Title of Unit Societal Change and New Worldviews Grade Level 8

Origins of Western Worldview: Renaissance

Curriculum Area(s) Time Frame 6 X 60 minutes
Europe
Developed by Rebecca Ochitwa (10151642)

Programs of Study Foundations

As a future Social Studies teacher, I am drawn to finding the patterns and evidence in history and watch how history finds its cyclical flow. I found myself incredibly intrigued by the many
applications to social studies that the COVID-19 pandemic has and particularly how this may show that time and time again humanity has recovered and thrived after the darkest of times.
“Understanding the dynamic relationships among time, continuity and change is a cornerstone of citizenship and identity. Considering multiple perspectives on history, and contemporary issues
within their historical context, enables students to understand and appreciate the social, cultural and political dimensions of the past, make meaning of the present and make decisions for the future.”
(Alberta Education, 2005, p. 6). This quote from the program of studies captures my vision for social studies in that I believe students need to understand where humanity has been, to understand
how it has unfolded today, to be able to reflect on how it all might unravel in the future, all the while considering and questioning where they fit in that equation and where they can grow within that
understanding.
Alberta Education (2005, p.1) states that “students will reflect on their own worldviews and assess the influence that the past has had on the present…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.” Students engaging in
this unit will have the opportunity to explore art, maps, emerging ideas and key characters that shape the way we have come to know the Renaissance and how it influenced the Western worldview,
as well as reflect on the idea of the ‘rebirth’ of a society. Students will be able to explore, choose and create artifacts that best represent the Medieval times, the Renaissance, the potential changes to
society that may come out of the COVID-19 pandemic. Students learning about their world, their worldview, their knowledge and their futures, shaped through an exploration of the past best
represents how social studies can be used as a tool to help students develop an understanding of how history influences the present and how students can make sense of their world. “Conscious life is
a continual projection into the future” and when we project into the future we instill a sense of hope in the classroom (Case & Clark, 2016, 194). Hope can be strengthened in the classroom by
imaging a brighter future, a ‘rebirth’ of sorts when thinking about the complexities of the larger world, considering the moments of hope that have occurred in our past and by creating simulations of
events in order to “conceptualize what it will take to get from there to here” (Case and Clark, 2016, pp. 194-195).

Big Idea, Enduring Understanding & Essential Question

Big Idea: Worldview Enduring Understanding: Students will understand that worldviews have changed over time in accordance with To what extent do societal changes influence our worldviews and
and Societal Change societal changes and that the Renaissance has lasting impressions on Western worldviews, values and knowledge. change our beliefs, values and knowledge systems?

Unit Plan Outcomes

General Outcome (Social Studies Program of Studies, Alberta Education, 2005) Skills and Processes
Through an examination of Renaissance Europe, students will demonstrate an understanding and appreciation of how the exchange of ideas and Students will:
knowledge contributed to shaping the worldview of the Western world. 8.S.1 develop skills of critical thinking and creative
Specific Outcomes (Social Studies Program of Studies, Alberta Education, 2005) thinking
Values and Attitudes 8.S.2 develop skills of historical thinking
Students will: 8.S.4 demonstrate skills of decision making and problem
8.2.1 Appreciate how Renaissance Europe formed the basis for the worldview of the Western world solving
8.2.3 Recognize how beliefs and values are shaped by time, geographic location and societal context (C, TCC, LPP) 8.S.7 Apply the research process
Knowledge and Understanding 8.S.8 demonstrate skills of oral, written and visual
Students will: literacy
8.2.4 Examine, critically, the factors that shaped the worldview evolving in western Europe during the Renaissance by exploring and 8.S.9 develop skills of media literacy
reflecting upon the following questions and issues:

- 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)
 - 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)

UNIT PLAN SUMMATIVE ASSESSMENT

The year is 2300, and you have been asked to curate a Renaissance Museum that best represents the Middle Ages, the Shift from Middle Ages to the Renaissance
and includes a brand new curated piece! This new piece will reflect the after-math of the COVID-19 Pandemic as though a Renaissance or ‘rebirth’ of society
came after this Pandemic. Should you take up this task, the museum operator (Ms. Ochitwa) has asked you to include 1 artifact that best represents the Middle
Ages or Black Death, 4 artifacts that best represent the European Renaissance and 1 brand new artifact created by you that represents the rebirth of
society that came after COVID-19, using what you know about the changes that can occur in societies.
The museum operator has asked that you take great care in describing why you picked specific pieces to be in in your museum collection, to make sure to
discuss their significance to the time period and well as to current Western worldview. You may choose to include art, dairy logs, a curated new report,
philosopher’s work, maps, literature, images of innovations, science, mathematics, astronomy, famous families, places, poets, intellectuals, explorers or rulers as
representations of the Renaissance. Your original piece may be drawn, painted, an original photograph, a dairy log, or may be created online. One of your four
Renaissance artifacts must reflect ideas about humanism and one Renaissance artifact must reflect ideas about expansionism. This post-pandemic museum piece
should offer the audience some hope for the future. The museum operator has also asked that you choose a variety of artifacts so that your museum collection has
variation for its audience. Your artifacts and justification must have organization and clarity for ease of understanding for the audience.

