Students are introduced to Leonardo da Vinci as a Renaissance man. Then they learn more broadly about the cultural activity of the Renaissance in the areas of architecture, painting, music, and literature. Next, they work in small groups to research and present one significant figure from the Renaissance. Finally, groups create a timeline of important developments of the Renaissance.
Students are introduced to the idea of a “creative explosion” in art, music, science, and literature and consider how such a change would affect their own community. They brainstorm future jobs they might like in a shared table, then read about Leonardo da Vinci (via the resource Leonardo da Vinci) to learn how he excelled in many different fields. After viewing an image of the Mona Lisa, students contribute to a word cloud listing the different jobs and roles da Vinci performed and then participate in a whole-class discussion about his accomplishments and what surprised them.
Teacher MovesReview the lesson objectives and frame the Renaissance as a period of intense cultural creativity. Guide the brainstorming activity, then support students as they connect their own interests to da Vinci’s many talents. During the discussion of the word cloud, highlight da Vinci’s range of accomplishments and explain the idea of a “Renaissance person,” prompting students to imagine modern examples who pursue diverse interests.
Students examine images of Renaissance architecture and sculpture, then read three articles from the Renaissance series—Symmetry, Shape, Size, Renaissance architecture, painting, and music, and Printing and Thinking—to explore how Renaissance culture drew on classical Greek and Roman ideas and advanced architecture, painting, music, and humanist thought. As they read, they complete a graphic organizer, taking notes on connections to Greeks and Romans, architecture, painting, music, and humanist philosophy and classical studies. Students then answer several multiple-choice questions to check their understanding of key concepts and figures.
Teacher MovesClarify expectations for reading and note-taking in the graphic organizer, and ensure students understand each category they are recording. After students complete the organizer and questions, invite and address questions about the content they have read. Then form students into small groups for the upcoming scenes and confirm that all groups are ready before moving on.
Students view an image related to Shakespeare’s plays and learn that the Renaissance spread to England, where literature and music were major art forms. In small groups, they choose one Renaissance figure in a specific focus area—architecture (Filippo Brunelleschi or Andrea Palladio), painting (Sandro Botticelli or Michelangelo di Simoni), music (Thomas Tallis or Claudio Monteverdi), or literature (William Shakespeare or Dante Alighieri). Using internet research, each group prepares a report that includes a brief biography, primary source material (such as images or excerpts) with explanation, and an analysis of the individual’s role in the Renaissance. Groups post their reports to a discussion wall or share them via a linked digital tool (e.g., Prezi, Tiki-Toki, online presentation, Glogster). Groups then present their chosen individual to the class.
Teacher MovesExplain that the English Renaissance emphasized literature and music and situate Shakespeare within this context. Optionally assign different individuals to each group to ensure a variety of figures are studied. Support groups as they develop research questions, locate reliable sources, and organize their reports. During presentations, encourage students to ask one another questions and engage with the content shared by their peers.
Drawing on their own group research and what they learned from classmates’ presentations, students work in small groups to create a timeline of what they consider the ten most important events, developments, or activities of the Renaissance. They may conduct additional online research to identify dates and details. Each group constructs its timeline on a shared drawing canvas or uploads a photo of a paper version, then reviews the timelines created by other groups.
Teacher MovesAfter groups have created and shared their timelines, lead a class discussion about the choices students made, asking them to justify why they selected particular events or developments as most important. If time allows, extend the conversation by inviting students to speculate about which events in their own lifetimes might one day be viewed as similarly significant.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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