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Resource Unit:

The European Renaissance

7th Grade

Ed. 608

Aaron Teter

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Table of Contents:

Introduction…………………….3

Content…………………..…..4-6

Objectives………………...……7

Activities………………..….8-14

Evaluation……………...….15-16

Resources and References...17-26

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Introduction

The European Renaissance is an important era because it distinguishes

a time of development, which links medieval and earlier periods with

modern day western civilization. While similar eras took place all around

the globe (Aztec Civilization in Mexico and Ming Dynasty in China), the

European Renaissance is characterized as having taken place mainly in

Great Britain, France, Spain, Italy, and the Turkish Empire, and also in

present day Germany and Portugal between 1300 and 1700 A.D.

The Renaissance marked a change in the thinking and organization

within western culture, leading into modern views of globalization,

creativity, and government. Religion was centralized around strict

Protestant and Catholic beliefs, and was often but not always controlled by

the state. Inventions, including the printing press, sped the transport of

information, and increased the desire and necessity for literacy. Artists

brought humanlike qualities back into their works, and painted both secular

and religious themes.

Because of the European Renaissance, western culture has made a

distinct break with the trends of the Middle Ages, and current events and

activity today can often find root in the era of rebirth.

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Content

Day 1: (Introduction) Reader’s theatre of Saint George and the DragonStudents will be introduced to the European Renaissance as a time when there

were knights and princesses and chivalry, but not dragons. Syllabus and expectations will be passed out.

Day 2: (Development) Create and use a graphic organizer of the timeline of monarchsTimeline use will be introduced to the students. The dates will physically

symbolize the Renaissance as an era. Students will begin plotting on what will be a large timeline by the time the unit is finished.

Day 3: (Development) View the video “A Kid in King Arthur’s Court”Students will be able to visualize differences between modern day and the

Renaissance. They will practice using the writing process and complete an essay on this topic.

Day 4: (Development) Chart of Renaissance contributors, contributions, and significanceMore content on famous people from renaissance times is discussed. Charts and

graphic organizers are created, and much more information is added to the timeline.

Day 5: (Development) Math lessons related to the RenaissanceTo energize students through a choral singing including storytelling and puns, and

to teach the use and significance of algebra during the European Renaissance by using patterns, algebraic expression, and charts.

Day 6: (Development) Poetry and Short stories read and acted from Shakespeare for Kids Discussion on Shakespeare, and his qualities as an artist of the Renaissance.

Included content: artists’ relationships with the aristocracy, secular playwriting, literacy, use of the printing press, spread of leisure time and entertainment.

Day 7: (Development) Renaissance Festival Field TripStudents will explore the Renaissance style village interviewing characters about

their occupations, activities, and opinions. Students will write magazine articles upon return from the field trip.

Day 8: (Development) Review Study Guides asking multi-level questions Students will be instructed in making study guides, and will create questions.

They will be informed that acceptable questions will be used on the exam. Students will complete questions reflecting all content from the unit, and will present these questions in study guides. They will look up answers in books and online.

Day 9: (Development) ExamStudents will be tested as to their knowledge of the Renaissance across all listed

objectives. The test will include objective and subjective questions in a variety of formats.

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Day 10: (Culminating Activities) FeastThe boy and girl with the highest grades on the exam will be crowned King and

Queen, and will extend invitation to the lords and ladies of the classroom to join them in a European Renaissance feast. All students will create characters, either fictitious or true to the European Renaissance era. As they enter, holding the family crest, they will be announced, along with their European Renaissance era qualities/ occupation/ contribution to society. Other activities may include poetry readings, jesters, reader’s theatre of from Shakespeare for Kids, and other merrymaking.

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Concepts / People / Vocabulary:

King Henry VIII

Medieval

rebirth

renaissance

Queen Elizabeth I

Mary Queen of Scots

Armada

Leonardo Da Vinci

Albrecht Durrer

Michelangelo

Turkish States

France

Spain

British Empire

printing press

crusades

(list of explorers)

William Shakespeare

The Globe

Gutenberg

Germany

Italy

Portugal

Black Death

Sir Walter Raleigh

Christopher Columbus

Era

Timeline

Graphic organizer

Heraldry

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Objectives

Cognitive Objectives:

Given the correct opportunity and materials, the students will be able to:

define renaissance as an era of rebirth and reformation.

recite five major inventions of the renaissance. (People in Societies

Strand)

list 5 global changes that occurred as a result of the Renaissance Era.

(World Interactions Strand)

list 3 artists of the Renaissance and their contributions. (People in

Societies Strand)

discuss and demonstrate life and customs of the time (Multiple

Strands)

Affective Objectives:

Given the correct opportunity and materials, the students will be able

to:

compare and contrast medieval times with those of the Renaissance

and post- Renaissance. (American Heritage Strand)

explain why the modern world is different than the Middle Ages

because of the Renaissance.

List activities that they enjoy today that are a result of the Renaissance

Explain the system of monarchy, and its benefits and flaws

Explain the pros and cons of state-controlled religion

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Activities

Day 1: (Introduction) Reader’s theatre of Saint George and the DragonStudents will be introduced to the European Renaissance as a time when there

were knights and princesses and chivalry, but not dragons. Syllabus and expectations will be passed out.

