the other two

to the landscape format which puts

them on a more human level.

Artist: Guiliano Bugiardini

This painting was made in 1505. The importance of what

this painting shows is the lack of use of the hieratic scale that the other paintings have used. In addition, the

background is a landscape which

points away from a focus on heaven.

Artist: Giovanni Agostino da Lodi

This painting was created in 1550. This painting shows that

artists were starting to make the things that they were painting

look more true to life. A comparison of this

painting with the Miraculous Mass of St. Martin of Tours will show that the backgrounds look

different.

Artist: The Kress Monogramist

This painting was created in 1582 and shows that artists were beginning to consider normal

people as a suitable subject for art. The

lack of religious symbols shows the

effect that humanism has taken upon art.

Artist: Annibale Carracci

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http://www.renaissanceconn

ection.org/lesson_social_humani

sm.html

http://www.renaissancecon

nection.org/lesson_social_humani

sm.html

http://www.renaissancecon

nection.org/lesson_social_humani

sm.html

http://www.renaissancecon

nection.org/lesson_social_humani

sm.html

http://www.renaissanceconn

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m.html

http://www.renaissancecon

nection.org/lesson_social_huma

nism.html

Don Quixote Excerpt Don Quixote Prezi

This is an excerpt from the 8th chapter of Don

Quixote that shows the famous scene with the

windmills.

This is a Prezi that focuses on the

background and time period in which Don Quixote was written.

Text Only

http://primarysources.wetpaint.com/page/Renaissance

http://prezi.com/y_knyei_qdtv/present/?auth_key=ncfvfzw&fol

low=d9t1gwwf7gfg