"The Role of Beauty in Renaissance Europe" Unit Plan

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The Role of Beauty in Renaissance Europe
Sister Marie Thérèse Lolmaugh, OSF

Indiana Social Studies, Grade 6
EDU 365: Teaching Integrated Social Studies
Dr. Susan Poyo
December 1, 2020
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Introduction
This unit covers one section of the standards for Sixth Grade Social Studies in Indiana. It
specifically looks at Standard 6.1.7, which states that students should be able to “compare the
diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe.”
The overall curriculum for Sixth Grade, created by the Indiana Department of Education, covers
the history of Western Civilization from the Early Civilizations (1900 BC) until the present day.
The Civics strand of the curriculum covers the roles of citizens and government within each of
these time periods. The Geography strand looks at the spatial locations of Europe and the
Americas, as well as their physical systems (bodies of water and major biomes) and human
systems (areas of migration and population growth).
When the students begin this unit, they will have already studied the history of Western
Civilization from 1900 BC to 1350 AD. This will help them have a solid foundation supporting
them as they explore the time of the Renaissance. They should be familiar with the geography of
Europe as well as many of the ideas from Ancient Rome that resurface during this time. They
will have also been able to study some cultural achievements completed during the early
medieval times, which contributed greatly to the achievements that became possible during the
Renaissance.
The content of this unit should take eight class periods, around an hour each, to complete.
At the end of the unit, students will have one class period (the eighth day) to begin their final
summative assessment, but the majority of the project will be completed as homework.
Discussions about the class service project will be integrated into each lesson, as the students
will be encouraged to think about how they can practically apply what they are learning to their
own lives. On the last day of the unit, the details of the service project will be voted upon and a
class field trip will be planned for a later date.

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Looking at each individual lesson, the first Social Studies strand the class will cover is
Civics. On the first day, there will be a class discussion regarding the compelling question
(“How does beauty change a culture?”), followed by an exploratory in-class assignment about
the achievements of Italian Renaissance artists. On the second day, students will be given time to
create an infographic about the life and major accomplishments of one Italian Renaissance Artist.
The third class period will begin our History strand of the unit. Students will discuss how their
previously researched artists contributed to the cultural development of the Renaissance and they
will continue their exploration by researching five pivotal accomplishments that contributed to
the growth of Renaissance culture. During the fourth class period, students will create an
interactive timeline, justifying the importance of these accomplishments and how they
contributed to the flourishing of the Renaissance. The fifth class period, which begins the
Geography strand, will consist of exploring the lives and cultures of three non-Italian
Renaissance figures. On the sixth day of the unit, students will use this information to create a
Google Tour, highlighting how the work of each figure is unique to their environment and
culture. The Economics strand of the unit will be covered on the seventh day, as there will not be
a formal summative assessment for the students to create. During this class period, students will
explore how the achievements of the Renaissance were financed by researching different
accomplishments in pairs. The class will conclude with a group discussion board. The formative
assessments within each lesson consist of group discussions and note taking in preparation for
the lessons’ summative assessments. These will inform my teaching by helping me to understand
how well each student is understanding the content and how the students are developing their
critical thinking and research skills. I am willing to make adjustments to my plans in order to
better support their growth in these areas.

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Rationale
One of my main goals for this unit is to guide my future students in understanding how to
apply the content they learn in school to their everyday lives. What they learn in Social Studies,
or any subject area, should inform their daily decisions and how they view the world. Their
content is not simply material to memorize. At their age level, they should also be beginning to
understand more abstract concepts. This is why I have chosen to build my unit around the theme
of beauty. The Renaissance was a time when humanity was coming to a deeper understanding of
their creative abilities. Each of my students will have talents given to them by God to bring
beauty to the world. Whether they have begun to discover what these talents are or not, my hope
is that this unit will empower them with a desire to become active citizens as they enter
adolescence. Our final service project be a practical example of this. I also hope to model for my
students how to view the content through the eyes of our faith, challenging them to view Social
Studies through the lenses of salvation history and our role within it as humanity journeys toward
eternity.
Each of the assessments included in this unit are geared toward these goals. As each of
the lessons includes independent exploration that is supported by guiding questions, students will
be develop their critical thinking and problem-solving skills. The technology tools I chose,
Piktochart, Tiki Toki, Poll Everywhere, Google Earth, Padlet, and Mentimeter, will require my
students to do more than just reiterate information that they find online. These tools will
challenge them to be creative as well as think critically about their content, evaluating the long-
term effect the Renaissance has had on individual cultures and on the world. Each of the lessons
will also require from the students participation and discussion with the rest of the class. At the
beginning of each unit, students will be asked to think back to our previously discussed lessons
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(except for in the first lesson in which I will ask them to think about their past experiences) and
form connections between content areas. After their time of exploration, the students will also
participate in group discussions. These discussions should aid them in building good presentation
and communication skills as they learn together.
Outcomes/Standards/ Evidence Alignment