Introduction: Briefly model readers’ theater by acting out Little Jack Horner as the class recites the nursery rhyme. Explain that as the story is read, students will act out the story for the class. Read the book Saint George and the Dragon to the class.

Outcome: Choose roles: George, Princess, Hermit, Dragon (2 people), several townspeople. Inform the students that we will be interpreting plot, characters, and setting as they act, and we will discuss theme when finished. Ask after reading about the plot, characterization, and setting, and have students understand how we will use this information in our play.

Development: Students will read aloud and act out Saint George and the Dragon. When completed, they will determine as a class if elements of plot, character, and setting were well interpreted. We will discuss theme, and introduce the European Renaissance unit. “The book was fiction, but the European Renaissance was a real era. There were no dragons, but there were knights, kings and queens (monarchs), and castles. The European Renaissance era was a time of rebirth. (Renaissance means rebirth, and era means a distinct time period.) In Europe, many people left behind the Dark Ages, and began experimenting with art, literature, science, engineering, religion, and government. Many changes from the European Renaissance have affected the way our world is today.”

Day 2: (Development) Create and use a graphic organizer of the timeline of monarchsTimeline use will be introduced to the students. The dates will physically

symbolize the Renaissance as an era. Students will begin plotting on what will be a large timeline by the time the unit is finished.

Introduction: Explain the use of a timeline as an instrument to visually display sequence and duration of events. Create on the chalkboard a timeline of my morning. (6AM woke up, 6:00 to 6:15 shower, etc.)Explain use of a graphic organizer to the students. Provide an example of graphic organizers found in the social studies textbook. We will be creating a graphic organizer of a timeline, so that any time during our European Renaissance unit, if we want to compare the “when” of two events, we only have to look at our timeline, and not waste time researching dates.

Outcome: Model and have each student make a timeline of their life, marking important events. (Timelines usually include important events only.) 1988 birth, 1993 kindergarten, etc. Students’ personal timelines will be somewhat similar to each other’s,

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but also unique to their own experiences. Add B.A. (Before “Alan”) as an example of B.C.: Parents were married 5 years B.A.)

Development: Mark the European Renaissance era as a specific time period, from 1300 to 1700 A.D. Students will create in their notes and on a long banner for the class to see, a timeline of the European Renaissance. We will add the rule of the following monarchs to the timeline during the activity, but the students will add additional European Renaissance info as the unit progresses.

Day 3: (Development) View the video “A Kid in King Arthur’s Court”Students will be able to visualize differences between modern day and the

Renaissance. They will practice using the writing process and complete an essay on this topic.

Introduction: Before the showing, discuss students’ beliefs about the European Renaissance era. Have them write in their journals the preconceptions they may have. Model my own “thoughts” on the chalkboard. Also model what I will be looking for during the movie and adding to my notes. (Reflections on my preconceptions: do they appear to be true? Other information about how life is different today. Thoughts and predictions about the rest of the movie.) After the movie model the Stack the Deck writing and revision process. Write 2-3 sentences beginning an essay comparing and contrasting life in the European Renaissance and now on the chart. Make at least one structural error. Now fill in the chart including first word, number of words, verbs, subject, etc. Have the class determine necessary revisions.

Outcome: Show the movie. This is a fun event for the students, but remind them before and during the film that they should have at least a half page of notes by the finish. Occasionally add to my notes on the chalkboard. Students may copy these, but will have to have more on their own. View their work during the movie.

Development: Pass out the rubric and stack the deck charts. Refresh the students’ memory of revision and Stack the Deck. The class will then individually compose essays of at least 20 sentences. They are first writing for content only. When the sentences have been completed, they will transfer the sentences to a chart, and trade charts with a buddy. The buddy will fill in the chart, and make recommendations for revision. The notes, initial piece, chart, and revised piece will be compiled and reviewed as an example of beginning with simply information and polishing a work. The compilation will be graded in its entirety.

Notes: This is a long assignment. Perhaps only part of the movie needs to be seen. Once the teacher has modeled each part, the initial writing and revised writing may be assigned for homework. Do the buddy charts in class. The writing process may be developed more fully over a number of days if desired. (Notes, web/ organization, first draft, edit for content, revise with Stack the Deck, final edit, type and present final essay.)

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Day 4: (Development) Chart of Renaissance contributors, contributions, and significanceMore content on famous people from renaissance times is discussed. Charts and

graphic organizers are created, and much more information is added to the timeline.

Introduction: Pass out the attached “paragraph” listing persons and places from the European Renaissance. Model a few different graphic organizers for one example (a chart, a web, suggestions from the class, or examples from the textbook. Draw a conclusion about the field the person worked in, and about the significance. Example: Gutenberg invented the printing press in 1445. I will add the event in 1445 to the timeline, and add to my graphic organizers that Gutenberg impacted the fields of invention, education, and religion. He made rapid publishing of books a reality, and made reading an important skill for all people because information traveled much more rapidly through written word after his invention.

Outcome: Students will work in small groups, using chart paper and whatever other materials they like to complete a graphic organizer for the rest of the fact list. Allow groups 2 or 3 minutes to decide on a style, and to reproduce the teacher’s example. Assist as needed.

Development: Students will continue to add to their organizers, and may add dates to the timeline after they have organized them. The organizers will be posted around the room as tools for reference and note taking during future lessons. Once organizers have been posted, the groups may edit or add to their own examples as they compare with other charts.

