Unit Plan 5 History: Class 7

The City School

Topic: Modern Europe
Learning Objectives Suggested Activities and Skills Success Criteria Resources
Skills: Suggested
Chronological Questioning Communication Teaching
Thinking Resources
Research and Synthesis Collaboration
Reasoning “Understanding
Analysis & Reflection Creativity
History 2”
Interpretation
Decision-Making Comprehension Critical thinking
Second edition
Value Added:
The City School Core Values
Peace Respect Love Tolerance Teaching time: 2
Honesty Humility Cooperation Happiness weeks
Responsibility Simplicity Freedom Unity

(It is teacher’s discretion to integrate TCS values with lesson objective/s in a

variety of ways while conducting suggested activities.)
The Renaissance
 Thought showers: The Origins of Renaissance  Defined
1.5.1: State the Learners can be involved into a brainstorming/thinking activity to probe Renaissance
meaning of the term the term Renaissance and the history of this time period. All the possible
“The Renaissance” responses can be included the following;  Described the
(Increased trade with Asia and other regions, growth of large, wealthy origin and
city-states in Italy, renewed interest in the classical learning of ancient history of
Greece and Rome, rise of rich and powerful merchants who became Renaissance
patrons of the arts, increased desire for scientific and technical

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 Unit Plan 5 History: Class 7

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knowledge, desire to beautify cities and interaction with Muslims
 Explained all
Or the factors
They can be given a thinking prompt; showing the Brief History of the
"Imagine you have lived in Florence, Italy immediately following the rebirth of Renaissance
Black Death in dark ages. You havesurvived, but many around you learning,
have not. Describe yourenvironment. How do you feel?" knowledge
and progress
The learners can then be sharing their response with each other and in Europe
1.5.2: Describe the discuss. This will lead to the concept of “What is rebirth?” and how
spread of the things change or rebirth takes place. The learners can research, why Handout 1-
Renaissance the Renaissance occurred and what forces drove the new way of  Explained Inventions from
thinking in Italy, the interaction with Muslims andeventually the rest of what is Renaissance.pdf
Europe. rebirth?”
 Video Watch: “The Renaissance and brief history of the and how
Renaissance” things change
In the second activity learners can be shown a video of the brief history or rebirth
of the Renaissance. They can watch and make notes or fill their learning takes place
logs.
Or
 Mind Map: “The Renaissance and the spread of the Renaissance”  Analysed the
reasons of the
Learners can be encouraged to map the spread of Renaissance and what spread of
were the possible reasons to it, they could be; Renaissance
(Interaction between the Europeans and the Muslims, exchange of
knowledge, rebirth of learning, Art and Technology-the bridge between
the Medieval or Middle Ages and the Modern ages, advancement in

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Unit Plan 5 History: Class 7

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several fields; geography, astronomy, chemistry, physics, mathematics,
medicine, manufacturing and engineering etc)

Or How Historians Think?  Explained the Worksheet 1-

Panel Discussion (Within the school; Inter section or inter class) impact Spread of
Learners can be involved into a panel discussion where the panellists will Renaissance Renaissance.pdf
discuss about the origin of the Renaissance, reasons of its spread, the brought to
growth and the impact or the changes it brought. Learners from the senior Europe
school can be invited as panellists or it can be conducted among the
learners of different sections of the same grade.  Listed the
 The Renaissance figures: important
(Leonardo Da Vinci, Michelangelo or Queen Elizabeth): figures of that
Learners can be assigned any one historical figure from the Renaissance era;
and they can research about him/her. They can divide the responsibilities
among themselves; write their part of play script, directing and playing Leonardo Da Vinci,
the characters. The play can be presented in the morning assembly or as Michelangelo or
an interhouse activity among all the houses. Queen Elizabeth
 The Power Paragraph- Writing as a Way of Understanding: etc.
Learners can compile their research points and further explain what they
think about history by pulling together their ideas into analytical  Analysed the
paragraphs and essays. Such high-level synthesis goes to the core of work and
what real historians do: examine primary sources and make a case for a significance of
point of view. historical
figures from
Written Assignment: the
Textbook: Q2(brief) pg.97 Renaissance
Worksheet: Worksheet 1-Spread of Renaissance.pdf

