Remembering the Renaissance
Grade Level: Grade 5
Presented by: C. Scott Leitzel & Pamela Mold, Thomas Johnson Elem., Baltimore, MD
Length of Unit: 10 lessons which should span approximately 3-4 weeks
1.
ABSTRACT
The focus of this unit is the integration of successful team-teaching and inclusion practices with
the 5th Grade Core Knowledge Unit on the European Renaissance. The students will be
introduced to the Renaissance beginning with the role of Ancient Greece and Rome, and will
learn about the significance of the Renaissance in shaping modern-day Europe, as well as the
rest of the world. Lessons will cover the geography of Renaissance Europe, the leaders, artists,
and the people of the time. Students will conclude the unit by creating Renaissance projects that
reflect their interests of the time period. Cooperative learning, heterogeneous grouping, and
collaborative teaming are integrated into classroom instruction to promote the success of all
students.
2.
OVERVIEW
1.
Concept Objectives
1.
Students will appreciate and learn about the people and culture during the
European Renaissance period.
2.
To learn where the European Renaissance began and how it spread throughout
Europe
2.
Core Knowledge Sequence
1.
The Renaissance
1.
Islamic scholars translate Greek words and so help preserve classical
civilization.
2.
A Arebirth@ of ideas from ancient Greece and Rome
3.
New trade and new wealth
4.
Italian city states: Venice, Florence, Rome
5.
Patrons of the arts and learning
(1)
The Medici Family
(2)
People of Florence
3.
Skills to be taught
1.
Research skills
2.
Map skills
3.
Note taking skills
4.
Report writing
3.
BACKGROUND KNOWLEDGE
1.
For Teachers
1.
Chase, Marilyn. The Italian Renaissance. Missouri: Milliken Publishing
Company, 1993, ISBN 1-55863-523-8.
2.
Hirsch Jr., E. D. What Your Fifth Grader Needs to Know. New York: Dell
Publishing, 1993, ISBN 0-385-31464-7.
Wood, Tim. See Through History - The Renaissance. New York: Viking,
1993, ISBN 0-670-85149-3.
For Students
1.
Ancient Rome (Grade 3)
2.
Europe and the Middle Ages (Grade 4)
3.
European Exploration, Trade, and Colonization (Grade 5)
3.
2.
4.
RESOURCES
1.
Hirsch Jr., E. D. What Your Fifth Grader Needs to Know. New York: Dell
Publishing, 1993, ISBN 0-385-31464-7.
2.
Howarth, Sarah. Renaissance People. Connecticut: The Millbrook Press, 1992, ISBN
1-56294-088-0.
3.
Pofahl, Jane. The Renaissance - Culture and the Arts. Minnesota: T. S. Denison &
Co., Inc., 1993, ISBN 513-02195-7
4.
# 580 Thematic Unit - Renaissance. 1994, Teacher Created Materials, Inc.
5.
LESSONS
Lesson One: Ancient Greece and Rome
1.
Daily Objectives
1.
Lesson Content: Identify how the ideas of ancient Greece and Rome shaped the
Renaissance.
2.
Concept Objective: Students will appreciate and learn about the people and
culture during the European Renaissance Period.
3.
Skill Objective:
1.
Research key vocabulary words using an encyclopedia.
2.
Oral presentation
A.
Materials:
1.
Encyclopedias
2.
Ancient Greece (Appendix A)
3.
Ancient Greece Crossword Puzzle (Appendix B)
4.
Ancient Rome (Appendix C)
5.
6 blank overhead transparencies
6.
Overhead markers (one/group)
C.
Key Vocabulary:
1.
agriculture
2.
architecture
3.
aqueducts
4.
Appian Way
5.
arches
6.
domes
7.
Lost Wax Process
8.
mosaics
4.
B.
9.
frescoes
10.
monks
Procedures/Activities:
1.
Distribute Ancient Rome activity sheet (Appendix C). Read together with
students. Students will highlight the words in CAPITAL letters.
2.
Each group will be given 1-2 words to research using an encyclopedia.
3.
Students will have 15 minutes to research the key words and write 3 important
facts about each word on a blank transparency.
4.
Each group will present their findings to the class using the overhead projector
and transparency.
5.
Distribute Ancient Greece activity sheet (Appendix A). Read together with
students.
6.
Students will use information from the passage to complete the Ancient Greece
Crossword Puzzle (Appendix B) with a partner.