SLO CCSS-ELA in History/Social Studies Evidence of
SLO
attainment
Lesson #1 – SLO 1: At CCSS.ELA-LITERACY.CCRA.W.7 In-class
the conclusion of this Conduct short as well as more sustained research participation
lesson, students will be projects based on focused questions, demonstrating rubric
able to evaluate the understanding of the subject under investigation.
work of one Italian CCSS.ELA-LITERACY.CCRA.SL.1
Renaissance Artist, Prepare for and participate effectively in a range of
choosing what they conversations and collaborations with diverse
consider to be three of partners, building on others' ideas and expressing
the artist’s most their own clearly and persuasively.
influential works. CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking
to support conclusions drawn from the text.
Lesson #1 – SLO 2: At CCSS.ELA-LITERACY.CCRA.R.7 In-class
the conclusion of this Integrate and evaluate content presented in diverse participation
lesson, students will be media and formats, including visually and rubric
able to create an quantitatively, as well as in words
infographic, explaining CCSS.ELA-LITERACY.CCRA.W.7 Infographic
their reasoning of how Conduct short as well as more sustained research Rubric
the artist affected both projects based on focused questions, demonstrating
their culture’s view of understanding of the subject under investigation.
humanity and what it CCSS.ELA-LITERACY.CCRA.SL.1
tells us today. Prepare for and participate effectively in a range of
conversations and collaborations with diverse
partners, building on others' ideas and expressing
their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking
to support conclusions drawn from the text.
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the conclusion of this Read closely to determine what the text says participation
lesson, students will be explicitly and to make logical inferences from it; cite rubric
able to select five specific textual evidence when writing or speaking
different to support conclusions drawn from the text.
accomplishments by CCSS.ELA-LITERACY.CCRA.R.2
Renaissance figures that Determine central ideas or themes of a text and
greatly impacted Europe analyze their development; summarize the key
at the time of their supporting details and ideas.
creation. CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research
projects based on focused questions, demonstrating
understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of
able to create an specific textual evidence when writing or speaking
interactive timeline, to support conclusions drawn from the text. Timeline
justifying the CCSS.ELA-LITERACY.CCRA.R.2 Rubric
importance of these Determine central ideas or themes of a text and
accomplishments and analyze their development; summarize the key
how they contributed to supporting details and ideas.
the flourishing of the CCSS.ELA-LITERACY.CCRA.W.7
Renaissance. Conduct short as well as more sustained research
able to explain how the specific textual evidence when writing or speaking
work of at least three to support conclusions drawn from the text.
non-Italian Renaissance CCSS.ELA-LITERACY.CCRA.W.7
figures is unique to their Conduct short as well as more sustained research
environments and projects based on focused questions, demonstrating
cultures. understanding of the subject under investigation.
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able to create a Google specific textual evidence when writing or speaking
Tour; choosing at least to support conclusions drawn from the text. Google
one accomplishment of CCSS.ELA-LITERACY.CCRA.R.7 Tour Rubric
each figure to highlight Integrate and evaluate content presented in diverse
at each location. media and formats, including visually and
quantitatively, as well as in words
CCSS.ELA-LITERACY.CCRA.W.7
able to discuss and specific textual evidence when writing or speaking
determine the actual or to support conclusions drawn from the text.
possible purposes for CCSS.ELA-LITERACY.CCRA.W.7
which a Renaissance Conduct short as well as more sustained research
work was commissioned projects based on focused questions, demonstrating
for. understanding of the subject under investigation.
able to create a response specific textual evidence when writing or speaking
post, contributing to a to support conclusions drawn from the text.
class discussion board CCSS.ELA-LITERACY.CCRA.R.7
of various financial Integrate and evaluate content presented in diverse
contributors to the media and formats, including visually and
Renaissance. quantitatively, as well as in words.
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Lesson #4 – SLO 3: At CCSS.ELA-LITERACY.CCRA.SL.1 In-class
the conclusion of this Prepare for and participate effectively in a range of participation
lesson, students will be conversations and collaborations with diverse rubric
able to apply what they partners, building on others' ideas and expressing
have learned to their their own clearly and persuasively.
own lives, discussing
how they can contribute
to the beauty of the
world through their own
economic decisions.
Research-Based Reflection
In the rationale, I discussed how the goal of the unit is for the students not only to learn
about an important time in history that affects our world to this day, but to aid them in their
human formation, helping them to become active citizens here on earth and in heaven! To meet
this goal, the use of a student-centered pedagogy is necessary. In her article Awakening Student
Ownership: Transitioning to a Student-Centered Environment, Jacqueline S. McElhany (2017)
discusses the importance of allowing students to find a sense of identity in their work. She
encourages exploration, stating that “allowing students to make their own choices instead of
handing them all the information involves the students in their own learning” (McElhany, 2017,
p. 31). This unit is filled with opportunities for exploration and making choices. In this way,
students will hopefully feel more engaged and excited about the content that they are learning,
which will produce greater long-term effects for them.
A student-centered pedagogy should greatly affect how an educator teaches Social
Studies. As mentioned above, I believe that education within very content area is not solely
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about learning content, but also about human formation. An educator who holds this value knows
that the content they are teaching has purpose and is meant to form autonomous, competent
thinkers who desire to bring goodness to the world. In their article, Authentic Pedagogy:
Examining Intellectual Challenge in Social Studies Classrooms, Saye et al. (2018) states that
Responsive teaching relies on teacher’s continuous evaluation of student engagement in
cognitively demanding tasks, pressing students to explain, justify, and extend their
reasoning, and supporting them in their efforts through modeling and dialogue . . . [it is]
contingent on students recognizing tasks as worthy of their effort. (p. 879 – 880)
When educators create a learning environment that supports students in these ways, they are
working to form citizens that will positively impact their society. This is because students are
able to value and understand the effect their effort has on themselves and the world around them.
When considering the importance of technology integration within education, teachers
must use tools that will “maximize their use of resources and the learning possibilities of their
students” (Hilton, 2015, p. 69). In this unit and throughout my teaching, I plan to use the
teaching strategies found within the SAMR (Substitution, Augmentation, Modification, and
Redefinition), TPACK (Technological Pedagogical Content Knowledge), and Bloom’s
Taxonomy models. In this way, I will be able to examine the technology used within lessons and
determine whether it is guiding my students towards higher-level thinking skills. The use of
technology should transform student’s learning experiences, giving them opportunities to learn
and interact with others throughout the world in a way that would not be possible otherwise.
Lesson Plans including assessments
Unit Title: The Role of Beauty in Renaissance Europe

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Lesson #1 Title: Civics: Changing the Perspective of Humanity Grade: 6
Compelling Question: How does beauty change a culture?
Supporting Question: How did the cultural advancements of the Renaissance change the
perspective of humanity?
Rationale for contemporary technology integration:
At the conclusion of this lesson, the students will be creating an infographic using Piktochart.
They will be looking at the achievements of at least three Italian Renaissance artists and
choosing what they consider to be their greatest contributions to humanity. The students will
then be choosing one of these artists to focus on in the creation of their infographic. I feel that
having the students create an infographic would be the best method for them to present their
findings. They will be required to include images alongside their explanations. Piktochart is a
great tool as it gives users the most flexibility regarding creative decisions compared to other
infographic tools such as Canva or Adobe Spark.
Learning Target/Student learning outcome (SLO): At the conclusion of this lesson, students
will be able to:
1. Evaluate the work of one Italian Renaissance Artist, choosing what they consider to be
three of the artist’s most influential works.
2. Create an infographic, explaining their reasoning of how the artist affected both their
culture’s view of humanity and what it tells us today.
Grade Level Guide: Content Standards

Content Common Core State Standards Interdisciplinary Connections
Curriculum Focal
Points (ie: NCSS,
Indiana Standards)
Indiana 6.1.8: CCSS.ELA- This first section of the unit will lay the
Compare the LITERACY.CCRA.R.7 groundwork for the rest of the lesson
diverse Integrate and evaluate content plans focusing on History, Geography,
perspectives, presented in diverse media and and Economics. The Civics strand will
ideas, interests, formats, including visually and allow students to look at the main
and people that quantitatively, as well as in figures within the Renaissance: the
brought about the words artists who, through their work and
Renaissance in CCSS.ELA- creation of beauty, transformed the
Europe. LITERACY.CCRA.W.7 world in which they lived. After having
NCSS D2.Civ.2.6- Conduct short as well as more the chance to understand these key
8. Explain specific sustained research projects points, students will be able to research
roles played by based on focused questions, further the history throughout the
citizens. demonstrating understanding of Renaissance, how its ideals spread, and
NCSS the subject under investigation. how they were supported financially.
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D2.Civ.14.6-8. CCSS.ELA-
Compare historical LITERACY.CCRA.SL.1 This lesson could also be interconnected
and contemporary Prepare for and participate with the content areas of Religion and
means of changing effectively in a range of Art in lessons that focus on our own
societies and conversations and personal call to participate in God’s
promoting the collaborations with diverse creative action in the world. There could
common good. partners, building on others' also be a connection made if a Science
ideas and expressing their own class is covering the work of Da Vinci.
clearly and persuasively.
Academic Language:
Evaluate, Explain, European Renaissance, Italian Renaissance, Create, Medium (art term),
Choose, Michelangelo, Da Vinci, Raphael
Students’ Needs:
Students should have an understanding of what a professional artist does, as opposed to the work
that they do in art class. They should know and have experience with using a variety of different
artistic mediums – this should create a connection between their lives and the lives of the artists.
Students should also have a general understanding of Europe (what/where it is), specifically of
Italy for this lesson. They should also have their own thoughts regarding the purpose they believe
art and beauty plays within culture and their everyday lives.
English Language Learners Special Needs

