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Lesson Plan: The Renaissance
Renaissance and Reformation: A look into humanism and its
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effects of culture and society throughout Europe
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11/21/2011
Eric Newcombe
2
Lesson Plan: Renaissance
Topic: Renaissance and Reformation: A look into humanism and its effects on culture and society throughout Europe.
Created By: Eric Newcombe
Created For: 10th Grade World History
Abilities: gifted, possible ELLs.
Room Arrangement: Teacher should arrange the room with desks that are in rows and columns that face the front of the
room. This will allow students to have maximum focus on the teacher and the material that he/she is presenting.
Time Allotted: (1) 55 Minute Session
NCSS Themes:
 1 (Culture)
 2 (Time, Continuity, and Change)
 4 (Individual Development and Identity)
National World History Content Standards
 Era 5, Standard 2C.4 (The student understands the patterns of social change and cultural achievement in Europe’s
emerging civilizations.)
 Era 6, Standard 2B.2, 3 (The students understands the Renaissance, Reformation, and Catholic Reformation.)
Arizona State Standards:
 Strand 2, Concept 4. PO 1.b (Analyze the results of Renaissance thoughts and theories: humanism and its emphasis on
individual potential and achievements.)
 Strand 2, Concept 1. PO 5.b,d (Evaluation of primary and secondary sources.)
Enduring Understandings:
1. Students will be able to analyze different types of primary sources.
2. Students will understand that shifts in points of view can be expressed through art and literature.
3. Students will understand the meaning of humanism and how it affected European society during the Renaissance.
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Essential Questions:
1. How did the world view of the societies of Europe change during the Renaissance?
2. What is humanism?
3. How was humanism represented in the culture of the Renaissance?
Description of Lesson:
The period of the Renaissance marks a time of change in many facets of society throughout Europe. On the forefront of the
changes that occurred during the Renaissance is the change from a religious world view to one that favors humanism. However, the
question is, how was humanism expressed in a society as a whole? Throughout this tumultuous and revolutionary time in world
history, Europe created some of the greatest artistic and literary works of the world and through those works, this change in world
view can be seen.
Although there is a vast amount of information that is available about the Renaissance, there is specific information that is
prevalent to this lesson. It is recommended that this lesson be taught within a unit about the Renaissance due to the specific content
that is covered within this lesson.
This lesson will explain the basis for the change toward humanism in Europe and the manner in which it is portrayed through
various literary and artistic works that were created during the Renaissance. In addition, this lesson shows how humanism was
developed and expressed over a period of time through several works of art from the Middle Ages to the end of the Renaissance.
Similarly, the work of Don Quixote is used to show how humanism was portrayed in the literature of the Renaissance.
Description of Skills and Application:
Skills: This lesson engages the student on many levels. Aside from basic literacy skills that are required to read the passage
from Don Quixote, this lesson asks the students to perform a close reading of Don Quixote to examine the manner in which it relates
to the expression of humanism. In addition, this lesson focuses on the interpretation of art as a skill for looking at the past.
Application: Students will be able to use the skills that they acquire from interpretation of art when they go into other
disciplines. Similarly, the skill of close reading will help the students in literature and English classes. Finally, outside of the academic
world, these skills are useful for other areas of interest.
Background Information:
During the Middle Ages the art and literature of Europe was primarily focused on the church and religion. However, at the turn
of the 14th century people began to think about life in a more humanistic point of view. This is to say that people began to think less
about the God and religion and more about their everyday earthly lives. This change in world view is partly due to the study of Greek
and Roman writings about philosophy and scientific matters. As a result of these studies, the scholars of the Renaissance began to turn
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away from explaining life through religion, and began to look more into science, the natural world, biology and astronomy. In
addition, artists, writers, musicians and composers began creating work outside of the church.1
Humanism in and of itself means the pursuit of human or earthly interests to the exclusion of moral or religious
considerations.2 The tenets of this definition can clearly be seen in the new disciplines that the people of the Renaissance were
working within. As well as the newfound interest in different scholarly disciplines, the rise of humanism in the Renaissance can be
viewed through art. Many of the paintings that were created in the Middle Ages or even in the early Renaissance period consisted of
depictions of religious events, saints and even heavenly figures. In addition, many of the figures within the painting can be seen to
have halos, indicating their diving nature. Similarly, the background of the many of the paintings were gold, so as to show the holy
nature of the figures within the painting. Another factor that is present in the art of the late Middle Ages and early Renaissance is the
use of a hieratic scale. Hieratic Scale is scale based on relative importance.3 This is exemplified in many of the paintings of the
period.
