Revolutions of Thought: The Renaissance and Scientific Revolution

Grade: 7th

Class: World History

Day 1: Origins of the Renaissance

Purpose: The purpose of this lesson is to introduce the Renaissance by relating it to classical
influences. The lesson introduces concepts of travel, commerce, art, city-states, and humanism.
This lesson is going to provide the foundation for the unit moving forward by making
connections to prior knowledge and themes from English/Language Arts.
Content Standards:
7.8.1.
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
Craft and Structure:
4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
Integration of Knowledge and Ideas
7. Integrate visual information (e.g. in charts, graphs, photographs, videos,
or maps) with other information in print and digital texts
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.

Objectives:
SWBAT recall classical architecture by responding to opener where they compare
classical art and architecture from Greece and Rome.
SWBAT organize information by taking cornell notes during an introductory powerpoint
lecture.
SWBAT visualize the Renaissance by examining an illustration alluding to the roots and
concepts of the Renaissance.
SWBAT identify the concepts and influences of the Renaissance by interpreting and
explaining the aforementioned illustration.
Procedure:
Opener:
Students will respond to a prompt asking them to list observations and
background knowledge on classical art forms and architecture. These images will
be projected on the board.
Direct Instruction:
Students will take cornell notes on a lecture describing the setting for Renaissance
developments. The lecture will answer the question, What was the
Renaissance? The lecture will discuss renewed interest in the Classical world
through art. Also themes of growing trade, commerce, and city-states will be
discussed.
Image Analysis:
Students will write down observations of an illustration alluding to the concepts
and influences of the Renaissance. The image is of a flowering plant with roots,
sun, and tools each representing a concept of the Renaissance.
Closer:
Students will be asked to share their thoughts on the illustration. They will be
asked to explain the imagery and metaphors in the illustration; how it relates to
the Renaissance.

Day 2: Humanism and Thomas More

Purpose: The purpose of this lesson is to build on the concept of humanism by having
students participate in a direct instruction lecture and a guided reading of an excerpt of Thomas
Mores Utopia. Students will then use this reading to synthesize their understanding and
individual perception of their own utopia. This lesson gets students applying concepts of
humanism through art and writing.

Content Standards:
7.8.1.
7.85.
Common Core Frameworks:
Social Science Reading Standards
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Craft and Structure:
4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/ social science.
5. Describe how a text presents information. (e.g. sequentially,
comparatively, causally)
6. Identify aspects of a text that reveal an authors point of view or
purpose (e.g. loaded language, inclusion or avoidance of particular facts).
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.
Objective:
SWBAT consider what they would want in an imaginative utopian world by
responding to the opener.
SWBAT identify the historical development and characteristics of humanism, and how it
relates to the Renaissance by taking cornell notes on a powerpoint lecture.

 SWBAT understand humanism concepts by participating in a guided reading of Thomas

Mores Utopia.
SWBAT illustrate humanist ideas and apply their background knowledge by drawing and
describing an utopian society.
Procedure:
Opener:
If you could create a perfect world, or utopia, what would it look like?
What type of rules, traditions, and social norms would exist in your utopia?
Direct instruction:
Students will take cornell notes on a lecture describing historical context and the
emergence of humanism during the Renaissance. The lecture will focus on key
questions like, How has the revival of classical learning and the arts fostered new
interest in humanism? and How can we see the effects of the study of
humanism today?
Reading Activity:
Students will participate in a guided reading of an excerpt of Thomas Mores
Utopia. This reading will work as an example of humanism and the increased
study of the humanities in addition to the continued classical studying of religious
matters. During this guided reading, students will participate in short whole class
discussion questions to check for understanding.
Drawing Activity/ Homework:
Students will be asked to illustrate what their ideal society or world would look
like in utopian terms. They will reflect on what they thought of during the class
opener. They will also write on the back a brief paragraph about their utopia.
Closure:
Teacher will ask for student volunteers to share what their utopia would look like.
After the volunteers, the teacher will randomly select students to share.