Day 5: (Development) Math lessons related to the RenaissanceTo energize students through a choral singing including storytelling and puns, and

to teach the use and significance of algebra during the European Renaissance by using patterns, algebraic expression, and charts.

Introduction: Explain that because math has always been important, it was in use even during the early European Renaissance. Some mathematical discoveries are still in use today. First we will talk about patterns. Around 1200, the Italian mathematician Fibonacci was asked:

A certain man put a pair of rabbits in a place surrounded on all sides by a wall. How many pairs of rabbits can be produced from that pair in a year if it is supposed that every month each pair begets a new pair, which from the second month on becomes productive?

Fibonacci made a pattern, which describes the growth of the rabbit population. Can you tell how it works? 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, ... This sequence, in which each number is the sum of the two preceding numbers, has proved extremely fruitful and

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appears in many different areas of mathematics and science. Explain that the algebraic expression for this sequence is n = n+p, where the next number is the sum of the number and p, the previous number. Plot this expression on the coordinate system.

Outcome: Now you try one. Use a pattern to show that if I have $100, and I spend half of my money every day, how many days will it be until I have only 1 penny? What is the algebraic expression? How do I plot this on the coordinate system?

Introduction: The real Henry VIII had 6 wives! He divorced some, and had some beheaded. How can we compare the length of time he was married to each wife? First, let me model a similar problem on the board. How can we compare the numbers of students in this class by birth month? Create a tally and make a graph. (Do this). Can we make an expression for this sequence? No. It’s not a sequence, but random numbers.

Outcome: Now, let’s make a chart and graph about old Henry. His marriage record is as follows: Henry VIII, born in 1491, was the second son of Henry VII and Elizabeth of York. The significance of Henry's reign is, at times, overshadowed by his six marriages: dispensing with these forthwith enables a deeper search into the major themes of the reign. He married Catherine of Aragon (widow of his brother, Arthur) in 1509, divorcing her in 1533; the union produced one daughter, Mary. Henry married the pregnant Anne Boleyn in 1533; she gave him another daughter, Elizabeth, but was executed for infidelity (a treasonous charge in the king's consort) in May 1536. He married Jane Seymour by the end of the same month. She died giving birth to Henry's lone male heir, Edward, in October 1536. Early in 1540, Henry arranged a marriage with Anne of Cleves, after viewing Hans Holbein's beautiful portrait of the German princess. In person, alas, Henry found her homely and the marriage was never consummated. In July 1540, he married the adulterous Catherine Howard - she was executed for infidelity in March 1542. Catherine Parr became his wife in 1543, providing for the needs of both Henry and his children until his death in 1547.

Development: Similar problems are assigned from the text for homework.

Day 6: (Development) Discussion of Shakespeare’s Plays Discussion on Shakespeare, and his qualities as an artist of the Renaissance.

Included content: artists’ relationships with the aristocracy, secular playwriting, literacy, use of the printing press, spread of leisure time and entertainment.

Introduction: : Introduce Shakespeare. Playhouses were a very popular form of entertainment around the turn of the century (1600). William wrote comedies and tragedies (explain). Renaissance era people were more educated, and interested in the study of history. Many of Shakespeare’s plays were written about history, including Julius Caesar. Mark where Caesar would be on (or off) the timeline (death in 44 B.C.) Explain that Shakespeare was a master of language, and that language has changes a lot since 1600, so we will have to do a lot of questioning, predicting and restating to understand his play. Model by reading the first line:

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Caesar [To the Soothsayer] The ides of March are come.Question: what does ides mean? (Middle days)Restate: “It is the middle of March”

Predict: Perhaps it will be an important date.

Outcome: Chose a capable reader to try the next line. Example:

Soothsayer Ay, Caesar; but not gone.Restate: “It is still the middle of March.”

Development: As the class begins to understand, begin reading the story aloud. Choose actors: Caesar, Soothsayer, Artemedorus, Decius, Publius, Cassius, Brutus, Casca, Decius Brutus, Metellus Cimber, Cinna. When the activity is fully functioning, this is the way the lines will be read:

The class will read the text chorally, and then 1) Ask questions about vocabulary, 2) Restate the line, 3) Observe the actor restate the line and act ala readers’ theater, and 4) If appropriate make a prediction.

After the death of Caesar, ask what happened, and have it be explained in terms of plot, theme, characters, and setting. The class should state that questioning, predicting, and restating helped them to understand a very complicated read.

Students will be evaluated on quantity and quality of participation, and on knowledge of plot, theme, setting, and characterization. A formal quiz may be given by offering a separate brief excerpt from the play, and having the students read it, ask questions, write a restatement and prediction, and list the excerpt’s elements of plot, theme, setting, and characterization on their paper. This quiz will be graded by percentage of correct answers.

Day 7: (Development) Renaissance Festival Field TripStudents will explore the Renaissance style village interviewing characters about

their occupations, activities, and opinions. Students will write magazine articles upon return from the field trip.

Introduction: Students will attend a field trip to the Ohio Renaissance Festival, and will use this as a stimulus for a Content Area Language Experience Activity project on return. Students will work in small groups to co-produce a magazine article about anything at the festival that actually relates to the European Renaissance. They will be required to interview at least one character each, and use this information in their article.