Each artifact chosen for inclusion in your museum collection must have a 200-word evidence-based justification for its significance that will be presented
alongside your artifact. These four questions may help you to assess the significance of your artifact and develop a justification.
1. To what extent was the event/person/idea/innovation represented important at the time of its occurrence?
What is the
2. To what extent does the event/person/idea/innovation that is represented in the artifact tell us something crucial about the time? Is it positive or negative?
summative
3. To what extent did the event/person/idea/innovation represent changes for people and for society?
performance
4. To what extent is has the event/person/idea/innovation influenced current Western society or popular culture? What does this tell us about our worldview?
assessment for the
unit?
There will also be an opportunity to run a practice museum walk-through where you and your peers can leave comments, suggestions and constructive feedback on
stick-notes either on your peers’ artifact choice or on their accompanying justification. You will have the opportunity to revise either your artifact and/or
justification based on your feeds feedback. You will need to keep these sticky-notes and hand them in as evidence of engagement with constructive
feedback. You will need to write your name on your feedback so that your peers can ask you questions or ask for clarification regarding your feedback and so that
you can show that you have engaged with providing constructive feedback to your peers.

Your artifacts will be presented on designated trifold displays or on the walls of our classroom museum. Your peers, other peers from your grade and other
students from the school will be welcome to come to the grand opening of the Renaissance Museum where they can gaze upon your curated collection and ask
questions if they have any.

Make sure to refer back to your rubric as you work through creating your museum collection and justifications to ensure that you are meeting all expectations for
excellence. If you have any questions, or are unsure at any point, do not hesitate to ask me, your Museum Operator, but also be sure to use your peers as a resource
and sounding board, keeping in mind that this is an individual project.

You can find information in your textbook as well as an additional list of resources on our class Google Doc, which you have all received an invitation to view in
your school email. (List example: https://docs.google.com/document/d/1GoLvBXZWKpezz6xYo0FbjjwU5MswBeCsDq5HA2vHcNk/edit?usp=sharing)
Adapted from Wiggins, Grant & J. McTighe (1998)
 In addressing the general outcome of Renaissance Europe and of how the exchange of ideas and knowledge contributed to shaping the worldview of the Western
What is the goal of world, this assessment task encourages students to represent what they have learned and the significance of what they have learned in a different way. Using art,
your summative innovation, ideas and people to represent the key outcomes of the Renaissance and their significance to current worldviews, students can represent what they know
performance in a more authentic and engaging way. Artifacts and gallery walks can give students the opportunity to communicate ideas, produce a product and represent their
assessment as knowledge beyond solely demonstrating competency (Newmann et al., 1996). My goal would be to have students able to think about the past as it affects present
framed within the day and imagine the changes that will occur in their future based on the patterns they have seen in history. Students will be able to explore all the aspects that were
outcomes and important to the Middle Ages and the Renaissance, all the while developing ideas about the correlation in historical events, analyze the key
competencies? events/people/understandings of a historical event, develop skills in sharing ideas and brainstorming, draw conclusions based on evidence found from their own
research, and develop skills in finding the messages, values, beliefs or worldviews present in different forms of media (Alberta Education, 2005).