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Leonardo Da Vinci and Michelangelo, The Renaissance changed Europe
 Brainstorming: Why Leonardo Da Vinci and Michelangelo are
1.5.3: Analyse the considered as Renaissance Men? Leonardo da Vinci:
works of Leonardo Da Learners can be brainstormed about the two important figures of this Renaissance Artist
Vinci and Michelangelo time period. They can be given a prompt to start discussing and finding  Researched & Inventor- Mini
out about these men. Learners can be provided with a sheet divided in and explained Biography
two columns or the same activity can be done on the class white board. the
Or Renaissance
 The Picture Walk: men;
Pictures of the famous Monalisa and the other important
events, personalities or inventions can be pasted on the walls  Leonardo Da How Leonardo da
of the class room or any other suitable wall. The learners can Vinci Vinci Changed the
then be observing the picture gallery and making notes about  Michelangelo World
the works of both important men of the era.
 Show Time-Movie Time:
“How Leonardo Da Vinci changed the world”
Or  Analysed the The Renaissance -
“The Renaissance - The Age of Michelangelo and Leonardo da Vinci” works of The Age of
Special movie day/s can be planned where these documentaries can be Leonardo Da Michelangelo and
shown to the learners. They can be even be co planned with the librarian Vinci, Leonardo da Vinci
or in the STEM lab so that the learners can in detail visualize the Michelangelo
Renaissance and the rebirth of Europe. They can record the significant
points/developments in their journals or make notes in their notebooks.

 Article Reading: Life in a Renaissance Artist's Workshop

Learners can read an article about the great Renaissance works of art
and indulge themselves into a discussion. They can further research and

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 Unit Plan 5 History: Class 7

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write the works of Leonardo Da Vinci the greatest polymath of this time Handout 3-Reading
period and Michelangelo the versatile artist of Renaissance. material-Leonardo
Cross Curricular Links:  Explained the Da Vinci.pdf
Note: important
(Although these activities have been planned to develop a cross works of both
curricular link but it is always suggested that they can be planned by the the greatest Handout 2-Factfile-
History teacher as a history activity.) minds of the Leonardo Da
 Art: Inside the Renaissance Art Workshop Renaissance; Vinci.pdf
Interactive art exploration:
Learners can be engaged in working on the art projects influenced from
the Art work of the Renaissance. Stations can be set up with the prints of  Leonardo Da Worksheet 2-
digital images of famous Renaissance artworks. Learners can be engaged Vinci Leonardo Da Vinci
in discussion and analyse the artworks’ style, themes and techniques.  Michelangelo
Written Assignment:
 Text Book: Q 1&2(brief) pg.97
 Worksheet:
Handout 2-Factfile-Leonardo Da Vinci.pdf

Reformation and Scientific Revolution

 Defined
 Brainstorming: What is Reformation? reformation
1.5.4: Examine the Learners can be provided with a mind gobbling question to prob into
reasons which changed Reformation and how it brought revolutionary changes in religious and  Explained the What is
Europe in relation to political situation in Europe. Learners can research on these grounds and reasons of the Reformation?
the Renaissance fill the learning log with their learning points. beginning of
Or the
Reformation

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Unit Plan 5 History: Class 7

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 Created a
 Discussion: What is Reformation? timeline of all
Essential question observation dialogue or discussion the events,
Learners can be provided with the essential question. They will research dates, figures
what is Reformation, observe the impact or change it had brought to the of this
world. Important events, figures or dates to be highlighted on each step particular era
of this activity. Learners can then be indulged into a discussion or a
dialogue to share their understanding and research.  Explained the
 Reformation Timeline: changes
Learners can be asked to design a timeline either on their note books, art reformation
pads or on the bulletin boards. Learners can be provided with the index has brought
cards displaying an event and the historical figure related to it. They can to Europe
use those cards and create the timeline. In this way the chronological
arrangement of the events and dates will be arranged and learners can
always refer it back for any further study.

 Video Watch: How the Scientific Revolution Changed the  Defined

World Scientific How the Scientific
Learners can be shown a video, How the Scientific Revolution Changed Revolution Revolution
the World. They can make notes of important developments, scientist Changed the World
and the work done by the important scientists.
 Explained the
 Article Reading: Inventions from the Renaissance
Scientific
that Changed the World
revolution Scientific
Revolution-
Nicholas Copernicus, Galileo and Isaac Newton
Timeline
Learners can be provided with articles about the different scientists
whose work had been marked the emergence of modern science. In a
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Unit Plan 5 History: Class 7

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shared reading activity, they will then discuss the inventions and how the
fundamental changes underwent a drastic change. They will then list
down the remarkable inventions by the renowned scientists and share The Scientific
each other’s works.  Analysed the Revolution: The
Or Fact file: different Events That
Learners can be assigned research and to complete the fact file based on changes Shaped the
the important inventions along with the Scientists’ names. This activity underwent Modern World
can further facilitate them in discussions and revision. during this
 Invention show case: period
Learners can research about the significant inventions and discoveries
Nicholas
from the Scientific revolution. They can create models or visual
Copernicus
presentations of the inventions changed Europe economically, socially
and culturally. Their models then be displayed or show cased for the
other learners. This can be an effective revision activity for the learners.  Listed the
Galileo - Physicist |
Cross Curricular classes with science: major
Mini Bio | BIO -
 Scientific Debate: developments
YouTube
Learners can be assigned different roles, such as Galileo, Copernicus or a during the
Renaissance church official and stage a scientific debate. Learners can age of the
research the beliefs and arguments of their assigned figure and present scientific
Ask a Spaceman-
their viewpoints in a structured debate format. This activity helps revolution
Isaac Newton
learners understand the clash between traditional beliefs and emerging
scientific theories.
 Mini Science Fair:
Learners can be invited to design the inventions invented by the
Scientists of this time period and a mini science fair can be planned
where the students can present their models of inventions for other
learners or for the visitors.