Magazine articles are open to any European Renaissance topic. Understanding the W’s will help students read, write, and listen to news and other stories for all of their lives. Present an example of a magazine articles about an event, either from an actual magazine, or written by the teacher. Note the research that was completed before

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writing, note that the article states who, what, when, where, why, and how, and note that the article is free of spelling and grammatical errors.

Outcome: After listening to Henry VIII one more time, create a mini-article about the song. Who? Henry and his wife and her ex-husbands. What? Got married. When? 7 times previously. Where? Likely England, but an interview may be required. Why? Again we need the interview. How? …The class will take turns creating sentences for the article, and then will critique it for accuracy, spelling, and grammar.

Development: Students will have they field trip to explore the festival, and on return will gather in small groups to create articles ala CALEA. Articles will be combined into a class magazine about the European Renaissance.

Day 8: (Development) Review Study Guides asking multi-level questions Students will be instructed in making study guides, and will create questions.

They will be informed that acceptable questions will be used on the exam. Students will complete questions reflecting all content from the unit, and will present these questions in study guides. They will look up answers in books and online.

Introduction: I’m going to make a study guide for an exam about pizza. I want to include all of the important information, and I want to ask myself questions that might be on the test. Questions might be simple and factual like “What are usual shapes of pizzas?” or they might require thinking like “About what temperature is pizza usually served?” or they might be opinion like “What toppings would I put on a pizza?”. I want to be prepared to answer all of these questions, so I will ask myself each kind on my study guide.Pre Read: Have I ever eaten a perfect pizza?Right There: What are usual shapes of pizzas?Think and Search: About what temperature is pizza usually served?Author and you: What toppings would I put on a pizza?

Outcome: Students will create similar study guide questions about the Renaissance. After each student has completed two questions for each category, they will ask them of the class. The teacher will type as they write, creating a study guide. The guide will be distributed to the students for preparations before the exam.

Development: For homework, students will study the study guides, writing in the answers to each question.

Day 9: (Development) ExamStudents will be tested as to their knowledge of the Renaissance across all listed

objectives. The test will include objective and subjective questions in a variety of formats.

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Introduction: This is the test! This is the information that the unit was created for.Pass out the essay part of the test. Students may use study guides, timelines and other examples from around the room in formulating responses. 15 minutes.Collect study guides and essays. Hide timelines and graphic organizers. Pass out the content knowledge form of the test. (10 minutes if needed).

Outcome: Students will successfully show that they have comprehensive knowledge of the European Renaissance, and be able to display critical thinking ability and skills necessary to respond to more complex questions about the era.

Development: Discuss plans for feast (Day 10). The feast and future lesson plans will build on knowledge and skills learned, including content about the European Renaissance, use of graphic organizers and timelines, and reading, writing, and math skills.

Day 10: (Culminating Activities) FeastThe students will participate in a European Renaissance-style royal feast.

Introduction: Food and merrymaking is a number one motivator. As a concluding event, students will be having fun with what they have learned.Tests will be distributed and reviewed in the morning.

Outcome: The boy and girl with the highest grades on the exam will be crowned King and Queen, and will extend invitation to the lords and ladies of the classroom to join them in a European Renaissance feast. All students will create characters, either fictitious or true to the European Renaissance era. As they enter, holding the family crest, they will be announced, along with their European Renaissance era qualities/ occupation/ contribution to society. Other activities may include poetry readings, jesters, reader’s theatre of from Shakespeare for Kids, and other merrymaking.

Development: This serves as a final example of what life was like in Renaissance era times, and is a reward to the students for completing the unit. Students will have deeper and more positive memories of the content knowledge because it was made to be fun and rewarding.

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Evaluation

End of Unit Exam: 25 points Name__________________

Multiple choice: choose the best answer for each question (1 point each).

1. Who of the following did not contribute to the arts during the Renaissance?

A. William ShakespeareB. MichelangeloC. Pablo PicassoD. Leonardo Da Vinci

2. Which of the following is not a global change that came about during the European Renaissance?

A. National governments became more centralized.B. Christianity was consolidated into a few widespread denominations.C. More and more people felt the need and desire to learn to read.D. Medicine was developed to prevent the Black Plague from becoming an epidemic.

3. A Renaissance era royal feast may have each of the following, EXCEPT:

A. Queen Elizabeth chatting with William Shakespeare.B. Jugglers, players, and entertainers.C. Wealthy families, symbolized by their family crests.D. Gutenberg explaining his printing press to Cervantes.

4. Using the class timeline, which events are in the correct order?

A. Black Death strikes Florence; Columbus lands in the West Indies; Copernicus postulates about the Solar System; Da Vinci finishes Mona LisaB. Columbus lands in the West Indies; Black Death strikes Florence; Da Vinci finishes Mona Lisa; Copernicus postulates about the Solar SystemC. Black Death strikes Florence; Da Vinci finishes Mona Lisa; Columbus lands in the West Indies; Copernicus postulates about the Solar SystemD. Black Death strikes Florence; Columbus lands in the West Indies; Da Vinci finishes Mona Lisa; Copernicus postulates about the Solar System

5. Fibonacci’s Sequence was originally developed for what reason?

A. He was asked to produce a math problem displaying growth of a rabbit population.B. He found a neat way to reproduce numbers and make a pattern.C. Michelangelo hired him to make a formula that could be represented as a sculpture.D. There is no point to it- math was not important back then.