RUBRIC - EVIDENCE OF LEARNING

Criteria (-%) Excellent
Justification Clearly and fully explains why the artifacts chosen BEST represent the Middle Ages and Renaissance based on in-class learning
50% and research. There is evidence that clearly lends to the relevance of this artifact. The significance of the artifact has been
considered using the 4 questions provided:
1. To what extent was the event/person/idea/innovation represented important at the time of its occurrence?
2. To what extent does the event/person/idea/innovation that is represented in the artifact tell us something crucial about the
time? Is it positive or negative?
3. To what extent did the event/person/idea/innovation represent changes for people and for society?
4. To what extent is has the event/person/idea/innovation influenced current Western society or popular culture? What does
this tell us about our worldview?
Each of these questions are addressed clearly, thoughtfully and argued at length throughout the justification.
The justification is 200 words (+/- 10%).
Relevance and Artifacts chosen are relevant and meaningful to the Middle Ages and Renaissance and reflect a variety of media or modes (use of
Variation of Artifacts three or more different media/artifacts types). 1 artifact has been chosen to best represent the middle ages and 4 artifacts have
10% been chosen to best represent the Renaissance. 1 artifact is related to the idea of expansionism. 1 artifact is related to the idea of
humanism.
Original Artifact The artifact is original, is relevant to the topic of post-pandemic society and reflects the ideas of what the ‘rebirth’ of a society
15% entails. The original artifact and adjoining justification (200 words [+/- 10%]) shows deep, inquisitive thought about the future,
about how worldviews, values and beliefs can change over time with mass societal changes.
Inclusion of Peer Evidence of constructive feedback was handed in. There is evidence of revision of your artifact or justification based on the
Feedback constructive feedback provided by your peers. There is evidence that you provided constructive feedback to your peers (this will
10% be found through your peers handing in the constructive feedback they have received).
Organization, Clarity The work is of exceptional quality, showing organization and clarity in the justification and resources used to develop arguments
& Writing for why the artifact ‘best represents’. The museum artifacts and justification has clear arguments, the argument is very logical in
10% its progression and the artifacts are clearly being referred to within the justification (e.g. it is clear what artifacts you have chosen,
artifacts can be clearly viewed by the audience and the artifacts chosen follow a logical order in their presentation). There are very
few spelling, grammar and punctuation errors.
References and Includes at least five relevant and reputable sources from the curated list of resources, from the textbook, or from an additional

Adapted from Wiggins, Grant & J. McTighe (1998)

 Citation source you have found.
5% In-text citations and resources are in MLA format and include very few errors.
**Each Bolded Section within the Summative Assessment Task links to a Criteria on the Rubric