Day 3: Renaissance Artists

http://www.vatican.va/various/cappelle/sistina_vr/index.html

Purpose: The purpose of this lesson is to introduce students to famous Renaissance artists and
how their work reflected and influenced the culture and relations of power present at the time.
This lesson is meaningful because it connects to the inter-disciplinary theme of power and
privilege.

Content Standards:
7.8.1
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
Content and Structure:
6. Identify aspects of a text that reveal an authors point of view or
purpose (e.g. loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas:
7. Integrate visual information (e.g. in charts, graphs, photographs, videos
or maps) with other information in print and digital texts.
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.

Objectives:
SWBAT write what they consider art, and what are their favorite artists and forms of art
by responding the opener.
SWBAT conceptualize the art and artistic developments of the Renaissance by taking
cornell notes during direct instruction.
SWBAT analyze art and its styles by participating in an art analysis stations activity.
Procedure:
Opener:

 What do you consider art?

What are your favorite forms of art?
Who are your favorite art?
Direct Instruction/ PowerPoint Lecture on all the artists
Students will take cornell notes on a lecture describing the background, work, and
inspirations of famous Renaissance artists like Michelangelo, Donatello,
Leonardo da Vinci, Titian, and Sandro Boticelli. The lecture will focus on key
questions like, What sources inspired Renaissance artists and scholars? and
How did these artists reflect the ideas of the Renaissance in their work?
Station Rotation analyzing each artist
In groups of approximately 4-5 students, students will participate in a stations
activity in which they analyze the work of different Renaissance artists. The art
included this activity will be Michelangelos Pieta, Donatellos Saint Mark,
Leonardo Da Vincis Mona Lisa, Titians Assumption of the Virign, and Sandro
Boticellis The Birth of Venus.
At these stations, students will answer the following questions:
Name of art: (information will be included at station)
Name of artist: (information will be included at station)
What is this art piece showing?
Does this piece of art reflect humanism, or the growing studying of human
ideas and interests (non-religious)? If so, how?
Does this piece of art reflect religion? If so, which religion and how?
Can you see elements/ influences of classical ideas in this art (ex. Greek
gods, realistic/ lifelike statues)?
Closure:
Class Share:
Each group of students will share their art reflections for the
station they are seated at.
Of the Renaissance artists we viewed today, who was your favorite
and why?

Day 4: Art and Architecture

Purpose: The purpose of this lesson is have students visualize the artwork and architecture of
the Renaissance. Students will be able to compare the power and privilege associated with forms

of architecture and the groups and people associated with them. This lesson will directly relate to
the inter-disciplinary theme covered in this unit.
Content Standards:
7.8.1
7.8.5.
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
Integration of Knowledge and Ideas:
7. Integrate visual information (e.g. in charts, graphs, photographs, videos
or maps) with other information in print and digital texts.
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.

Objectives:
SWBAT synthesize themes from English/Language Arts by observing the art and
architecture of the Hunger Games movie relating it to power and privilege.
SWBAT compare the images of architecture from Hunger Games and the Renaissance by
direct instruction slideshow.
SWBAT visualize the disparity of power and privilege by viewing various forms of
architecture of the Renaissance.
SWBAT explore and understand the architecture and art of famous buildings of the
Renaissance by navigating through a web-based tour and answering corresponding
questions on a graphic organizer.

 SWBAT reflect on concentration of power in communities during the Renaissance period