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Answer each of the objective questions with a short answer or diagram (5 points each).1. List 5 inventions from the Renaissance era, and explain how each changed the world.

2. List 3 artists of the Renaissance and their contributions.

Respond to ONE of the two essay questions (10 points). You will receive points as follows:Response is on task and appropriate: 4 pointsResponse is at least 10 sentences in length: 1 pointResponse includes reasonable independent thought about the Renaissance: 2 pointsResponse includes supporting facts about the Renaissance: 1 pointResponse is organized and well constructed: 1 point Spelling and grammar are acceptable for an edited first draft: 1 point

1. The Renaissance is known as an era of rebirth and reformation. Explain why, using examples from government, religion, and art.

OR

2. Compare and contrast life before the Renaissance with modern life. How was the Renaissance instrumental in creating these changes? Explain, using examples from government, religion, and art.

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Annotated Instructional Resources

Media includes: VHS, CD-ROM, Hardcover and paperback fiction and nonfiction books, timeline banners, primary source documents, poster charts, e-books, transparency/ photocopy books, curriculum units, art prints, web pages

Teacher References:

CASTLES AND CATHEDRALS (nonfiction paperback with teacher resource pack) By Steve Buxton, Tim Copeland, and Colin Shephard. ©1992.Examines the strategic considerations involved in using castles to conquer and control territory; the factors involved in the decline of castles and rise of cathedrals; and what medieval building techniques tell us about the science and economics of their time. Concentrates on England. 64 pages.

EXPLORERS OF THE NEW WORLD (teacher reference activity book) Carson-Dellosa. ©1994.Twelve explorers are introduced through easy-to-read, one-page narratives followed by crossword puzzles, vocabulary checkups, writing prompts, research questions, map work, art activities, math problems, and exercises for sequencing, cause and effect, fact vs. opinion, and divergent thinking. The explorers are Vasco da Gama, Columbus, Cabot, Balboa, Cortes, Magellan, Pizarro, Cartier, Coronado, De Soto, Champlain, and Hudson. These stories and intriguing activities are ideal to supplement textbooks, enrich teacher-created units, or supply work for independent study. Grades 4-7. Answer keys. Bibliography. Illustrated. 8½" x 11". 62 pages.

EXPLORERS: Hands-On History (activity book with reproducible pages) Scholastic. ©1999.By Michael Gravois. A middle school teacher presents 20 classroom-tested activities on the Age of Exploration. Activities such as creating a flipbook about the Vikings, making a compass with a floating cork, and performing a Readers Theatre play on Christopher Columbus combine social studies content with language arts and critical thinking skills. Each activity includes instructions, a list of supplies needed (simple materials such as scissors and tape), and a reproducible handout. Grades 4–8. Answer key. Illustrated. 8½" x 11". 48 pages.

HISTORY OF MAN SERIES:NORTHERN RENAISSANCE AND ITALIAN RENAISANCE (transparency/ photocopy books) Milliken.A Neanderthal mammoth hunt, the palace of Knossos, a stained glass window in Chartres Cathedral, and a map of Drake's voyages around the world are a few of the colorful transparencies found in this series of transparency/photocopy books. Each volume, emphasizing a major era and how people lived during that period, contains 12 transparencies, either 4 or 12 correlated photocopy masters useful for review or tests, and a teacher's guide with background information, suggestions for further study, and an answer key.

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SHAKESPEARE FOR KIDS (fiction and nonfiction activity book) by Colleen Aagesen and Margie Blumberg Chicago Review Press. http://www.shakespeare4kids.com/ An excellent introduction to the life and the works of William Shakespeare. His times and craft are brought to life for kids ages 9 and up with 21 fun activities, including making a quill pen, composing a sonnet, creating a pomander ball, cooking a dish of stewed apples, building a bird feeder, learning Elizabethan games, and making props and costumes.

PICTURE THE RENAISSANCE (curriculum unit) Golden Owl. ©2000This all-inclusive curriculum unit immerses students in knowledge of the European Renaissance, then gives them the opportunity to apply what they have learned—and express their creativity—in a memorable Renaissance fair. The easy-to-use unit contains information about the period; the people who lived then, especially artists, architects, writers, artisans, philosophers, scholars, and public officials; and the city-states where they lived, with an emphasis on Florence and Rome. Readings present background on events, ideas, the arts, science, religion, and famous people of the period. Among the other motivating materials are maps, a timeline, architectural plans, art activity ideas, and costume designs. The unit is complete with background text, activities and worksheets, discussion topics, and teaching instructions. Grades 4–8. Bibliography. Illustrated. Spiral bound. 8½" x 11". 88 pages.

THE ENLIGHTENMENT (reproducible unit of study) National Center for History in the Schools.Selections from Hobbes, Locke, Montesquieu, Rousseau, Frederick II of Prussia, Thomas Jefferson, and Benjamin Franklin reveal how an Age of Reason challenged the authority of Church and Crown. Grades 7-10., 60 pages.