This lesson consists primarily in viewing visuals of This lesson consists primarily of a visual
the work of the Italian Renaissance artists. Though component, making it readily adaptable
reading descriptions will also be required, the for students with any special needs. If the
assistance of the teacher and peers will be readily use of Piktochart is too challenging for a
available. The explanations of the infographic are to student (ex. for a student with an
be written in the students’ own words. This will intellectual disability/delay), a simpler
encourage language growth but also not make the program or tool can also be used.
project too challenging. Students can also be paired Students can also be paired with a
with a partner during the research stage. partner during the research stage.
Materials:
Laptops, Presentation tools, Google Arts and Culture (including primary resource:
Michelangelo’s The Creation of Adam), Excerpts from St. John Paul II’s Letter to Artists,
Piktochart, Actively Learn Renaissance Article, MET Museum time machine, Ducksters’
Renaissance Resource for Kids
Language Function:
Students will begin their learning task by exploring the work of Renaissance Artists, evaluating
the impact that their achievements had on both their culture and the future of humanity. Through
the creation of their infographics, students will describe the achievements of the artists to their
peers. In this way, they will share the importance of the artist’s contributions to humanity. In
relation to civics, this will help students understand that citizenship contains more than
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involvement in politics. A good citizen contributes to society, seeking to make it a more

beautiful place for all who live within it.
Lesson Plan
Before:
This lesson will begin with the students sharing their previous experiences regarding the
Renaissance and the artists that lived within it. They will also be asked what purposes they
believe that art plays within culture and everyday life. They will be asked as well what they
think the purpose of beauty is. It will also be explained to the students that this unit will
culminate in a group service project. As we go through each lesson, students should consider
how they can practically contribute to the beauty of their own society and culture. This group
discussion will help the teacher understand the level of understanding the students have prior to
engaging them in the following elements of the lesson.
The lesson content will be introduced by having the students view Michelangelo’s The Creation
of Adam. This work of art proclaims very bold statements regarding how one should understand
humanity. The viewing of this painting will be accompanied by a group reading of excerpts from
St. John Paul II’s Letter to Artists; his words should contribute to the student’s understanding of
the compelling question: How does beauty change a culture? The students will be encouraged to
participate in a group discussion about this prior to being given an overview of the kinds of
accomplishments that Renaissance Artists completed. After this, they will be asked to explore
the achievements of at least three Italian Renaissance artists who used a total of three different
mediums. Da Vinci, Raphael, and Michelangelo will be presented to them as the main choices,
though they can choose different artists if they wish.
During:
While students are exploring (primarily using Google Arts and Culture, but several other
research sources will be provided), they will be asked to take notes regarding the three artists,
thinking specifically about one out of the three that they would like to focus on for their
infographic. Their device screens should be viewable from the teacher’s device, but I will also
be observing the students and asking them questions about their discoveries (specifically, what
role or impact did the artists have on their society as well as on us today?). Early finishers will
be encouraged to continue to learn about other artists and take notes on them for extra credit. A
possible re-teaching strategy would be to discuss the lesson topic and expectations with students
in need of further explanation, making sure that they are able to explain these things to me in
their own words.
After:
The students will be asked to focus specifically on the major contributions that their chosen artist
made to their culture and what effect the artists have for people today. Near the end of class of
the first day covering this lesson, students will pair up with another student (think-pair-share)
who chose a different artist from themselves to share discoveries. The next part of the lesson will
be the students’ creation of their infographics. These will be printed off and presented in class,
as well as published online. This lesson should begin to form their understanding of how one
person can transform the lives of others by creating beautiful things. Viewing the work of these
artists should inspire them with a desire to contribute to the beauty of their own society. All
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these lessons will culminate in a class service project.
Assessment:
Type of assessment Description of Modifications Evaluation
assessment Criteria
Informal Formative At the beginning of class, Done in a group setting. In-class

Assessment (SLO 2 – we will have a class participation
this should give them discussion in which the rubric
an example of the students will be able to
reasoning that I will share their past
be looking for in their experiences and
infographics) understandings of the
Renaissance and the
purpose of beauty. This
discussion will also
include looking at The
Creation of Adam and the
Letter to Artists.
Formal Formative The students will take Grammar and writing In-class
Assessment (SLO 1) notes while exploring techniques will not be participation
resources. They are to evaluated; the students only rubric
take notes on three artists. need to give evidence that
they have spent their time
engaging in research. If a
student can provide this
information in a different
way than note taking, this
will be acceptable.
Informal Summative Students will engage in Done in a group setting In-class
Assessment (SLO 1) “think-pair-share” groups participation
in which they share their rubric
research discoveries with
a peer.
Formal Summative Each student will create If the use of Piktochart is too Infographic
Assessment (SLO 2) an infographic on one challenging for a student, a Rubric
chosen artist, highlighting simpler program can also be
three achievements of this used.
artist.
Resources:
Google Arts and Culture: Da Vinci
Google Arts and Culture: Raphael
Google Arts and Culture: Michelangelo
St. John Paul II’s Letter to Artists
MET Time Machine Resource
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Ducksters Renaissance Resource for Kids

“Renaissance Treasures” Thinglink
Actively Learn: Intro to Renaissance Article
Piktochart
In-class participation rubric
Infographic Rubric

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Lesson #2 Title: History: The Blooming of the Renaissance Grade: 6
Supporting Question: What led to the blooming of the Renaissance in Europe?

At the conclusion of this lesson, the students will be creating an interactive timeline using Tiki
Toki that highlights at least five important accomplishments of the Renaissance throughout
Europe. This tool allows users to create an in-depth and detailed timeline that they will be able to
share with others. Tiki Toki allows for a wide range of creativity through various timeline
models, as well as the ability to customize and embed their presentation with various resources.
In this way, the students will be able to demonstrate their understanding of the events that they
have chosen to focus on.
will be able to:
1. Select five different accomplishments by Renaissance figures that greatly impacted
Europe at the time of their creation.
2. Create an interactive timeline, justifying the importance of these accomplishments and
how they contributed to the flourishing of the Renaissance.

Content Curriculum Common Core State Standards Interdisciplinary Connections
Focal Points (ie: NCSS,
Indiana Standards)
Indiana 6.1.8: CCSS.ELA- After looking at an overview of
Compare the diverse LITERACY.CCRA.R.1 some of the key achievements of
perspectives, ideas, Read closely to determine what the Italian Renaissance and the
interests, and people that the text says explicitly and to impact that they had in the Civics
brought about the make logical inferences from it; lesson, students will have a chance
Renaissance in Europe. cite specific textual evidence to explore the development of the
NCSS D2.His.1.6-8. when writing or speaking to Renaissance throughout Europe.
Analyze connections support conclusions drawn from The exploration that they will
among events and the text. engage in while making their
developments in broader CCSS.ELA- timelines will aid them in
historical contexts. LITERACY.CCRA.R.2 understanding the geographical
NCSS D2.His.2.6-8. Determine central ideas or scope of the Renaissance for the
Classify series of themes of a text and analyze Geography lesson. During their
historical events and their development; summarize research, they should also learn
developments as the key supporting details and about the purposes of various
examples of change ideas. accomplishments during the
and/or continuity. CCSS.ELA- Renaissance. This will aid them
NCSS D2.His.14.6-8. LITERACY.CCRA.W.7 when we cover the Economics
Explain multiple causes Conduct short as well as more lesson, which will ask them to
and effects of events and sustained research projects based determine possible purposes for
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developments in the on focused questions, which the work was commissioned

past. demonstrating understanding of or created for.
the subject under investigation.
CCSS.ELA- Possible research for the student’s
LITERACY.CCRA.SL.1 timeline can also be connected to
Prepare for and participate the content areas of Art, Religion,
effectively in a range of Science, Math, Music, or
conversations and collaborations Literature. In this lesson, students
with diverse partners, building can research any Renaissance
on others' ideas and expressing figure and their accomplishments,
their own clearly and many of whom were involved in
persuasively. these various areas of culture.
Academic Language:
Select, Justify, Create, Chronological Thinking, European Renaissance, Humanism
Students’ Needs:
Students should have a clear idea of what chronological thinking is in order to create their
timelines. They should also understand the importance of citing their resources. Having good
research skills will also help them to identify whether an accomplishment that they discover
happened in Europe or another continent.

