Education 3601- Curriculum and Instruction for Social Studies Majors

Inquiry Unit Plan

February 29, 2024
Jessie Greer, Kaylee Oorthuis and Julia de Souza

Social Studies
Grade 8
The Renaissance

UNIT INTRODUCTION

Rationale

Purpose of the Unit

In Grade 8, students examine how intercultural contact between societies

leads to change and alters each respective group's worldview. The
Renaissance allows for the examination of change within a society that
developed the Western world. The intercultural contact within the Renaissance
period had significant cultural impacts and students will examine the impact
of the different cultures interacting.

How Does the Unit Address Concepts of Citizenship and Identity?

Throughout this unit, we look at how worldviews change over time due to
change in beliefs and interests in the sciences. Analyzing sources to come to
somewhat of a conclusion of what the worldviews of individual’s would be, can
inform students of the development of citizenship and identity can be
produced. In this unit, we come across different discoveries, inventions, and
influential individuals, these are some factors in developing the western
society we know today. This unit allows for the early exploration of cause and
consequences of history.

To What Extent Does It Incorporate Multiple Perspectives

This unit would cover the differing perspectives at the time. The conflict that
scientists had at the time with the church and the overwhelmingly dominant
worldview of Christianity. Religion vs. Science is the most prominent
perspective within this time period.

How is the Unit Framed Around an Overarching Inquiry Question?

This unit explores the Renaissance based on a set of questions for students to
answer. The Renaissance was a broad period with a lot of change with science,
art, and worldviews. Students will answer questions for each section of the
unit with the intention of research and inquiry for each one.

How Does the Unit Plan Attend to the Development of Skills?

1. Critical and Creative Thinking

Students will have several opportunities to think critically throughout

this unit. One way the students will be asked to think critically is by
considering the perspectives of different individuals from the
Renaissance during a singular event. For example, students will read
excerpts from the journals of John Cabot and Christopher Columbus
and write about the point of view of a different individual involved (ex.,
Indigenous Elder, the King, etc.). Students will begin to understand the
need to look at history from multiple perspectives and move away from
a singular point of view of world events. The Renaissance was a period
where juxtaposing perspectives grew (ex., Humanism vs. Christianity),
and students will be confronted with these differences throughout this
unit.

2. Historical Thinking

Students will develop their historical thinking skills by looking at

well-known historical events and innovations from the Renaissance and
determining cause and effect. They will also examine the context of
different moments and consider the perspectives involved (ex.,
humanism vs. Christianity, explorer vs. Indigenous person). The
performance task will have students consider the past and present
impacts of Renaissance inventions and hypothesize what life might be
 like without these contributions. Students will connect the past and
present and recognize how history affects how we do and understand
things today.

3. Geographical Thinking

During this unit, students will engage in geographical thinking by

engaging with maps, interpreting trade routes and understanding
geographical locations significant to the Renaissance. Students will use
these geographic resources to gain a better understanding of how and
why the Renaissance was a time of significant expansion and
exploration. Finally, students will understand how the physical
expansion of Renaissance Europe also led to the spread of new ideas,
cultural practices, languages, cuisines, etc.

4. Decision Making and Problem Solving

The unit will provide students with the chance to engage in group
decision making and discussions about different topics throughout. One
example of decision making and problem solving within the unit is
during the lesson about important historical figures, where students will
be asked to work together as a class to reach a group consensus on the
criteria that make an individual and their contributions more important
than the next. Learning to work together as a group and form
conclusions in a civil and organized manner is essential to growth and
understanding at this grade level.

5. Social Participation

Students will work together in groups multiple times during this unit and
practice their ability to cooperate and work as a team. Additionally,
students will be asked to consider the perspectives of others in a
respectful and empathetic manner. Not only will they be considering the
points of view of their classmates, but also the individuals taught about
during the lessons.
 6. Research Process

Conducting research and understanding what different sources look like

is at the center of this unit plan. Students will be asked to conduct their
own research on several different prompts throughout the unit and draw
conclusions based on their discoveries. During the performance task,
they will be asked to conduct multi-step research and record their
findings in a resource list or bibliography. They will need to organize
their research logically and organized so that their teacher and peers
can easily engage with it.

Special Considerations

What Knowledge and Skills Is Assumed to Be in Place and What Point in

the Year is this Lesson?

As this is the second unit of the school year, the lessons will be occurring
somewhere around the midpoint of the grade level. As such, students are
expected to already have some exposure to the skills necessary to complete
activities for this unit. Likewise, students are expected to be able to
understand and appreciate the different perspectives that are posed in these
classes. However, as this is the first instance of curricular outcomes relating to
the Renaissance, students should not be expected to have prior knowledge
coming into the unit, but they should have the skills necessary to interact with
the new information.

That said, students should already have experience with historical and
geographical thinking, and be able to decipher and acknowledge the contexts
that influence how events play out around the world and through time. They
should already be able to complete meaningful research while understanding
the differing perspectives of the multitude of resources they are exposed to.
Finally, students should already have experience sharing their learning with
their peers and teacher. However, students will still be in the beginning stages
of developing these skills and the teacher is expected to continue helping
these students grow in these areas throughout the unit.
Family and Community Issues and How We Will Address Them.

Because this unit relies so heavily on the significance of European beliefs and
ideas, particularly in the Western world, some students may feel left out or
diminished by the discussions posited in class. This may be especially true for
Indigenous students, and other students who have been impacted by the
consequences of imperialism, expansionism, and Western-central ideologies.
While this unit is posed as strictly in the past, the outcomes of these beliefs
and concepts still influence the world today.