When looking farther into the Renaissance it is apparent that many of the paintings have changed. All of the figures within the
paintings are at a similar scale. Backgrounds are of landscapes and buildings instead of backgrounds that attempt to denote some
diving environment. In addition, common people are considered to be acceptable subjects for works of art now.
The work of Don Quixote is the other source that is used in this lesson to show the rise of humanism in the Renaissance. It is
recommended that the teacher provide the students with a summary of the story of Don Quixote, as the students will only be reading
an excerpt from one of the most famous scenes. The windmill scene of Don Quixote represents an instance where Don Quixote
himself has misconceived notions about what the windmills are. This scene and the interactions between Sancho Panza and Don
Quixote especially, show Miguel de Cervantes view upon humanism. Don Quixote is stuck in the world of knights and chivalry, a
metaphor for Europe’s relationship with religion in the Middle Ages, and charges toward the windmills with the idea that they are
giants. On the other hand is Sancho Panza represents the level headedness of the humanists and urges Don Quixote to see the error of
his ways.
Prior Knowledge of Students:
This lesson should be taught after the class has covered the basics impetus for the Renaissance and the major players that took
part in the Renaissance. When considering the background knowledge for this lesson, it is recommended that the teacher give a
question as bell work so that he/she might elicit what the students already know about the topic. In addition, to see if students have
For more information see, The Renaissance Connection, “Humanism in the Renaissance,” http://www.renaissanceconnection.org/lesson_social_humanism.html
(accessed October 31, 2011).
2
Oxford English Dictionary, “Humanism,” http://www.oed.com/view/Entry/89272?redirectedFrom=humanism#eid (Accessed October 31, 2011).
3
Mittman, Asa, “Proportion and Scale,” Art History Rules, http://www.arthistoryrules.com/Visual_Elements/Proportion_%26_Scale.html (accessed October
31,2011).
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grasped the idea of humanism, it is recommended that the teacher give ask the students to write in a journal what they learned about
humanism. By writing what they actually learned, the students will be forced to synthesize the information that they are presented in
class into their own words and, therefore, show what they have learned.
Outcomes and Assessments:
Outcomes:
1. Students will be able to explain the world view of humanism.
2. Students will be able to identify humanism in works of art and literature.
3. Students will be able to discuss how humanism affected the Renaissance period.
Assessments:
- A formative assessment should be used in the form of a Think, Pair, Share, in between the completion of the analysis of the
paintings and the analysis of the excerpt of Don Quixote. This will allow the teacher to make sure that the students have a
basic grasp of humanism before they move on to the next activity.
- In addition, another formative assessment should be used in the form of a journal entry in which students synthesize the
definition of humanism in their own words.
Diversity and Multiple Intelligences:
The use of primary sources, in the form of paintings are art work, are used in this lesson to meet multiple intelligences and a
variety of learners. In addition, students will be collaborating with one another over the analysis of the Don Quixote excerpt. This will
allow students with multiple intelligences to work at their own rate and still attain important information.
Outline of Plan:
1. (5-7 Minutes) Bell Work
a. Ask the students the following question: What is humanism?
i. Expect for the students to have extreme misconceptions about what humanism is. This exercise is used to
get the students thinking about this world view.
b. After the students have written down their answers, come back as a class and share the answers with each other.
2. (5-10 Minutes) Background Information
a. Explain to the students what the actual world view of humanism is. Explain how it began to develop out of the
Middle Ages and how it is represented through the different disciplines during the Renaissance.
b. Explain the dichotomy between a religious world view and a humanistic world view.
i. Provide Example:
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1. Pope = religious world view.
2. Scientist = humanistic world view.
3. (15-20 Minutes) Analysis of Artwork
a. Using a projector show the various works of art that show how humanism developed and how it was expressed
through art.
b. While looking at the art explain hieratic scale, the difference in backgrounds and the difference in figures.
i. Madonna and Child in Glory
1. The figures of the Madonna and those that are surrounding her have halos. Use of hieratic scale
shows a religious world view and that not all of the figures are equally represented.
ii. Miraculous Mass of St. Martin of Tours
1. Background is gold, therefore giving an idea of a divine setting. Symbols in the painting are
primarily religious.
iii. Madonna and Child with Saint John
1. Background has changed to landscape instead of gold. Slight shift in meaning although figures are
still religious.
iv. Adoration of the Shepherds
1. Lack of hieratic scale shows that all figures are on the same level of importance and the background
is of a landscape.
v. Adoration of the Magi
1. Lack of hieratic scale again shows the importance of all humans. Buildings in the background show
an example of real life instead of a divine setting. Painting is an imitation of real life.
vi. Bean Eater
1. Figure is a common person. Setting is common. Shows that common people are now suitable
subjects for art.
c. Periodically ask students to compare and contrast the works of art so that they can see that the themes and styles
developed over time.