As this lesson does require a good amount of Similar to the English Language Learners,
reading while exploring various online resources, the number of necessary events for their
the number of necessary events for their timeline timeline can be lessened if this will aid
can be lessened if this will aid them in completing them in completing the assignment well
the assignment well. This will allow them to spend (ex. for a struggling reader this may be
more time developing their English vocabulary by helpful). Depending on their special needs,
researching concepts and words that they are not students can also be directed to resources
familiar with. Students can also be paired with a that will be the most accessible to them.
partner during the research stage. Students can also be paired with a partner
during the research stage.
Materials:
Laptops, Presentation tools, Google Arts and Culture, MET Museum time machine, Humanism
Video, Ducksters’ Renaissance Resource for Kids, Renaissance Thinglink, Poll Everywhere
Word Cloud, Tiki Toki, Actively Learn Renaissance Article
Language Function:
During the performance task for this lesson, students will be analyzing various resources to find
key accomplishments throughout the Renaissance. They will synthesize the information that they
will gather into a comprehensive timeline. This will allow them to connect various
accomplishments to show the progression and growth of the Renaissance throughout Europe.
Lesson Plan
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Before:
This lesson will begin with the supporting history question being presented to the class: “What
led to the blooming of the Renaissance in Europe?” During the previous lesson covering Civics,
the students will have looked at three artists and considered how their work contributed to the
understanding of humanity that developed during the Renaissance. From their previous research,
they should be able to contribute to a class discussion in which we will discuss how the artists
that they studied contributed to flourishing of the Renaissance. From here, students will be given
more resources to continue their journey of discovery by looking for major events or
accomplishments rather than specific figures of the Renaissance. As a class, the students will
also watch a short video about Humanism, a pivotal movement that began the Renaissance.
Students will also be reminded that this unit will culminate in a group service project. As we go
through each lesson, students should be considering how they can practically contribute to the
beauty of their own society and culture.
During:
While exploring various resources, students should be taking notes regarding the key
accomplishments that they are interested in highlighting in their timeline. Their device screens
should be viewable from the teacher’s device, but I will also be observing the students and
asking them questions about their discoveries (specifically, how did the accomplishments that
they are researching contribute to the development of the Renaissance). Early finishers will be
encouraged to continue to learn about other accomplishments and take notes on them for extra
credit. A possible re-teaching strategy would be to discuss the lesson topic and expectations with
students in need of further explanation, making sure that they are able to explain these things to
me in their own words.
After:
The students will be asked to focus specifically on the key accomplishments that they researched
and how they contributed to the development of the Renaissance in Europe. Near the end of
class of the first day covering this lesson, students will contribute to a class “word cloud” to
share one of the accomplishments that they discovered. Students will be able to see their
responses appear in real-time, hopefully generating an exciting closing discussion! The next part
of the lesson will be the students’ creation of their timelines. They will be presented in class and
will be published online. This lesson should continue to form their understanding of how one
person can transform the lives of others by creating beautiful things (specifically how their work
can influence how another person will also contribute to society!). Learning about these events
and accomplishments should inspire them with a desire to contribute to the beauty of their own
society. All these lessons will culminate in a class service project.
Assessment:
Type of Description of assessment Modifications Evaluation
assessment Criteria
Informal At the beginning of class, we will Done in a group In-class

Formative have a class discussion in which the setting. participation
Assessment students will be asked to briefly re- rubric
(SLO 2 – this visit the artists that they evaluated
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should give in the previous lesson. They are to

them an think about how their work
example of the contributed to the flourishing of the
reasoning that I Renaissance throughout Europe.
will be looking
for in their
timelines)
Formal The students will take notes while Grammar and writing In-class
Formative exploring resources. They are to techniques will not be participation
Assessment take notes on ten specific evaluated; the students rubric.
(SLO 1) accomplishments of Renaissance only need to give
figures. evidence that they have
spent their time
engaging in research. If
a student can provide
this information in a
different way than note
taking, this will be
acceptable.
Informal Students will share the name of one Done in a group setting In-class
Summative culture-shaping accomplishment on participation
Assessment this word cloud. Students will be rubric
(SLO 1) able to see their responses appear in
real-time, hopefully generating an
exciting closing discussion!
Formal Each student will create a timeline, If the use of Tiki Toki Timeline
Summative outlining five pivotal is too challenging for a Rubric
Assessment accomplishments during the student, a simpler
(SLO 2) European Renaissance. The program or tool can
accomplishments should be also be used.
explained as to what they are and
how they contributed to the
flourishing of the Renaissance.
Students should cite their resources
throughout their timeline.
Resources:
Humanism Video
“Renaissance Treasures” Thinglink
Poll Everywhere Word Cloud
Tiki-Toki Timeline Maker
Timeline Rubric
19
Lesson #3 Title: Geography: The Renaissance Throughout Europe Grade: 6

20
Supporting Question: What did the Renaissance look like in other areas of Europe at this time?
At the conclusion of this lesson, students will create a tour using Google Earth (Google Tour
Builder is now incorporated into this tool). Building a tour through Google Earth is by far the
best selection for this learning activity because of the many creative opportunities that it gives to
users. The students will be asked to choose at least 3 different Renaissance figures that are not
Italian (and are from different countries) and lead their viewers on a tour of their various
accomplishments. Using “street view,” students can “stand” at different locations and landmarks
throughout the world. The tool also offers the incorporation of pictures, 360 views and videos.
Within each location, student can add an explanation, incorporating more images and imbedding
links to other resources.
will be able to:
1. Explain how the work of at least three non-Italian Renaissance figures is unique to their
environments and cultures.
2. Create a Google Tour; choosing at least one accomplishment of each figure to highlight
at each location.

Content Curriculum Common Core State Interdisciplinary Connections
Focal Points (ie: Standards
NCSS, Indiana
Standards)
Indiana 6.1.8: CCSS.ELA- After studying how the Italian
Compare the diverse LITERACY.CCRA.R.1 Renaissance affected its culture’s
perspectives, ideas, Read closely to determine view of humanity and how the
interests, and people what the text says explicitly work of various figures contributed
that brought about the and to make logical to the blooming of the Renaissance
Renaissance in inferences from it; cite throughout Europe, students will
Europe. specific textual evidence geographically analyze the spread
NCSS D2.Geo.4.6-8. when writing or speaking to of the Renaissance. Their previous
Explain how cultural support conclusions drawn two activities will give them the
patterns and economic from the text. necessary foundational
decisions influence CCSS.ELA- understandings to view the
environments and the LITERACY.CCRA.R.7 Renaissance from a geographical
daily lives of people in Integrate and evaluate perspective. From the Civics
both nearby and content presented in diverse lesson, students will understand the
distant places. media and formats, including main ideas of the Renaissance.
NCSS D2.Geo.2.6-8. visually and quantitatively, From the History lesson, students
21
Use maps, satellite as well as in words will have been introduced to

images, photographs, CCSS.ELA- various key figures of the
and other LITERACY.CCRA.W.7 Renaissance throughout Europe.
representations to Conduct short as well as Through their exploration of
explain relationships more sustained research different cultures, students will also
between the locations projects based on focused come to an understanding of the
of places and regions, questions, demonstrating purposes for which the
and changes in their understanding of the subject accomplishments of the
environmental under investigation. Renaissance were created in
characteristics. CCSS.ELA- different countries, which will lead
NCSS D2.Geo.6.6-8. LITERACY.CCRA.SL.1 well into the Economics lesson.
Explain how the Prepare for and participate
physical and human effectively in a range of Possible research for the student’s
characteristics of conversations and tour can also be connected to the
places and regions are collaborations with diverse content areas of Art, Religion,
connected to human partners, building on others' Science, Math, Music, or
identities and cultures. ideas and expressing their Literature. In this lesson, students
own clearly and can research any Renaissance
persuasively. figure and their accomplishments,
many of whom were involved in
these various areas of culture.
Academic Language:
Explain, Create, Renaissance, Europe, Choose, Maps, Environment, Culture
Students’ Needs:
For this lesson, students should have at least a general understanding of the geography of
Europe. They should be able to identify this continent from other continents on a map. Ideally,
students will also have studied the European countries and their capitals to aid them in their
understanding of where the Renaissance figures that they are studying lived and where their
accomplishments are now located. From the previous lessons, students should have a growing
awareness of various Renaissance figures, which will aid them in their continued exploration as
they learn about more and will be asked to compare the different cultures.