To address this, students may be asked to explore perspectives outside of the

prescribed European points of view, for example, Indigenous peoples during
the Age of Exploration may be looked at in the unit. Likewise, students will be
asked to be critical of perspectives of European Renaissance thinkers and
analyze and describe their importance (or lack thereof) in their own lives and
the society around them. As such, students will be asked to acknowledge the
significance of European Renaissance thinkers, however, they will be exposed
to and asked to explore the thoughts, feelings, and ideas of other individuals
during the same period of time.

How Will We Integrate Other Subject Areas?

Science can be integrated within this unit once we cover the topic of the
scientific inventions that were born in the Renaissance era. Showing that the
scientific method was made at a time where science was being sought out
and how we still use the basis of that method today.

The subject of ELAL will be incorporated throughout the unit, as students will
have several opportunities to review, reread, and discuss oral, print and other
media (ex., videos, podcasts, etc.) Students will also be asked to consider
perspectives and opinions that differ from their own and can take
opportunities to revise or revisit their viewpoints after experiencing the
thoughts of others. Finally, students will engage in the research process and
need to obtain information from various relevant sources that they determine
are reputable.
The unit will also allow students to engage with classical works of art created
during the Renaissance period and the opportunity to learn more about some
of the famous artists of the time (ex., Michaelangelo, Leonardo da Vinci, etc.).
During a lesson, students will analyze paintings and determine how these
different works of art represent the values and worldviews of the individuals
who created them. The humanist movement during the Renaissance
significantly influenced how art was created from that point on, and students
will be made aware of this impact throughout the unit.

Current Events Linked with the Unit

There are various current events that relate to the idea and concepts outlined
in the Grade 8 Renaissance Unit. One example links to the exploration of
Renaissance era art, particularly, The Birth of Venus by Sandro Botticelli. In an
article from Smithsonian Magazine, they discuss a protest that took place on
February 14, 2024 where climate activists used the Botticelli artwork to bring
awareness to the ongoing struggles of the citizens of Tuscany following a
recent catastrophic flood in the region. This event may be used to discuss the
significance of Renaissance artwork and the continuing preservation and
utilization of this art for present day issues. Students may even be asked why
they believe this specific painting was used to stage their protest; potentially
diving deeper into the meaning of the painting itself and its significance in the
actions of this group.

https://www.smithsonianmag.com/smart-news/climate-activists-stage-pr
otest-in-front-of-botticellis-birth-of-venus-180983797/

Another example also used a Renaissance era painting to protest for the
rights of people internationally for food security. Once again, in an article
from the Smithsonian Magazine, they discuss how members of the A22
Movement threw tomato soup at Leonardo da Vinci’s Mona Lisa stating,
“What is more important? Art or the right to have a healthy and sustainable
food system?”. Representing the attention and preservation benefits provided
for the artwork while people were disregarded and disadvantaged at the
same time. This may pose the questions for the students, why is so much
money allocated to protecting and preserving Renaissance art, while present
day individuals continue to be disadvantaged? Why does this artwork remain
so influential and significant to the present day? Does this art deserve this
amount of care and attention?

https://www.smithsonianmag.com/smart-news/climate-activists-throw-so
up-mona-lisa-leonardo-da-vinci-180983677/

Finally, another example of current events relating to the topics of the

Renaissance unit is the ongoing conflict between Israel and Palestine.
Particularly, these events relate to the concept of imperialism and
expansionism for religious gain, as Israel continues to expand their borders
into Palestinian territory as they claim ownership of the land. Of course,
because this is such a divisive topic as it is still ongoing, it relates to the
concepts discussed in the unit and may put it into perspective for students
who may feel more connected to present day issues. This may lead to asking
the questions, how does the expansion of Israel territory reflect the values of
beliefs of Renaissance imperialists? What are the impacts of imperialism and
expansion on people both past and present?
 UNIT PLANNING ORGANIZER

Unit Overview: Critical Inquiry Question

Why was the Renaissance a significant time period in the development of the
Western worldview? And how did these perspectives spread to the Western
world, creating a dominantly European worldview in North America?

General Learning Outcomes for Unit

8.2 Through an examination of Renaissance Europe, students will demonstrate

an understanding and appreciation of how the exchange of ideas and
knowledge contributed to shaping the worldview of the Western world.

Focusing Questions for Unit (Related Questions)

● Background understanding of the Renaissance

○ What is the Renaissance?
○ What were the causes and the consequences of the Renaissance?
○ Why was the Renaissance significant?
○ What was the social structure of that time period?
○ What was life like before the Renaissance?

● Humanism
○ What is humanism?
○ How did the humanist worldview differ from the dominant
worldview (Christianity) at that time?
○ What impact did humanism have on discovery and creation in the
fields of art, science, math, writing, etc?
○ What was the impact of humanism on education, religion,
architecture, etc.?

● Physical geography and trade during the Renaissance

○ How did the physical geography of Europe during the
Renaissance period influence trade and competition among
countries?
○ Why - and how - did the Renaissance worldview spread from
beyond the borders of Europe?
■ How did trade lead to intercultural contact and the sharing
of ideas, goods, and knowledge?
 ● The role of thinkers and philosophers
○ What was the role of thinkers and philosophers in shaping society
during the Renaissance?
○ How do the discoveries of Renaissance thinkers and philosophers
still impact us today?
○ What is the impact of the discoveries/inventions associated with
these inventors?

● Worldview, citizenship and identity

○ How did shifting perspectives and the increase in trade during the
Renaissance impact individuals identity and citizenship?
○ What role did Renaissance Europe have on the worldview of the
Western world?

