Renaissance Final Project: “Renaissance-Cranium”

To help you review the major concepts we have learned in our Renaissance unit
and have a bit of fun, you are going to be creating a Renaissance game!

Using Blooms taxonomy (below) you will be working to create either a board or
card game that tests other students’ knowledge of the following Renaissance concepts
(below). You MAY work with another student if you wish, however, it is not
mandatory. Please note that if you choose to work with someone else in the class, you
will have to ensure that the work is divided equally.

It will be your job to create 1 question for each of the concepts below and ensure
that each level on bloom’s taxonomy is used (a total of 6 questions for each concept x 6
levels of Blooms). If you work with a partner, you will want to divide the tasks up and
you will be responsible for creating your own questions. In case of a breakdown in the
group – you may be marked individually. Please let me know asap if you are working
with someone else and how you are dividing the work.

While planning your game keep in mind games that you have enjoyed (for
example, Cranium) and the format which made it interesting to play. Choose the format
you are most comfortable with. If you are not sure what the Cranium games look like,
please visit the link below:
http://www.cranium.com/

You will also want to consider the many ways to ask and/or have people answer
your questions (drawing, sculpting, writing or using specific words, acting something
out, singing or humming an answer, answering alone or working with a partner to come
up with an answer, relating the question to something else or giving an example, or
calculation, etc.). Your questions must be specific but reasonably answerable.

You will need to use your class time wisely!! I have also given you the option of
completing this game on the computer or away from the computer. If you are
submitting this project in person, make sure you bring it to ONE of the Learning
Connections. If you are creating it on the computer, please post it to the dropbox, as
usual.

Step 1: Choose the format for your game

Step 2: Begin creating your questions (1 question for each topic x each level of
Blooms = 36 questions in total for the game).
Step 3: Put the questions into the game format. Be complete and creative!!

As always, my expectations for all students, particularly when completing group

work, are that they are: prompt, polite, prepared, productive and present.
Please see me with any questions that you may have for further explanation of
the assignment.
 Renaissance Concepts: (1 question for each topic for each level of Blooms = 36
questions in total for the game)

Topic One: Why study the Renaissance?

 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)?
**** Remember, you need 6 questions here….one from each level of Blooms*****

Topic Two: Exploration

 Why – and how – did the Renaissance worldview spread beyond the borders of
Europe?
 Why did the European rather than the Aboriginal worldview become the
dominant way of looking at things in the American continent?

**** Remember, you need 6 questions here….one from each level of Blooms*****

Topic Three: Renaissance Influence

 In what ways did thinkers and philosophers influence society in the
development of a humanist worldview during the Renaissance?
 Why did the Renaissance worldview have such a long-lasting influence on other
countries and cultures?
 What lasting impact has the Renaissance had on the Western World?

**** Remember, you need 6 questions here….one from each level of Blooms*****

Topic Four: Geography and Trade

 How did the physical geography of Renaissance Europe impact trade among,
and competition between, European countries?
 How did increased trade lead to the emergence of powerful city-states, (i.e.,
Florence, Venice, and Genoa)?

**** Remember, you need 6 questions here….one from each level of Blooms*****

Topic Five: Expansionism and Imperialism

 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?
  What affect did European nations have on the Indigenous people they came in
contact with?

**** Remember, you need 6 questions here….one from each level of Blooms*****

Topic Six: Worldview Changes

 How does worldview change as a result of:
1. Changing social structures?
2. Increased trade and business?
3. Shifts in ideas?
4. Exploration and expansion?
**** Remember, you need 6 questions here….one from each level of Blooms*****

Blooms Taxonomy: Write one question for each level of Blooms for the concepts above (6x6 = 36 total)
Competence Skills Demonstrated
Knowledge  observation and recall of information
 knowledge of dates, events, places
 knowledge of major ideas
 mastery of subject matter

 Question Cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name,
who, when, where, etc.
Comprehension  understanding information
 grasp meaning
 translate knowledge into new context
 interpret facts, compare, contrast
 order, group, infer causes
 predict consequences

 Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate,
differentiate, discuss, extend
Application  use information
 use methods, concepts, theories in new situations
 solve problems using required skills or knowledge

 Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate,
change, classify, experiment, discover
Analysis  seeing patterns
 organization of parts
 recognition of hidden meanings
  identification of components

 Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select,
explain, infer
Synthesis  use old ideas to create new ones
 generalize from given facts
 relate knowledge from several areas
 predict, draw conclusions

Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose,
formulate, prepare, generalize, rewrite
Evaluation  compare and discriminate between ideas
 assess value of theories, presentations
 make choices based on reasoned argument
 verify value of evidence
 recognize subjectivity
 Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain,
discriminate, support, conclude, compare, summarize
 Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of
educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.