As this lesson does require a good amount of Similar to the English Language
reading and writing while exploring various Learners, the number of necessary
online resources and creating the tour, the figures and accomplishments can be
number Renaissance figures and lessened if this will aid them in
accomplishments can be lessened if this will aid completing the assignment well (ex. for
them in completing the assignment well. The a struggling reader this may be helpful).
specific details required within their explanations Depending on their special needs,
can also be simplified. This will allow them to students can also be directed to
spend more time developing their English resources that will be the most
vocabulary by researching concepts and words accessible to them. A tool other than
that they are not familiar with. Students can also Google Earth could possibly also be
22
be paired with a partner during the research used to meet the goals of this lesson.
stage. Students can also be paired with a
partner during the research stage.
Materials
Laptops, Presentation tools, Mind Meister Map, MET Museum time machine, Ducksters’
Renaissance Resource for Kids, Google Earth, Padlet, White/Chalk board and markers, Actively
Learn Renaissance Article
Language Function:
Through the creation of their Google Tours, students will be describing various
accomplishments throughout the non-Italian Renaissance. This will show the influence that the
initial Italian Renaissance had on the rest of Europe. They will specifically be evaluating in their
explanations at each featured location the distinct ways in which the different environments and
cultures affected the accomplishments that they will be visiting in their Tour.
Lesson Plan
Before:
This lesson will be introduced to the students through the following supporting question:
“What did the Renaissance look like in other areas of Europe at this time?” They should
be able to contribute to a class discussion using their knowledge from their exploration
during the History lesson in which they looked at key figures and accomplishments
throughout the development of the Renaissance throughout Europe. They should be able
to explain (or make an educated guess about) how the accomplishments highlighted in
their previous project were unique to their specific environment and culture. As a class,
we will go through a few examples using their knowledge from the previous lesson. I will
explain to them that they will be continuing their research of different Renaissance figures
but from a geographical perspective. As a class, we will explore an example Google Tour
that I have created so they can see what their goal will be. Students will also be reminded
that this unit will culminate in a group service project. As we go through each lesson,
students should be considering how they can practically contribute to the beauty of their
own society and culture. Students will also be reminded that this unit will culminate in a
group service project. As we go through each lesson, students should be considering how
they can practically contribute to the beauty of their own society and culture.
During:
During this lesson, students are to be researching at least three different key non-Italian
Renaissance figures (different figures from their History task and from three different
countries). Students should be taking notes regarding the key figures and their
accomplishments that they are interested in highlighting in their Google Tour. Their
device screens should be viewable from the teacher’s device, but I will also be observing
the students and asking them questions about their discoveries (specifically, how are the
figures/accomplishments of the Renaissance in other European countries different from
those in Italy?). Early finishers will be encouraged to continue to learn about other
figures/accomplishments and take notes on them for extra credit. A possible re-teaching
strategy would be to discuss the lesson topic and expectations with students in need of
23
further explanation, making sure that they are able to explain these things to me in their
own words.
After:
The students will be asked to focus specifically on the key figures and their
accomplishments that they researched and how they represent the unique qualities of the
Renaissance in specific countries. Near the end of class of the first day covering this
lesson, students will share one of their discoveries to a class Padlet map as an exit slip.
After this, they will create graffiti walls on the board based on the country of the
accomplishment that they posted, highlighting what made the Renaissance in other
cultures different from Italy. The next part of the lesson will be the students’ creation of
their Google Tours. They will be presented in class and will be published online. This
lesson should continue to form their understanding of how one person can transform the
lives of others by creating beautiful things. Learning about these events and
accomplishments should inspire them with a desire to contribute to the beauty of their
own society. All these lessons will culminate in a class service project.
Assessment:
assessment Criteria
Informal At the beginning of the Done in a group setting. In-class

Formative lesson, students will use their participation
Assessmen knowledge from their rubric
t (SLO 2 – exploration during the
this should History lesson in which they
give them looked at key figures and
an example accomplishments throughout
of the the Renaissance to contribute
reasoning to a class discussion. They
that I will should be able to explain (or
be looking make an educated guess
for in their about) how the
tours) accomplishments highlighted
in their previous project were
unique to their specific
environment and culture.
Formal The students will take notes Grammar and writing In-class
Formative while exploring resources. techniques will not be participation
Assessmen They are to specifically take evaluated; the students only rubric
t (SLO 1) notes on three non-Italian need to give evidence that
Renaissance figures as well they have spent their time
as one accomplishment for engaging in research. If a
each figure. student can provide this
information in a different
way than note taking, this
24
will be acceptable.
Informal As an exit slip, students will Done in a group setting In-class
Summative post on this class Padlet, participation
Assessmen sharing one sentence and an rubric
t (SLO 1) image of one non-Italian
Renaissance
accomplishment. This can be
one of their three chosen
artists and accomplishments.
They will also create graffiti
walls in groups.
Formal Each student will create a If the use of Google Earth is Google
Summative Google Tour of at least 3 too challenging for a student, Tour Rubric
Assessmen different Renaissance figures a simpler program or tool
t (SLO 2) that are not Italian (and are can also be used. The
from different countries), requirements can also be
leading their viewers on a simplified.
tour of at least one
accomplishment per figure.
They should choose key
figures that are different
from those that they
highlighted in their timeline.
Resources: Include models of artifacts, assessments, rubrics, and online resource links
incorporated into the lesson, if applicable.
Model Google Tour
Mind Meister map of the Northern Renaissance
Padlet Map “Exit Slip”
Google Earth
Google Tour Rubric
Lesson #4 Title: Economics: The Financers of the Renaissance Grade: 6

25
Supporting Question: How were the accomplishments of the Renaissance financed?
At the conclusion of this lesson, students will contribute to a Mentimeter, creating a class
discussion board that will provide many different examples of how the works of the Renaissance
were financed. I choose this tool because I wanted the final assessment for this lesson to be more
discussion based. Mentimeter offers users the ability to create interactive presentations in which
they can add questions, polls, quizzes, discussion boards and more to them. At the conclusion of
a presentation in which we discuss the various financial supporters of the Renaissance, students
will be given a source image of a Renaissance accomplishment. Through research, they will be
asked to determine, with a partner, the actual or a possible financial supporter of their
accomplishment. They will then post their reasoning to the Mentimeter discussion board to share
with the class.
will be able to:
1. Discuss and determine the actual or possible purposes for which a Renaissance work was
commissioned for.
2. Create a response post, contributing to a class discussion board of various financial
contributors to the Renaissance.
3. Apply what they have learned to their own lives, discussing how they can contribute to
the beauty of the world through their own economic decisions.