7.
Go over the answers together after students have finished.
Evaluation/Assessment:
1.
Presentations will be assessed for thoroughness and accuracy.
2.
Crossword puzzles will be assessed for accuracy.
Lesson Two: Introduction to the Renaissance Period
A.
Daily Objectives
1.
Lesson Content: The Renaissance.
2.
Concept Objective: Students will learn where the European Renaissance began and
how it spread throughout Europe.
3.
2.
3.
Skill Objectives:
a.
To locate Italy and the Mediterranean Sea on a map.
2.
To identify Italian city states and compare/contrast the structure of
Renaissance Italy to present-day Italy.
Materials
1.
KWL Chart (Appendix D)
2.
# 580 Thematic Unit - Renaissance (p. 12) Overhead Transparency
3.
# 580 Thematic Unit - Renaissance (p. 12) one copy per student
4.
Crayons
5.
Chart paper divided into 3 columns ( K - W - L )
6.
Atlases
Key Vocabulary
1.
Renaissance
2.
Mediterranean Sea
3.
Florence
4.
Venice
5.
Milan
6.
Naples
7.
Rome
4.
E.
8.
Tuscany
9.
Genoa
10.
Medici
Procedures/Activities
1.
Give each student a KWL chart. Have them work in pairs for 3 minutes to fill
in at least 6 items on the chart in either the K or the W columns.
2.
After 3 minutes, have students share one item with the class. As students are
sharing, the teacher will be filling in a class KWL chart using chart paper and a
marker.
3.
Introduce the word Renaissance and how it relates to European history.
4.
Distribute a copy of the map of Italy to each student.
5.
Complete map activity (p. 12) together as a class using the overhead
transparency.
6.
Distribute an atlas to each pair of students. Allow students 4 minutes to
compare the map of present-day Italy to the maps they completed in class
today. Have students search for cities that exist on both maps.
7.
Create a list of cities on the back of their activity sheet that appeared on both
the atlas and their map.
8.
Review the W column of the KWL chart. Ask students if any questions were
answered from this column after today=s lesson. If so, fill in the answers in the L
column.
Evaluation/Assessment:
1.
Maps will be assessed for neatness and accuracy.
2.
Teacher observation of oral participation
Lesson Three: Meet the Medicis
A.
Daily Objectives
1.
Lesson Content: The Medici Family
2.
Concept Objective: Students will appreciate and learn about the people and culture
during the European Renaissance Period.
3.
Skill Objectives:
a.
B.
To identify the members of the Medici family.
1.
To follow directions.
2.
Read to perform a task.
Materials
1.
The Renaissance - Culture & the Arts (p. 13)
2.
What Your Fifth Grader Needs to Know (pp. 136-137)
3.
Directions for family picture written on chart paper.
4.
Directions and Grading Rubric (Appendix E)
5.
Scissors
6.
Glue
7.
Colored construction paper
8.
Crayons/markers
C.
4.
5.
Key Vocabulary: none
Procedures/Activities
1.
Review with students some of the significant city states from the previous lesson.
Have a student volunteer recall the name of the powerful family in Italy during
the Renaissance.
2.
Read AThe Medici Family@ excerpt from What Your Fifth Grader Needs to
Know.
3.
Distribute activity sheet (p. 13) to all students. Read together, pausing to
discuss each family member=s importance. Have students highlight the word
AMedici@ every time it appears on the page.
4.
Give directions for students to complete a family picture for the Medici family.
Refer to the directions that are written on chart paper.
5.
Choose 5 students to share their family pictures with their peers. Have them
identify each member of the Medici family.
Evaluation/Assessment
1.
Assess family pictures based on the rubric as stated on the direction sheet.
Lesson Four: Renaissance Inventions
A.
Daily Objectives
1.
Lesson Content: Renaissance Inventions
2.
Concept Objective: Students will appreciate and learn about the people and culture
during the European Renaissance period.
3.
Skill Objectives:
a.
2.
3.
4.
Identify various inventions of the Renaissance period and explain how these
inventions are used today.
2.
Research a specific invention of the Renaissance using an encyclopedia.
Materials:
1.
The Renaissance - Culture & the Arts (pp. 5-6)
2.
#580 Thematic Unit - The Renaissance (pp. 62-63)
3.
AFind Out More About It@ (Appendix F)
4.
Encyclopedias
Key Vocabulary:
1.
lenses
2.
musket
3.
rudder
4.
barometer
5.
thermometer.