● What was the role of imperialism and expansionism during the

Renaissance?
○ What are some examples of imperialism?
○ What consequences of imperialism can be seen in society today?
○ What consequences of imperialism influence your own life?

Key Concepts of Unit

Humanism Imperialism Identity

Renaissance Expansion Contact
Worldview Citizenship Trade
Social structures Individualism Feudalism

Specific Learning Outcomes for Unit

Knowledge and Understanding

● 8.2.4 examine, critically, the factors that shaped the worldview

evolving in western Europe during the Renaissance by exploring and
reflecting upon the following questions and issues:
○ What was the Renaissance? (TCC, LPP)
○ How did the Renaissance spark the growth and exchange of ideas
and knowledge across Europe (i.e., astronomy, mathematics,
science, politics, religion, arts)? (TCC, ER, PADM, GC)
○ How did the physical geography of Renaissance Europe affect
trade and competition among European countries? (LPP, TCC)
○ In what ways did thinkers and philosophers influence society in
 the development of a humanist worldview during the
Renaissance? (GC, I)
○ In what ways were the Age of Discovery and the rise of
imperialism expressions of an expansionist worldview? (TCC,
PADM, LPP)
○ In what ways did exploration and intercultural contact during the
Renaissance affect the citizenship and identity of Europeans? (C,
I, GC, LPP, TCC)

Values and Attitudes

Students will:
● 8.2.1 appreciate how Renaissance Europe formed the basis for the
worldview of the Western world (C, TCC)
● 8.2.2 demonstrate a willingness to consider differing beliefs, values
and worldviews (C, I)
● 8.2.3 recognize how beliefs and values are shaped by time,
geographic location and societal context (C, TCC, LPP)

Skills and Processes

DIMENSIONS OF THINKING
Students will:8.S.1 develop skills of critical thinking and creative thinking:
○ analyze the validity of information based on context, bias, source,
objectivity, evidence and reliability to broaden understanding of
a topic or an issue
○ evaluate ideas, information and positions from multiple
perspectives
○ demonstrate the ability to analyze local and current affairs
○ re-evaluate personal opinions to broaden understanding of a
topic or an issue

● 8.S.2 develop skills of historical thinking:

○ distinguish cause, effect, sequence and correlation in historical
events, including the long and short-term causal relations
○ use historical and community resources to organize the sequence
of historical events
○ analyze the historical contexts of key events of a given time
period
■ create a simulation or a model by using technology that
permits the making of inferences
■ identify patterns in organized information
 ● 8.S.3 develop skills of geographic thinking:
○ interpret historical maps to broaden understanding of historical
events
○ use thematic maps to describe cultural and political regions
○ construct and interpret various maps to broaden understanding
of given topics
○ define geographic problems and issues and pose geographic
questions
○ use geographic tools, such as Geographic Information Systems
(GIS) software, to assist in preparing graphs and maps
■ access and operate multimedia applications and
technologies from stand-alone and online sources; e.g., GIS
● 8.S.4 demonstrate skills of decision making and problem solving:
○ demonstrate skills of compromise and devise strategies to reach
group consensus
○ propose and apply new ideas and strategies, supported with facts
and reasons, to contribute to problem solving and decision
making
○ propose and apply strategies or options to solve problems and
deal with issues
○ participate in and predict outcomes of problem-solving and
decision-making scenarios
■ articulate clearly a plan of action to use technology to solve
a problem
■ identify the appropriate materials and tools to use in order
to accomplish a plan of action
■ evaluate choices and the progress in problem solving, then
redefine the plan of action as appropriate
■ use networks to brainstorm, plan and share ideas with
group members

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE

Students will:
● 8.S.5 demonstrate skills of cooperation, conflict resolution and
consensus building:
○ identify and use a variety of strategies to resolve conflicts
peacefully and fairly
○ consider the needs and perspectives of others
○ demonstrate leadership within groups where appropriate
■ access, retrieve and share information from electronic
sources, such as common files
RESEARCH FOR DELIBERATE INQUIRY
Students will:
● 8.S.7 apply the research process:
○ integrate and synthesize concepts to provide an informed point of
view on a research question or an issue
○ develop a position that is supported by information gathered
through research
○ draw conclusions based upon research and evidence
○ determine how information serves a variety of purposes and that
the accuracy or relevance of information may need verification
○ organize and synthesize researched information
○ formulate new questions as research progresses
○ practice the responsible and ethical use of information and
technology
○ include and organize references as part of research
■ plan and conduct a search, using a wide variety of
electronic sources
■ demonstrate the advanced search skills necessary to limit
the number of hits desired for online and offline databases;
for example, the use of “and” or “or” between search topics
and the choice of appropriate search engines for the topic
■ develop a process to manage volumes of information that
can be made available through electronic sources
■ evaluate the relevance of electronically accessed
information to a particular topic
■ make connections among related, organized data, and
assemble various pieces into a unified message
■ refine searches to limit sources to a manageable number
■ analyze and synthesize information to create a product
■ access and retrieve information through the electronic
network

COMMUNICATION
Students will:
● 8.S.8 demonstrate skills of oral, written and visual literacy:
○ communicate in a persuasive and engaging manner through
speeches, multimedia presentations and written and oral reports,
taking particular audiences and purposes into consideration
○ use skills of informal debate to persuasively express differing
viewpoints regarding an issue
○ elicit, clarify and respond appropriately to questions, ideas and
multiple points of view presented in discussions
○ offer reasoned comments related to a topic of discussion
○ listen to others to understand their points of view
 LESSON OVERVIEWS
Resources
Length
Lesson Outcomes and Assessment and
of
Title Objectives Lesson Procedures Materials

