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Grade: 8
Curriculum Strand(s):
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:
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)
Duration: 10 lessons
Rationale:
Students will develop a great understanding and
knowledge on different worldviews throughout the
grade 8 social studies curriculum. This particular unit
will take place November- January, after the Aztec
and Spanish unit, already having been taught some
of the concepts and general development of what a
worldview is. These units also allow us to relate to
Canadian worldviews and expansions (which were
Prior Knowledge:
In grade 7 students will have completed a unit on Following
Confederation: Canadian Expansions. This is helpful background
knowledge that students will bring to class with them already
having covered some vocabulary that may resurface throughout
grade 8 social classes. However, we will expand on the concept of
expansions within Canada, as well as explore global expansionism.
In grade 9 students will be studying Issues for Canadians: Economic
Systems in Canada and the United States, so students will be able
of historical events
analyze the historical contexts of key events of a given time period
8.S.3 - Develop skills of geographic thinking
interpret historical maps to broaden understanding of historical
events
define geographic problems and issues and pose geographic
questions
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
organize and synthesize researched information
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
analyze and synthesize information to create a product
8.S.8 - Develop 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
elicit, clarify, and respond appropriately to questions, ideas, and
multiple points of view presented in discussions
Essential Questions:
What provocative questions will foster inquiry, understanding of the
unit content and transfer of learning?
What effects did the Renaissance have on the world today?
What perspectives still last today?
To what extent is the exchange of goods and products beneficial for
a population?
Knowledge:
Skills:
P Product, Performance
Your mission is to investigate to what extent exploration will help the economy of Renaissance Europe. Use a graphic
organizer to collect supporting evidence from your reading and learning, as well as how this evidence is significant.
Synthesize the information you have collected in order to inform the King of the potential impact exploration will have on
the economy. Remember to provide specific evidence to support your position. Be sure to provide speaking notes so that
you can present to the King effectively and efficiently. The King will expect you to present this information in a finished
product of your choice that will be worthy of his time (eg. letter, multimedia, brochure, poster, etc.). You will present your
information orally to the King, and he expects you to submit all of your written notes so that he can refer to them at a later
date.
S Success criteria
Students will need to be able to show evidence in the form of a graphic organizer that shows the support for their position
as well as why the evidence is significant. The criteria will be looking for a rich and detailed description of the Renaissance
worldview, their position must be convincing and supported with relevant evidence. They must also choose an appealing
form to communicate this position to the King and Queen.
Other Evidence:
How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment
ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate
achievement of outcomes.
Formative Assessment: observations, anecdotal records, webquest, thumbs up/thumbs down, journal entries, foldable,
5-finger check, jigsaw graphic organizer, illustrations, class discussions/questions, graphic organizers, KWL chart, human
graphing, and foldables
Summative Assessment: journal, graphic organizer, historical map worksheet, Facebook profile page, timeline, letter,
performance assessment, and written exam (not included).
Self-Assessment: reflections, think-pair-share
Part 4
Learni
ng
Plan
Lesson
s:
Intro.
Activit
y
Outcomes:
Activities:
Assessment:
Resources/Materials:
AS: Think-PairShare
FOR: Anecdotal
records to make
note of who
contributed to
discussion
FOR/OF:
Journals
Journal: Students can be a
part of creating the journal
by stapling pages,
decorating the cover, etc.
FOR: Webquest.
Give sense of
students
research skills
as well as what
background
knowledge
students hold.
Lesson
#
Learning Outcome
(Curriculum)
Activities
(Instruction)
Assessment
(FOR/OF/AS)
Resources / Materials
(equipment, textbooks,
technology, multimedia,
etc.)
1.
Investigate factors
affecting expansionism
(eg. the need for new
trade routes, geography,
interest in learning about
the world)
FOR: Observe if
students look at
books, ask
questions
FOR: On task,
thumb
up/thumbs
down, journals
OF: Journals
FOR: On task,
over-theshoulder checks, -Graphic organizer
ask questions
OF: Graphic
organizer
explore?
What made it possible?
What ideas became part of the
western worldview?