Procedures / Activities:
1.
Distribute AThe Renaissance@ (p. 5). Read it together as a class.
2.
Distribute AInventions@ (pp. 62-63). Divide the class into groups (3-4
students). Allow each group to choose an invention (found on AInventions@) to
research.
3.
Direct students to the classroom library to choose the appropriate encyclopedia
for their topics.
Distribute AFind Out More About It@ (Appendix F) to each table. Students will
complete AFind Out More About It@ as a guide for their class presentations.
5.
Give students approximately 15 minutes to complete research. Monitor time
and alert students of the time remaining every 5 minutes.
6.
Each group will present the invention to the class.
7.
Distribute ANow Why Didn=t I Think of That?@ (p. 6). Students will be given 5
minutes to recall an invention (other than the one they researched) and list 4
ways the invention is still used today.
Evaluation/Assessment
1.
Page 6 will be assessed for accuracy.
2.
Appendix F will be assessed for a group grade.
4.
5.
Lesson Five: Potato Printing / Wallpaper Designs
A.
Daily Objectives
1.
Lesson Content: Printing during the Renaissance
2.
Concept Objective: Students will appreciate and learn about the people and culture
during the European Renaissance period.
3.
Skill Objectives:
a.
2.
3.
4.
Write to inform.
Materials
1.
Potatoes (1 half/student)
2.
Butter knives
3.
Paint (yellow, red, blue)
4.
Heavy construction paper / cardboard
5.
White contact paper (12" X 6" - one/student)
6.
Crayons
7.
Markers
8.
Scissors
Key Vocabulary: none
Procedures / Activities:
1.
Students will recall from the previous lesson the inventions that were discussed
and presented.
2.
The teacher will tell students that today they will have an opportunity to recreate
two of these most used Renaissance inventions.
3.
During this lesson students will spend approximately 20 minutes at each station.
1.
Printing Station - At this station there will be potatoes cut in halves
(enough for 1 half/student). Using their pencil, they will create a design
on the flat surface of the potato. Next, they will use butter knives to
gently carve the potato out from around their designs. Then they will
use their potato stamp and paint to create a design on paper. Students
will predict, then discover how many times they can repetitively stamp
their potato without re-inking.
b.
5.
Wallpaper Station - At this station, students will look at various samples
of wallpaper. Given a sheet of 12" X 6" white contact paper, students
will use crayons and markers to create their own wallpaper designs.
Students will take home their wallpaper samples to redecorate their
own space at home.
4.
Students will return to their seats at the end of 40 minutes. They will be
directed to choose the activity they enjoyed the most.
5.
Given a sheet of loose leaf, students will write the directions and process used
to complete the activity they liked the best.
Evaluation / Assessment:
1.
Written explanation of activity.
Lesson Six: Clothing of the Renaissance
A.
Daily Objectives
1.
Lesson Content: Clothing of the Renaissance.
2.
Concept Objective: Students will appreciate and learn about the people and culture
during the European Renaissance period.
3.
Skill Objectives:
a.
2.
3.
4.
Identify the clothing worn by men and women during the Renaissance.
3.
Compare and contrast
Materials:
1.
# 580 Thematic Unit- Renaissance (pp. 41-42)
2.
White paper for drawing
3.
Modeling clay
Key Vocabulary:
1.
doublet
2.
sleeves
3.
hose
4.
ruff
5.
cloaks
6.
gowns
7.
bodice
8.
kirtle
9.
outer garments
Procedures/Activities:
1.
The teacher will write the key vocabulary words on the board and ask students
what the words might have in common. The words are all parts of clothing.
2.
Distribute AClothing of the Time@ (pp. 41-42). Read together with students.
Have two volunteers (one boy and one girl) stand at the front of the class. Call
on volunteers to give a definition for each part of clothing. Students will highlight
the definitions on their papers as the volunteers point out where the clothing
would have been worn. Compare and contrast clothes in the past and today.
3.
Distribute white paper. Students will work in pairs to create an outfit from the
4.
E.
Renaissance for either a man or a woman. Students must label all parts. Allow
12-15 minutes.
Students will be called upon to share their pictures with the class.
Evaluation/Assessment:
1.
Pictures will be assessed for accurate labels and neatness.
2.
Teacher observation of oral participation in class discussion.
3.