LESSON PLAN SEQUENCE/OUTCOMES

Objective of
Sequence of Activities Assessment of Learning
the Lesson
Lesson 1: 1)Students will be reintroduced to the summative assessment task that they were provided with at the beginning of the Formative Assessment: Questions, concerns and
Reintroduction of Renaissance unit. uncertainties that students bring up act as a form of check-
the summative 2) A short discussion of other events in history that led to a ‘rebirth’ or changing of values in society will be facilitated by the in for student understanding. Brainstorming tool will be
assessment task, teacher. Explicitly, students should be told that the purpose of discussing these past events and the positives influences on collected as evidence of engagement. The information
introduction of society that occurred afterwards is to promote students’ thinking around how society bounces back from hard times and to from both of these forms of assessment can act as a
the rubric and reflect on what their post COVID-19 future could look like. feedback loop and can help to inform both the teacher
opportunity for 3) The rubric will also be introduced at this time and a class discussion will be encouraged by the teacher. Questions, concerns and the student what the next steps in learning should be.
brainstorming. and uncertainties may be brought up by students. Technology/Resources: Board/Smart Board to list out
4) Students will then have the opportunity to work in groups to brainstorm what important ideas, innovations, beliefs, people other events in history that led to a positive change in
Incorporates or values came out of the Middle Ages or Renaissance that either impacted societies rebirth at the time or impacted societies society. Computers and textbooks for students to engage
S.2.1, 8.2.4, worldview today. Students will consider what they have learned throughout this unit and will be given the chance to explore in researching will also be required. Brainstorming
8.S.4, 8.S.5 and online. Students will be each be given a template for this brainstorming to help organize their thinking and direct their ideas worksheet.
8.S.7 from the towards justification for the most significant and lasting ideas, innovations, beliefs, people or values to come out of the Differentiation: Using mind maps to brainstorm and
Social Studies Renaissance. Students may choose from two different templates for brainstorming – either a mind map or a chart-style engaging in group work.
Program of organizational tool. An example mind-map should be shown to the class as an example for those students who may need extra
Studies (Alberta support. Students should be informed that they will need to hand their brainstorming worksheets in as evidence of engagement
Education, 2005) and that they will be handed back to them the following lesson.
Lesson 2: 1) Prior to the lesson beginning, post these 3 questions on the board: Formative Assessment: Whole class discussion used as
Engaging with What themes do you notice from Medieval times? What themes do you notice from Renaissance times? What themes did you a check-in for understanding and will help students to
Middle notice in the descriptions of pieces? engage in metacognition. The brainstorming tool will
Ages/Renaissance Ask the students to please consider these questions as they engage in the lesson. also act as an assessment for/as learning, as students can
Art & Museums The brainstorming tool will also be handed back to students with notes or questions from the teacher. The students should take the effective feedback provided by the teacher and
& Humanism explicitly be made aware that they can use the notes and questions from the teacher to improve upon their brainstorming work apply that to what they already know, self-evaluate and
and that this brainstorming tool can be used as a resource for choosing their artifacts and justification. Students should be made use the feedback to plan for the next steps in learning. The
Incorporates aware that observations they make regarding the 4 questions on the board can be added to their original brainstorming tool or brainstorming tools will be collected as evidence of
S.2.3, S.2.4.5, they can create a new brainstorming tool and that this should be handed in at the end of class as evidence for engagement. engagement. Observing students’ conversations and
8.S.1, 8.S.4, 8.S.9 2) To promote a link between last class and this class, the lesson will begin with a whole class discussion that will ask students answering questions can also be used as a feedback tool
from the Social to share some of their ideas for the most significant ideas, innovations, beliefs, people or values to come out of the Middle for teachers so that they can understand students’
Studies Program Ages and Renaissance. interests, areas of deeper inquiry, concerns and
of Studies 3) In a teacher led class activity, students will view art and the themes within famous renaissance and middle ages paintings, as uncertainties.
(Alberta well as the contents of other famous museums by engaging in virtual tours. Technology/Resources: Board/Smart Board to write out
Education, 2005) Virtual tours as well as famous people, paintings, and innovations of the Renaissance can be found at the following websites: questions & Smart Board/Projector to share virtual tour
The British Museum - https://britishmuseum.withgoogle.com and video. The brainstorming tool handout will also be a
The Uffizi - http://www.openculture.com/2018/01/take-a-virtual-tour-of-the-uffizi-gallery-in-florence-the-world-famous- required resource.
collection-of-renaissance-art.html Differentiation: The visual nature of the virtual museum
Famous Paintings of the Medieval Period: https://www.invaluable.com/blog/medieval-art/ tour as well as the continued use of mind maps for
Adapted from Wiggins, Grant & J. McTighe (1998)
 Examples of Famous Paintings and Painters from the Renaissance: organizing thinking should promote access to learning for
https://www.robinurton.com/history/Renaissance/early_ren.htm all students. The video played to develop a further
The teacher will pick out what areas of the museums will be explored and will lead a discussion on what messages certain understanding of humanism also includes visual aids and
pieces or collections are aiming to portray. subtitles. Group conversations can also promote
4) Students will view a video discussing humanism as it is reflected in the changes from the Middle Ages to the Renaissance engagement.
https://study.com/academy/lesson/humanism-in-the-renaissance-recognizing-the-beauty-of-the-individual.html (Start at
0:40)
5)At the end of the museum exploration and video students will discuss the questions that were presented on the board at the
beginning of class and add to their brainstorming tools as evidence of engagement. The teacher will be walking around the
classroom, answering questions and observing students’ conversations. Student’s will hand in their evidence of engagement at
the end of class.
Lesson 3: 1) Brainstorming tools will be handed back to students with additional comments and questions written on them that are posed Formative Assessment: The brainstorming tool is an
Engaging with by the teacher. assessment for/as learning, as students can use the
Expansionism & 2) The words “God, Gold and Glory” will be posted on the board, students will be informed that they have five minutes to get detailed feedback provided by the teacher and apply that