Painting: Have students open
textbook to page 99 and evaluate
the painting of Venice. Have them
work with a partner to discuss what
they see. Ask them to reflect in their
journal why this painting was
included on the page. Students will
accompany their explanation with 3
images that represent their main
ideas.
Silk Road: In your assigned group
(Heterogeneous base teams),
imagine you are traders and
explorers assigned to travel the Silk
Road. You may use an atlas or the
map on page 16/17 to review the
route and brainstorm possible
challenges that they could
encounter. Identify the main places
they will probably stop to trade.
2.
Investigate factors
affecting expansionism
(eg. the need for new
trade routes, geography,
FOR: On task,
collaborating
with partner,
ask questions
OF: Journal
FOR: On task,
over-theshoulder checks,
-Atlas
ask questions
- Our Worldviews: pg.
16/17
Teacher Resource book pg.
87
FOR: On task,
thumbs
up/thumbs
down, ask
questions
OF: Historical
map worksheet
FOR: Graphic
organizer
OF: Journals
-Journals
FOR: Graphic
organizer, ask
questions, on
task
FOR: On task,
ask questions
-Graphic organizer
-Smartboard, map
Textbook pg. 100
FOR: On task,
participation,
ask questions,
Navigational Scavenger Hunt:
Laminated pictures of objects related thumbs
to navigation in the Renaissance, will up/thumbs
down, retrieval
be posted around the school for
of brown paper
students (Examples include:
bag
tankards, map, straw, barrels, row
OF: Journals
boat, crackers, chest, rope, sword,
hooks, jugs, gun, astrolabe, wooden
bowls, stars, printing press, caravel,
carrack).
Students will follow the instructions
of going North, East, South or West
to locate the pictures. Once the
object is found, students will use
their journals to write down their
predictions of what the object would
have been used for. Once students
get to the end of the instructions
they will get to the treasure chest (a FOR: Graphic
brown paper bag containing suckers organizer
or other candies).
Debrief: Explain what each picture
was used for or how it was beneficial
to sailors at that time. Students
-Laminated pictures
-Instructions (worksheet)
-Journals
-Brown paper bag, suckers
-Graphic organizer
OF: Journals
FOR: On task,
foldable
FOR: Ask
questions, on
task
OF: Journals
FOR: Ask
questions, 5
finger
-Journals
-Foldable materials:
construction or colored
paper, plain paper, markers,
pencil leads, glue, etc
-Vocabulary
-Virtual Field Trip: Mariners
Museum
http://www.marinersmuseum
.org/
-Computers/printer
-Journals
FOR: On task,
over-theshoulder checks,
ask questions,
Facebook
profile, feedback
OF:
Presentation of
Facebook profile
-Computers
-Directions on how to create
a Facebook page
Textbook pgs 100-102
Teachers Guide: pg. 87
-Journals
OF: Journals
-Music
FOR: On task
Childrens Literature: Read
childrens literature aloud to class
Encounter by Jane Yolen
Discussion will follow to develop
students ability to compare/contrast,
develop meaning from the context,
and emphasizing skills.
Jigsaw: Each of the expert groups
will study 1 of the 4 countries,
recording the following:
factors that motivated them to
explore
explorers and their routes
ideas and technologies developed by
this countries
the role of government or monarchs
in exploration
the colonies they established (use
map on page 109 of textbooks too)
FOR: Jigsaw, on
task, ask
questions
Read-Write-Gold
Encyclopedias, websites,
audio books
FOR: On task
Website:
http://www.bbc.co.uk/schools
/primaryhistory/famouspeopl
e/christopher_columbus/
FOR: On task,
questions, over-
by time, geographic
location, and societal
context
In what ways did
exploration and
intercultural contact
during the Renaissance
affect the citizenship and
identity of Europeans?
the-shoulder
checks, human
graphing
OF: Timeline
Guest Speaker:
FOR: On task
We will invite Brian St. Germain, a
(listening), ask
teacher from Red Deer Public, in to
questions,
talk to students about his and his
discussion
family's experience growing up as
FNMI. We have chosen him as his
discussions are relevant and real,
being so deeply affected by
residential schools.
