Taylor Wood

Parkside School
Social 8
7/24/14

Long Term Plan: Case Study 1, Renaissance in Europe

______________________________________________________________________________
Main Thread:
Case Study One Renaissance Europe: how did the exchange of ideas and knowledge shape the
worldview of the Western World?
Suggested timing: 9 weeks
Units:
Intro/Chapter 1: What were the factors that shaped the renaissance worldview?
Suggested timing: 3 weeks, early to mid-September
Weighting: 33.3%
Chapter 2: How did the ideas of the Italian Renaissance spread throughout Europe?
Suggested timing: 3 weeks, late September to mid-October
Weighting: 33.3%
Chapter 3: What is the western worldview that grew out of the Renaissance?
Suggested timing: 3 weeks, late October to mid-November
Weighting: 33.3%
Overall:
Assignments- 50%
Tests/Quizzes- 50%
Main Resources:

Levin, Phyllis. Teddy Moline, Pat Redhead. Our Worldviews: Explore, Understand, And Connect.
(Toronto: Thompson Nelson, 2007)
Levin, Phyllis. Teddy Moline, Pat Redhead. Our Worldviews: Explore, Understand, And ConnectTeaching Resource. (Toronto: Thompson Nelson, 2007)
Materials provided by Lloyd Bray

Relevant GLOs and SLOs:

Grade 8 Social Studies:
1

Taylor Wood
Parkside School
Social 8
7/24/14

8.2 Origins of the western Worldview: Renaissance Europe

General Outcome:
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.
Specific Outcomes:
Values and AttitudesStudents will:
8.2.1- appreciate how Renaissance Europe formed the basis for the worldview of the Western world.
8.2.2- demonstrate a willingness to consider differing beliefs, values and worldviews.
8.2.3- recognize how beliefs and values are shaped by time, geographic location and societal context.
Knowledge and understandingStudents will:
8.2.4- examine, critically, the factors that shaped the worldview evolving in western Europe during the
Renaissance by exploring the reflecting upon the following questions and issues:

What was the Renaissance?

How did the renaissance spark the growth and exchange of ideas and knowledge across
Europe (i.e., astronomy, mathematics, science, politics, religion, arts)?
How did physical geography of Renaissance Europe affect trade and competition among
European countries?
How did increased trade lead to the emergence of powerful city-states (i.e., Florence,
Venice, Genoa)?
In what ways did thinkers and philosophers influence society in the development of a
humanist worldview during the Renaissance?
In what ways were the Age of Discovery and the rise of imperialism expressions of an
expansionist worldview?
In what ways did exploration and intercultural contact during the Renaissance affect
the citizenship and identity of Europeans?

Overview: In case study one; students will explore the origins of the western worldview and its origins
in the European Renaissance. The term will begin with an introduction to the concept of a worldview
and the way that it impacts societal structures, and how worldview in turn is shaped by the outside
factors such and geography, contact with other groups, and the spread of ideas. Students will then use

Taylor Wood
Parkside School
Social 8
7/24/14

these models in chapter one to explore the ways in which these factors shaped the Renaissance
worldview in Italy that would eventually expand to the rest of the western world. Chapter two will focus
on the rise of humanism and the changing attitude towards art, science, philosophy, religion, and
government. This chapter with also familiarize students with using biographies to study the
developments associated with the renaissance. Chapter three in turn will focus on the spread of
renaissance ideals throughout Europe with a focus on the protestant reformation, the emergence of
nation states, the age of exploration and the rise of imperialism.
Rational:
Case Study 1: Chapter 1 Desired Results
Established Goals
Students will:

TRANSFER GOAL
-

8.2.1- appreciate how renaissance Europe

formed the basis for the western worldview
8.2.2- demonstrates a willingness to
consider differing beliefs, values, and
worldviews.
8.2.3- recognize how beliefs and values are
shaped by time, geographic location, and
societal context.
8.2.4- examine, critically, the factors that
shaped the worldview evolving in western
Europe during the Renaissance by exploring
the reflecting upon the following questions
and issues:
-What was the Renaissance?
-How did the renaissance spark the growth
and exchange of ideas and knowledge
across Europe (i.e., astronomy,
mathematics, science, politics, religion,
arts)?
-How did physical geography of
Renaissance Europe affect trade and
competition among European countries?