and in todays society by participating in the closer.
Procedure:
Opener:
Hunger Games Trailer Video:
https://www.youtube.com/watch?v=4S9a5V9ODuY
Reflection Questions:
Describe the living conditions of the districts of Panem.
Describe the living conditions of the Capitol of Panem.
How does the different the architecture and environments of the districts
and Capitol reflect the amount of power each group poses?
Direct Instruction/PowerPoint:
Students will take cornell notes on a lecture comparing and describing how power
relations were and continue to be reflected in art - specifically architecture. This
lecture will first relate to the opener by displaying how different architecture in
The Hunger Games, which students are reading in their English class, reflects
differing amounts of power. This lecture will then bring students attention to the
architecture of Renaissance Churches versus the average homes of Italians to
emphasize how power and the religious domination of the Catholic church was
reflected and maintained through art.
Webquest: (online exploring of churches and what not)
Students will explore the various parts of St. Peters Basilica in The Vatican:
Virtual reality Tour:
http://www.vatican.va/various/basiliche/san_pietro/vr_tour/index-en.html
Students will fill out a graphic organizer while touring the Vatican:
What religion does this building belong to?
Rooms 1-8:
In 3-5 sentences, describe what you see. What are your first
impressions of the building?
What elements of classical architecture and art can you find?
How is religion presented in the art and architecture?
How does this architecture express the power and dominance of
this specific religion?
Rooms 9 and 10: St. Peters Square
What are your first impressions of St. Peters Square?
What elements of classical architecture can you find?
How is religion presented in the art and architecture?

 How does this architecture express the power and dominance of

this specific religion?
Vatican and Surrounding Area:
https://www.airpano.ru/files/Rome-Italy/2-2
How does the architecture of the Vatican compare to the
surrounding buildings?
Looking at the Vatican ands its surrounding buildings, what power
relations can you see? Based off this picture, which social group
has the most power in the Rome area?
Closer:
Reflection:
Based off of our Webquest and knowledge of art and architecture, where
was the majority of power centered in Rome during the Renaissance and
building of St. Peters Basilica?
Can you see this relationship between architecture and power in buildings and
communities today?

Day 5: The Influence of William Shakespeare

Purpose: The purpose of this lesson is to have students connects the works and popularity of
Shakespeare to the advent of printing and increased written communication. Students will
personally discover the lasting influence of Shakespeare throughout numerous societies. This
allows students to connect and engage in Shakespeares material and relate it to their own
cultural knowledge.
Content Standards: 7.8.4, 7.8.5
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of primary and
secondary sources
2. Determine the central ideas of information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions
Craft and Structure

 5. Describe how a text presents information (e.g., sequentially,

comparatively, causally)
Identify aspects of a text that reveal an authors point of view or purpose
(e.g. loaded language, inclusion or avoidance of particular facts)
Integration of Knowledge and Ideas
8. Distinguish among fact, opinion, and reasoned judgment in a text
9. Analyze the relationship between a primary and secondary source on
the same topic.
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.

Objectives:
Students will be able to connect content knowledge from English Language Arts to
World History by completing a warm-up prompt.
Students will be able to rephrase oral and verbal material by taking Cornell notes during a
lecture.
Students will be able to practice research skills and synthesize data by completing a
worksheet on Shakespeare.
Students will be able to demonstrate understanding of the key points of the lesson by
participating in an exit discussion.
Procedure:
Opener
Students respond to a warm-up prompt in their notebooks.
What have you learned about William Shakespeare and his works in your
previous or current English classes? What was he famous for?
Notes

 Students will take Cornell notes on a lecture on the new ways of spreading
information: invention of the Gutenberg printing press, distribution of written
material
Lecture will end with an introduction to William Shakespeares influence, poetry,
and plays with a summary of the socio-political context of the time period.
This will emphasize the social justice themes prevalent throughout his
works such as disparity of wealth, ethnocentrism, racism, xenophobia,
religious discrimination, and othering.
Shakes-present Day Activity
Students will use Chromebooks to research and complete a worksheet on William
Shakespeare's lasting influence. Worksheet will ask them to list the number of
movie adaptations, the amount of book spin-offs, and Shakespearean references in
pop culture.
Closer
Students participate in a closing discussion based on a question prompt.
Why do we continue to learn about Shakespeare and his works today?

