Shannon Lewis

Lesson 3/7
World History since the Fifteenth Century- Grade 12 University Prep
Subject / Course:
(CHY4U)
Topic: Europe and the Renaissance  
Lesson Title: Renaissance Art 
Lesson
Strand: B3 75 min    
Duration:

Lesson Objectives (Big Idea):

Students will be able to analyse art from the Renaissance period. They will
understand how it reflects society, and the major shifts and innovations that occurred
in society and how it was reflected in art during this period.

Curriculum Expectations:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of world history since the fifteenth century
● A1.1 formulate different types of questions to guide investigations into issues, events,
and/or developments in world history since the fifteenth century
● A1.2 select and organize relevant evidence and information on aspects of world
history since the fifteenth century from a variety of primary and secondary sources
● A1.3 assess the credibility of sources and information relevant to their investigations

B3. Identity, Citizenship, and Heritage: analyse, with reference to the contributions of specific
individuals, ways in which ideas, values, and artistic production affected the development of
identity, citizenship, and/or heritage in various societies between 1450 and 1650
● B3.3 describe some significant artistic achievements in various societies
around the world during this period

Historical Frameworks:​ Historical Significance, Cause and Consequence, Evidence

Materials/Resources:

● Teacher needs projector and laptop

● Handouts with examples of Renaissance art for the class. Images need to be
on slideshow as well.
● Cue cards for students to write exit cards on
Shannon Lewis

Lesson Body:

Hook: 3min
Short video on Renaissance artwork (Mona Lisa)
http://www.history.com/topics/renaissance-art/videos/mona-lisa?m=528e394da93ae&
s=undefined&f=1&free=false

Introduction: 10 min
Class discussion: Patrons- Who were they? Why are they important? How does it
affect what the artist is creating? What biases could be created? How could they be
beneficial?

Activity: 20 min
Sort students in groups. Give them each 2 pieces of art (​see Appendix A​). Have
students identify elements of humanism in the artwork. What else do you notice about
it? Can you determine what values were important to people? What elements of
society does it represent? Anything else you can pick out.
Differentiation​​: Students can take notes of their discussion in any way they feel
comfortable (sketchnoting, graphic organizer, etc.) Not all students have to write
anything down. Visual and Kinesthetic learning.

Class discussion: 30 min

Groups share their findings will the class.
Put images on projector. After group shares, open up to the class. What else can we
determine from this art?
Teacher then give brief information on the context of the artwork who the artist was,
was there a patron, what affected the work. Ask, were we right in our interpretation? Is
there anything new we can determine or infer after hearing about the context?
Differentiation​​: Auditory and visual learning

Exit card: 10 min

Brief reflection on what you learned today. Students write the main takeaways from
the lesson, and can ask any questions they have or anything they need clarified.

Assessment type: ​Assessment for learning. Teacher will take observation notes on
student participation, as well as evaluating learning gaps.
Shannon Lewis

Appendix A

Birth of Venus-​ Botticelli

The Last Supper-​ Leonardo da Vinci

The School of Athens-​ Raphael

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​ olbein
The Ambassadors- H

The Wedding at Cana​- Veronese

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Queen Elizabeth I of England

The Coronation of Charles V-​ Cornelius Schut

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David-​ Michelangelo David​- Donatello

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Judith and Holofernes- ​Donatello