MEANING
Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 worldviews impact the ways in Q 1 to what extend are their personal

which societal and cultural
beliefs and values a product of worldview of
institutions are formed and
the culture within which they reside?
maintained.
Q2 to what extent do the ideals and events
U2 Worldviews are influenced by of the past influence the worldviews of the
a variety of factors including
present? Can we consider worldviews
geography, contact with other
concrete ideals, or are they shifting schools
groups, and the spread of ideas
of thought?
U3 the spread of renaissance
ideals and the rise of humanism
formed the basis from which we
derive the western worldview

-How did increased trade lead to the

emergence of powerful city-states (i.e.,
Florence, Venice, Genoa)?
-In what ways did thinkers and
philosophers influence society in the
development of a humanist worldview

Students will use the framework of Renaissance Italy to become familiar

with the concept worldviews and its impact on societal structures as well as
explore the various factors that shape said worldviews.

Q3 what would they consider their own

worldview? What factors, both internal and
external, influence this worldview?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
-

Worldviews are
constructed of and

Students will be skilled at

Analyzing historical events

Apply historical context to key
3

Taylor Wood
Parkside School
Social 8
7/24/14
during the Renaissance?
-In what ways were the Age of Discovery
and the rise of imperialism expressions of
an expansionist worldview?

influenced by a variety of
factors.
-

Geography contributed
heavily to allowing Italy to
pursue renaissance ideals
Trade contributed greatly
to the wealth of emerging
city-states

The renaissance was

characterized by a rediscovery of Greek and
Roman knowledge as well
as an adoption of Islamic
and Asian ideas.

The Italian Renaissance saw

the rise of humanism

events
Map reading skills
Drawing conclusions based on
research and evidence
Information organization
Contributing to group and class
discussion
Listen to and relate to the
opinions of others

STAGE 2 Evidence
Evaluative Criteria

Bell-work
Bi-weekly tests
Weekly quizzes
Individual and group
assignments

Assessment Evidence
Transfer Task: by the end of this chapter students should have a firm grasp of the
factors that influenced the worldview of Renaissance Italy, as well as the impact
that this changing worldview had on established societal structures.

Case Study 1: Chapter 2 Desired Results

Established Goals

Students will:
Students will:

TRANSFER GOAL
-

Over the course of this chapter students will learn of the ways that
Renaissance ideas spread across Europe and adapted to each culture.
Students will learn how artists, writers, scientists and mathematicians
influenced and aided the spread of ideas.

8.2.1- appreciate how renaissance Europe

formed the basis for the western worldview

MEANING
8.2.2- demonstrates a willingness to

Taylor Wood
Parkside School
Social 8
7/24/14
consider differing beliefs, values, and
worldviews.
8.2.3- recognize how beliefs and values are
shaped by time, geographic location, and
societal context.
8.2.4- examine, critically, the factors that
shaped the worldview evolving in western
Europe during the Renaissance by exploring
the reflecting upon the following questions
and issues:
-What was the Renaissance?
-How did the renaissance spark the growth
and exchange of ideas and knowledge
across Europe (i.e., astronomy,
mathematics, science, politics, religion,
arts)?
-How did physical geography of
Renaissance Europe affect trade and
competition among European countries?

Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 humanism emphasized the

potential of the individual, and that
human society had value and could
be improved.

Q 1 to what extent can we employ the

biographies of significant persons to
understand specific periods of history? How
might these biographies shape our
understanding of these periods?

U2 Renaissance artists developed

new techniques, materials and
styles to reflect changing
worldviews.
U3 the renaissance saw the
gradual breakdown of the feudal
system in much of Europe and the
rise of comparatively stable
monarchies.

-How did increased trade lead to the

emergence of powerful city-states (i.e.,
Florence, Venice, Genoa)?
-In what ways did thinkers and
philosophers influence society in the
development of a humanist worldview
during the Renaissance?
-In what ways were the Age of Discovery
and the rise of imperialism expressions of
an expansionist worldview?

