Signature Assignment: Cross-Curricular Unit

Damian Liljegren

Pima Community College (EDC 277)

Learning Goals (AZCCRS & Beyond Textbook – Standards

used in the Vail School District – Which are the ones I used

in my lesson plans, except for Art)

Social Studies:

S2.C4.PO1 - Analyze the results of Renaissance thoughts and theories: a. rediscover

of Greek and Roman ideas b. humanism and its emphasis on individual potential and
achievements c. scientific approach to the natural world e. innovations in the arts
and sciences.

HS.2SS.C4.PO1 – The highly proficient student can connect ideas of the Renaissance
to Ancient Greek and Roman ideas.

HS.2SS.C6.PO2 – The highly proficient student can explain how new scientific ideas
and discoveries changed the way people understand the world.

ELA:

11-12.RL.1 - Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.

11.W.02 – The highly proficient student can write highly effective

informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization,
analysis, and formatting of content.

11.L.03 - The highly proficient student can apply knowledge of language to

understand how language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading or listening.

Art:
VA.CR.1.HS1a - a. Use multiple approaches (such as exploring artwork from the past,
experimenting with materials, expressing a personal concern, etc.) to begin creative
endeavors.

Learning Objectives:

1. Using class notes and other references students will write a 3-paragraph essay
defining “humanism” and how it relates to today’s society with at least 2 detailed
examples.

2. Using class notes and other references students will create a slideshow
presentation on a key figure from the Renaissance, detailing at least 4 of his
contributions and how they’re significant to modern society.

3. Using texts and other references students will create an outline (from guided
reading practice) summarizing a selection from Machiavelli’s, “The Prince,” citing at
least 3 key points relevant to today’s society.

4. Using class notes and other references students will create a detailed and colored
drawing (either unique or replica of Renaissance art) that utilizes at least 2
techniques that were exemplified during the Renaissance.

5. Using class notes and other references students will create a 3-person group
slideshow presentation on 3 key figures and/or concepts from the
Renaissance/Scientific Revolution, accurately relating their contributions in science
to modern-day society.

Theme:

The theme of my integrated unit is how ideals spawning from the Renaissance
(humanism, rationalism, empiricism, the Scientific Method, etc.) forever influenced
the societies that followed. The unit will cover the revival of Greco-Roman ideals,
humanism (critical thinking and evidence), the Renaissance, the Scientific
Revolution, and key individuals and their works during this time period. I chose this
theme because, as a social studies teacher, the fundamental basis for all my lessons
is rationalism and encouraging critical-thinking skills. So I thought it would be fun to
do a cross-curricular unit on the ideals, teachings, and pieces of work from the
Renaissance period. I anticipate this unit needing ten days for completion. "In this
manual, integrated curriculum refers to the materials and pedagogical strategies
used by multidisciplinary teams of teachers to organize their instruction so that
students are encouraged to make meaningful connections across subject areas"
(ConnectEd, 2010, p. 2). At the end of this unit of instruction, my students will be
able to make meaningful connections between the Renaissance era and modern-day
society across the subjects of History, ELA, and Art.

Days 1-2: Inception of Renaissance and its ideals (defining theism, atheism,
agnosticism, humanism, etc.) – Humanism Essay

Days 3-5: Key figures of the Renaissance and their pieces of work – “Renaissance
Man” Project

Day 6: Machiavellianism and modern political science via Guided Reading Procedure
(GRP) – Outline of GRP summarizing a section from Machiavelli’s, “The Prince”

Day 7: Art themes and techniques of the Renaissance – Renaissance replica or

unique drawing using 2 techniques developed during the Renaissance

Days 8-10: Key figures and concepts of the Scientific Revolution and the
significances they had on science and influences on modern-day society –
Renaissance/Scientific Revolution Key Figures/Concepts Project

Essential Question:
How did the ideals from the Renaissance and the Scientific Revolution influence the
ways we live today?

Key Questions:

1. What Greco-Roman ideals were revived during the Renaissance?

2. How did humanist ideals reflect those of the Greeks and Romans?

3. What role did humanists play in the development of Renaissance ideals?

4. What is the difference between the heliocentric model and the geocentric model?

5. How did these models (heliocentric and geocentric) trigger a conflict between
science and religion?

6. How did the Scientific Method and Newton's Laws change the way people view
the world?
7. Who are some key figures from this period (Renaissance/Scientific Revolution)
and what are some of their pieces of work?

8. How did the techniques and themes in Renaissance art differ from previous art?
How are they prevalent in today’s art?

9. In what ways did the Renaissance and Scientific Revolution influence future

societies?

Assessment Plan:

Formative Assessments: Students will write an essay, do a guided reading practice

with a quiz, create a drawing (replica or unique) using 2 different techniques from
the Renaissance, and develop a group slideshow presentations based on key figures
from the Renaissance.

Summative Assessment: At the end of this unit, Students will complete a small-
group (3 students per group) slideshow presentation (to be presented to the class)
that connects 3 different key individuals and/or concepts from the
Renaissance/Scientific Revolution and their ideals to how we deal with issues in
today’s world (government, social, religious, etc.). Rubric uploaded with unit plan.

Key vocabulary and concepts from this lesson/unit will be on both the test review
and test. Students will have the chance to correct any incorrect responses they
received on the test for 50% of the point value. Many of these vocabulary words and
concepts will show up in future lessons for reiteration.

Incorporated into My Unit:

Literacy (reading and writing) – Students will be reading various handouts and
articles on websites related to the Renaissance and Scientific Revolution. They will
also read a selection from Machiavelli’s, “The Prince” for their GRP. Students will
write a 3-paragraph essay on “humanism” as well as selected summaries for their
slideshows.

Integration of other content areas – Students will learn about the history
surrounding the Renaissance and the Scientific Revolution, how to read and write
about what they’re learning, and how to apply some art themes and techniques to
create their own drawings.
Technology – Students will use Chrome Books and effectively search the Internet
for sources that assist them in accurately addressing their assignments (essay,
drawing, outline, and slideshows).

21st Century Learning Skills – Students will collaborate with other students as well
as the teacher, exercise critical-thinking skills often through various activities
(think-pair-share, Venn diagrams, answering numerous higher-thinking questions,
etc.) and synthesizing their research and own thoughts in their essays and
slideshows, and they will demonstrate their creativity through their drawings using
techniques from the Renaissance.

Learner Collaboration – Students will collaborate with one another on a daily

basis through Think-Pair-Shares, Venn diagrams, small-group discussions, and via
slideshow presentations.

Development of diverse social and cultural perspectives that help foster

understanding of local and global issues – The students will be studying,
discussing, and analyzing ideals from the Renaissance and Scientific Revolution,
which means they’ll be fostering an understanding of diverse social and cultural
perspectives via discussions and activities about religion and spirituality (theism,
atheism, agnosticism), how it influenced the Renaissance (humanism, empiricism,
rationalism, etc.), and how numerous cultural perspectives led to and developed the
ideals of the Renaissance and Scientific Revolution. The students will read, discuss,
and write about the ideals of the Renaissance, which are pertinent to local and
global issues of today because they helped shape who we are as a society
(government, art, philosophy, religion, etc.), how we’ve evolved, and how we live
today.