Teacher: Mr. Stover
Length of Lesson: 50 minutes
Subject and Grade Level: 7th grade World History
Lesson Title: The heart of the Renaissance: Humanism
Mississippi Social Studies Standard: Investigate the impact of the Renaissance and the Reformation on Europe. (Strands: Civics, Civil Rights, Geography, History, Economics)
ELA Standard:
Student Objectives: The students will explain the influence of the idea of humanism on the development of the Renaissance by examining and synthesizing primary sources.

Strategy used and reference:

●  Initially “See-Think Wonder” from “Making Thinking Visible” (observe, reflect, question)

●  “Headlines” from “Making Thinking Visible” (share thinking & synthesis) Historical Thinking Heuristic addressed (4 Thinking Skills):

1. Identifying Primary Sources: TSW categorize primary sources by type (in this case only the Renaissance sources) (Analysis).

2. Analyzing Primary Sources: TSW analyze a set of related primary sources in order to develop a deeper understanding of an historical event (Analysis).

3. Using Primary Sources TSW describe how they can use a primary source(s) to compare historical times (Medieval Times artwork v.s. Renaissance artwork). (Comprehension)

4. Using Primary Sources: TSW use primary sources to create historical narratives or other products. They will make headlines about the change in artwork with an emphasis on the rise in humanism (Synthesis).

Primary Source Materials/Resources:

●  Two images (artwork) from the Medieval Times

●  Two images (paintings) from the Renaissance. Instructional Materials/Resources:

●  Presentation (this will include the four primary sources).

●  Printout of each primary source for each student. Sequence of Instructional Procedures:

A. Lesson Launch ( 15 minutes): The teacher will open up the lesson with a series of “see-think-wonder” thinking routines. The teacher will hand out the see-think-wonder sheet and instruct the students to number each section with a “1, 2, 3 & 4.” (This process will be repeated four times): First the teacher will show the painting and ask students to take a moment to look over the image. After that the students will record one thing they see or notice about the image. The teacher will then have them record one thing for what they think the image is about. The teacher will have them then record one thing they would like to know or “wonder” about the image. After each student is done looking over the image and recording on their handout. The teacher will ask a few students to share what they saw, what they thought and what they wondered about the painting. After some students get to share their thinking, the teacher will reveal background information about the image for students to assess whether their observations and analysis was correct. The teacher will ask the students what type of primary sources they were just shown (artwork - paintings). The “see-think-wonder” for the first two images will conclude the lesson launch. This process will be repeated for the following other two images in the “learning activities” section. Each of these “see-think-wonder” processes should take about 7-8 minutes to complete.

B. Learning Activities ( 25 minutes):

1. The teacher will show the portrait painting done by Jon Van Eyck during the Renaissance.

2. The teacher will instruct students to observe the image and write one thing that they see or notice about the image, one thing they think about it or what it represents, and one thing they wonder or are unsure about the image.

3. Once students have completed their observations, the teacher will ask some students to share what they saw, thought and wondered about the painting.

4. The teacher will then give some direct instruction about the background of the image. During this short instruction students will have the opportunity to reflect whether their observations were accurate to the actual image. (7.5 minutes)

5. The teacher will show the painting done by Hans Holbein the younger during the Renaissance.

6. The teacher will instruct students to observe the image and write one thing that they see or notice about the image, one thing they think about it or what it represents, and one thing they wonder or are unsure about the image.

7. Once students have completed their observations, the teacher will ask some students to share what they saw, thought and wondered about the painting.

8. The teacher will then give some direct instruction about the background of the image. During this short instruction students will have the opportunity to reflect whether their observations were accurate to the actual image. (7.5 minutes)

9. The teacher will then ask the students what all four primary sources have in common. (Identifying & Comprehension)

10. The students will respond and think aloud in a class discussion (sharing thinking). (5 minutes)

11. The teacher will ask what is different between the first two primary sources - Medieval times and the second two - Renaissance (Comprehension).

12. The students will respond and think aloud in a class discussion (sharing thinking). (5 minutes)

C. Closure ( 10 minutes): The teacher will ask students to copy the link and join the jamboard. The teacher will ask students to think about “what thought process or philosophical stance could be used to explain the change in artwork from the Crusades to the Renaissance?” The teacher will then instruct students to “write a headline for this topic that summarizes and captures a key aspect that you feel is significant and important.” The teacher will open the floor for each student to offer positive feedback on one headline that was not theirs. Once students have gotten the chance to comment on various headlines made by other students, the teacher will show the definition: “Humanism.” If students have not reached this conclusion yet this would be a good moment for the teacher to ask the students “Now that you know the definition, how do or don’t you think humanism is evident in these paintings?” If there is enough time, have students go back and write a new headline including the word humanism. The teacher will summarize what was learned during this lesson, maybe highlighting some key findings from students. The teacher will reveal the claim that “Humanism is at the heart of the Renaissance” and in order to understand the new unit, they must continue to keep humanism at the forefront of their minds. (10 minutes)

Differentiation: How will you make your primary sources accessible to students?

●  The primary sources will be shown during the lesson on the TV, projector, etc.

●  The students will have access to printed out laminated copies of each primary source to look more closely.

●  The students may also have access to the images on their chromebooks in order to zoom in and look more closely. (powerpoint will be shared with students via canvas).

Assessment/Evaluation (content & skills):

●  Students will be asked to identify what kind of primary sources are these in the lesson.

●  Students will be asked to analyze a set of sources to better understand the change in artwork from Medieval times to the Renaissance.

●  Students will be asked to use primary sources to compare different historical times.

●  Students will be asked to create a historical narrative (headline) that synthesizes what they found in the set of primary sources.

●  Formative assessments/evaluations: Verbal responses during “think-aloud” class discussions. Written responses using the “see-think-wonder” handout.

●  Summative assessments/evaluations: Student headlines to explain the change in artwork from Medieval times to the Renaissance. Students second headline - implementation of primary sources and the term Humanism in their new headline.