Lesson Plan

Life During the Renaissance

Grade 7-Social Studies Lesson: "Who am I? Life during the European Renaissance
Kelley P.
Classroom teacher
La Sierra University
Riverside, CA
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My Grades 7, 8, 9, 10, 11, 12
My Subjects English Language Arts, Science, Social Studies, Arts, English Language Learning, Health & Wellness
Objectives

Students will be able to...

The students will have an in depth understanding of the daily life, social classes, religion, culture, geography, and education during the Renaissance.

Subjects
English Language Arts
Social Studies
Grades 7
All Notes
Teacher Notes
Student Notes

1 Engage

Teacher will ask students to take a journey back in time and imagine what life would be like as a teenager or person of any age during the Renaissance. If they could be any teenager to live during this time, who do they think they would choose to be? They may be an actual historical person or the historical person can be fictional.

-As an example,teacher then puts on a Elizabethan hat (or any Renaissance  costume of their choice, depending upon they they would like to be) If Shakespeare, teacher holds a plume pen. He or she then begins sharing lines from a play he is “writing”.  She turns the students’ attention to  her “museum box” (museumbox.e2bn.org) and shares artifacts and information about aspects of his life.  She also shares a map of her travels using mapping history(mappinghistory.uoregon.edu). She shares information about daily life, art, culture, religion, clothing, map of travels, and a page from her diary.  Upon conclusion of the presentation, students must guess who was the teacher describing.  Students will have the opportunity to choose someone from days of the Renaissance and do the same. They are to be creative and imaginative.  So many possibilities in approaching this project!

 

Student Instructions

Following the teacher’s research presentation, students will select a person from the 14-18th centuries and research aspects of their lives. They must use Museum box and Mapping history sites. They must also include a reference page to be submitted to the teacher.  Presentation must include: daily life, art, culture, religion, clothing, map or travels, and at least one journal page.  Students may create a longer journal for additional credit.  Creativity counts!   I want this project to be fun so choose someone you have a genuine interest in.

2 Explore

During this exploration portion of the lesson, teacher will conduct an online search on the overhead to differentiate scholarly historical sources from those that are not.

 

Student Instructions

Following the teacher’s modeling, students will conduct their own searches on laptops.

3 Explain

Activity: Presenting

Teacher will be monitoring presentations and along with students, will ask thought provoking, higher order questions at the conclusion of the presentation.  At the end of the presentation, teacher will allow students to guess who the historical or fictional period person presented was.

Student Instructions

Following the teacher’s example, students will present. They will include museum box and mapping history.

4 Elaborate

Activity: Conversing

At the conclusion of all presentations, students will discuss Renaissance life. Who had it best during the time period? worst?  Drawing connections to today, how have humans changed?  At our core are we similar to those that lived during those time?  In what ways?  Would you want to live during that time? Explain how you imagine your life would be?  What did you learn from this lesson?  What do you still have questions about? Students may write reflective answers to these questions with the option of sharing their responses with the class.

Student Instructions

Students write reflection with the discussed reflection questions as a guide.

5 Evaluate

Activity: Assessing

Teacher will evaluate presentations using rubric which will be shared with students when initially explaining the lesson. 

Student Instructions

Students complete evaluation for the overall assignment. Would they be interested in re-visiting this project and applying it to other historical periods? What would they want to change about the lesson to make it better?  Did they feel challenged?  Did they feel motivated to do their best, i.e. intrinsic motivation?  Teacher emphasizes that these evaluations can be anonymous and are ungraded.