Enhanced scope and sequence

Session 4: Analyzing Products and Transportation in 1500 a.d. (c.e.)

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Session 4: Analyzing Products and Transportation in 1500 a.d. (c.e.)

  • Outline map of the world

  • Textbook or other instructional resources

  • Colored pencils and/or markers

  • Web sites for maps, such as Outline Maps: Education Place at http://www.eduplace.com/ss/maps/
Instructional Activities

1. Distribute copies of an outline map of the world and colored pencils. Direct students to use notes from the previous session, the trade route map, the textbook, and other instructional resources to develop a map that includes indications of the following:

  • Colored pictures of all major products and ideas exchanged about 1500 a.d. (c.e.).

  • Products located on trade routes or in empires of origin (arrows can show directions in which they were moved—mainly to Europe)

  • Modes of transportation (ship, foot, caravan)

  • Locations of empires, trades routes, and any major geographical features that were obstacles to trade (e.g., the Sahara and Gobi deserts).

Creating a sample map first is recommended so students understand the process. Also, empires should be located but not colored so as not to interfere with the colored pictures of products and ideas.

2. Assign a teacher-selected reading or other reinforcement activity.

Session 5: Arts, Literature, and Ideas of the Renaissance


  • 5 x 8 inch index cards

  • Colored pencils
  • Electronic presentation of the “ARTISTIC” mnemonic

  • Web sites such as the following:

“Michelangelo Images.” http://employees.oneonta.edu/farberas/arth/arth213/michelangelo_images.html

“Sites on Shakespeare and the Renaissance.” http://web.uvic.ca/shakespeare/Annex/ShakSites1.html

Instructional Activities

1. Assign a short reading selection that explains what the Renaissance was. Review the selection with the class. Explain that the Renaissance was a flowering of artistic, literary, and intellectual ideas and that its leading figures studied and were influenced by ancient Greece and Rome. Explain that trade led to an increase of wealth among Europeans, who spent a significant amount of their money on entertainment (plays, paintings, essays, sonnets). Hence, increase in trade led directly to the Renaissance. Relate this concept to trade routes just introduced, using the map to locate Italy and show its proximity to major trade routes.

2. Distribute index cards and colored pencils. Explain that students will be learning a mnemonic (memory device) to help them remember the important ideas and people of the Renaissance. Instruct students to write, “The Renaissance was very ‘ARTISTIC’ ” on the unlined side of the card. Have them add colorful symbolic illustrations to the card, perhaps drawing an artist’s paintbrush and pallet, a brain, and books to represent the Renaissance.

3. Instruct students to turn their card to the lined side and write the mnemonic ARTISTIC vertically down the left-hand side, as shown below. Go over the mnemonic one letter at a time, discussing each concept and having students copy the notes next to the appropriate letters, as shown:

A – Arrival (birth) of the modern world

R – Rebirth of ancient Greek and Roman cultures

T – The Renaissance started in Italian city-states.

I – Italian artists (Michelangelo, da Vinci)

S – Sonnets, essays, plays (Shakespeare)

T – The Renaissance spread to Northern Europe.

I – Individualism stressed (humanism)

C – Church corruption criticized (Erasmus—humanist)

4. Assign a teacher-selected reading or other reinforcement activity.

Session 6: Comparing Medieval and Renaissance Art


  • Electronic presentation of Renaissance and Medieval art. Ask the art teacher for help in acquiring slides, or create an electronic slide show with images from the Internet. The images should be arranged in random order so that Medieval and Renaissance works of art are intermixed. Works by Renaissance artists Michelangelo and Leonardo da Vinci should be stressed, especially the following works: The Last Supper
    , the Mona Lisa, the ceiling of the Sistine Chapel, and the sculpture David.

  • Equipment for showing electronic presentation

  • Attachment B: Medieval and Renaissance Works of Art

  • Textbook or other instructional resource that briefly explains how Medieval and Renaissance works of art differ

  • Web sites for locating art images, such as the following:

“Michelangelo Images.” http://employees.oneonta.edu/farberas/arth/arth213/michelangelo_images.html

“The Mona Lisa.” http://www.ibiblio.org/wm/paint/auth/vinci/joconde/

“Leonardo da Vinci.” http://www.metmuseum.org/toah/hd/leon/hd_leon.htm

Instructional Activities

1. Administer a quiz on the “ARTISTIC” mnemonic by instructing students to either write out the mnemonic or create an illustration representing each letter of the mnemonic.

2. Give a reading assignment from the textbook or other resource that briefly explains the differences between Medieval and Renaissance works of art. As a class, create a chart that lists the qualities of each, based on the reading assignment.

3. Explain that students are now going to become “art analysis experts” by analyzing each work of art in an electronic presentation of Renaissance and Medieval works of art. Based on the characteristics just studied (e.g., flat, cartoon-like, emotionless = Medieval; three-dimensional, life-like, emotional, detailed = Renaissance), students will decide whether each work is Medieval or Renaissance. Stress the paintings and sculptures of Michelangelo and Leonardo da Vinci. An option is to have students write down their analyses for future assessment, using the chart found on Attachment B.

4. As an alternative assignment, have students work in pairs to find examples of Medieval and Renaissance art on the Internet. Have them save their images into an electronic presentation for assessment.

5. Assign a teacher-selected reading or other reinforcement activity.

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