Lesson 1: Students will: 60 Have students discuss KWL Chart - Chapter 1

understand the min their KWL Charts with what they Textbook-
Context: social structure the class, what know and “Worldviews:
Before the and how life was assumptions do they want to know Contact and
Changes that led to the make about the about the Changes.”
rise of the Renaissance or what Renaissance
Renaissance. life was like. time period. https://prjh-kr
- Cause In partners, have them (FOR ae.weebly.com
and go through textbook learning) /uploads/6/8/
effect. (Chapter 1) and fill out 0/8/68086765/
a worksheet based on Think-Pair-Sh nelson_ch1.co
Students will: the chapter are about mpressed.pdf
also learn the (highlighting the key ending (show timeline
meaning of terms). This should take discussion and worldview
worldview. about 15 minutes and questions. visual on pg.
by the end, have 12)
Values and students fill out a
Attitudes hierarchy pyramid on
8.2.1, 8.2.3 the social structures.
On the board, have
students write down 3
Knowledge and
Understanding main things they
learned in their KWL
8.2.4.1
charts about feudalistic
society. What are 3 key
things you took away
from how people lived
in that time? (Religion,
Social structures,
Wealth)
Have class discussion
about what is a
“worldview.” Once
agreed upon a set
definition with the
students, have them
create a mind map of
what they think
contributes to their
own worldview.
Pose the question:
 “In what ways can
changing social
structures affect a
society’s worldview?
From what we looked
at with how society was
like before things
began to change, did
the way they lived
affect their worldview?
How so?”
(Black Plague, Wealth)

Lesson 2: Students will: 60 Intro: Start the class Jigsaw https://youtu.

understand the min off with the Crash textbook be/Vufba_Zco
Was the
periodization of Course. activity. R0?si=HiEPES9
Renaissance the Renaissance. Have a quick Exit slips. v9anZpuuB
a Thing? discussion with the (The
Students will: class on what was said Renaissance:
understand how in the video. Just from Was it a
ideas and the the video, was the Thing?) - Crash
Renaissance Renaissance what you Course
worldview expected it to be? Look
spread. back at KWL charts. Chapter 2
Pull up maps of the Textbook-
Knowledge and trade routes and maps “Worldviews:
Understanding of the countries while Contact and
8.2.4.1, 8.2.4.3, students work in their Changes.”
8.2.4.4 groups.
Give a worksheet and Chrome book
Dimensions of then separate students carts booked.
Thinking in groups of 5, assign
8.S.3.3 students 5 pages of the
textbook they need to
Social become “experts on”
Participation as and have them fill out
a Democratic that part of the
Practice worksheet. Have
8.S.5.2 chrome books booked
so students can dive
Communication deeper within the
8.S.8.1 topics listed in the
textbook by searching
key terms and finding
definitions. Once all
groups are finished
with their part, have
each group present
while the rest of the
class listens and fills
 out the rest of their
worksheet.
To wrap up, have
students fill out exit
slips listing 3 causes
that led to 3 effects of
expanding trade routes
(ex. growth of
city-states, sharing of
culture/food/religion,
etc.)

Lesson 3: Students will: 60 Intro: Mini lesson Students will Chrome books,
obtain the min touching on the main hand in if those do not
Humanism? knowledge of things that were questions work, have
What is it? the term learned in the last class they pictures of the
humanism. to wrap up what was answered paintings
gone over the last from printed out.
Students will: class. analyzing the
examine What is humanism? Is primary Power Point:
Renaissance art there anything in the sources. (AS Humanis…
and find word that helps you learning)
evidence of determine the
changing meaning? Having
worldviews answered “what is
within the art humanism,” relate it
pieces. back to the slides and
discuss how the
Values and worldview changed
Attitudes from before to during
8.2.2 the Renaissance.
With that intro, have
Knowledge and students in pairs and
Understanding have students look at 2
8.2.4.2, 8.2.4.5 paintings:
​Madonna and Child in
Dimensions of Glory by Jacopo di
Thinking Cione
8.S.2.2, 8.S.3.1, Madonna and Child
with St. John by
Giuliano Bugiardini
Have a brief discussion
on what is a primary
source and then have
students examine both
paintings.
Ask questions like:
How do both paintings
differ?
Who are they
representing?
 Which one represents
the values during the
Renaissance and which
one is before?
Hand out a worksheet
to analyze both
paintings, this will be
handed in and they can
take the rest of the
period to work on the
questions.