Q2 how can periods of great intellectual

and cultural changes impact social and
economic systems? What are other
examples of these periods of change, and
how have they affect life in the modern
world?
Q3 in what ways have the focus on
individualism brought about by the rise of
humanism altered the way in which we view
historical as well as current events?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
-

Feudalism declined and

monarchies became more
powerful

The renaissance saw an

increase in intellectual
exchange between Italy,
the Islamic world, and
other regions

Classical documents were

recovered and spread
across Europe

Increased trade lead to

increased wealth and
increased patronage of the

Students will be skilled at

Analyzing historical events

Apply historical context to key
events
Map reading skills
Drawing conclusions based on
research and evidence
Information organization
Contributing to group and class
discussion
Listen to and relate to the
opinions of others
Interpreting biographies of
individuals to gain an
understanding of specific periods

Taylor Wood
Parkside School
Social 8
7/24/14

arts
-

The invention of the

printing press assisted the
spread of ideas

STAGE 2 Evidence
Evaluative Criteria

Bell-work
Bi-weekly tests
Weekly quizzes
Individual and group
assignments

Assessment Evidence
Transfer Task: upon completion of this chapter students will be competent in the
use of biographies in interpreting details of specific historical periods as well as the
increasing focus on individuals brought about as a result of the rise of humanism.

Case Study 1: Chapter 3 Desired Results

Established Goals

Students will:
8.2.1- appreciate how renaissance Europe
formed the basis for the western
worldview
8.2.2- demonstrates a willingness to
consider differing beliefs, values, and
worldviews.
8.2.3- recognize how beliefs and values
are shaped by time, geographic location,
and societal context.
8.2.4- examine, critically, the factors that
shaped the worldview evolving in western
Europe during the Renaissance by
exploring the reflecting upon the
following questions and issues:
-What was the Renaissance?
-How did the renaissance spark the
growth and exchange of ideas and
knowledge across Europe (i.e., astronomy,
mathematics, science, politics, religion,
arts)?

TRANSFER GOAL
-

Upon completion of this chapter students will be aware of the many ways in
which the renaissance shaped the western worldview. Students will be
knowledgeable in the ways that the exchange of knowledge and goods
between cultures changed the world.
MEANING

Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 increases in global trade had an

immeasurable impact on the nature
of global economic and social
systems

Q 1 to what extent can todays geopolitical landscape be attributed to

conditions that resulted as a consequence of
the expansionist views of the age of
imperialism?

U2 Many of our common values

developed from the European
worldview at the end of the
renaissance.
U3 increasing demand for trade
led directly to conditions that made
the age of exploration possible

Q2 what characterizes the Canadian

national identity? In what way could these
traits be said to be a result of the European
renaissance? How do we define our
national identities in an increasingly
globalized world?

Taylor Wood
Parkside School
Social 8
7/24/14
-How did physical geography of
Renaissance Europe affect trade and
competition among European countries?

Q3 In what ways do our worldviews differ

from those in other parts of the world? How
can we learn of these differing views while
simultaneously treating them with respect?

-How did increased trade lead to the

emergence of powerful city-states (i.e.,
Florence, Venice, Genoa)?
-In what ways did thinkers and
philosophers influence society in the
development of a humanist worldview
during the Renaissance?
-In what ways were the Age of Discovery
and the rise of imperialism expressions of
an expansionist worldview?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
-

Students will be skilled at

Many of our common values

developed from the
European world view at the
end of the renaissance, with
an emphasis on:
individualism, high material
standard of living, the
importance of education,
democracy, and established
rights and freedoms
protected by law

As new states formed so did

expansionist values

The age of exploration was

followed quickly by the age
of imperialism

Life for western Europeans

was permanently changed
by new ideas and knowledge
on geography, religion,
citizenship

Analyzing historical events

Apply historical context to key
events
Map reading skills
Drawing conclusions based on
research and evidence
Information organization
Contributing to group and class
discussion
Listen to and relate to the
opinions of others
Interpreting biographies of
individuals to gain an
understanding of specific periods

STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of -

Critique

Assessment Evidence
Students will need to show their learning by: Showcasing their paintings
in a final critique and explain the elements involved.

Taylor Wood
Parkside School
Social 8
7/24/14

Bell-work
Bi-weekly tests
Weekly quizzes
Individual and group
assignments

Transfer Task: by the end of this chapter/case-study students will be keenly aware
of the massive influence Renaissance ideals had in formation of the western
worldview. Students will also be aware of the values that characterize the
Canadian national-identity with an emphasis on diversity and respect to different
worldviews.