Content Common Core State Standards Interdisciplinary Connections
Curriculum Focal
Points (ie: NCSS,
Indiana
Standards)
Indiana 6.1.8: CCSS.ELA- This final content strand of the
Compare the LITERACY.CCRA.R.1 Renaissance unit will be a good
diverse Read closely to determine what conclusion to the other three strands
perspectives, the text says explicitly and to as well as a good transition into the
ideas, interests, make logical inferences from it; final summative assessment and
and people that cite specific textual evidence class service project. While doing
brought about the when writing or speaking to research during the Civics, History,
Renaissance in support conclusions drawn from and Geography strands, students
Europe. the text. undoubtedly read about families
NCSS CCSS.ELA- and institutions that supported the
D2.Eco.1.6-8. LITERACY.CCRA.R.7 work of the Renaissance. The
Explain how Integrate and evaluate content transformation of culture,
economic presented in diverse media and development of various
decisions affect formats, including visually and technologies, and global impact of
26
the well-being of quantitatively, as well as in the Renaissance would not have

individuals, words. been possible had they not been
businesses, and CCSS.ELA- economically supported by those
society. LITERACY.CCRA.W.7 who were capable of doing so. This
NCSS Conduct short as well as more will lead into a discussion of how
D2.Eco.3.6-8. sustained research projects our economic choices directly
Explain the roles based on focused questions, impact the world around us, either
of buyers and demonstrating understanding of negatively or positively.
sellers in product, the subject under investigation.
labor, and CCSS.ELA- The content of this lesson could be
financial markets. LITERACY.CCRA.SL.1 interrelated with a Math lesson
NCSS Prepare for and participate while discussing money. It could
D2.Eco.13.6-8. effectively in a range of also tie into a discussion in
Explain why conversations and Religion about the importance of
standards of collaborations with diverse financially supporting the Church
living increase as partners, building on others' and other important institutions that
productivity ideas and expressing their own contribute to the beauty and well-
improves. clearly and persuasively. being of society.
Academic Language:
Discuss, Determine, Create, Apply, European Renaissance, Commission, Finance
Students’ Needs:
Once we reach this lesson as a class, students should have a firm understanding of the European
Renaissance and the various components of it, which should aid them in their reasoning of the
economic purposes and effects of it. Through their own personal experiences in economics
(within their family or personally), they should have an understanding of how productivity and a
stable economic environment increases ones’ standard of living.

This lesson consists primarily in viewing This lesson consists primarily of a visual
visuals of the work of Renaissance figures. component, making it readily adaptable for
Though reading descriptions will also be students with any special needs. A
required, the assistance of the teacher and Renaissance work that is simpler regarding
peers will be readily available (the students determining its commissioning purpose
will be working in groups). The explanations may be given to a student if needed (ex. if a
on the class discussion board are to be student has an intellectual disability/delay
written in the students’ own words. This will or is a struggling reader). The discussion
encourage language growth but also not board posts will also be done in groups of
make the project too challenging. Students two, allowing for peer assistance. Students
can also be paired with a partner during the can also be paired with a partner during the
research stage. research stage.
Materials:
27
Laptops, Presentation tools, Medici Family Video, MET Museum time machine, Ducksters’
Renaissance Resource for Kids, Google Arts and Culture, Getty Teaching Resources,
Mentimeter
Language Function:
Students will be required to interpret their research regarding a Renaissance accomplishment to
determine the actual or possible purposes for which the work was commissioned for. The
students will then explain their reasoning using the Mentimeter class discussion board. Studying
the economic reasons behind the European Renaissance should deepen their understanding of the
importance of making economic decisions that support important institutions and charities that
contribute to the well-being and beauty of society.
Lesson Plan
Before:
This lesson will open with a class discussion in which the students will be asked to think
about their previous research throughout the unit. In connection to the supporting
question, they will be asked if they have read about any prominent families, communities,
or institutions that contributed financially to the work of the Renaissance. After engaging
them in the content through that question, the students will watch a video about the
famous Italian Medici family, who are only one example of a financial support during the
Renaissance. We will then discuss several other examples of other economic supports and
the students will be able to practice determining possible financial supports as a class. The
students, in pairs, will then be given an image of one famous Renaissance
accomplishment. They will be expected to discuss and determine the actual or possible
purposes for which a Renaissance work was commissioned for. Students will also be
reminded that this unit will culminate in a group service project. As we go through each
lesson, students should be considering how they can practically contribute to the beauty of
their own society and culture.
During:
During the lesson, students should be taking notes regarding their research. Their device
screens should be viewable from the teacher’s device, but I will also be observing the
students and asking them questions about their discoveries (specifically, what are the
actual or possible purposes for which their Renaissance work was commissioned for?)
Early finishers will be encouraged to continue to learn about other Renaissance works and
the financial support accompanying them, taking notes on them for extra credit. A
possible re-teaching strategy would be to discuss the lesson topic and expectations with
students in need of further explanation, making sure that they are able to explain these
things to me in their own words.
After:
The students will be asked to focus specifically on the Renaissance work that has been
assigned to them and the purposes for which it was commissioned for. Near the end of
class, students will share what they learned to the Mentimeter discussion board. After this,
they will be engaged in a class discussion. Students will be asked to view each other’s
28
contributions and comment on anything they found interesting. They will then apply the
content to their own lives: how do their economic choices directly impact the world
around them, either negatively or positively? What can they do, as sixth graders (and
looking ahead as they get older) to support important institutions and charities that
contribute to the well-being and beauty of society? This lesson should continue to form
their understanding of how one person can transform the lives of others by creating
beautiful things (and specifically how they can support those who do!). Learning about
these events and accomplishments should inspire them with a desire to contribute to the
beauty of their own society. As this is the last lesson of the unit, the students will then
begin their Summative Assessment Task for the unit. For this, they will create a
presentation in which they explain and analyze in depth the impact of one Renaissance
figure. While working on this, they will also begin to decide, as a class, how they will take
informed action! The students will create a list of possible ways in which they could
practically contribute to the beauty of their society, participating in God’s creative action.
As a class, they will choose one action and seek to carry it out as a group service project.
Assessment:
assessment Criteria
Informal This lesson will open with Done in a group setting. In-class
Formative a class discussion in which participation
Assessment the students will be asked rubric
(SLO 2 – to think about their
this should previous research
give them throughout the unit. In
an example connection to the
of the supporting question, they
reasoning will be asked if they have
that I will be read about any prominent
looking for families, communities, or
in their institutions that contributed
discussion financially to the work of
board posts) the Renaissance.
Formal With a partner, students Grammar and writing In-class
Formative will take notes while techniques will not be participation
Assessment exploring resources. They evaluated; the students only rubric
(SLO 1) are to take notes on what need to give evidence that they
their given Renaissance have spent their time engaging
work is and the actual or in research. If a student can
possible purposes for provide this information in a
which a Renaissance work different way than note taking,
was commissioned for. this will be acceptable.
Formal With a partner, students Done in a group setting In-class
Formative will share what they participation
Assessment learned to the Mentimeter rubric
29
(SLO 1) discussion board. They will

explain 1) what the work is
and 2) what are the actual
or possible purposes for
which the Renaissance
work was commissioned
for?
Informal At the end of the lesson, Done in a group setting In-class
Summative they will apply the content participation
Assessment to their own lives: how do rubric
(SLO 3) their economic choices
directly impact the world
around them, either
negatively or positively?
What can they do, as sixth
graders (and looking ahead
as they get older) to
support important
institutions and charities
that contribute to the well-
being and beauty of
society? This is something
that we could discuss doing
as a class!
Resources:
“Medici Family and Florentine Renaissance” Video
Google Arts and Culture
Getty Teaching Resources
Mentimeter Prompt
Reference Page and Appendices

