The Renaissance

This sample lesson will (hopefully) provide you with several ideas on how to use the the textbook and supplemental materials to teach and practice DBQ skills with a student-centered approach.

Part I:  What can you learn from art? After students have read 17.1 Italy: Birthplace of the Renaissance
  • Project The Madonna of Chancellor Rolin onto the white board and/or have studentslook at their textbook page 470.
  • Go through the scenario presented on the page, answer the questions posed.
  • Split students into 3-6 groups (you can have 2 groups student each painting).  Give students the transparencies and information about The Last Supper, Mona Lisa, and Wedding Portrait.
  • Students will act as museum employees making a presentation to the museum director about a painting they want to purchase for the museum. The main question to address in a brief presentation:  What does this painting teach us about the Renaissance?
  • Note: more art dbqs on pages 478-479, 481.
Part II:  The ideal man and woman
  • Have students brainstorm on a piece of paper what they think make up the ideal man or woman. Be prepared for this to be very silly.  Students work in pairs or trios and share out with the class.
  • In the time of the Renaissance, what made the ideal man or woman?  Who read the "Analyzing Primary Sources" on page 473 when you read section 17.1 two nights ago? Expect little response.
  • Read primary sources and discuss dbqs as a class or pair-share.
  • Note: More short dbqs on pages 476, 477, 482, 483, 486-487.
Part III:  Delving deeper with longer documents
  • Read a longer section from The Courtier from In-Depth Resources Unit 4, page 31.  Read out loud and discuss or pair-share questions.
  • Homework or additional assignment
  • Read segment of The Prince from In-Depth Resources Unit 4, page 32.  Assign students one of the activity options at the bottom of the page.
Comments