Day 6: Introduction to The Merchant of Venice

Purpose: The purpose of this lesson is to have students experience the power of racial themes
like racial inequality, anti-semitism, and xenophobia by learning about the plot, characters, and
context of William Shakespeares The Merchant of Venice. The content in this lesson is
significant, because it reinforces the influence and meaning of Shakespeares works and provides
an engaging connection to English Language Arts and Performing Arts subjects.
Content Standards: 7.8.5
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Craft and Structure:
4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
Social Science Writing Standards:

 Text Types and Purposes

1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.

Objectives:
Students will be able to recall and elaborate on social justice issues presented through
Shakespeares works by responding to a warm-up prompt.
Students will be able to organize information by taking Cornell notes during a lecture.
Students will be able to practice performing and conceptualize the main plot components
of The Merchant of Venice by participating in a whole class performance warm-up and
Character Presentation activity.
Students will be able to summarize and evaluate The Merchant of Venice and themes
surrounding racism by answering questions in a closer activity.
Procedure:
Opener
Students will respond to a warm-up prompt in their notebooks.
Explain one of the themes presented and prevalent in Shakespeare's plays?
Notes
Students will take Cornell notes on a lecture that expands on the social justice
themes occurring in Shakespeares plays.
Lecture will then introduce and briefly summarize The Merchant of Venice and
reiterate contextual information on the play and on the anti-semitism and religious
persecution seen in the time period.
Performance Warm-up
Students will participate in a full circle performing arts warm-up.
This will include stretches and two vocal enunciation and oral projection games
(e.g. tongue twisters and call backs).
Character Presentation Summary

 Students will take part in an activity that presents the characters and plot of The
Merchant of Venice.
The teacher will narrate the entrance, actions, and exits of characters to the center
of the class (used as a stage).
Said characters will pose and mime in reaction to the dialogue and narration.
Teacher will facilitate the changing of characters in a sequential fashion around
the class.
Closer
Teacher will pose a series of exit questions to the class reviewing the lesson and
the play.
What is anti-Semitism? How did some people justify anti-semitism in the
context of this play? Do you think this is okay or not? Who is Shylock?
Who is Antonio? Why does Shylock want revenge on Antonio?

Day 7: Deconstructing The Merchant of Venice

Purpose: The purpose of this lesson is to have students experience the power of racial themes
like racial inequality, anti-Semitism, and xenophobia by reading and interpreting a key excerpt
from The Merchant of Venice. This lesson is meaningful because it reinforces the connection of
Shakespeares works to themes throughout history and present day. It provides an engaging
connection to English Language Arts and Performing Arts subjects.
Content Standards: 7.8.5
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas:
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Craft and Structure:
4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/ social studies
5. Describe how a text presents information (e.g. sequentially,
comparatively, causally)
Integration of Knowledge and Ideas:

 7. Integrate visual information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and digital texts
9. Analyze the relationship between a primary and secondary source on
the same topic
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.

Objectives:
Students will be able to observe an adaptation of The Merchant of Venice and recognize
key characters by viewing a video clip and answering a warm-up prompt.
Students will be able to practice performance and presentation skills by engaging in a
performance warm-up and monologue activity.
Students will be able to analyze and interpret a text from the Merchant of Venice by
participating in a monologue activity class discussion.
Students will be able to connect social justice themes from The Merchant of Venice to
their lives by responding to a reflective closer.
Procedure:
Opener
Students will watch a brief clip of the movie adaption of The Merchant of Venice
and respond to a warm-up prompt.
Describe what happened in this scene? Did you recognize any of the
characters from yesterday's lesson?
Performance Warm-up
Students will participate in a previously scaffolded full circle performing arts
warm-up.
This will include stretches and two vocal enunciation and oral projection games
(e.g. tongue twisters and call backs).
Monologue Activity

 Students will be given an excerpt from The Merchant of Venice with numbered
segmented lines.
Students will pick one word they dont yet understand, look it up in the
dictionary, and then share out.
The teacher will then have students read the monologue, with each student
reading the numbered line that corresponds to their class number.
The students will then repeat this reading with increasing vigor two more times,
choosing a body pose or gesture that represents their line.
Discussion
The teacher will facilitate a discussion on what the monologue means, the
perspective of each character, and the racial themes it touches on.
Closer
Students will respond to a question prompt in their notebooks.
Describe a time when you felt judged or limited unfairly compared to other people?
How do you think Shylock feels about the inequality between Jews and Christians?