Student References:

A MAN FOR ALL SEASONS (VHS) Columbia.Today Sir Thomas More is remembered as a brilliant lawyer, as the scholar who wrote Utopia, and, above all, as a man who opposed his king and died rather than compromise his beliefs. This Academy Award-winning film tells the story of More's opposition to King Henry VIII's divorce of Catherine of Aragon and marriage to Anne Boleyn. His allegiances to his friends, his king, his country, and his God are all called into question. His struggle exemplifies the central issues of Tudor England: church and state in conflict, the question of despotism, and the onset of the Reformation. Stars Paul Scofield, Wendy Hiller, Leo McKern, Robert Shaw, Orson Welles, Susannah York, and John Hurt. Closed-captioned. Color. 134 minutes.

AGE OF ENLIGHTENMENT IN EUROPE: Western World History (VHS) Coronet.Period artwork, clear narration, and excerpts from primary source documents provide a succinct overview of the two centuries when science was applied to the natural world and reason to the affairs of state. Among the topics: Copernicus, Newton, Locke, Rousseau,

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Voltaire, Diderot, and the American and French Revolutions. Grades 7 and up. Color. 13 minutes.

ANNE OF THE THOUSAND DAYS (VHS) Universal. This historical drama centers on the famous love affair between Henry VIII and Anne Boleyn. Intrigue flourishes as court ministers and ecclesiastics rise and fall during Henry's struggle with Rome to secure a divorce from the sonless Catherine of Aragon. The King's victory includes establishing himself head of the newly liberated Church of England. Based on the play by Maxwell Anderson, this handsome production features lavish costumes and sets, and stars Richard Burton as Henry VIII and Genevieve Bujold as the ill-fated Anne. Color. 145 minutes.

APRIL 18, 1521 (VHS)Investigative coverage focuses on the disappearance of Martin Luther, the suspension of the Portuguese slave trade by the African king Affonso, and the Papal decree to burn books containing heretical ideas. A review of the contributions of Leonardo da Vinci and a debate on the merits of poor laws are presented. Commercials feature the musket and the Bible printed in English.

ART OF THE RENAISSANCE PERIOD (poster timeline) TS Denison. ©1998.A handsome timeline features paintings by Masaccio, Botticelli, da Vinci, Grunewald, Raphael, Titian, and Tintoretto; a woodcut by Durer; and sculpture by Michelangelo and Donatello. Each work of art is captioned with the artist’s name and dates. 7½"h x 48½"w.

BOTTICELLI (CD-ROM) Films for the Humanities and Sciences. ©1996.Celebrating Sandro Botticelli’s life and works, this visually lush CD-ROM centers around an interlinking collection of his paintings: users can zoom in on the artwork, hear audio commentary, read textual criticism, and link to similar paintings. In addition, a fascinating comparison tool allows users to view images similar to, influenced by, or influencing parts of the painting; for example, The Birth of Venus links to a contemporary statue of Venus who stands in the same posture as Botticelli’s Venus, and a painting of the goddess by one of his disciples where her hands are held in perfect imitation of Botticelli’s figure. The CD also has a hyperlinked biography of Botticelli, a collection of his contemporaries’ works, and a selection of images from Botticelli’s paintings that allows users to link to artworks featuring, for instance, particular hairstyles. Advanced students.

COLUMBUS AND THE AGE OF DISCOVERY (CD-ROM)In addition to chronicling the life of Columbus, this program also examines the history of global exploration, from the migrations of prehistoric peoples, to the Portuguese efforts to find a faster sea route to Asia, and up through the Space Age.

DRAKE AND THE GOLDEN HIND (primary source documents) Jackdaw.Few historical characters excite more interest than Francis Drake (1540–1596) whom Queen Elizabeth was pleased to knight as her "master thief of the unknown world." Pirate and plunderer he was but much more—sea captain, global circumnavigator, claimant of

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new lands, and savior of an England menaced by Spain’s Grand Armada. This eleven-part collection presents Drake’s life from his childhood in Devon to his death at sea off the coast of Panama. The kit includes extensive notes on each exhibit plus a reproducible study guide with questions, vocabulary exercises, writing prompts, and research activities. Document highlights: plans for Elizabethan galleons and the Golden Hinde (replica), period maps, sailors’ superstitions, a Drake treasure list, photograph of "Drake’s" brass plate found near San Francisco in 1936, England’s sea dogs (portraits and voyages map), and paintings of the Spanish Armada.

EARLY EUROPEAN EXPLORERS (timeline banner) Instructional Fair. ©2000. Make it a banner year with this handsome timeline showing captioned portraits of Leif Ericson, Marco Polo, Columbus, Vasco da Gama, Balboa, Magellan, Henry Hudson, and Captain James Cook against a background of exploration scenes. 7½"h x 48½"w.

ELIZABETHAN CHARTS: SHAKESPEARE’S THEATRE, THE ELIZABETHAN COURT, ELIZABETHAN SEAMEN (poster charts) Pictorial Charts Educational Trust, London. Contemporary paintings, drawings, and etchings as well as modern maps and diagrams evoke the atmosphere of Elizabethan England in these large, colorful charts. They chronicle the time of Shakespeare, when world trade was growing, the merchant class was on the rise, the rural population was drifting to towns, and London was replacing Antwerp as Europe's financial capital. Approximate size: 30"h x 40"w.

