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Lesson Five

Lesson Title: Renaissance Man Comparison Poster
Grade Level: 6-12
Subjects: World History, Language Arts, and Visual Arts
Estimated Time of Completion: 3-4 class periods

I. Objectives
II. Standards
III. Materials Needed
IV. Procedure
V. Assessment Suggestions
VI. Extensions/Adaptations

  1. Instructional Objectives:
    • Students will have the opportunity create a poster comparing two "Renaissance Men," one of them being the Sultan Suleiman.
    • Students will have the opportunity to research a Renaissance man from the 15th century Ottoman Empire and from 15th century Italy (such as Leonardo da Vinci).
    • Students will have the opportunity to present their comparison in the form of a poster of their design.
    • Students will have the opportunity to share their posters with their classmates.

  2. Standards
    • This lesson correlates to the following national standards for social studies, language arts, and visual arts, established by the Mid-continent research Regional Education Lab:
    World History:
    • Understands the spread of Islam in Southwest Asia and the Mediterranean region
    • Understands the influence of Islamic ideas and practices on other cultures and social behavior
    • Understands the effect of geography on different groups and their trade practices
    • Understands how the Muslims spread Islamic beliefs and established their empire
    • Understands major global trends from 1450 to 1770
    • Understands the origins and early expansion of the Ottoman Empire up to the capture of Constantinople in 1453
    • Understands significant aspects of Islamic civilization
    • Understands significant individuals that emerged during the Renaissance
    Language Arts:
    • Uses the general skills and strategies of the writing process
    • Gathers and uses information for research purposes
    • Uses a variety of sources to gather information
    • Uses listening and speaking strategies for different purposes
    • Uses viewing skills and strategies to understand and interpret visual media
    Visual Arts:
    • Understands the visual arts in relation to history and cultures
    • Knows how ideas and emotions are expressed in the various art forms
    • Knows how history, culture, and the visual arts can influence each other

  3. Materials Needed:
  4. Procedures:
    This lesson is based on Video Three of the PBS video series Islam: Empire of Faith. (See adaptation section at the end of the lesson for suggestions if the video is not available). Students will have the opportunity to learn about both the Sultan Suleiman (b. 1494 AD) and another Renaissance character and make comparisons. Students will have the opportunity to create a poster showing the accomplishments and many facets of Suleiman and another character's life that make them worthy of the term "Renaissance Man."
    1. Conduct a brainstorm with students about the term Renaissance Man and discuss people who fit the description. Determine prior knowledge.
    2. Probe students to discuss people such as Leonardo da Vinci (b. 1452 AD), Michaelangelo, and others. Discuss what qualities might make them a Renaissance Man.
    3. Read "Renaissance Man" dictionary definition.
    4. Tell students, "We are now going to watch the third Islam: Empire of Faith Video. See if you can recognize any Renaissance men associated with the Ottoman Empire."
    5. Pass out Video Note Guide for students to fill out as they view the video.
    6. Video time cues for Suleiman: 19.25 Suleiman introduction
      20.45 Suleiman becomes Sultan
      21.45 Sets goal of conquering Hungary
      22.45 Defeat of Rhodes
      24.38 Suleiman the "Law Giver" sets up a single legal system defined for the Empire
      25.56 Suleiman commissions architecture
      26.54 Suleiman builds the Suleymaniye, a mosque that is the symbol of the empire and faith. The Suleymaniye is a religious center, hospital, library, and school
      27.36 Suleiman's grand palace. Suleiman is a patron of the arts. First Golden Age of Ottoman World.
      28.42 Suleiman was a gold smith, warrior, leader, scholar, and poet
      30.35 Suleiman's harem
      30.50 Suleiman's son Mustafa born
      33.40 Mustafa groomed as heir apparent
      34.33 Rivalry of Persian Safavids
      38.10 Suleiman's wife Hurrem taking some power. Promoting her own son as heir apparent.
      29.50 Both Suleiman's friend and Grand Vizier Ibrahim and his son Mustafa are killed as threats to the Sultanate
      41.00 Suleiman in despair. Resorted to writing poetry.
      42.00 Suleiman's last campaign and death in Hungary in 1561.
    7. After the video, debrief and discuss what students have learned. Allow students to compare notes. Based on the dictionary definition and discussion make sure that all students recognized Suleiman as a Renaissance Man. Some may have also recognized Mehmet. (You may decide whether or not to make the notes a graded assignment).
    8. Assign Renaissance Man Poster Project
      1. Students will research the term "Renaissance Man" (Can use definition at the top of their comparison poster.).
      2. Students will research one European Renaissance Man (recommendation: Leonardo da Vinci because he was active during the same time period as Suleiman, and there is an abundance of information on him) and gather information pertaining to the definition.
      3. Students will organize information about Suleiman obtained from video. Students may need to do additional research on Suleiman using other resources (library, textbook, Web resources, etc.).
      4. Students will construct a draft of their poster on normal paper and come up with a good layout for a compare and contrast poster.
      5. Students will synthesize research information into a detailed poster (see sample project diagram).
      6. Each poster should include:
        • Renaissance Man definition Suleiman Person for comparison Characteristics of each person Visuals (pictures, poems, etc.) Accomplishments of each person A way of tying the two individuals together as Renaissance Men (it is also an option to compare Suleiman with a Renaissance Woman if appropriate)
      7. Students use the scoring rubric as a guide as they work to complete their poster.
      8. Posters can be mounted on colored tag board for finishing effect.
      9. Once posters are completed, students will present to the class.
    9. WEB SITE RESOURCES: Students are encouraged to use Web resources in their character research.

    10. Assessment Recommendations:
      • Use the Poster Scoring Rubric to score projects.
      • You may want to also grade students on completion of Video Note Guide.
      • Conduct informal assessment of students' knowledge while they are giving presentations.

    11. Extensions/Adaptations:
      • For upper level grades, you may want students to write a short research paper comparing and contrasting the two characters in their poster.
      • For lower level grades or special needs students, you can pair students together to make this a partner or even small group project. You can also adapt the depth of the poster information.
      • For those that do not have the video, this Web site offers information on the Ottoman Empire and Suleiman. Other Web sites offer vast information on the Renaissance and Renaissance leaders.