Day 8: Introduction to the Scientific Revolution

Purpose: The purpose of this lesson is to introduce students to the Scientific Revolution.
Students will be introduced to key scientists prominent during the Scientific Revolution.
Students will also be introduced to key scientific discoveries advanced during the revolution.
Standards: 7.10.1, 7.10.2, 7.10.3
Common Core Framework:
Social Science Reading Standards:
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of primary and
secondary sources
2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions
Craft and Structure:
4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
Integration of Knowledge and Ideas:
7. Integrate visual information (e.g., In charts, graphs, photographs,
videos, or maps) with other information in print and digital texts

 Social Science Writing Standards:

Text Types and Purposes
1. Write arguments focused on discipline-specific content:
d. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
e. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
f. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.
2. Write informative/ explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical
processes
a. Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information into broader categories as
appropriate to achieving purpose; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions,
concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and
clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform
about or explain the topic.
e. . Establish and maintain a formal style and objective tone.

Objectives:
Students will be able to apply previous knowledge of famous scientists by completing an
opener quickwrite, prompting students to name and describe the contributions of a
famous scientist.
Students will be able to organize information presented during a direct instruction by
taking Cornell notes on an Introduction to the Scientific Revolution powerpoint.
Students will be able to synthesize knowledge of Da Vinci's artwork and scientific
inventions by participating in a design an invention paragraph description and drawing
activity.
Procedures:

 Opener:
Students will respond to the following prompt in in three to five sentences:
Name one famous scientist. What did that scientist create or discover? Students
will volunteer their answers to share with the whole class.
Direct Instruction
Students will participate in a direct instruction activity, which will introduce
students to the Scientific Revolution. Students will be introduced to key scientists,
as well as their scientific advancements. The instruction will introduce
Copernicus, Galileo, Tycho Brahe, and Leonardo Da Vinci. Students will engage
with content by taking Cornell notes.
Invention Description and Illustration
Students will describe an invention they would create in order to solve a social
problem. Students will describe their invention in three to five sentences. When
finished, students will draw a representation of of their invention.
Closer:
The teacher will use popsicle sticks to select students to answer questions
reviewing direct instruction content. Questions will include: Who was Isaac
Newton? What did he discover? Who was Leonardo Da Vinci? In addition to his
artwork, what inventions did he design? Who was Tycho Brahe, and what did he
discover?

Day 9: Copernicus and the Heliocentric Solar System

Purpose: The purpose of this lesson is to introduce students to the heliocentric model of the
solar system. Students will be introduced to Copernicus and his model of of a solar system
centered around the sun. The lesson will contrast the the heliocentric model with Greek
philosopher Ptolemys geocentric model.
Standards: 7.10.2, 7.10.3
Common Core Content:
Social Science Reading Standards:
Key Ideas and Details:
2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions
Craft and Structure:

 4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
Integration of Knowledge and Ideas:
7. Integrate visual information (e.g., In charts, graphs, photographs,
videos, or maps) with other information in print and digital texts
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.

Objectives:
Students will be able to apply previous knowledge of the sixth grade science standards of
the solar system by participating in an opening quick write question.
Students will be able to organize information presented during a direct instruction by
taking cornell notes on The Geocentric Model vs The Heliocentric Model.
Students will be able to formulate and synthesize knowledge of who Ptolemy and
Copernicus was and the geocentric and heliocentric models are by completing a graphic
organizer and creating a drawing displaying each model.
Students will be able to evaluate the d power of the Catholic Church during the
Renaissance and consequently why the heliocentric model was unaccepted by completing
a closing exit ticket.
Procedure:
Opener:
Quick Write:
Describe the social system. How many planets are there?
Does the sun revolve (go around) the earth or does the earth revolve (go
around) the sun?
Direct Instruction:

 Students will take cornell notes on a lecture describing Ptolemys geocentric

model and Copernicus later development of the first working model of a
heliocentric solar system. Key questions of this lecture will include, What were
the Geocentric and Heliocentric models? and How did the Heliocentric model
threaten the Catholic church?
Graphic Organizer and Drawing
Students will fill out a graphic organizer requiring them to investigate and explain
who Ptolemy and Copernicus were and how the geocentric and heliocentric
models represented the universe. After explaining these pieces of information,
students will then draw examples of both the geocentric and heliocentric models.
Closer:
Exit Ticket:
At the end of class, students will answer the following:
Why might the Catholic Church not have liked the heliocentric
model?
How does the heliocentric model interfere with Christian
teachings?

Day 10: The Life and Work of Galileo

Life of galileo; discoveries, work off of copernicus
Purpose: The purpose of this lesson is to provide students with the opportunity to introduce and
begin examining the Christian Churchs indictment and trial of Galileo for his studying and
insistence on the Heliocentric model. The lesson provides a framework
Standards:
7.10.2.
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/ social studies.

 6. Identify aspects of a text that reveal an authors point of view or

purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
8. Distinguish among fact, opinion, and reasoned judgment in a text.
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.
Objectives:
Students will be able to synthesize information about Copernicus and his Heliocentric
model of the universe by participating in an opener quick write activity..
Students will be able to organize information on Galileo and his contributions,
controversy, and legacy by taking cornell notes during direct instruction.
Students will be able to analyze the controversy surrounding Galileos Heliocentric
model by participating in a guided reading on the Catholic Churchs indictment and trial
of Galileo.
Students will be able to critique the Catholic Churchs role in suppressing Scientific
advancement during the Scientific Renaissance by participating in a quickwrite exit ticket
activity.
Procedures:
Opener:
Who was Copernicus and what scientific idea did he propose about the
solar system?
Did the church support Copernicus? Why or why not?
Direct Instruction:
Students will take Cornell notes on a lecture describing the life and work
of Galileo, his following and publishing of Copernicus Heliocentric
model, indictment by the Catholic church, and later trial in 1633. Key
questions will include, How was Galileos defense of the Heliocentric

model controversial at the time?, Why did it threaten the power of the
Catholic church?, and How did the church respond?
Guided Reading and Whole Class Discussion of an excerpt of Galileos
Indictment
Students will participate in a read-pair-share of an annotated excerpt of
Galileos Indictment.
They will answer the following guided questions:
What charges does the Catholic Church bring against Galileo?
Why do they say that Galileo is a heretic?
Does the church support Galileos Heliocentric model?
Closer: Quickwrite Exit Ticket
Students will wrote a quick write exit ticket. Students will respond to the
following prompt in 3 to 5 sentences: In the case of Galileo, did the
Church promote (encourage) or suppress (try to stop) the advancement of
Science?

Day 11: The Trial of Galileo

Purpose: The purpose of the lesson is to provide students with the opportunity to examine a
primary source documenting the trial of Galileo. The document serves as a tool to analyze the
tensions between scientific inquiry and religious power and doctrine during the Scientific
Revolution. Students will also be introduced to letter writing as a form of civic engagement, both
by writing.
Standards: 7.10.1, 7.10.2, 7.10.3
Common Core Frameworks:
Social Science Reading Standards
Key Ideas and Details:
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
Craft and Structure:
1. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
Writing:
1. Write arguments focused on discipline specific content.
Social Science Writing Standards:
Text Types and Purposes
1. Write arguments focused on discipline-specific content:

a. Introduce claim(s) about a topic or issue, acknowledge and

distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.
Production and Distribution of Writing
4. . Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
6. Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly and
efficiently.