GALILEO (simulation)In the 17th century, the pronouncement of a heliocentric solar system was part of a scientific revolution that brought into question many tenets of the Catholic Church. This simulation looks at Italian politics and events leading up to Galileo's trial for heresy.

HANDBOOK OF THE RENAISSANCE: EUROPE 1400-1600 (nonfiction paperback) by Lee McRae. Quest for the Renaissance. ©1999.Introduces the ideas, inventions, art, architecture, sculpture, and music of Europe's era of rebirth. Momentous events (the invention of the printing press) and scenes of everyday life (the fork was first used during the 14th century) are woven together to present a multifaceted tapestry of the Renaissance. Brief chapters complemented by period artwork, quotations from primary sources, and discussion questions cover education, personalities, and women during the Renaissance, clothing, entertainment, and the age of exploration. Includes timeline. Grades 7-12. Illustrated. 8½" x 11". Approximately 50 pages.

HISTORY OF CIVILIZATION (eBooks) Milliken. ©1999.Reproducible readings with short-answer research or essay questions introduce European civilization from prehistory to the dawn of the modern age. Each book furnishes at least one map exercise and two review quizzes, and covers political, cultural, social, and religious subjects. Among the topics included in The Greeks, for example, are the Mycenaeans, the Mediterranean map, Homer’s Iliad and Odyssey, the Golden Age of Athens, Greek gods and goddesses, the status of women in Greek society, the

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Peloponnesian Wars, and philosophy in the Hellenistic era. Grades 7–12. Answer keys. Illustrated. 30 pages each.

THE ITALIAN RENAISSANCE (mounted art prints with guide) Shorewood. The art of the Italian Renaissance can be brought into the classroom with this set of 12 museum-quality reproductions. The masterworks clearly show the lifelike and human quality of Renaissance art and reflect the period's new concern with the humanity of individuals rather than their spirituality. Valuable for integrating humanities into social studies curriculum. The guide includes background, activities, discussion questions, and bibliography. 22"h x 26"w. Giotto, Madonna and Child, Sassetta, The Journey of the Magi(22" x 15"), Masaccio, Profile Portrait of a Young Man, Fra Angelico and Fra Filippo Lippi, The Adoration of the Magi, Uccello, The Battle of San Romano, Botticelli, The Birth of Venus, Ghirlandaio, The Old Man and His Grandson, Leonardo, "Mona Lisa", Buonarroti, The Delphic Sibyl, Raphael, The Alba Modanna, Il Bronzino, Eleanore and Son, Veronese, The Finding of Moses.

LEONARDO DA VINCI (nonfiction hardcover) by Diane Stanley. Morrow Junior Books. Biography of Leonardo, describing his work as an artist and an engineer, with details of his family and Renaissance social life.

LEONARDO DA VINCI FOR KIDS: His Life and Ideas (nonfiction paperback) Chicago Review Press. ©1998.By Janis Herbert. Stunningly illustrated with full-color selections from the artist's works, this activity-laden biography helps students discover da Vinci's contributions to science and the arts. Readers are encouraged to cook some of the artist's favorite recipes, test his theories of flight, imitate his map-making techniques, check his observations on human anatomy, and do art projects (sculpting in wheat dough, painting a realistic bird, calculating a vanishing point). Reading level: grades 4-5. Interest level: grades 4-10. Bibliography. Glossary. Timeline. 11" x 8½". 90 pages.

MULTIMEDIA COLLECTIONS (CD-ROM) Teacher Created Materials. ©2001.Teachers can use these innovative and timesaving materials to create slide shows, worksheets, bulletin board displays, and other learning aids. Students can use them for individual or group reports, content reviews, quiz shows, art projects, creative and expository writing, and much more. Each CD-ROM contains scores of exportable photographs, drawings, video clips, audio clips, and documents. Users are able to search by keyword or browse through the five media categories. The 8½" x 11", 48-page photocopy books supply a thumbnail index of every image on the CD-ROM, an illustrated user's guide to running the program on Macintosh and Windows computers, and teaching suggestions. Grades 4–8.

QUEEN ELIZABETH I (nonfiction hardcover) by Dorothy Turner. Wayland Limited.Biographical book detailing the Queen’s childhood, her rise to power, popularity, and qualities and criticisms of her rule.

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RENAISSANCE (Simulation) As part of NASA "detective units," players must travel back in time to Florence to rescue artistic, literary, and scientific treasures of the Renaissance. As they compete for florins, students learn about the culture, customs, and people of 16th- and 17th-century Italy. The interdisciplinary activities involve geography, math, science, and language arts skills. Players: 20-35 students. Time: 7-20 hours.

RENAISSANCE (transparency and overlay set)Explores the Renaissance as the key transitional period in the history of Western Europe: the flowering of classicism in the arts, growth in Italy politically and as a Papal state, personalities of the times, and the difference between the Southern and Northern Renaissance. 10 transparencies, 27 overlays, guide. Grades 7-12.SAINT GEORGE AND THE DRAGON (fiction hardcover) by Margaret Hodges. Little, Brown, & Co.

Classic Knight-slays-dragon for the love of a princess and respect for a township story. Introduces fantastic study of medieval and Renaissance studies.