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 Unit Plan 5 History: Class 7

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 Ask a Spaceman-Laws of Motion: Worksheet 3-
Learners can be shown a video/or an article to be read by them. They can Reformation and
then complete a science fact file based on the laws of motion. Scientific
Revolution.pdf
Written Assignment:
 Text Book: Q1-2(Detail) pg.97
 Worksheet: Worksheet 4-Fact
Worksheet 3-Reformation and Scientific Revolution.pdf file Isaac
Worksheet 4-Fact file Isaac Newton.pdf Newton.pdf

The Age of Discovery

 Research and Present:  Defined the
1.5.5: Explain the a-Power point Presentation: age of
reasons which led to Learners can be encouraged to research the reasons which led to the Age discovery
the Age of discovery of Discovery. They can research about the discovery of the unknown Worksheet 5-The
world by different explorers, they can discuss about AL Idrisi’s maps and  Explained the Age of
notes, improvement in ship-building, use of quadrants, clocks and the reasons which Discovery.pdf
magnetic compass. They can further present their research in any of the led to the Age
form; power point presentation, poster, diagram. graphic chart or of discovery
research paper.
Or
b-Video Clip:
Learners can research the reasons which led to the age of discovery and
express their understanding by making a short video to present to the
rest of the learners. This is the teacher’s discretion to give this choice to
the learners to choose any multimedia medium.

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 Gallery Walk:  Analyse the
Gallery of art work, maps and artifacts related to the age of Discovery voyages
can be displayed on the class wall or on any of the selected walls. happened
Learners can visit the wall, observe and discuss about the events, during this
discoveries shown in those pictures and their cultural and social period by
significance. Marco Polo,
 An Expert Talk: his father, his
A historian/a history professor or a senior history student can be invited uncle;
to talk about the Age of discovery and to give additional insights to Alberuni and
inspire learners to delve more into the subject. Ibn Batuta
Or
A video lecture can be presented about the Age of discovery, it will give  Analysed the
additional insights to inspire learners to delve more into the subject. change and
Written Assignment: development
 Text Book: Q3(brief), Q3(detailed) pg.97 happened
 Worksheet: Worksheet 5-The Age of Discovery.pdf during the
age of
Discovery
Discovery of the sea routes to India/Portugal leads in exploration/The discovery of the continents of Africa and America

1.5.7: Explain why sea  Mapping Explorers: Who is Who?  Explained the Columbus: The
routes are more importance of Four Voyages
important than Land Learners can be provided with maps from the Age of Discovery to the sea routes
routes identify and mark the routes taken by famous explorers like Christopher
Columbus, Vasco da Gama, Ferdinand Magellan, Marco Polo, Al-Beruni  Listed the
and Ibn Batuta. They can also label the newly discovered lands and discoveries by How did Vasco Da
major trade routes. different Gama reach India?
travellers;

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 Unit Plan 5 History: Class 7

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 Christopher
 Interactive Timeline: Columbus,
1.5.8: Elucidate the Learners can create an interactive timeline of the Age of Discovery using Vasco da
reasons of why the either paper or digital tools. They can include key events, explorers, and Gama,
Portuguese led other discoveries, along with images and descriptions. Ferdinand Worksheet 6-
European nations in Magellan, Discovery of the
exploration  Journal Writing: Marco Polo sea routes to
Learners can be encouraged to imagine themselves as explorers during  Recalled the India.pdf
the Age of Discovery. They can be guided to write a journal entry discoveries by
describing their experiences, discoveries, and challenges they faced on Al-Beruni and
their voyage Ibn Batuta
1.5.9: Explain the Worksheet 7-
discovery of the Written Assignment:  Described the Portugal leads in
continents of Africa  Text Book: Q4-5(brief) Q4-5(detailed) , Choose the right answer role of the exploration, The
and America pg.97 Portuguese discovery of the
which led continents of Africa
 Worksheet: Worksheet 7-Portugal leads in exploration, The
other and America.pdf
discovery of the continents of Africa and America.pdf
European
1.5.10: Explain the nations in
The Great Historical Debate (Research and Public speaking):
details leading to the exploration
Learners can be assigned different topics related to the Renaissance,
discovery and naming
Reformation, and Scientific Revolution. Class into groups representing  Explained the
of the continent of discovery of
different viewpoints and structured debates (e.g., Catholic Church,
America the
humanists, reformers, scientists. The arguments should be evidence-
based and critically analytical. continents of
Africa and
America

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