Objectives:
Students will be able to identify civic engagement strategies, such as writing a letter to a
public official, by completing a three to five sentence quickwrite opener activity.
Students will be able to analyze a primary source document by engaging in a whole-class
read of an excerpt of Galileos Letter to the Grand Duchess Christina, and completing a
SOAP heuristic.
Students will be able to synthesize citizen action strategies with information pertaining to
Galileos trial by engaging in a write a letter to Pope Urban VIII letter writing activity,
with an accompanying write-pair-share activity.
Students will be able to critique the role of the Catholic church in stymying scientific
progress during the Scientific Revolution by completing a three to five sentence exit
ticket
Procedures:
Opener
Students will answer an opener prompt in three to five sentences. The teacher will
prompt students to answer the following: If you wished to persuade the president

to take your side in an argument, how would you persuade him or her. What
would be the best way to get a hold of them? Would you be formal or informal?
Explain your answer.
Review
The teacher will review the direct instruction material from the previous lesson by
pulling popsicle sticks, and asking students to review their cornell notes from the
previous lesson. The teacher will ask students the following questions:
Who was Galileo Galilei?
What scientific discoveries were made by Galileo?
Did Galileo agree with Copernicus model or Ptolemys model of the solar
system?
Was that solar system heliocentric or geocentric?
SOAP Activity: Galileos Letter to his Patron
Students will engage in a SOAP heuristic, which will students will use to analyze
an excerpt of Galileos letter to Christina of Tuscany, in which Galileo argues his
innocence of heresy. The class will popcorn read the excerpt, using a word bank
as a scaffold, and writing in-text annotations. The teacher will fill in the SOAP
document as a class. Students will then answer the following guided questions,
provided on their SOAP document:
Did Galileo see himself as a heretic?
Who did Galileo say placed the sun at the center of the universe? God, or
himself?
Why might the Catholic Church still not have agreed with Galileos
heliocentric model?
Letter to Pope Urban VIII
Students will write letters to Pope Urban VIII, arguing Galileos innocence.
Students will incorporate information learned from the previous days instruction,
as well as from the SOAP primary source reading. Students will compose a letter
containing three to five sentences.
Students will write-pair-share their letter with a member of their table groups after
sharing their answers, the teacher will take five students to volunteer to read their
letters to the class.
Exit Ticket Closer
Students will answer an exit ticket in their journals. Students will respond to the
following prompt, writing three to five sentences: Why did the Catholic Church
censure Galileo (forbid people to read his book)? Did Galileos arguments in
favor of heliocentrism help the church, or threaten it? Did the church use its
power to promote scientific progress, or hurt it?

Day 12: Introduction to Facebook Assignment

Purpose: The purpose of this lesson is to have students create a summative project on their work
and lessons from the unit. They will be able to use research skills, writing, and art to create an
engaging biography that aids in unit review.
Standards: 7.8, 7.10
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Integration of Knowledge and Ideas
7. Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
Social Science Writing Assignments
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
d. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
e. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
f. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.

 6. Use technology, including the Internet, to produce and publish writing

and present the relationships between information and ideas clearly and
efficiently.
Research to Build and Present Knowledge:
7. Conduct short research to answer a question (including a self-generated
question), drawing on several sources and generating additional related,
focused questions that allow multiple avenues of exploration

Objectives:
Students will be able to recall information and practice writing skills by completing a
warm-up.
Students will be able to discover the context and lives of influential individuals during the
Renaissance and Scientific Revolution by working on a Facebook assignment.
Students will be able to present their findings on influential people by participating in a
closer activity.
Procedure:
Opener
Students will respond to the warm-up prompt posted on the powerpoint in their
notebooks.
Describe one influential scientist, artist, or writer that you learned about
in this unit. What did they accomplish or create?
Facebook Assignment
Teacher explain the directions for the Facebook assignment.
Each student will be assigned a specific influential person to create a Facebook
page for.
Students create a poster than is a snapshot of their individuals wall
It will include a profile picture, a biography, five friends (people who did
similar work), two statuses (life events, beliefs, etc.), location, job, and
birthday.
Students can use Chromebooks, textbooks, and library books to research their
individual.
Closer
Students will each present one fact about their individual.

