Topic: Ancient to the Modern World Depth Study 4: Renaissance Italy

TOPIC: Ancient to the Modern World

Depth Study 4: Renaissance Italy

Year 8

Duration:

Detail:

Focus Historical Skills

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  How did Renaissance Italy change over time to the beginning of the modern age?
  
• 
  What key beliefs and values emerged and how did they influence Renaissance Italy?
  
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  What were the causes and effects of contact between societies in this period?
  
• 
  Which significant people, groups and ideas from this period have influenced the world today?
  

• 
  Comprehension: chronology, terms and concepts
  
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  Analysis and use of sources
  
• 
  Perspectives and interpretations
  
• 
  Empathetic understanding
  
• 
  Research
  
• 
  Explanation and communication
  

Framing Questions

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  What were the main changes that took place during the Renaissance? What emerged as the key defining features of the Italian Renaissance?
  
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  To what extent was Italy destined to be the birthplace of the Renaissance? What was the significance of the Renaissance?
  
• 
  Is the Renaissance overrated?
  

A student:

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  Describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4-3
  
• 
  Identifies the meaning, purpose and context of historical sources HT4-5
  
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  Identifies and describes different contexts, perspectives and interpretations of the past HT4-7
  
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  Locates, selects and organises information from sources to develop an historical inquiry HT4-8
  
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  Uses a range of historical terms and concepts when communicating an understanding of the past HT4-9
  
• 
  Selects and uses appropriate oral, written, visual and digital forms to communicate about the past HT4-10
  

• 
  Continuity and change: Consider the changing nature of the Renaissance and its impact on Italy and Europe. Was it really so different from the Medieval Period?
  
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  Cause and effect: What were the causes of the Renaissance, most particularly in Italy, and the flow on effects of the Renaissance across Europe.
  
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  Perspectives: The differing perspectives of the religious, the artists, the scientists, the politicians, the traders and explorers
  
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  Empathetic Understanding: Understanding the significant changes brought about by the Renaissance in religion, culture, politics and how these affected a range of peoples
  
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  Significance: Consider the range of significant discoveries from the Renaissance: medicine, politics, art, architecture, science
  
• 
  Contestability: Did the Renaissance have to begin in Italy? Is it overrated in terms of its significance?
  

Historical Language

• 
  Age of Exploration
  
• 
  City-state
  
• 
  Classicism
  
• 
  Counter-reformation
  
• 
  Golden Age
  
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  Guild
  
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  Heresy
  
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  Hieratic Scale
  
• 
  Humanism
  
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  Imperialism
  
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  Papal Bull
  
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  Patron/Patronage
  
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  Perspective
  
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  Reformation
  
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  Renaissance
  
• 
  Sack of Rome
  
• 
  Sonnet
  
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  Thalassocracy
  
• 
  Vanishing Point
  

Site Study

This is a site developed by Oxford University Press in association with the National Gallery of Art in Great Britain. It would be appropriate for higher ability students

https://maps.google.com.au/maps/about/behind-the-scenes/streetview/treks/venice/

This is a Google Trek which includes tours of specific sites in Venice and on overview

Online Clips –

• 
  Khan Academy – Renaissance: http://smarthistory.khanacademy.org/1400-1500-Renaissance-in-Italy-and-the-North.html
  
• 
  Crash Course History – The Renaissance, Was it a Thing?: http://www.youtube.com/watch?v=Vufba_ZcoR0
  
• 
  Engineering and Empire: Da Vinci’s World: https://www.youtube.com/watch?v=QQXUv1TK66I
  
• 
  The Medici: Godfathers of the Renaissance: https://www.youtube.com/channel/SW7JPZboRLQjc
  
• 
  Khan Academy: High Renaissance Art: http://smarthistory.khanacademy.org/High-Renaissance.html
  

Ancient to the Modern World

The Renaissance

Semester 2

Term 3, Week 5

Assessment for learning

Assessment as learning

Assessment of learning

• 
  Literacy: Paragraph writing
  
• 
  Source Analysis: Black Death, Humanism
  
• 
  Critical viewing: The Medici Godfathers
  
• 
  Empathy: Marco Polo
  
• 
  Critical/Creating Thinking & Oral: Personalities
  
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  Investigation: Lucrezia Borgia
  
• 
  Extended Response: Impact of Renaissance
  

• 
  Google Drive Presentation: Everyday Life
  
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  Google Cultural institute: Gallery
  
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  Reflection: Venice Trek
  
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  Research: Venetian Trade
  

Oral Presentation

Group Presentation

Inquiry Learning

Source Analysis

Essay/ Structured Responses

Pinterest - Venice

Overview

Background – Fall of Rome & the Middle Ages (1 lesson)

Support with Overview worksheet (see resources)

http://quizlet.com/44881186/the-renaissance-flash-cards/

http://www.eduplace.com/ss/socsci/books/content/ilessons/6/ils_gr6_c10_l4.pdf

Students:

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  Explain why this period is known as the Renaissance
  
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  Identify on a map the city-states of Italy during this period
  
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  Describe the everyday life of men, women and children in Renaissance Italy
  
• 
  Describe key economic and political features of Renaissance Italy
  

http://www.shsu.edu/~his_ncp/Renn.html

(Good background reading on the rise of the Renaissance in Italy)

http://www.historytoday.com/jon-cook/why-renaissance-why-florence

Everyday Life:

http://www.lifeinitaly.com/history/italy-renaissance

http://www.learner.org/interactives/renaissance/

Students:

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  Using a range of sources, investigate and explain the importance of at least ONE of the following achievements of Renaissance Italy: painting, sculpture, architecture, science and technology, literature and humanist thinking
  
• 
  Describe how the patronage of wealthy families encouraged these developments and/or cultural achievements
  

Art (2 lessons)

What do they notice about:

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  The subject(s) and how they are presented
  
• 
  The colours, backgrounds
  
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  The perspective/size of people, buildings (Hieratic Scale)
  

What changes do they note? (Perspective, Vanishing Point)

Why might this be?

http://nga.gov.au/Exhibition/RENAISSANCE/Default.cfm?MnuID=3&GalID=0

Students to mindmap possible reasons

Students construct an art gallery using Google Cultural Institute. They are to choose 6 paintings that represent the main features of Renaissance Art. They should annotate each painting, explaining why it is significant.

Also look at the range of works that DaVinci created: Was he a “Renaissance Man”?

http://www.theguardian.com/artanddesign/interactive/2011/nov/09/leonardo-da-vinci-interactive-guide

Use worksheet/lesson from PBS: http://www.pbs.org/empires/medici/resources/lesson2.html

Metropolitan Museum of Art – A Resource for Educators

http://www.metmuseum.org/~/media/Files/Learn/For%20Educators/Publications%20for%20Educators/Renaissance.pdf

Students:

• 
  Discuss the relationships between rulers and ruled in ONE Italian city-state, eg Pisa, Florence, Naples, Venice or Rome
  

http://venice.umwblogs.org/exhibit/early-modern-venetian-clothing/trade/comment-page-1/

http://www.theworldeconomy.org/impact/The_Venetian_Republic.html

Impact of Trade on Venetian Society:

http://www.cerium.ca/IMG/pdf/Venice_Revision1.pdf

Shopping the Renaissance: Consumerism in Renaissance Italy:

http://www.history.ac.uk/reviews/review/524

Students:

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  Investigate and assess the importance of significant individuals, eg Cesare Borgia, Lucrezia Borgia, Caterina Sforza, Leonardo da Vinci, Michelangelo, Artemisia, Niccolo Machiavelli,Galileo Galilei
  
• 
  Use sources to identify different perspectives on the chosen individuals
  

Lucrezia Borgia: Family Tree

http://www.kleio.org/en/history/famtree/sforza/222.html

Biography Channel Documentary: https://www.youtube.com/watch?v=8rdr9uj0JBQ

(NB: There are some discussions regarding the alleged incest)

Students:

• 
  Explain how ideas from Renaissance Italy spread to the rest of Europe and outline its legacy
  

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  Increasing conflict in Italy – Causes?
  
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  Sack of Rome – Impact?
  
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  Reformation, Counter-Reformation & Heresy – Impact of rule of Rome, and thus Italy?
  
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  Changing trade routes exploration of the “New World” – Age of Exploration & growth of Imperialism – New trade routes to the Americas and Asia through Spain and Portugal. Effects on Italian trade? http://designroyale.com.au/clients/abc/human-odyssey/#/home Use this timelime to examine the “New” Vs “Old” worlds and the impact
  
• 
  Closure of the eastern trade routes by the Ottoman Empire – Why?
  
• 
  Growth of unified nations, eg France, England – How? Effect on Italy (think size, power)
  

• 
  Shakespeare – make connections through literature, art, Romeo & Juliet, Merchant of Venice, Twelfth Night, etc.
  
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  Reformation – have they heard of that? What do they know? Martin Luther & Papal Bull
  
• 
  How would the Renaissance spread from Italy to Germany, France and England?
  

Students create a PMI (Plus/Minus/Interesting) on the Renaissance

Students consider – was it a “Golden Age” (go back to definition).

Think back to the Engineering and Empire Video – have their studies supported the greatness of the era?

Watch Crash Course – The Renaissance, Was it a Thing? (YouTube) https://www.youtube.com/watch?v=Vufba_ZcoR0

Do they agree that the Renaissance was a Golden Age? Think about the points raised by John Green – does one have to be aware of history happening for history to have happened?

The Renaissance – Was it a thing?

Divide students into groups:

• 
  Absolutely
  
• 
  Somewhat
  
• 
  Maybe
  
• 
  No Way
  
• 
  Judges
  

Student judges make the decision based on the evidence

Differences between Northern and Italian Renaissance:

https://academicdecathlon.wikispaces.com/file/view/Italian+and+Northern+Renaissance.pdf

Flow Chart – Spread of Renaissance

http://www.flowofhistory.com/units/west/11/FC78

Evaluation

Program

• 
  Was the program well-structure and coherent?
  
• 
  To what extent did the program engage all students in the class?
  
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  Did the program assist all students to achieve the learning outcomes?
  
• 
  What improvements could be made?
  

Resources

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  Were the resources used appropriately in terms of age level, variety and the ability to engage the students?
  
• 
  What improvements could be made?
  

Assessment

• 
  Did the program incorporate a range of quality, valid assessment tasks?
  
• 
  Reflect and comment on the level of student achievement in this program.
  
• 
  What improvements could be made to assist students to achieve the outcomes?