Lesson 4: Students will: 60 Presentation on the Hand in https://archive

understand the min most prevalent figures worksheet. .nytimes.com/l
Important important of the Renaissance. earning.blogs.
Figures of figures of the This would be a nytimes.com/2
the Renaissance powerpoint with 014/03/11/text
Renaissance. period and their different figures: -to-text-the-pr
impact. - Leonardo da ince-and-why-
Vinci machiavelli-stil
Students will: - Nicolaus l-matters/?_r=
critically think Copernicus 0 Why
and analyze a - Christine de Machiavelli
source to form Pisan still matters?
an - Martin Luther
argumentative - Niccolo Chrome books
stance on a Machiavelli or owns
topic. - Galileo personal
In this presentation it devices.
Knowledge and would also be
Understanding highlighting their
8.2.4.2, 8.2.4.5 inventions and their
respective
Social achievements towards
Participation as innovation and
a Democratic humanist progressive
Practice actions.
8.S.5.2 During the
presentation, ask
Research for students whether they
Deliberative think these figures
Inquiry have an influence/ are
8.S.1.1, 8.S.7.1, prevalent in today’s
8.S.7.2, 8.S.7.3 society.
Split up into groups of 3
Communication and have students read
8.S.8.3, 8.S.8.4, the article on
8.S.8.5 Machiavelli. During this
time, have a worksheet
handed out, have each
student answer the
questions on
Machiavelli.
If there is time, have
discussion on making
the criteria of what
makes a figure
important/prevalent as
we will start with this
criteria in the next
class. (if we have time
to do this, if not start
with this at the
beginning of the next
class.)
Lesson 5: Continued- 60 Intro: Refresh students Students https://www.le
Students will: min what was discussed in hand in arnalberta.ca/
Most understand the the previous lesson and worksheets. content/ssoc8
Important? important ask what they learned
/html/witnesst
figures of the about the important
oyesterday_cc
Renaissance figures the previous
period and their day. .html (Rating
impact. Then, continuing from Each Effect
the previous lesson, worksheet
students will use what linked on
Students will:
they learned about the page)
critically think
important figures of
and analyze a
the Renaissance to
source to form Chrome books
create a list of criteria
an or owns
for rating their
argumentative personal
importance to the past
stance on a devices.
and the present. The
topic.
students will work
together as a class to Textbook: No
Knowledge and assigned
create the criteria.
Understanding: chapters in
Students will then use
8.2.4.2, 8.2.4.5 textbooks, just
the textbook or
chromebooks to what students
Dimensions of can find
research the significant
Thinking throughout the
figures (not including
8.S.4.1 text.
Machiavelli as they
discussed him last
Communication
class). Students will
8.S.8.3, 8.S.8.4,
then work to fill in the
8.S.8.5
Rating Each Effect
worksheet where they
list the criteria, briefly
outline an action or
discovery of the
individual, then rate 1-5
the importance of that
discovery.

Lesson 6: Students will: 60 Intro: Have an essential Exit slip. Chapter 4

research and min question on board: (FOR Textbook-
Exchange of examine “How did the learning) “Worldviews:
Ideas/ different Renaissance spark the Contact and
Inventions Renaissance growth and exchange Changes.”
inventions/ of ideas across
discoveries. Europe?” https://sau57.o
Have group discussion, rg/c.php?g=33
Students will: thinking back on what 2382&p=22317
be able to name we have done, and 81
a few of the looking back at notes, (website listing
most important think pair share. Renaissance
 while having to Powerpoint just on inventions and
explain their information of Chapter list of websites
answer. 4, students taking to dive deeper
notes during into each one.)
powerpoint. (tell
Knowledge and students that this class Chrome books
Understanding is very important as or personal
8.2.4.2 this information will be devices.
useful for the final
Research for project).
Deliberative Individually, students
Inquiry will spend the rest of
8.S.7.2, 8.S.7.3 the class doing their
own research on
Communication different Renaissance
8.S.8.4, 8.S.8.5 discoveries and
inventions, going either
through Chapter 4, or
the website listed.
Exit slip: “Which one of
the
inventions/discoveries
do you find more
interesting? Which one
do you find the most
important in the
development of the
West? Why?” - hand in
on flipgrid.

Lesson 7: Students will: 60 Intro: Have a table Students https://www.le

Recognize the min prepared on the board hand in arnalberta.ca/
Age of differences that asks the rewritten content/ssoc8
Exploration between differences between pieces. /html/firsthan
primary and primary and secondary daccounts_cc.
secondary documents. Spend html
sources. 10-15 minutes going (Students read
through the differences primary
Students will: of each type of documents,
Analyze a document and tell then rewrite
historical event students they will be from a
and consider the focusing on primary different
perspective of documents in this class. perspective —
different Introduce the two can be used
individuals documents that for
involved. students will be incorporating
reading (The John Day Indigenous
Values and Letter—a letter written perspectives)
Attitudes by John Day about
8.2.2
 Cabot's first adventure Primary
Knowledge and & Christopher documents
Understanding Columbus: Extracts printed out
8.2.4.6 from Journal (voyage (included in
of 1492)). Students will previous link)
Skills and then read through one
Processes of the documents (their
8.S.1.2 choice). After they have
completed their
Communication reading, they will spend
8.S.8.3 the rest of the class
time rewriting the
document from the
perspective of another
individual (ex. The
king’s point of view,
Indigenous Elder point
of view, Priest’s point of
view, etc.). Students
may choose the
perspective they write
from as long as it
makes sense for the
document they are
reading. Their rewritten
piece will be handed in
for formative
assessment, however,
they do not necessarily
need to be completed
for the end of class.

Lesson 8: Students will: 60 Intro: teacher will Formative Chapter 5

Understand min introduce the idea of assessments: Textbook-
Age of what expansionism and Student “Worldviews:
Exploration expansionism exploration. Ask participation Contact and
and exploration students what they in creating Changes.” pp.
looked like in think these terms T-Chart & 113 & 126
Renaissance mean. Allow students to students
Europe. make their own presenting
definitions. their finds for
Students will: Discuss with students Over to You
Make the economic and activity.
connections religious worldviews of
between the the Renaissance
economic and Europeans. Guiding
religious goals student thinking, get
of Europeans the class to come up
during the with examples on a
Renaissance led
 to expansion T-chart on the board
and exploration. for why/how these
economic and religious
goals influenced their
Values and desire for expansion
Attitudes and exploration.
8.2.3 Then, using page 126 of
the textbook, students
Knowledge and will work in partners or
Understanding groups of three to
8.2.4.7 complete question 1 of
the Over to You
Dimensions of activity. Students
Thinking should prepare to
8.S.3.4 present their chart and
answer to part b with
Social the class.
Participation as
a Democratic
Practice
8.S.5.2

