This 3-day unit introduces students to the Italian Renaissance and the growth of city-states in Italy. On day 1, students will discuss whether the Renaissance was a period of great change or continuity from the Middle Ages. They will learn about innovations and institutions during this time. On day 2, students will define autonomy and learn about the major Italian city-states like Florence, Milan, and Venice as well as their systems of government. On day 3, students will discuss diplomacy and warfare between city-states as they pursued expansion in the 15th century, leading to the Italian Wars. Throughout, students will participate in a "Live History" activity taking on the roles of different city-states.

1. Subject: Modern World History Author: Tyler R. Blackburn
Unit:
Renaissance in Europe
KSED Standard:
Renaissance and Reformation (1300-1600)
Unit Essential Question:
How did the European Renaissance effect change from Medieval Universalismto the extensive
cultural and political transformations of the 17th Century?
Unit Goal Pertaining to Lesson:
Students will effectively chronicle the appropriate sequence of events and their long range
significance.
Lesson Title:
Introduction to the Italian Renaissance and growth of City-States
Time Needed:
3 Days
Objectives:
 Students will absorb and contemplate major themes of the Italian Renaissance
 Students will discover the social, cultural, and political environment in which the
Renaissance came to pass.
 Students will demonstrate how Italian city states formed and how multiple states
formed within a nation.

2. Procedure:
Day 1: Renaissance: Innovation or Continuation?
Introduction/Hook: Group discussion: Are you living through a period of great social, cultural,
and political change? If so, how? If not, why?
Direct Instruction: Content Lecture and teacher led discussion. (Construction of Knowledge)
Students organize information, consider alternatives, evaluate, reflect on their learning, and
focus on in-depth understanding of core content.
Content Covered: Perceived achievements of Renaissance
Innovations of Medieval Era
Religious Life
Government
Society
True Renaissance: Literature and Art
Urban resurgence
Students: Absorb, discuss, take study notes, question
Activity: Live History – Development of City States Part 1 (Collaboration and Authentic Learning)
Students work collaboratively in groups, develop multiple perspectives and solutions, engage in
substantive oral, written communication, work on real world tasks, and do problem solving in
context.
Students will divide into pairs or groups, and will be assigned as leadership of a Historical Italian
City State.
Students will research and craft a pennant or flag of their respective city states, complete with
Historical insignia and designs to be used in later activities.
Live History activity will evolve throughout the duration of the Unit. However, other activities
will also be utilized.
Assessment: Writing response.
Should the Renaissance be viewed as an era of great change or a continuation of previous
norms? What aspects of civilization, if any, changed? Which if any, remained the same?
Standard #4: Societies experience continuity and change over time

3. Day 2: Functions and Institutions of the Italian City State
Anticipatory Set: Individual writing.
Autonomy – Define (Use Webster’s)
What does it take to achieve autonomy?
Does anyone truly have complete autonomy?
Direct Instruction - Content Lecture and teacher led discussion. (Construction of Knowledge)
Students organize information, consider alternatives, evaluate, reflect on their learning, and
focus on in-depth understanding of core content.
Content Covered: Social Hierarchy
Community & Civic Loyalty
Localized Autonomy
Major Cities: Florence, Milan, Venice, Rome, Naples etc.
Republic/Popular Sovereignty
Class/Factional Rivalry
Guelfism/Ghibellinism
Signoria/Condottiere
Feudal lordship/Parliamentary republicanism
Merchant aristocracy
Students: Absorb, discuss, take study notes, question
Activity: Live History – Development of City States Part 2 (Collaboration and Authentic Learning)
Students work collaboratively in groups, develop multiple perspectives and solutions, engage in
substantive oral, written communication, work on real world tasks, and do problem solving in
context.
Students, having established which city state they lead, will now engage in commerce,
diplomacy, and possibly conflict with each other within the parameters of historical
authenticity. Die and other gaming equipment will be utilized for simulation purposes. Teacher
will preside over activity as arbitrator and harbinger of events
Assessment: Writing response
What are the 5 major city states of Renaissance Italy? What systemof government did each
utilize? What major industry did each sustain?
Standard #3: Societies are shaped by beliefs, ideas, & diversity

4. Day 3: Wars of Expansion
Anticipatory Set – Partner - discussion/writing
Students meet with their City State partners to discuss:
As of today, in our live history activity, which city state are you currently most at odds with?
Which city state are you most friendly with? What do you plan to do with each?
Direct Instruction - Content Lecture and teacher led discussion. (Construction of Knowledge)
Students organize information, consider alternatives, evaluate, reflect on their learning, and
focus on in-depth understanding of core content.
Content Covered: Decline of Imperial and Papal dominance
Diplomacy, Rivalry, Warfare, Mercenaries
State Expansion, Taxation, Civic Power
Growing Bureaucracy – Catasto
Individualism
Mercantilism
Regional Power Centers
Gian Galeazzo Visconti/Filippo Maria Visconti
Cosimo de Medici – Diplomatic Revolution
Wars of the 15th Century
Students: Absorb, discuss, take study notes, question
Activity: Live History – Development of City States Part 3 (Collaboration and Authentic Learning)
Students work collaboratively in groups, develop multiple perspectives and solutions, engage in
substantive oral, written communication, work on real world tasks, and do problem solving in
context.
Students will continue to develop their city states with economics and diplomacy becoming
increasingly complex. Groups which are eliminated will take up the role of international powers
making the game more intricate. This will help segue into the subsequent unit: Growth of
European National Monarchies.
Assessment: Writing Response
Describe the forces that led the Italian City States to pursue expansion. What were the results
of the Italian Wars of the 15th Century? How did the wars impact the relationships between the
states thereafter?
Standard #5: Relationships between people, places, ideas, and environments are dynamic.

5. Accommodations:
The following accommodations will be utilized throughout the unit for any student needing
extra support in understanding content and language.
Instructional Modifications based on level of English Proficiency
Modeling
Use of Illustrations and Diagrams
Use of Substitution, Expansion, Paraphrase, and Repetition
Vocabulary
Explain key concepts
Use of Word Banks
Visuals and Graphic Organizers
Music
Videos/
Interactive Strategies and Cooperative Learning Settings
Flexible Grouping
Games
Role Play
Think/Pair/Share
Note-taking/Outline Notes
SQRW: Survey, Question, Read, Write
Summarizing
Checklists
Rubrics