Extension: If time permits, conduct a brief discussion on accessories that may
have been worn during the time period, such as jewelry. Allow students time to
use a small handful of modeling clay to design their own accessory that could
have been worn during that period.
Lesson Seven: Jobs During the Renaissance
A.
Daily Objectives
1.
Lesson Content: Jobs during the Renaissance.
2.
Concept Objective: Students will appreciate and learn about the people and culture
during the European Renaissance period.
3.
Skill Objectives:
a.
b.
2.
3.
4.
Identify various jobs/trades of the Renaissance people and match them with
an accurate description and picture.
Compare/contrast jobs of the Renaissance with today=s jobs.
3.
Write to express personal ideas.
Materials:
1.
#580 Thematic Unit- Renaissance (pp. 51-52)
2.
Renaissance People (pp. 31-33)
3.
Large construction papers
5.
Crayons
6.
Scissors
7.
Markers
8.
Glue
9.
Journals
Key Vocabulary:
1.
cutler
2.
herbalist
3.
minter
4.
peddler
5.
pewter
6.
porter
7.
poulterer
Procedures / Activities:
1.
Begin by playing a game of ABrain Dump.@ The topic is AJobs.@ Students will
be given 2 minutes to think of as many jobs/careers in today=s society as
possible. When the game begins, each student will say one job. The object of
the game is not to repeat any jobs that have already been said. Have all
5.
students stand and set timer for 5-8 minutes and begin playing. As students
repeat jobs or can=t think of any, they are to sit down. Play the game until you
have a winner or until time expires.
2.
Read aloud selection from Renaissance People entitled AThe Craftsman.@
3.
Distribute APicture This@ (pp. 51-52) and a piece of large construction paper to
each student.
4.
Students will cut out pictures, jobs, and titles. They will match the job title with
its picture and description before gluing onto construction paper.
5.
Students must place the title ARenaissance Jobs@ at the top of the construction
paper.
6.
Gather students together and ask them some of the job titles and their
descriptions. Next, discuss which jobs are still in existence today and how
they=ve changed.
7.
Students return to their seats and write 5-8 sentences in their journals about
which Renaissance job they think they might have had if they had lived during
that time period. Students are to describe a typical day in their life at work.
Evaluation / Assessment:
1.
ARenaissance Jobs@ papers will be assessed for accuracy and completeness.
2.
Journals will be assessed for creativity and correct grammar, punctuation, and
capitalization.
Lesson Eight: Artists of the Renaissance Period
A.
Daily Objectives
1.
Lesson Content: Michelangelo and Leonardo da Vinci
2.
Concept Objective: Students will appreciate and learn about the people and culture
during the European Renaissance period.
3.
Skill Objectives:
a.
2.
3.
4.
Describing empathy
Materials:
1.
The Renaissance -Culture and the Arts (p. 10)
2.
The Renaissance -Culture and the Arts (p. 16)
3.
Examples of Leonardo da Vinci=s work (posters, pictures, etc.)
4.
Examples of Michelangelo=s work (posters, pictures, etc.)
5.
Journals
6.
Encyclopedias
Key Vocabulary: none
Procedures / Activities:
1.
Divide the class into two groups. Each group will go with a teacher. One group
will learn about Michelangelo, while the other group learns about Leonardo da
Vinci.
2.
Group #1 - Michelangelo. This group will read AMichelangelo@ (p. 16)
together. Students will circle he works of art that Michelangelo has created.
Then they will return to their seats to complete one of the two assignments:
1.
3.
Michelangelo was a perfectionist. It took him a long time to complete
the ceiling of the Sistine Chapel. He completed it himself because he
wanted it to be just right. Think of a list of 15-20 things that you would
prefer to do yourself so that they are just right.
2.
Choose one of Michelangelo=s sculptures, paintings or pieces of
architecture. Using an encyclopedia as a reference, draw one example
in your journal and label it.
Group #2 - Leonardo da Vinci. This group will read ALeonardo da Vinci@ (p.10) together.
Students will draw two lines under each of his works of art. Then they will return to their seats
to complete one of the two assignments:
1.
Leonardo=s painting of Mona Lisa has a mysterious smile. After you
have had an opportunity to look at the picture, write in your journal (58 sentences) what you think she is smiling about.
b.
Leonardo wrote his notes in mirror writing often to keep his notes a
secret. Practice writing 2-3 sentences backwards in either printing or
cursive. Write a secret message to a friend in mirror writing.