Lesson 9: Students will: 60 Intro: Remind students KWL Chart - Chapter 6

explore the text min of the KWL charts that what they Textbook.
Worldviews and they did at the know and
of Society acknowledge beginning of the unit. want to know History vs. …
the differing As they will be about the
perspectives of completing the same worldviews of
the world during activity for Chapter 6. the time
the Renaissance. Give the KWL period (FOR
worksheet to students learning)
Students will: and have them spend
analyze the around 10 minutes Exit Slips
spread of filling it out and then
perspectives separate students in
and how that groups of 5, assign
influenced the students 5 pages of the
everyday lives of textbook they need to
individuals become “experts on”
during the and have them fill out
Renaissance. that part of the
worksheet. Have
Dimensions of chrome books booked
Thinking so students can dive
8.S.2.3 deeper within the
topics listed in the
Social textbook by searching
Participation as key terms and finding
a Democratic definitions. Once all
Practice
 8.S.5.2, 8.S.5.3 groups are finished
with their part, have
Research for each group present
Deliberative while the rest of the
Inquiry class listens and fills
8.S.7.1, 8.S.7.5 out the rest of their
worksheet.
Communication To wrap up, have
8.S.8.1, 8.S.8.3, students fill out exit
8.S.8.5 slips discussing their
answer to the question
“how did the new
knowledge obtained by
the people of this time
affect people’s lives
and worldview?”
(If students run out of
time, sharing their
sections can be pushed
into the next lesson).

Lesson Students will: 60 Intro: History vs. Have

define min Christopher Columbus students
10:
imperialism and video. hand in their
Citizenship recognize its Concept lesson on: responses, if
and Identity connection to Imperialism! they do not
Within the Renaissance Define what finish, have
Renaissance Europe. imperialism is and have them bring it
a class discussion on home for
Students will: the outcomes of what homework.
Provide imperialism can cause.
examples of the Presentation on
impact of Chapter 6.
imperialism Students will write a
during the paragraph for each
Renaissance and question for rest of
today. class time:

Knowledge and “What are some

Understanding examples of
8.2.4.7 imperialism from what
we have looked at
Dimensions of throughout this unit?”
Thinking “What consequences of
8.S.1.4, 8.S.2.1 imperialism can be
seen in society today?’
“What consequences of
imperialism influence
your own life?”
Lesson Students will: 60 Intro: Teacher will Students will Graphic
choose the min introduce the students display their organizer
11:
invention from to the performance understandin
Introduction the list that they task. The purpose of g of the Textbook (if
to the deem most this assignment is for expectations needed)
Performance impactful on students to consider of the
Task humans. the impact that performance Chrome books
Renaissance inventions task by giving or personal
Students will: had on life during the a fist to five. devices.
research their Renaissance and how (formative
chosen invention that impact still affects assessment) Writing
and provide people today. This is a utensils,
background. research assignment, markers,
so students will need to paper, etc. (if
Values and work on gathering required)
Attitudes information from a
8.2.1 variety of sources (at
least 4). Teacher will
Dimensions of ask students to give a
Thinking fist to five to ensure
8.S.2.3 they understand the
assignment's
Research for expectation. Students
Deliberative can work alone or in
Inquiry. pairs. Students will be
8.S.7.3, 8.S.7.7 given the print out of
the assignment and a
graphic organizer to
help them keep track of
information. The goal
of class one is to have
students decide on the
invention they believe
is most impactful and
to begin researching
the history of said
invention.

Lesson Students will: 60 Intro: Teacher will Midway Graphic

describe the min begin the class with check-in: Organizer
12:
impact their showing students hand in
Performance chosen invention examples of projects graphic Textbook (if
Task Work had on the created by students organizer for needed)
Period people of the from previous years. feedback
Renaissance and The students will be (formative Chrome books
continues to given the class period assessment) or personal
have on people to continue working on devices.
today. their project/research.
 Ideally, by the end of Writing
this class, students utensils,
Students will: should be mostly markers,
acknowledge finished gathering paper, etc. (if
the relationship information so they can required)
between the begin synthesizing it
past and the into a presentation
presence in next class.
terms of their To wrap up, students
invention. will hand in their
graphic organizer (no
Knowledge and matter the state of
Understanding completion). The
8.2.4.2 teacher will use these
as formative
Dimensions of assessments to gauge
Thinking student understanding
8.S.2.1 and progress.
Additionally, the
Research for teacher will provide
Deliberative feedback for students
Inquiry. to use in the next class.
8.S.7.3, 8.S.7.7

Lesson Students will: 60 Intro: Teacher will Before Graphic

present their min spend a few minutes handing in Organizer
13:
findings in a reminding students their final
Completion persuasive what they worked on copy, Textbook
and manner using a previously and go over students will
Presentation method of their some of the common complete a Chrome books
of choice. issues seen while checklist and or personal
Performance providing feedback on self- devices.
Task Students will: the graphic organizers. assessment
include an Students will work on questionnaire Writing
organized making/completing (formative utensils,
reference list their presentations that assessment) markers,
that represents will be handed in at the paper, etc. (if
their research. end of class. Before Students will required)
handing in their final hand in the
Communication copy of their project, final copy of Printed self-
8.S.8.1, 8.S.8.3, every student will need their assessment
8.S.8.5 to fill out a presentation checklists
self-assessment to be marked
Research for checklist/questionnaire (summative
Deliberative that the teacher will assessment)
Inquiry use as a formative
8.S.7.5, 8.S.7. assessment alongside
the summative final
grade.
 PERFORMANCE TASK

Grade: 8
Subject: Social Studies
Area of focus: Origins of a Western Worldview: Renaissance Europe

Learner Outcomes Criteria for

Evaluation
General Outcome 8.2: Students
Through an examination of Renaissance Europe, students provide
will demonstrate an understanding and appreciation of evidence of
how the exchange of ideas and knowledge contributed to their learning
shaping the worldview of the Western world. as they:

Number Specific Outcomes

Students will: Explain the

8.2.1 appreciate how Renaissance Europe background of
formed the basis for the worldview of the their chosen
Western world invention.