Day 13: Gallery Work Day

Purpose: The purpose of this lesson is to give students time and space to work on their gallery
projects. Students will continue to research information and put their project together. This
lesson gives students an opportunity to practice valuable research and organization skills.
Standards: 7.8, 7.10
Common Core Frameworks:
Social Science Reading Standards:
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and
secondary sources.
2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Integration of Knowledge and Ideas
7. Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
Social Science Writing Assignments
Text Types and Purposes
1. Write arguments focused on discipline-specific content:
d. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
e. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or
text, using credible sources.
f. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons,and evidence.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
6. Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly and
efficiently.

 Research to Build and Present Knowledge:

7. Conduct short research to answer a question (including a self-generated
question), drawing on several sources and generating additional related,
focused questions that allow multiple avenues of exploration
Objectives:
SWBAT reflect on their process of their gallery project by responding the opener.
SWBAT research and gather information on their individual by using textbooks and
chromebooks during class.
SWBAT detail developments made in arts, science, and literature by generating a
facebook profile of their character by conducting research and organizing it in a
presentable format.
SWBAT synthesize their research and understanding by responding a series of questions
during the closer.
Procedure:
Opener
Students will respond to an opener asking them to think about their progress on
the gallery project.
Who is your person for the project? What do you know about them so far?
What will you accomplish today?
Work Day
Students will use their textbooks, notes, and chromebooks to conduct more
research on their person. They will focus on the contributions, legacy,
background, and history of their person.
Students will create a Facebook-like page for their person. The page will include
an about me, birthday, friends, city, school, jobs, interests, etc. The about me
section will have the most detail, and should be in paragraph format.
Closer
Teacher will ask students to respond to a series of questions during an exit-ticket
activity.
What was one thing you learned about your person?
What did you find most interesting?
What are you most excited to show the class during the gallery walk about
your person?

Day 14: Gallery Walk

Purpose: The purpose of this lesson is for students to learn about the key influential figures in
the Renaissance and Scientific Revolution; their spheres of influence, contributions to society,
overall historical significance, and biographical aspects of their lives.
Standards: 7.8, 7.10
Common Core Frameworks:
Social Science Reading Standards:
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
5. Describe how a text presents information (e.g., sequentially,
comparatively, causally).
6. Identify aspects of a text that reveal an authors point of view or
purpose (e.g., loaded language, inclusion or avoidance of particular facts)
Integration of Knowledge and Ideas:
7. Integrate visual information (e.g., In charts, graphs, photographs,
videos, or maps) with other information in print and digital texts
8. Distinguish among fact, opinion, and reasoned judgment in a text.
Social Science Writing Assignments
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
6. Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly and
efficiently.
Research to Build and Present Knowledge:
7. Conduct short research to answer a question (including a self-generated
question), drawing on several sources and generating additional related,
focused questions that allow multiple avenues of exploration
Objectives:
Students will be able to spatially understand the groupings of individuals in the
Renaissance and Scientific Revolution by setting up their posters.

 Students will be able to evaluate student work and discover influential individuals in The
Renaissance and Scientific Revolution by participating in a gallery walk.
Students will be able to reflect on the units influential figures and the socio-economic,
religious, and racial inequalities they fought against by answering a closing question.
Procedure:
Opener/Set-up
Students will be given time to set up their posters in the classroom.
Posters will be divided into their friend groups: artists, scientists, writers, and
religious thinkers.
Gallery Walk
Students are given a graphic organizer to complete during the gallery walk.
The graphic organizer will include three evaluations of other peoples
work. The organizer will prompt students to answer answering who the
individual was, when they were alive and active, and their significance
during the Renaissance or Scientific Revolution. The organizer will also
ask students to evaluate two strengths or positive aspects of each project
evaluated.
Students walk around the room observing the different significant people and the
historical movements and themes they influence.
Closer
Students complete the question at the end of their handout.
Explain the ways the individuals we learned about created or supported
social change. Give three examples.