4.
When both groups have finished their assignments, bring the group back
together again. Have students share some of the interesting information that
they learned about both artists during today=s class period.
5.
This next activity can be included in this lesson if time permits, or it may be
completed at the beginning of the next period. Allow students to experience
what it must have been like for Michelangelo to lie on his back for nearly two
years to paint the ceiling of the Sistine Chapel.
6.
Give each student a sheet of white drawing paper. Then direct students to lie
flat on their backs and draw their pictures either on the bottom of their desks, or
on the bottom of their chairs. Set the timer for 10-15 minutes and have students
recreate a picture of either the Sistine Chapel, one of the works of art of the
time period, or another topic of the teacher=s choice related to the Renaissance
period.
7.
After time is called, have students reflect in their journals what it was like to
draw a picture on their backs. Have them imagine and reflect what
Michelangelo must have been thinking and feeling during his quest to paint the
ceiling of the Sistine Chapel.
5.
Evaluation / Assessment:
1.
Assess the journal for neatness and relation to the topic.
2.
Assess the pictures for a participation grade.
Lesson Nine: Music and Theater during the Renaissance
A.
Daily Objectives
1.
Lesson Content: Shakespeare=s plays
2.
Concept Objective: Students will appreciate and learn about the people and culture
during the European Renaissance period.
3.
Skill Objectives:
a.
2.
3.
4.
Identify the role that music and theater played for people during the
Renaissance period.
2.
Listening
3.
Writing a story
Materials:
1.
The Renaissance -Culture and the Arts (p. 22)
2.
The Renaissance -Culture and the Arts (p. 24)
3.
Poster paper - one piece/student
4.
Markers
5.
Crayons
6.
sentence strips
7.
Masking tape
8.
Any type of music from the Renaissance period
Key Vocabulary:
1.
affordable
2.
peasant
3.
commedia dell=arte
4.
plot
5.
improvise
6.
outwit
7.
guardian
8.
patron
9.
playwright
10.
lavish
11.
prop
12.
scepter
13.
standard
14.
amateur
15.
compose
16.
mass
17.
melody
18.
sacred
19.
glorify
20.
secular
21.
deed
22.
mourn
23.
witty
24.
madrigal
25.
sophisticated
26.
harpsichord.
Procedures / Activities:
1.
Distribute ATheater@ (p. 24) to students. Have volunteers read for the class.
2.
Pause to discuss the importance of the theater during the time of the
Renaissance period.
Shakespeare was a well-known playwright during the Renaissance period.
Have students brainstorm as many works of Shakespeare as possible.
4.
Distribute AMusic@ (p. 22) to students. Have students circle any unfamiliar
words that they find as they skim through the activity sheet.
5.
Have students write the unfamiliar words on sentence strips. Then have the
students mount the sentence strips to the board. As a class, go over the
definition of each word. Be sure to use the word in the same context as it is
used in the passage.
6.
Read the page together or in pairs. Then have the students play Ateacher@.
Each student will create a question that can be answered by reading the page.
Call on a few volunteers to ask the questions, then they will call on one of their
peers to answer in a complete sentence.
7.
Play a song / piece of music that is from the Renaissance period. Challenge
students to listen for the instruments that they hear. Then have them list the
instruments on paper.
8.
If time allows, have students listen to a piece of Renaissance music a second
time. This time, have then imagine a story that the music portrays. When the
song ends, play it a third time - very quietly. This time, direct students to write
down the story in which they think the music is telling.
9.
Allow students to share their stories with the class.
Evaluation / Assessment:
1.
Assess the story for creativity and neatness.
2.
Extension: Have students imagine they have been selected to be on a publicity
committee for one of Shakespeare=s plays that is coming to town. Using
markers and crayons, have students work independently to create a poster
advertising one of Shakespeare=s plays. Each poster must have the title of the
play as well as the author.
3.
5.
Lesson Ten: Renaissance Jeopardy
A.
Daily Objectives
1.
Lesson Content: Review of the Renaissance
2.
Concept Objectives:
1.
3.
Students will appreciate and learn about the people and culture during
the European Renaissance period.
2.
Students will learn where the European Renaissance began and how it
spread throughout Europe.
Skill Objectives:
a.
2.
Review the key concepts that have been introduced throughout this unit.
2.
Prepare to be successful on the assessment of the unit.
Materials:
1.