COVID-19 as a into groups and discuss what they know about these three words as they relate to the Age of Discovery and ideas about to what they already know, self-evaluate and use the
new Renaissance expansionism in Renaissance Europe. Students will be given an easel pad and several markers per group and will be asked to feedback to plan for the next steps in learning.
either write (single words are fine) or draw what they know about the three words. Teachers can use the brainstorming tool to develop an
Incorporates 3) Students should be made aware have just written down all they know about WHY the Renaissance led to an Age of understanding of what students know, and determine the
S.2.4.6, 8.S.2, Discovery. The next words posted on the board will be “Who, What, Where”. Groups of students will get a new easel pad next steps in teaching/learning. The easel pad papers will
8.S.4, 8.S.7, 8.S.8 paper and markers and will be instructed to organize what they’ve addressed in the WHY section using the three questions that also provide information to both the teacher and the
(Alberta are presented on the board. Again, students can use single words or drawings to connect/organize what they know and they students about what they understand and what needs
Education, 2005) have five minutes. clarification/further exploration.
4) Students should put their names on the posters they collaborated on and can then can hang their easel pad papers around the Technology/Resources: Smart Board/Board to write out
classroom once their done and spend 10 minutes adding to their brainstorming tools or creating a new brainstorming tool using questions, easel pad paper, access to computers so that
the information from the easel pad papers that are posted around the classroom. students may read one of the newspaper articles online.
5) Students will then be asked to read one of the following articles about COVID-19 and a new Renaissance: Differentiation: Mind maps, options to draw/use single
Can Covid-19 bring another Renaissance?: https://medium.com/predict/can-covid-19-bring-another-renaissance-5ee17d132e0 words on their easel pad papers, engagement with
Will an “Innovation Renaissance” be a part of a Post Covid-19 America: https://jagwire.augusta.edu/will-an-innovation- groups/peers, the option to translate articles into home
renaissance-be-part-of-a-post-covid-america/. The links will be posted on D2L for them to view. language and the option to read which article students find
6) Once students have completed reading, the teacher should direct the class to think about what post-COVID-19 looks like to more interesting/readable will ensure that students can all
them, they can share with a partner should they wish or just reflect independently. find access to the learning. There could also be the option
7) Students will hand in their brainstorming tools and will be informed that they will have the next 2 classes to work on their to provide a definition list of key terms.
artifact selections and justifications.
Lesson 4 & 5: 1) [Lesson 4] Students will be reminded that they have the class to explore artifacts online and that by the end of this class Formative Assessment: Observing students’
Work Periods they should have a good idea of what artifacts they would like to use. Students will also be reminded that they may want to conversations and answering questions can also be used as
reflect on the brainstorming tool that they have been developing throughout the lessons as it is now a guide and representation a feedback tool for teachers and a check in for
Incorporates of their learning. Students will have access to a curated list of resources through the class Google Doc but students will also be understanding so that teachers can understand students’
8.2.1, 8.2.3, able to explore resources outside of this curated document should they wish. The teacher will be available to answer questions interests, areas of deeper inquiry, concerns and
8.2.4, 8.S.2, and to support students in their explanation. Students can have access to an Artifact Analysis Worksheet if they would like a uncertainties.
8.S.4, 8.S.7, 8.S.9 tool to help them break down information about the artifact. Technology/Resources: Student access to computers, art
(Alberta By the end of the day (Lesson 4) students will send an email to the teacher explaining which artifacts they have chosen and a supplies, printers and textbooks in order to engage in
Education, 2005) brief outline explaining why they think it is a good choice (less than 50 words per artifact) research and completion of their own artifact. The Artifact
2) [Lesson 5] Students will be informed that they should begin developing their justification using the 50-word outline sent to Analysis Worksheet will also need to be made available.
the teacher as a starting point. Students should keep in mind the rubric and the 4 questions provided in the summative task and Differentiation: Artifact Analysis Worksheet, visuals,
in the rubric when creating their justification. Students should also be informed that they can continue with the creation of their home language, opportunity to work in a group for
own artifact if lesson 4 did not provide enough time for completion. Students should know that they can to look to their peers support, using peers for questions or feedback and
and teacher for support or to ask questions. opportunity for deep, meaningful connections.
3) Inform students that this is their final opportunity to work on the assignment during class and that a mock gallery walk will
take place next class.
Lesson 6: 1) Before engaging in the mock gallery walk, the teacher should share some tips for engaging in constructive criticism such as Formative Assessment: Observing students, their
Mock Gallery the one’s found in the SPARK acronym (https://www.edutopia.org/article/teaching-students-give-peer-feedback) constructive criticism and their questions provides a check
Adapted from Wiggins, Grant & J. McTighe (1998)
Walk and 2) Students will engage in a mock gallery walk, with assigned spaces on the walls or on trifold boards. Students should arrange in for understanding. Peer Feedback as Assessment for
Engagement in their artifacts and adjoining justifications within their designated area and then begin reviewing other students’ artifacts. Learning.
Peer Feedback 3) Students will each be assigned 3 random students within the class to review. Large sticky notes will be given to each student Tech/Resources: Pins/Tape and Trifolds. Board for
so that they may leave their feedback on their peers’ assignment. The student’s name must be written on the sticky note and all sharing SPARK
Incorporates sticky notes must be kept as evidence of engagement with peer feedback. Differentiation: ELL students and students who require
8.S.4, 8.S.8 4) The students may take the rest of the class to browse other students work, ask constructive questions about the feedback that literacy supports can work in groups to provide feedback.
(Alberta was left for them or ask for support from their peers or the teacher.
Education, 2005) 5) Students will use the peer feedback to reflect, rethink and refine their work/ideas/understandings. There should be evidence
of this refinement or revision in the students final copy of the assessment task.

Adapted from Wiggins, Grant & J. McTighe (1998)