Shannon Lewis

Lesson 6/7
World History since the Fifteenth Century- Grade 12 University Prep
Subject / Course:
(CHY4U)
Topic: Europe and the Renaissance  
Lesson Title: Source Analysis
Lesson
Strand: B3 75 min    
Duration:

Lesson Objectives (Big Idea):

Students will get the chance to interpret sources (primary and secondary) that relate
to topics in which they have learned so far this unit. Students will be given the chance
to choose between 4 different sources (based on their interests) and complete all
associated tasks. At the end, students will share what they learned in order to have
the entire class benefit from all sources.

Curriculum Expectations:

A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking
when investigating aspects of world history since the fifteenth century
● A1.2 select and organize relevant evidence and information on aspects of world
history since the fifteenth century from a variety of primary and secondary sources
● A1.4 interpret and analyse evidence and information relevant to their investigations,
using various tools, strategies, and approaches appropriate for historical inquiry
● A1.8 communicate their ideas, arguments, and conclusions using various formats and
styles, as appropriate for the audience and purpose

B3. ​ ​Identity, Citizenship, and Heritage: analyse, with reference to the contributions of specific
individuals, ways in which ideas, values, and artistic production affected the development of
identity, citizenship, and/or heritage in various societies between 1450 and 1650
● B3.1 analyse the impact of some significant new ideas on identity, citizenship, and/or
heritage during this period
● B3.4 explain how some significant individuals from various societies around the world
contributed to the development of identity and/or heritage of their society during this
period, and where applicable, to world heritage

​Historical Frameworks: ​Evidence, Continuity and Change

Materials/Resources:

● Teacher will need computer and projector to show meme

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● Teacher will need to bring all resources for the stations

○ Printed copies of quotes (approx. 8)
○ Printed copies of art pieces (approx. 8)
○ Chromebooks and headphones for video (approx. 8)
○ Replica Sword / printed copies of weapons photo (approx. 8)
○ Printed copies of questions sheet for each station (approx. 8/station)

Lesson Body:

Hook: 5 mins
Have meme “You used Wikipedia...as a primary source?” projected on the board as
an ice-breaker. Have a small class discussion on the importance of finding credible
sources.

Instruction: 10 mins
Explanation of the activity for today (choose a source and complete the associated
tasks, you will be expected to share your findings with the class at the end).

Explanation of the different sources and tasks:

A) Galileo Quotes - read quotes and answer a list of questions
B) Art - research the artists of specific paintings and answer a list of questions
C) Documentary Film - watch the film and answer a list of questions
D) Weapons - research specific weapons and answer a list of questions

Have students choose their source and begin working - each source will be set up in a
corner of the room

Activity: 40 mins
Students working at their respective stations; the teacher will circulate to answer any
questions and ensure that students are on task
Differentiation​​: Students can work individually or as a group with other students at
their station

Discussion: 12 mins
Each group will share their what their source was and synthesize the answers to their
questions (4 mins/group)
Assessment type: ​Assessment of learning - teacher will take observation notes and
professional judgement based on the response from each group to determine their
understanding.
Differentiation:​​ Students have the option of writing down their findings instead of
sharing orally with the class

Closing: 3 mins
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Teacher will conclude with asking the students for feedback on the success of the
lesson and if they had any difficulties with interpreting certain sources or answering
certain questions.
Assessment type:​ Assessment as learning - teacher will be able to determine if this
activity was valuable for the students and make observation notes how it can be
improved moving forward.

Hook Meme:

STATION 1 materials (Quotes):

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Questions:
1) Are these primary or secondary sources? How do you know?
2) Who was Galileo Galilei?
3) How do these quotes reflect the thinking in Europe during this time period?
4) Was Galileo Galilei more religious or scientific? How do you know?
5) How might these quotes relate to our current societal situation?

STATION 2 materials (Art):

Questions:
1) Are these primary or secondary sources? How do you know?
Shannon Lewis

2) What are the names of each piece of art and who is the artist?
3) How does these pieces of art reflect the thinking in Europe during this time period?
4) Do you think the artist is more religious or scientific? How do you know?
5) How might these pieces of art relate to our current societal situation?

STATION 3 materials (documentary):

https://www.youtube.com/watch?v=Vufba_ZcoR0​ (~11 mins)

Questions:
1) Is this film a primary or secondary source? How do you know?
2) Why is the renaissance considered controversial?
3) Do you think the renaissance actually happened? Why or why not?
4) Do you think that our current society is in a period of “re-birth”? Why or why not?

STATION 4 material (weapons) :

**If possible - also have a replica of a sword from this period available

Questions:
1) Are these primary or secondary sources? How do you know?
For the next 3 questions, choose 2 weapons to focus on
2) What are the names of these weapons? How were they used?
3) Do you think that the usage of these weapons were ethical?
4) What does the usage of these weapons tell you about the context of Europe during this time
period?
5) Do you think these weapons influenced any weapons that we use today? Why or why not?