Introduction:
 

Have you ever wondered why you don't see people walking down the street wearing ruffled gowns and tall, curled wigs? Or how travel has changed so drastically that once, people only left their town to trade in big cities for expensive goods and now people leave the state everyday for work? You will now get the chance to see why this is! You will be living the life of a Renaissance layperson. You will get to experience the way they dress, what kind of work there is, and how difficult it was to get from point A to point B. In this exercise you will see how things have changed over the past 400 years and understand the progression we have made to the present day! So step into that time machine and get teleporting!!


 


 


 

The Task:
 

In this assignment the students will be collaborating to find out specific aspects of Renaissance life. They will be paired into groups of 4 and each will be responsible for a different aspect of life in the Renaissance. One will be in charge of learning about fashion and clothing styles, another will take the aspect of travel, another will take the working aspect, the final student will be in charge of political restraints and everyone will add a little bit of information about leisurely activities and domestic life. By finding out this information you will be able to create a 20 minute max. skit to perform in front of the class. The setting will be the market place where all members will meet up. They will be dressed, as best they can provide, in Renaissance dress, and will discuss what they learned regarding travel, working, politics and everyday life chit chat.
 

The Process:
 

  1. First, you will be broken into groups of 4...
  2. Each person will be designated to a specific aspect of life in Renaissance England--
  3. Information will be gathered from the internet. Websites to use will be provided at the bottom of the page.
  4. When all the information is gathered you will perform you're day in the Renaissance life via a skit.
Websites:

http://www.uh.edu/~djudkins/life_in_renaissance_england.htm

http://cte.jhu.edu/techacademy/web/2000/hebert/renres.html
 

Evaluation:
 

 BeginningDevelopingAccomplishedExemplary
TravelN/AOnly includes why people do not travel muchIncludes information about modes of transportation, roadways/waterwaysIncludes information about modes of transportation, roadways/waterways and reason for not traveling much
WorkSubstandard expression of hardships and does not include job title, salary, or benefitsMediocre expression of hardships, includes job title, salary and benefitsAccurate expression of hardships without including job title, salary or benefitsAccurately expresses the hardships of being a middle class worker and included job title, salary and benefits
FashionWears clothing befitting of the time period but does not talk about the clothing or why it is reasonableWears clothing befitting of the time period but does not talk about the clothing or why it is reasonableDoes not wear clothing befitting of the time period but does speak about the common fashion trends and why it is reasonableWears clothing befitting of their time period (as best as one can provide) and includes why it is reasonable for time period
Politics Information is inaccurateDoes not talk about all 3 aspects included in assignment guidlinesAccurately talks about class system, the monarchy, and distribution of wealth
Domestic Life/ Leisurely Activites Does not include either piece of informationIncludes ONLY how to run to home or ONLY what there is to do for fun in the townIncludes how to run a household in the time period, and what there is to do for fun
SkitDoes not reach time requirement, but does included all aspects of time period, is well planned and done from memoryDoes not reach time requirement, but does included all aspects of time period, is well planned and done from memoryReaches time minimum but ONLY includes all aspects or ONLY is well planned and done from memoryReaches minimal time requirement, includes all aspects required, well planned and done from memory
Summary of Personal Aspect of Time Period Does not include valid or accurate information pertaining to the assigned aspect. Major grammar errorsONLY includes information they used in the skit. Minimal grammar errorsIncludes all information they used in the skit, and more information they could not include in the skit. No grammar mistakes
Summary of Personal Involvement and Group Participation Was very involved in the making of the skit and has no grammatical mistakesWas very involved in the making of the skit and has no grammatical mistakesWas very involved in the making of the skit and has no grammatical mistakes
     

 

Conclusion:
 

From this assignment students will learn about the different time period throughout European history by researching their own period, but also by seeing other groups performed skit about their time period. they will learn about the change in culture, politics, and domestic life.
 

Credits & References:
 

These are the two websites I provided for the students to use in this project:

http://www.uh.edu/~djudkins/life_in_renaissance_england.htm

http://cte.jhu.edu/techacademy/web/2000/hebert/renres.html


 

Standards:
 

PA.SCI.3.3.12.D.1>--- Examine human history by describing the progression from early hominids to modern humans.PA.SS.H.8.4.9.B__Analyze historical documents, material artifacts and historic sites important to world history before 1500; Documents, Writings and Oral Traditions (e. g., Rosetta Stone, Aztec glyph writing, Dead Sea Scrolls, Magna Carta); Artifacts, Architecture and Historic Places (e. g., Ethiopian rock churches, Mayan pyramids, Nok terra cotta figures, megaliths at Stonehenge); Historic districts (e. g., Memphis and its Necropolis, Sanctuary of Machu Picchu PA.SS.H.8.4.12.C__Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450 Africa; Americas; Asia; Europe

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