The focus of his presentation will be
on residential schools in Alberta and
to look at how aboriginals were seen
as inferior to a more powerful culture
seen as the superior. The purpose of
this presentation will enable
OF: Letter
FOR: On task,
fill-in-the-blank
worksheet
FOR: On task,
participation by
bringing in item
and explanation
OF: Journals
-Journals
For: KWL
Student Performance
Assessment
FOR: Ask
questions, on
task, over-theshoulder checks
-Computers
-Provide guidance
-Answer questions
FOR: On task,
feedback, ask
questions
OF: Speech
presentation to
King/Queen and
Dragons Den
(students
choice of
written,
multimedia,
brochure, etc)
follow.
Part 5 - Reflection
How did you address diverse learner needs in your unit design? Consider the following: (differentiation, learning style, grouping,
culture, FNMI perspectives, multiple intelligences and variety of instructional strategies and approaches).
Without addressing diverse learning needs directly in the lessons listed above, we have provided a multitude of activities and
variety within the lessons to accommodate multiple learning styles (e.g. visual, audio, body kinesthetic, interpersonal, intrapersonal,
etc) and make any adaptations when necessary.
One of our recurring activities is writing in a journal, which for some students may not be possible or may be better done by using a
computer to type their journals or a partner to help them write. Students may need pre-teaching of topics or given guidelines for the
activities the day before to better understand or even reduce anxiety for participation. This could be beneficial for things like the
scavenger hunt. Give the students their instructions/directions and maybe even pictures of the photos posted around the school, so
they are well equipped for the activity the next day. This could be the same with using the online game (Christopher Columbus),
the virtual museum (The Mariners Museum) or the rap song (Hit the Seas), so students can study it and learn the vocabulary
and knowledge prior to class so they dont fall behind. Option with the graphic organizers is to already have them filled out for those
students needing more guidance or help, or even half completed so they only need to complete half of it. This does not always
need to be just worded information, include pictures when possible to help trigger understanding. A good point to remember is to
make things relatable. If students can relate to simple things like a childrens literature book that you can tie into the unit, then they
have a better chance of understanding. Our final performance task, students are given their choice of how the speech itself will
actually be presented. Some may wish to speak while being guided with a powerpoint presentation, others may not wish to speak
at all and simply use a Voki or some type of recording to present.
Students will be working collaboratively, in partners and individually throughout this unit allowing them to learn different ways and
incorporate multiple ideas and perspectives. Groups will not always be chosen by the students but by the teacher too, to ensure
students have the chance to work with different students. They will be using different forms of media and print to navigate and
retrieve information for learning purposes. They are also given a choice of presentation styles in some cases. Students will be
required to give students feedback (partner work or the final performance task), where they will learn to give constructive feedback
to their peers.
FNMI culture will be talked about and brought into this unit by utilizing our own Canadian worldviews and cultural understanding to
better understand this units topic. We have also included a guest speaker who is FNMI and has a lot of experience and information
to relay to students for informational and relating purposes. Brian St. Germain has a lot of knowledge to share on this topic
therefore will be a great resource for the students.
Appendix - Resources
Audio
-Teacher Instruction
-Songs of exploration in background or beginning of lesson sometimes
-Student Final Presentations (Dragons Den)
-Hit the Seas Rap Song
Flocabulary. (2014). Hit the Seas: Age of Exploration. Retrieved from
https://www.flocabulary.com/age-of-exploration/. Retrieved October 23, 2014.
Visual
-Our Worldviews (textbook): Riva degli Schiavoni, Venice, gondolier market, Leandro da
Ponte Bassano (pg. 99)
-Posters around the school for scavenger hunt
-Books of the Renaissance, Europe or general worldviews for students to view and/or read
-Classroom bulletins and vocabulary, as well as student work posted on the classroom
walls
-Use SmartBoard to show the world's earliest surviving map
-Videos, online game, activities, journal entries, graphic organizers, paintings in textbook,
Technology
Literature
Community
Other resources