4. (3-5 Minutes) TPS (Think, Pair, Share)
a. Allow the students a minute or two to rethink their idea of humanism and how it relates to their life.
b. Then ask the students to share their new idea with another student.
c. Finally, ask the students to share their ideas with the class.
5. (10-15 Minutes) Analysis of Don Quixote Excerpt.
a. Pass out copies of the Don Quixote excerpt. While passing out the paper, provide a summary of Don Quixote.
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b. Ask the students to take the next 5 or 10 minutes to read the excerpt from Don Quixote and then to underline the
parts where they think that the author is pointing towards a world view of humanism and to circle where they think
he is pointing away from that world view.
i. Students should underline the parts when Sancho Panza is speaking and circle the parts when Don Quixote
is the main actor.
c. Finally ask the student to get into groups of four and talk about the Don Quixote passage. Do they think that
Cervantes is in favor of a humanistic world view or something else? Which character represents the humanistic
world view? Is Cervantes satirizing chivalry and the traditions of the Middle Ages?
6. Homework
a. Ask students to go home and consider humanism. Ask them write down three ways that humanism is expressed in
the Renaissance.
Resources:
-See attached annotated resource set for artwork and excerpt.
-Materials needed
-Projector and screen
-Copies of Don Quixote Excerpt
Bibliography
Cervantes, Miguel De. Don Quixote. Middlesex, England: Penguin Books Ltd., 1964.
Mittman, Asa. “Proportion and Scale.” Art History Rules.
http://www.arthistoryrules.com/Visual_Elements/Proportion_%26_Scale.html (accessed October 31,2011).
Oxford English Dictionary. “Humanism.” http://www.oed.com/view/Entry/89272?redirectedFrom=humanism#eid (Accessed October
31, 2011).
The Renaissance Connection. “Humanism in the Renaissance.” http://www.renaissanceconnection.org/lesson_social_humanism.html
(accessed October 31, 2011).
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Annotated Resource Set
Madonna and Child in
Glory
Miraculous Mass of
St. Martin of Tours
Madonna and Child
with Saint John
Adoration of the
Shepherds
Adoration of the Magi
Bean Eater
This painting is from
the late Middle Ages
(1360) and shows the
religious focus that the
time period had. This
can be seen through
the enlargement of
Madonna in relation to
the other people in the
picture.
Once again, this
painting is from the
Middle Ages (1440)
and shows the
religious focus that
the period had. It is
important to note the
gold background and
how it was used to
represent a holy
atmosphere.
This painting comes
later in the Middle
Ages (1523). The
important point about
this piece of art is
that the background
has changed
dramatically from the
gold of the other two
to the landscape
format which puts
them on a more
human level.
This painting was
made in 1505. The
importance of what
this painting shows is
the lack of use of the
hieratic scale that the
other paintings have
used. In addition, the
background is a
landscape which
points away from a
focus on heaven.
This painting was
created in 1550. This
painting shows that
artists were starting to
make the things that
they were painting
look more true to life.
A comparison of this
painting with the
Miraculous Mass of
St. Martin of Tours
will show that the
backgrounds look
different.
This painting was
created in 1582 and
shows that artists
were beginning to
consider normal
people as a suitable
subject for art. The
lack of religious
symbols shows the
effect that humanism
has taken upon art.
Artist: Jacopa de
Cione
Artist: Franconian
School
Artist: Guiliano
Bugiardini
Artist: Giovanni
Agostino da Lodi
Artist: The Kress
Monogramist
Artist: Annibale
Carracci
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http://www.renaissanc
econnection.org/lesso
n_social_humanism.ht
ml
http://www.renaissan
ceconnection.org/less
on_social_humanism.
html
Don Quixote Excerpt
Don Quixote Prezi
This is an excerpt from
the 8th chapter of Don
Quixote that shows the
famous scene with the
windmills.
This is a Prezi that
focuses on the
background and time
period in which Don
Quixote was written.
Text Only
http://primarysources.we http://prezi.com/y_knye
tpaint.com/page/Renaiss i_qdtv/present/?auth_k
ance
ey=ncfvfzw&follow=d
9t1gwwf7gfg
http://www.renaissan
ceconnection.org/less
on_social_humanism.
html
http://www.renaissan http://www.renaissanc http://www.renaissa
ceconnection.org/less econnection.org/lesson nceconnection.org/le
on_social_humanism. _social_humanism.ht sson_social_humani
html
ml
sm.html