Skills and Dimensions of Thinking

Processes Students will:
8.S.2 develop skills of historical thinking
8.S.2.3 ● analyze the historical contexts of key
events of a given time period.

Students will: Describe the

8.2.4 examine, critically, the factors that impact their
shaped the worldview evolving in western chosen
Europe during the Renaissance by invention had
exploring and reflecting upon the on humankind
following questions and issues: during the
8.2.4.2 ● How did the Renaissance spark Renaissance
growth and exchange of ideas and and now.
knowledge across Europe (i.e.
astronomy, mathematics, science,
 politics, religions, arts)?

Skills and Dimensions of Thinking

Processes Students will:
8.S.2 develop skills of historical thinking
8.S.2.1 ● distinguish cause, effect and
sequence and correlation in historical
events, including the long and
short-term causal relations

Skills and Research for Deliberative Inquiry Conduct and

Processes Students will: gather
8.S.7 Apply the research process: research and
8.S.7.3 ● draw conclusions based upon include
research and evidence references.
8.S.7.5 ● organize and synthesize researched
information
8.S.7.7 ● practice the responsible and ethical
use of information and technology
8.S.7.8 ● include and organize references as
part of research

Skills and Communication Communicate

Processes Students will: findings in a
8.S.8 demonstrate skills of oral, written or persuasive
visual literacy manner.
8.S.8.1 ● communicate in a persuasive and
engaging manner through speeches,
multimedia presentations and written
and oral reports, taking particular
audiences and purposes into
consideration
8.S.8.3 ● elicit, clarify and respond
appropriately to questions, ideas and
multiple points of view presented in
discussions
8.S.8.5 ● listen to others to understand their
points of view
 Performance Task
The Time Travelers Dilemma
Timeframe: 3 classes

Imagine you are a time traveler given the mission to travel back in time to when the
inventions of the Renaissance were being created. But there is a twist: all of the
inventions except for one will be destroyed, and it is up to you to decide which
invention to save. Remember, if the inventions of the past are destroyed, their
contributions to the world as we know it will no longer exist. It is your job to decide
which invention you believe had the most significant impact on humankind, and
this is the one you will save.

For this assignment, you will create a presentation to convince your teacher and
classmates why you decided to save your chosen invention. You will need to conduct
your own research and include at least (4) credible sources in your presentation.
You may use your textbook, classroom resources, videos or websites you find on
Google to find the information you need to help you make a convincing argument.

1. Choose (1) of the following inventions from the Renaissance that you believe
was most important to humankind. Remember, you need to be able to explain
why you have made this choice within your presentation.
● Printing press
● Telescope
● Steam engine
● Clock
● Scientific Method
2. Using resources you’ve gathered, explain the history of your chosen
invention. Include your findings on your graphic organizer (this will be handed
in after class 2). Remember to answer the following questions:
● What is the invention?
● Where was the invention created?
● When was the invention created?
● Why was the invention created? (consider the needs of people at this
time).
● Who was the inventor?
● How did the invention change peoples lifestyles and/or worldview?

3. Describe the impact their chosen invention had on humankind. You might
consider its impact on things like education, innovation, discovery, medicine,
travel, quality of life, travel, etc. Include your findings on your graphic organizer
(this will be handed in after class 2). Remember to answer the following
questions:
● What impact did the invention have on people during the Renaissance?
● What impact does the invention continue to have on people today?

4. Midway check-in before creating a presentation (Formative Assessment 1)

● At the end of class 2, please hand in your graphic organizer to the
teacher. The purpose of this is to give the teacher an understanding of
where you are at with your research and provide them an opportunity to
provide feedback before you create your final presentation.
 5. Communicate your position in a convincing and organized manner using
your choice of a:
● poster
● slide deck (ex. Canva, Google Slides, PowerPoint, etc.)
● video
● podcast

You may work alone or in a pair; it is up to you to be as creative as you want with
your presentation. If you are making a video or podcast, it should be around 5
minutes in length.

6. Be sure to include the references where you found your information within
your presentation. Include your findings on your graphic organizer (this will be
handed in after class 2). This could look like a:
● Printed bibliography
● References slide
● Verbal acknowledgment of where your information came from throughout
your video/podcast.

7. Self-Assessment and Checklist (Formative Assessment 2)

● Before handing in your project to the teacher, please fill out a
self-assessment checklist and answer the questions on the paper.
● Once completed, the self-assessment will be handed in with your final
copy.
● Each group member needs to fill out their own and hand it in.