References
McElhany, J. S. (2017). Awakening student ownership: Transitioning to a student-centered
30
environment. Art Education, 70(1), 29-35.
Hilton, J. T. (2015). A case study of the application of SAMR and TPACK for reflection on
technology integration into two social studies classrooms. The Social Studies, 107(2),
68-73.
Saye, J. W., Stoddard, J., Gerwin, D. M., Libresco, A. S., Maddox, L. E. (2018). Authentic
pedagogy: Examining intellectual challenge in social studies classrooms. Journal of
Curriculum Studies, 50(6), 865-884.
Appendices
Stage 1: Unit Design
Unit Grade Level – 6
Topic – The Role of Beauty in Renaissance Europe
Number of Days: 8
Interdisciplinary Assistance: As this unit covers content from the subject areas of Science,
Religion, Math, Literature, and Art, there are many outside experts that could be invited
into the classroom! For example, a local engineer could come discuss the inventions of Da
Vinci. It would be amazing to have a theologian like Bishop Robert Barron, whose work
inspired my topic idea and compelling question, come speak to my students. He has based
his method of evangelization on the belief that it is beauty that will lead souls to God.
Standards Alignment
CCSS Indiana Social Studies
CCSS.ELA-LITERACY.CCRA.R.1 6.1.8: Compare the diverse perspectives, ideas,
Read closely to determine what the text says interests, and people that brought about the
explicitly and to make logical inferences from it; cite Renaissance in Europe.
specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
Integrate and evaluate content presented in diverse
media and formats, including visually and
quantitatively, as well as in words
31

Compelling Question How does beauty change a culture?
Supporting Question Supporting Question Supporting Question Supporting Question
Civics History Geography Economics
How did the cultural What led to the blooming What did the Renaissance How were the
advancements of the of the Renaissance in look like in other areas of accomplishments of the
Renaissance change the Europe? Europe at this time? Renaissance financed?
perspective of humanity?
Formative Performance Formative Performance Formative Performance Formative Performance
Task Task Task Task
Students will compare After examining the Examine the In groups, students will
three of the great artists history and achievements achievements throughout be given a work of art
of the Italian Renaissance of the Renaissance the Northern and they are to discuss
that represent the use of throughout Europe, Renaissance. As a class, and determine the
at least three different students will create an students will create a possible people or
mediums. They will also interactive timeline using
Padlet map as well as purposes for which the
create an infographic Tiki Toki. Their graffiti walls to share work was commissioned
using Piktochart, timelines should discoveries and learn or created for. Using a
highlighting one of these highlight at least five about the uniqueness of class Mentimeter, the
artists and the important different cultures. Using students will create a
contribution that their accomplishments of the Google Earth, students class blog that will
work made to humanity. Renaissance. will also identity unique provide many different
characteristics found examples of how the
within three different works of the Renaissance
cultures through the were financed.
creation of a virtual tour.
Featured Sources Featured Sources Featured Sources Featured Sources
Source A: Google Arts Source A: MET Museum Source A: Google Earth Source A: Video:
and Culture: Da Vinci, Europe 1400 – 1600 time Source B: Mind Meister “Medici Family and
Michelangelo, and machine map of The Northern Florentine Renaissance”
Raphael Source B: Humanism Renaissance Source B: Images from
Source B: MET Museum Video Source C: Ducksters Google Arts and Culture
Europe 1400 – 1600 time Source C: Ducksters Renaissance Resource for Source C: Actively
machine Renaissance Resource for Kids Learn: Intro to
Source C: Ducksters Kids Source D: MET Museum Renaissance Article
Renaissance Resource for Source D: Renaissance Europe 1400 – 1600 time Source D: Ducksters
Kids Treasures Thinglink machine Renaissance Resource for
Source D: Excerpts from Source E: Actively Source E: Actively Kids
St. John Paul II’s Letter Learn: Intro to Learn: Intro to Source E: MET Museum
to Artists Renaissance Article Renaissance Article Europe 1400 – 1600 time
Source E: Actively machine
Learn: Intro to Source F: Images from
Renaissance Article Getty Teaching
Source F: Renaissance Resources
Treasures Thinglink
Summative Assessment Task How does beauty change a culture?
At the completion of this unit, students will be able to create a
presentation (a detailed infographic, timeline, interactive slides, etc.) that
explains and analyzes the impact of one Renaissance figure. They may
32
pick a historical figure that worked in any medium, including writing or

engineering (inventions). Students may pick a figure that they previously
researched in a formative assessment, but they will be expected to dive
deeper into the figure’s accomplishments and universal impact. Using
their presentation, students will create a personal explanation through a
video that responds to the compelling question “How does beauty change
a culture?”
Taking Informed Action Identify examples of beauty within the students’ lives. What is the source
of that beauty?
Create a list of possible ways that students could practically contribute to

the beauty of their society, preserving what God has given us and
participating in His creative action.
As a class, choose one action and carry it out as a group service project.
Examples:
- Spending a day at a nursing home
o Students could choose different activities that connect to
the work of their Renaissance figure for their summative
assessment. For example, some students could do
landscaping work, others could do a craft project or
science experiment with residents, and others could visit
with residents and read them a story.
- Contributing to the renovation of a local park
o Some students could do gardening, some could paint a
mural, and others could assemble park benches.
Stage 2: Research
1) Student Centered Learning Pedagogy with a Focus on Engagement
Understanding the importance of allowing students to claim ownership of their work
through independence and creativity, Jacqueline S. McElhany (2017) shares with readers a
personal experience of a lesson she has learned as a teacher. In her first year of teaching,
McElhany began to implement the teacher-centered pedagogy that she learned in her schooling,
but quickly found that it was ineffective in reaching her goals. As an art teacher, she hoped that
mask-making would be a fun project for her eight-grade students, but it ended up becoming an
experience of frustration for all involved because of the control that she placed over her students’
choices. Her desire to integrate content areas by introducing the unit with exploring the West
33
African Dogon Tribe was a great idea; but requiring the students to create their own West
African masks held no meaning to them. The following year, McElhany continued to use the
history of a tribe as an example but tied it to the “big picture” theme of identity. Before even
presenting any ideas to her students, she had them brainstorm and map out what the word
“mask” meant to them. After showing them several other examples and getting them started, the
only requirements her students had were to be creative, not reproduce what someone else has
done, and represent their identity. McElhany found that that this transition to a student-centered
approach led to an explosion of excitement, engagement, and self-expression. The project left her
students with a greater self-confidence and an awareness of the uniqueness and diversity of
humanity.
This personal story expresses an experience that many teachers can relate to. Creativity is
a necessary component in designing lessons and units, but it is not always easy to achieve.
McElhany inspires both educators and future educators to think big and not be afraid of leading
themselves and their students into unknown experiences. If they are well planned and grounded
in solid research, these experiences will surely reap many fruits for both student and teacher
alike. Through her humility in openly sharing and embracing her failures, McElhany also
encourages students and teachers to adopt a growth mindset. When her students were afraid to
explore and take risks, the following became her new motto: “I would rather see you try
something new and mess up than not try at all” (p. 31). This article is a great resource for
teachers as they seek to enhance their pedagogical methods.
McElhany, J. S. (2017). Awakening student ownership: Transitioning to a student-centered
environment. Art Education, 70(1), 29-35.