Websites:http://www.elizabethi.org/Details the Queen’s life, family, and history relative to Renaissance England.

http://www.learner.org/exhibits/renaissance/"Renaissance," French for "rebirth," perfectly describes the intellectual and economic changes that occurred in Europe from the fourteenth through the sixteenth centuries.

http://www.renfestival.com/Information about the Ohio Renaissance Festival, site of the class field trip.

http://school.discovery.com/homeworkhelp/worldbook/atozhistory/r/464720.htmlEncyclopedia type listing: Renaissance, «REHN uh sahns,» was a great cultural movement that began in Italy during the early 1300's. It spread to England, France, Germany, the Netherlands, Spain, and other countries in the late 1400's and ended about 1600.

http://www.castlesontheweb.com/search/Castle_Tours/England/Tours of actual English and other castles, with dates and original inhabitants.

http://www.geocities.com/RainForest/Andes/8719/Website about renaissance-age heraldry and family crests.

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Julius Caesar

Act III, Scene i: Lines 1-101 of 339The same. A street.

[A crowd of people; among them ARTEMIDORUS and theSoothsayer. Flourish. Enter CAESAR, BRUTUS,CASSIUS, CASCA, DECIUS BRUTUS, METELLUS CIMBER,TREBONIUS, CINNA, ANTONY, LEPIDUS, POPILIUS,PUBLIUS, and others]

Caesar [To the Soothsayer] The ides of March are come.

Soothsayer Ay, Caesar; but not gone.

Artemidorus Hail, Caesar! read this schedule.

Decius Brutus Trebonius doth desire you to o'erread,At your best leisure, this his humble suit.

Artemidorus O Caesar, read mine first; for mine's a suitThat touches Caesar nearer: read it, great Caesar.

Caesar What touches us ourself shall be last served.

Artemidorus Delay not, Caesar; read it instantly.

Caesar What, is the fellow mad?

Publius Sirrah, give place.

Cassius What, urge you your petitions in the street?Come to the Capitol.[CAESAR goes up to the Senate-House, the restfollowing]

Popilius I wish your enterprise to-day may thrive.

Cassius What enterprise, Popilius?

Popilius Fare you well.[Advances to CAESAR]

Brutus What said Popilius Lena?

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Cassius He wish'd to-day our enterprise might thrive.I fear our purpose is discovered.

Brutus Look, how he makes to Caesar; mark him.

Cassius Casca, be sudden, for we fear prevention.Brutus, what shall be done? If this be known,Cassius or Caesar never shall turn back,For I will slay myself.

Brutus Cassius, be constant:Popilius Lena speaks not of our purposes;For, look, he smiles, and Caesar doth not change.

Cassius Trebonius knows his time; for, look you, Brutus.He draws Mark Antony out of the way.[Exeunt ANTONY and TREBONIUS]

Decius Brutus Where is Metellus Cimber? Let him go,And presently prefer his suit to Caesar.

Brutus He is address'd: press near and second him.

Cinna Casca, you are the first that rears your hand.

Caesar Are we all ready? What is now amissThat Caesar and his senate must redress?

Metellus Cimber Most high, most mighty, and most puissant Caesar,Metellus Cimber throws before thy seatAn humble heart,--[Kneeling]

Caesar I must prevent thee, Cimber.These couchings and these lowly courtesiesMight fire the blood of ordinary men,And turn pre-ordinance and first decreeInto the law of children. Be not fond,To think that Caesar bears such rebel bloodThat will be thaw'd from the true qualityWith that which melteth fools; I mean, sweet words,Low-crooked court'sies and base spaniel-fawning.Thy brother by decree is banished:If thou dost bend and pray and fawn for him,I spurn thee like a cur out of my way. Know, Caesar doth not wrong, nor without cause

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Will he be satisfied.

Metellus Cimber Is there no voice more worthy than my ownTo sound more sweetly in great Caesar's earFor the repealing of my banish'd brother?

Brutus I kiss thy hand, but not in flattery, Caesar;Desiring thee that Publius Cimber mayHave an immediate freedom of repeal.

Caesar What, Brutus!

Cassius Pardon, Caesar; Caesar, pardon:As low as to thy foot doth Cassius fall,To beg enfranchisement for Publius Cimber.

Cassius I could be well moved, if I were as you:If I could pray to move, prayers would move me:But I am constant as the northern star,Of whose true-fix'd and resting qualityThere is no fellow in the firmament.The skies are painted with unnumber'd sparks,They are all fire and every one doth shine,But there's but one in all doth hold his place:So in the world; 'tis furnish'd well with men,And men are flesh and blood, and apprehensive;Yet in the number I do know but oneThat unassailable holds on his rank,Unshaked of motion: and that I am he,Let me a little show it, even in this;That I was constant Cimber should be banish'd,And constant do remain to keep him so.

Cinna O Caesar,--

Caesar Hence! wilt thou lift up Olympus?

Decius Brutus Great Caesar,--

Caesar Doth not Brutus bootless kneel?

Casca Speak, hands for me![CASCA first, then the other Conspirators andBRUTUS stab CAESAR]

Caesar Et tu, Brute! Then fall, Caesar.

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[Dies]

Cinna Liberty! Freedom! Tyranny is dead!Run hence, proclaim, cry it about the streets.

Cassius Some to the common pulpits, and cry out'Liberty, freedom, and enfranchisement!'