Crossing Borders/Breaking Boundaries
The Portuguese Empire in the Sixteenth and Seventeenth Centuries
July 16-24, 2007
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I. Unit of Study:                                  Effects of Discovery

II. Length of Time:                            7-8 Days

III. Author/County:                            Pam LeFave

St. Mary’s County, MD

IV. Grade Level/Subject Area(s):     Theatre 3/4 Grades 11-12



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V. Abstract

My advanced theatre students were about to read "Othello", a good choice for a diverse student population.  This is when I integrated these lessons.  I did not do the big unit originally planned, however it brought together the world picture and the turmoil of the Renaissance and Elizabethan English eras.  It was also eye opening that when the Portuguese came to conquer African lands, they found it to be just as advanced civilization as their own.  The New World was a different story.

VI. Lessons

Day One:

Students will learn about the timeline of the Renaissance and Elizabethan England:

http://www.elizabethan-era.org.uk/elizabethan-timeline.htm
http://seattlepi.nwsource.com/leonardo/timeline.html

We will discuss prior knowledge of the Renaissance era. Students will be introduced to the concept of trade leading to world exploration and Portuguese dominance.

Day Two:

We will read excerpts from the Letter to the King by Pero Vaz de Caminha.  Students will compare the travel brochure to the letter.  If time permits, we will do the introduction to the dramatization of the natives’ and the sailors’ impressions.  

Day Three: 

Students will fine tune the exercise we started yesterday.  We will then do tableau #1.  Then, to learn about the discovery and settlement of Brazil, we will look at the Portuguese timelines:

http://seattlepi.nwsource.com/leonardo/timeline.html
http://www.metmuseum.org/TOAH/hd/agex/hd_agex.htm
http://www.elizabethan-era.org.uk/portuguese-explorers.htm

We will discuss the effects of exposure to foreign germs on the natives. Then we will do tableau #2. (See www.metmuseum.org) 

Day Four:  Students will write a monologue (first person) taking on the persona of a native, African slave or slave owner in Brazil.  Students will be asked to memorize their monologues and perform them. 

Day Five:  Students will perform their letter as a monologue.  Students will critique each other with rubrics.  Students will critique themselves.

Day Six:  Students will be asked to fill out an evaluation of the unit.  We will move on to the rest of the Renaissance unit.

Days One, Two, and Three

Lesson Objectives:

  • To introduce the Renaissance era
  • To introduce Portugal’s Contributions to the Renaissance
  • To introduce the discovery of Brazil by the Portuguese

English Core Learning Goal I:  Reading, Reviewing, Responding to texts

The student will demonstrate the ability to respond to a text by reading, viewing, and listening to self-selected and assigned materials.

  • Expectation 1.1: The student will use effective strategies before, during and after reading assigned materials.

Social Studies Core Learning Goal:  Standard 5.0 History:

Students will examine significant ideas, beliefs, and themes; organize patterns and events and analyze how individual and societies have changed over time.

  • Topic B:  Emergence, Expansion and Changes in Nations and Empires
    • Indicator
      1. Analyze the growth and the development of nations in the world.
      1. Describe the social, political and economic impacts of various world religions on a global society, such as Christianity.
      1. Compare the effects of political and cultural changes in nations.
  • Topic C: Conflict between Ideas and Institutions
  • Indicator 1: Analyze the major sources of tension and conflict in the world.

Objectives

    • Describe how the changes in political structures impacted individuals and groups.
    • Examine the impact of philosophies and policies of leaders.
  • Indicator 2: Analyze the major traditions, customs and beliefs of world religions and their expansion.

Objectives

    • Explain how the establishment of religions in areas caused conflict.
    • Analyze the political and social impact of religious and traditions in areas such as Europe and Brazil.

Fine Arts Content Standard:

Theatre Outcome II:  Historical, Cultural, and Social Content

  • Expectation A:  The student will identify and compare the significant developments that each period and culture contributed to the establishment of performance styles.

VII. Materials

  • Renaissance Timeline
  • Portuguese Timeline
  • Historical information about Portugal and Portuguese activities and accomplishments during the Renaissance
  • Travel Brochures to modern Brazil
  • Excerpts from the Letter of Pedro Vaz De Caminha to King Manuel

VIII. Enduring Understandings
           

  • Trade opened up the exchange of arts, ideas, and wealth.
  • Students will learn that the arts flourish when the economy is strong.
  • Students will learn that cross cultural encounters have lasting effects on cultural and artistic production.

XI. Essential Questions:

  • What does Renaissance mean?
  • How did man’s image of the existing world affect his idea of what the world was like?
  • Why did the Portuguese think they had the right to take over Brazil?
  • How do you think the Brazil natives felt about the arrival of the Portuguese ships and people?
  • How does the introduction of foreign germs manifest itself in society?

XII. Lesson Elements

Day One:

Entrance slip: In five minutes, write whatever you know about the Renaissance era.

Teacher Directed:

  • Students will examine a provided timeline of the Renaissance era.
  • The class will discuss reactions and prior knowledge of the provided material.

Presentation of New Materials:

  • Students will look at a timeline of the Portuguese empire.
  • Students will take turns reading some historical background provided about the history of the Portuguese influence on the Renaissance regarding world trade, exploration and development.

Exit Slip: Write four things you did not know about the Portuguese before coming into class today.

Day Two:

Teacher Guided:

  • On the board, let’s list some beautiful places in the world that you might like to visit.  Guided Questions:
    • How many of you would like to visit Brazil?
    • What do we know about Brazil? 
  • Write answers on the board.
  • Pass out Letter to the King
  • Explain travel literature: Detailed descriptions of travel documented on paper.
  • Students will read excerpts from the letter.
  • The class will dramatize the first impressions of the Natives, then the sailors.
  • Then the class will be divided in two and represent both sides.
  • The next step is to add lines. 

For homework: 

  • Think about the feelings and impressions by both sides.
  • Think about the natives and the sailor's points of view.

Day Three:

  • Let’s review the homework!
  • Write results on the board.
  • Collect work.
  • Review the dramatic exercise of yesterday.
  • Introduce tableau #1.
  • Refer to Lesson provided by Lenore Blank Kelner p.24.
  • After the exercise, discuss how it made the students feel to play the part they played.
  • We will then move to Tableau #2 p. 25.
  • Repeat the process.
  • We will then break up into groups to do pp.26-30. 

For Homework: Write your reflection on the feelings and reactions you had after doing our dramatizations of the Portuguese arrival. 

  • What would you do if you were a native?
  • How would you feel if you were a Portuguese sailor?
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Sponsored by
the Center for Renaissance & Baroque Studies
and the Maryland State Department of Education