**All materials will be provided, if needed. Once you decide how you want to communicate
your research, ask the teacher for poster paper, markers, etc.
 RUBRIC

Concerns Criteria Advanced

Areas that Need Work Standards for This Evidence of Exceeding
Performance Standards

Demonstrates the ability

to conduct thorough
and comprehensive
research using at least
(4) credible sources.
(8.S.7, 8.S.7.3, 8.S.7.7)

Demonstrates a deep
understanding of the
history of their chosen
invention by considering:
what, where, when, how,
why and who.
(8.2.1, 8.S.2, 8.S.2.3)

Presentation clearly
describes the impact of
their chosen invention
on humankind: then and
now.
(8.2.4, 8.2.4.2, 8.S.2,
8.S.2.1)

Presentation is
well-organized, and
findings are presented in
a convincing and
persuasive manner.
(8.S.7, 8.S.7.5, 8.S.8,
8.S.8.1)

Includes a reference list

with relevant sources
and images used in the
presentation.
(8.S.7, 8.S.7.8)

Additional Feedback:
 ANNOTATED RESOURCE LIST
Anderson, Sonja. (2024, January 24). Climate Activists
Throw Soup at the ‘Mona Lisa’. Smithsonian Magazine.
https://www.smithsonianmag.com/smart-news/climate-activists-th
row-soup-mona-lisa-leonardo-da-vinci-180983677/

This article from the Smithsonian Magazine discusses a recent event where social
activists threw soup at the bulletproof glass of the Mona Lisa painting to call attention
to ongoing food scarcity and climate change that impacts various communities. They
used this action to call attention to the ongoing issues of the world in a very public and
publicized place in order to shock onlookers and bring awareness to the situation. This
would be used to discuss current events regarding the Renaissance.

Bassi, Margherita. (2024, February 14). Climate Activists

Stage Protest in Front of Botticelli’s ‘Birth of Venus’. Smithsonian
Magazine.
https://www.smithsonianmag.com/smart-news/climate-activists-st
age-protest-in-front-of-botticellis-birth-of-venus-180983797/

This article from the Smithsonian Magazine discusses a recent event where social
activists taped images of a devastating flood in Tuscany that was not being adequately
addressed in their community. These individuals were calling attention to how more
money and understanding is being given to artwork from the Renaissance rather than
the ongoing tragic events. This would be used to discuss current events regarding the
Renaissance.

CrashCourse. (2012, June 21). The Renaissance: Was it a Thing? - Crash

Course World History #22 [Video]. Youtube.
https://youtu.be/Vufba_ZcoR0?si=cao6rE3zJxBLN6Ke

This resource gives an overview of the Renaissance to introduce the Renaissance to the
students. Allows for class discussion afterwards.

Fitton, Avis, Goodman M., Donna, O’Connor, Edward. (2007).

Worldviews: Contacts and Changes (Chapter 1-6). Pearson
Education Canada.

This textbook gives students the basic information for what they are learning within
the classroom. Students refer to these chapters of the textbooks to finish worksheets,
gain extra information not covered in lecture, and is a source for research.

Gonchar, Michael. (2014, March 11). Text to Text: ‘The Prince’ and ‘Why

Machiavelli Still Matters.’ The New York Times.

 https://archive.nytimes.com/learning.blogs.nytimes.com/2014/03/
11/text-to-text-the-prince-and-why-machiavelli-still-matters/?_r=0

This article allows for students to relate historical content with modern day times.
Using this as a basis and an example, students can go off this website and find ways
that Renaissance individuals are still relevant and impacting our modern day life.

Hoganson, Terry. (N.D) Human, Society, and the Arts [PowerPoint].

Google
Slides.https://docs.google.com/presentation/d/1cgZZCk04Um2RAA
DTwPYIEhJIAQjZJyJLayQgZs3HBWA/edit#slide=id.g53623e918_0
47

This is just a powerpoint slide for background information and lecture material.

LearnAlberta. (2014, July 1). Social Studies - Grade 8.

LearnAlberta.
https://www.learnalberta.ca/content/ssoc8/html/firsthandaccount
s_cc.html

This resource, provided by Learn Alberta, gives an example activity for students to
complete regarding primary documents and first-hand accounts of individuals during
the Renaissance period. It asks students to make a list of criteria for a good primary
source, as well as how to use that criteria to assess sources. Likewise, this activity asks
students to rewrite a piece (either John Cabot’s first adventure or Christopher
Columbus) from a different perspective, like a king or an Indigenous Elder.

LearnAlberta. (2014, July 1). Social Studies - Grade 8.

LearnAlberta.
https://www.learnalberta.ca/content/ssoc8/html/witnesstoyesterda
y_cc.html

This resource, provided by Learn Alberta, gives an example activity for students to
complete regarding the influence of different figures of the Renaissance. It also asks
students to develop criteria and a rating system together so that they may assess these
individuals and their work from similar perspectives. Likewise, students will then go
through each figure and rate from their own point of view how influential that person
is in the current day.

Nelson. (N.D). Nelson_Ch1.compressed.

https://prjh-krae.weebly.com/uploads/6/8/0/8/68086765/nelson_
ch1.compressed.pdf

This webpage is a scanned document which touches on the Renaissance and gives a
visual on what a worldview is and how it is affected, as well as a great timeline to show
students.

Woodsbury School. (2023, November 12). Renaissance: Inventions,

Discoveries and More. A Salem School District Website.
https://sau57.org/c.php?g=332382&p=2231781

This resource allows for the students to explore the different inventions created during
the Renaissance. It is easy to navigate and is easy for students to research for their
performance task.

Ted-Ed. (2014, October 13). History vs. Christopher Columbus - Alex

Gendler [Video]. Youtube.
https://youtu.be/GD3dgiDreGc?si=sP6p0Z1oiqbg2bNJ

This resource allows for the exploration of information in different medias. In this
specific video, we have students exposed to a different perspective of a prominent
figure within the unit. This allows for diverse opinions and perspectives for students to
analyze.