The history of Art is long and varied, spanning tens of thousands of years from ancient paintings on the walls of caves
to the glow of computer-generated images on the screens of the 21st century.

Learn why artists have been featuring food as a subject in their work for centuries.  You’ve been told to eat your vegetables, but have you ever tried to paint them? Special Guest Lisa McLaughlin, the baker behind Jesse’s Girl Cookies, invites us into her kitchen to experiment with modern art techniques on cakes, and then we’ll make our own painting of a scrumptious treat inspired by 20th-Century painter Wayne Thiebaud.

This project discovers the history of Modern Europe, starting at the Hundred Years War and ending at the present time.
A chronological perspective of history is attempted within this text. Although this is the case, it is also important to understand patterns within European History, therefore chapters will attempt to cover a breadth of material even though their titles might be that of a specific pattern in history rather than a time period.

Students will research Renaissance art and its historical characteristics. Students will combine anachronism and Renaissance technique, to recreate a painting. The student will demonstrate technical skill and independent thinking in the use of media, techniques, and processes to achieve desired intentions in the creation of their final product.

Students discover why Leonardo is considered the ultimate Renaissance man. They will learn about his famous notebooks, focusing upon his machines of motion, then zooming in on the flying machines.

The purpose of this lesson is to showcase the contributions of artists of the Renaissance.  Students will differentiate between art produced during the medieval period and the Renaissance period.    They will research to learn about Renaissance figures and create an art show for an artist which they will present to the class.  

Students will read excerpts from Erasmus and Machiavelli and summarize the message of each passage.

Students will read excerpts from Erasmus and Machiavelli then highlight three quotes from each passage that they feel summarizes the main ideas. Students will then choose one author's work make a "tweet" to show their understanding of the content.

Students will read excerpts from Erasmus and Machiavelli.
*Remixed to add more student engagement. Students will highlight three quotes from each passage that they feel summarizes the main ideas. Students will then choose one author's work make a "tweet" to show their understanding of the content.

This Renaissance Essentials Sheet provides a solid review for students of the main ideas of the Renaissance. Though it is designed for World History II, it can easily be adapted to be used in World History I.

Students will view a series of images and will match those images to reasons that the Renaissance began in Italy.
*Remixed to include reasons as a matching activity rather than having students come up with the reasons.

The Renaissance is known as a rebirth of culture that began on the Italian Peninsula. Many crusades had their points of departure from this region. The interaction with the Middle East resulted in increased trade and diffusion of ideas. Students identify the benefits of geographic location for the northern Italian city-states in terms of their local conditions (site) and the developing trade connections throughout Europe and the Middle East (situation). Key questions: How did land and sea routes connect people and places? How does location influence the ability to interact with the rest of the world?

Students will view a series of images without titles and should first attempt to identify what is shown in the image. Then students should analyze the images to determine the reasons the Renaissance began in Italy.

Students will view a series of images without titles and should first attempt to identify what is shown in the image. Then students should analyze the images to determine the reasons the Renaissance began in Italy.

Students will view a series of images without titles and should first attempt to identify what is shown in the image. Then students should analyze the images to determine the reasons the Renaissance began in Italy.

This peer-reviewed World Literature I anthology includes introductory text and images before each series of readings. Sections of the text are divided by time period in three parts: the Ancient World, Middle Ages, and Renaissance, and then divided into chapters by location.