34
2. Social Studies/History Pedagogy with Civic Impact
Seeking to find a solution for the lack of engagement and long-term civic impact on
students within social studies classrooms, Saye et al. (2018) provides pre-service and in-service
teachers of every age level with several ideas. Their study follows ten different high school
classrooms throughout the United States, all of which require that students pass high-stakes state
tests over social studies content prior to graduation. To measure the meaningfulness that these
courses had upon the observed classes, the authors created what they termed as the Authentic
Intellectual Work (AIW) standards. These standards evaluated the pedagogy of the instructors
and their ability to facilitate higher order thinking, guide their students in forming deep
knowledge, cultivate substantive conversation between students, and encourage connectedness to
the real world. They concluded that teachers who solely focused on having their students obtain
high test scores scored extremely low on these standards. Beyond this desire, they also found that
“teacher decision-making involves personal factors such as epistemology and beliefs about
students, teaching and learning, as well as dispositional openness to ambiguity and risk-taking”
(p. 879). To develop authentic and meaningful teaching strategies, educators must believe that
their content has purpose and that their mission is to form autonomous, competent thinkers who
desire to bring goodness to the world. The authors state that “responsive teaching relies on
teacher’s continuous evaluation of student engagement in cognitively demanding tasks, pressing
students to explain, justify, and extend their reasoning, and supporting them in their efforts
through modeling and dialogue . . . [it is] contingent on students recognizing tasks as worthy of
their effort” (p. 879 - 880). When teachers educate with these values and goals as their
foundation, they score highly on the AIW standards.

35
Though this article focuses on the education within high school classrooms, the values it
challenges social studies teachers to embody can apply to those of any grade level. Teaching
social studies and the content areas it contains (history, geography, civics, and economics) is not
about requiring students to memorize and restate facts. Students should be encouraged to
understand content in light of the world and their purpose within it. Teachers should “support
cognitive autonomy, asking students to generate original solutions to problems and to use
knowledge in meaningful ways that can be applied beyond the immediate classroom setting” (p.
866). A child’s “cognitive autonomy” expands with age and must be cultivated from the
beginning of their education by teachers who are able to instruct them in higher-level thinking
skills. Even a primary-age student should be encouraged to look outside of their classroom to
find ways in which they can positively impact those around them. During one’s time as a pre-
service teacher, the pedagogical values that are expressed within this article should be seriously
considered and become part of one’s philosophy of teaching. The calling to contribute to the
formation of souls is a high one. It requires of the educator a willingness to work hard to nurture
the minds and hearts of students to become good citizens of their country, but more importantly
citizens of heaven.
Saye, J. W., Stoddard, J., Gerwin, D. M., Libresco, A. S., Maddox, L. E. (2018). Authentic
pedagogy: Examining intellectual challenge in social studies classrooms. Journal of
Curriculum Studies, 50(6), 865-884.
3. Effectiveness of Technology Integration

36
By practically evaluating the use of the SAMR (Substitution, Augmentation,
Modification, and Redefinition) and TPACK (Technological Pedagogical Content Knowledge)
models within a diverse eighth grade class, Hilton (2015) explores how educators should both
understand and use technology within their classrooms. After explaining the theories behind
these two models, the author shares the experiences of two veteran teachers as they learn about
and seek to integrate these two concepts into their pedagogical practices. Hilton describes the
goals of SAMR as being similar to those of Bloom’s Taxonomy. The model “provides a means
for examining each learning task to determine the depth and complexity of technology
integration” (p. 69). Its goal is to provide students with opportunities to engage in Redefinition,
learning experiences that would not be possible without the use of technology. TPACK can be
described as “a teacher’s understanding that emerges from interactions among content,
pedagogy, and technology knowledge” (p. 70). The author observes that, since technology is
rapidly and constantly advancing, teachers must continually seek to learn and grow in their
awareness of how to use technology creatively within their classrooms. Due to this constant state
of change, Hilton admits the inevitable reality of facing obstacles. Despite this, he assures
educators that, through flexibility and reflection, they can creatively and effectively “maximize
their use of resources and the learning possibilities of their students” (p. 73).
In his article, Hilton provides a practical and relatable message for both pre-service and
in-service teachers as they seek to effectively integrate technology within their classrooms. He
introduces the SAMR and TPACK models, both of which are simple to understand and use in
reflecting on and developing one’s pedagogical methods. By incorporating the experiences of
two teachers as they engage with the models, he provides a great resource for pre-service
teachers to examine as they experiment and learn to use these teaching frameworks themselves.
37
With a goal of providing students with the greatest learning experiences possible, this article is a
great introduction for future educators to build from. Hilton gives them an example of how to
craft learning experiences that challenge the way in which they and their students view content
material and technology. He challenges them to use skills that with transform each of these
learning tools into a new and engaging experience.
Hilton, J. T. (2015). A case study of the application of SAMR and TPACK for reflection on
technology integration into two social studies classrooms. The Social Studies, 107(2),
68-73.

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1

The Role of Beauty in Renaissance Europe

Sister Marie Thérèse Lolmaugh, OSF

systems (areas of migration and population growth).

class field trip will be planned for a later date.

better support their growth in these areas.

and communication skills as they learn together.

Outcomes/Standards/ Evidence Alignment

conversations and collaborations with diverse

projects based on focused questions, demonstrating

Ownership: Transitioning to a Student-Centered Environment, Jacqueline S. McElhany (2017)

which will produce greater long-term effects for them.

A student-centered pedagogy should greatly affect how an educator teaches Social

Responsive teaching relies on teacher’s continuous evaluation of student engagement in

When considering the importance of technology integration within education, teachers

Redefinition), TPACK (Technological Pedagogical Content Knowledge), and Bloom’s

Lesson Plans including assessments

Unit Title: The Role of Beauty in Renaissance Europe

Lesson #1 Title: Civics: Changing the Perspective of Humanity Grade: 6

Compelling Question: How does beauty change a culture?

Rationale for contemporary technology integration:

Grade Level Guide: Content Standards

English Language Learners Special Needs

involvement in politics. A good citizen contributes to society, seeking to make it a more

these lessons will culminate in a class service project.

Informal Formative At the beginning of class, Done in a group setting. In-class

Ducksters Renaissance Resource for Kids

Unit Title: The Role of Beauty in Renaissance Europe

Lesson #2 Title: History: The Blooming of the Renaissance Grade: 6

Compelling Question: How does beauty change a culture?

Supporting Question: What led to the blooming of the Renaissance in Europe?

Rationale for contemporary technology integration:

Grade Level Guide: Content Standards

developments in the on focused questions, which the work was commissioned

English Language Learners Special Needs

Informal At the beginning of class, we will Done in a group In-class

should give in the previous lesson. They are to

Unit Title: The Role of Beauty in Renaissance Europe

Lesson #3 Title: Geography: The Renaissance Throughout Europe Grade: 6

Compelling Question: How does beauty change a culture?

Rationale for contemporary technology integration:

Grade Level Guide: Content Standards

Use maps, satellite as well as in words will have been introduced to

English Language Learners Special Needs

Informal At the beginning of the Done in a group setting. In-class

Unit Title: The Role of Beauty in Renaissance Europe

Lesson #4 Title: Economics: The Financers of the Renaissance Grade: 6

Compelling Question: How does beauty change a culture?

Supporting Question: How were the accomplishments of the Renaissance financed?

Rationale for contemporary technology integration:

Grade Level Guide: Content Standards

the well-being of quantitatively, as well as in the Renaissance would not have

English Language Learners Special Needs

(SLO 1) discussion board. They will

Reference Page and Appendices

environment. Art Education, 70(1), 29-35.

pedagogy: Examining intellectual challenge in social studies classrooms. Journal of

Curriculum Studies, 50(6), 865-884.

their own clearly and persuasively.

pick a historical figure that worked in any medium, including writing or

Create a list of possible ways that students could practically contribute to

Understanding the importance of allowing students to claim ownership of their work

teachers as they seek to enhance their pedagogical methods.