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Session 7: Review of the Renaissance World



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Session 7: Review of the Renaissance World

Materials
  • Materials to play a selected game (e.g., Jeopardy®, Bingo)


  • Video on the Renaissance (e.g., biography of Michelangelo, Shakespeare, or Leonardo da Vinci)

  • Teacher-created video-viewing guide (see instructions below)
Instructional Activities

1. Conduct a review of the world about 1500 a.d. (c.e.). An option is to use a game of the teacher’s choice to review this Organizing Topic’s concepts.

2. Distribute copies of the video-viewing guide, and go over it with the students. Then, show a selected video on the Renaissance. Have students use the video-viewing guide while watching and immediately following the showing in order to summarize important points, make connections, and draw conclusions. Have students compare what they have learned in class to what is shown in the video.



To create a video-viewing guide for students, follow the steps below:

1. Play the video. As you note important information, pause the video, and write a question that corresponds to the information you want students to remember. An effective way to do this is to quote the video directly (you may have to replay the scene to do this) and omit the information you want students to learn, so that they can fill in the blanks.

2. Continue this process until you have watched the entire video.

3. Aim for a total of 25 to 30 questions.

4. At the end, you may also wish to add a few open-ended directives that encourage the students to think critically about the video as a whole and to summarize important points, make connections, and draw conclusions. For example, you may wish to assign these open-ended directives to help students, as appropriate:


  • Compare and contrast selected concepts or images from different parts of the video.

  • Consider the causes and/or effects of events presented in the video.

  • Relate the concepts in the video to concepts studied in previous organizing topics or in previous grades.

  • Make connections between concepts, practices, or events in the video to such things in the present day.

Session 8: Review of the World Religions

Materials

  • Teacher-created flash cards for each of the five world religions, identifying the religion’s founder, location (both originally and today), holy text, symbol, holy site, and beliefs

  • Teacher-created index cards, each card showing only one element of one of the five world religions
Instructional Activities

1. Conduct a review of the world religions, using the world religion flash cards previously created.

2. Hand each student a card showing only one element of one of the five world religions. Have students define the religions on the cards they received by finding the other appropriate cards and gathering together into groups—a Christian group, a Jewish group, a Muslim group, etc. The flash cards identifying all elements of each religion should be held by the teacher and used as a guide only if necessary.

3. Once the representative religious groups are formed, have groups share the facts about their religion as based on their collection of cards.

4. Alternatively, you may write the name of each religion on the board, hand each student a card showing only one element of one of the five religions, and have each student place his/her card under the appropriate religion on the board, using tape. When all cards have been placed, hold a class discussion to determine whether every card is correctly placed.

Session 9: Assessment

Materials

  • Attachment C: Sample Assessment Items
Instructional Activities

1. Distribute copies of Attachment C, and have students complete the assessment.

Attachment A: Notes on Trade Routes


1. Why were regional trading patterns important about 1500 a.d. (c.e.)?

The exchange of products and ideas

2. What technological and scientific advancements were exchanged by about 1500 a.d. (c.e.)?

Paper, compass, silk, porcelain (China)

Textiles (India)



Numeral system, astronomy, mathematics, medicine (Middle East)

3. What products were traded on the Silk Routes?

Paper, compass, silk, porcelain

4. What products were traded on Trans-Saharan routes?

Gold, salt

5. What products were traded on South China Sea routes?

Spices

6. What products were traded on Indian Ocean routes?

Spices, textiles

7. What products were traded on European routes?

Products and ideas from Asia




Attachment B: Medieval and Renaissance Works of Art

























Title of Work of Art

























Artist

























Characteristics of Work of Art























Renaissance
























Medieval




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