Jeopardy cards ( 4 categories - 5 questions/category)
2.
Renaissance Review (Appendix G)
3.
4.
5.
6.
3.
Jeopardy Questions (Appendix H)
4.
Renaissance Unit Test (Appendix I)
Key Vocabulary: none
Procedures / Activities:
1.
Distribute the Renaissance Review Sheet (Appendix G).
2.
Allow students 20 minutes to work with a partner to complete the activity.
3.
Go over the answers together.
4.
Break the class into 2 teams. You may have 4 teams if needed.
5.
Refer to Appendix H for Jeopardy Renaissance questions.
6.
Begin Renaissance Jeopardy. Decide which team will go first. The teacher will
ask the question to a team. They will have 30 seconds to work together to give
the correct answer. If they are right, they will receive the points. If they are
wrong, the next team has the opportunity to give an answer for that question.
Play the game until a stated time expires or the questions have all been
answered.
7.
Conclude the lesson by answering any questions that may have generated during
the course of the game
8.
Give students the unit test (Appendix I).
Evaluation / Assessment
1.
Assess the unit test for accuracy.
CULMINATING ACTIVITY
The culminating activity for this unit will be the presentation of unit projects, which are
assigned at the beginning of the unit. Students will have approximately one month to
complete one of four projects. Projects can be completed with the help of an adult. See
Appendix J for project choices.
Another excellent culminating activity for this unit is a field trip to an art gallery containing works
of art from the Renaissance period. Our students have taken field trips to the Walters= Art
Gallery and the Baltimore Museum of Art. Additionally, the Walters= Art Gallery provides
slides and a notebook so that students can view the works of art before attending the museum.
7.
HANDOUTS/WORKSHEETS
Appendix A - Ancient Greece
Appendix B - Ancient Greece Crossword Puzzle
Appendix C - Ancient Rome
Appendix D - KWL Chart
Appendix E - Directions for the Medici family picture
Appendix F - AFind Out More About It@
Appendix G - Renaissance Review
Appendix H - Jeopardy Questions
Appendix I - Renaissance Test
Appendix J - Project Choices
SUGGESTED INCLUSION MODIFICATIONS
1.
Consistently use transparencies/chart paper to accompany any teacher-directed
activities.
2.
When giving directions, such as the Medici family picture, place directions on chart
paper and review orally.
3.
Students are grouped heterogeneously at tables.
4.
Each table member is assigned a cooperative job to span one quarter so that all group
members know what their responsibilities are.
5.
Time limits can be extended for certain activities, but the use of timer is highly suggested
to provide adequate pacing.
6.
When two teachers are available, make good use of cooperative teaching strategies
such as team teaching and flexible groups.
7.
The test, or any other written material, can be put on audiotape for students with
reading difficulties, as needed.
8.
Use several strategies for pairing students (pairing the top student with the bottom
student isn=t always best practice).
8.
BIBLIOGRAPHY
Coughlan, Robert. The World of Michelangelo. New York: Time Incorporated, 1966.
Cush, Cathie. Artists Who Created Great Works. New Jersey: Steck-Vaughan Company,
1995, ISBN 0-8114-4933-5.
Di Cagno, Gabriella. Masters of Art: Michelangelo. New York: Peter Bedrick Books, 1996,
ISBN 0-87226-319-3.
Green, Jen. Famous Artists: Michelangelo. New York: Barron=s Educational Series, Inc.,
1993, ISBN 0-8120-6461-5.
Heusinger, Lutz. Michelangelo. New York: Riverside Book Co., Inc., 1989, ISBN 1878351-02-8.
Hirsch Jr., E. D. What Your Fifth Grader Needs to Know. New York: Dell Publishing, 1993,
ISBN 0-385-31464-7.
Howarth, Sarah. Renaissance People. Connecticut: Millbrook Press, 1992, ISBN 1-56294088-0.
Howarth, Sarah. Renaissance Places. Connecticut: Millbrook Press, 1992, ISBN 1-56294089-9.
James, John. A Medieval Cathedral. New York: Peter Bedrick Books, 1991, ISBN 0-87226350-9.
McLanathan, Richard. First Impressions: Leonardo daVinci. New York: Harry N. Abrams,
Inc., 1992, ISBN 0-8109-1256-2.
Muhlberger, Richard. What Makes a Leonardo a Leonardo? New York: Metropolitan
Museum of Art, 1994, ISBN 087099-724-6.
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