Unit Plan

Subject: Social Studies 8

Unit Focus: “The Humanist Approach”
Dates: October 16, 2023 - November 1, 2023

Intern: Stephanie Hedges

Teacher Mentor: Justin Clark
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Table of Contents

I. Overview………………………………………………………………………………… 2

II. Rationale………………………………………………………………………………… 2

III. Objectives/Learner Outcomes………………………………………………………… 2

IV. Assessment and Evaluation…………………………………………………………… 4

V. Key Teaching and Learning Activities ……………………………………………….. 7

VI. Resources……………………………………………………………………………….. 7

VII. Planning for Diversity…………………………………………………………………… 7

VIII. Calendar…………………………………………………………………………………. 8
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I. Overview:

This unit will dive into the humanist viewpoint that prevailed during the Renaissance. We
will investigate how this changing viewpoint from the Religious centered approach during the
Middle Ages shifted the focus and progress during the Renaissance. Lessons will explore the
influence of humanist thinking on societal progress, expression, and ideas.

II. Rationale:

Learning about the impacts of this shifting humanist mindset is very important to our
society today. It will allow students to recognize and consider different perspectives and
viewpoints, and to learn how beliefs and values are shaped by context. Additionally, we will
investigate how various factors

III. Objectives/Learner Outcomes:

● 8.2 Origins of a 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
■ 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)
■ 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:
● a) What was the Renaissance? (TCC, LPP)
● b) 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)
● c) How did the physical geography of Renaissance Europe affect
trade and competition among European countries? (LPP, TCC)
● d) How did increased trade lead to the emergence of powerful
city-states (i.e. Florence, Venice, Genoa)? (TCC, CC, ER)
● e) In what ways did thinkers and philosophers influence society in
the development of a humanist worldview during the
Renaissance? (GC, I)
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● f) In what ways were the Age of Discovery and the rise of

imperialism expressions of an expansionist worldview? (TCC,
PADM, LPP)
● g) In what ways did exploration and intercultural contact during the
Renaissance affect the citizenship and identity of Europeans? (C,
I, GC, LPP, TCC).
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IV. Assessment and Evaluation:

Learning Assessments
Outcomes

Title Chapter 3 Quiz Daily Response Best 5 Daily Study Guide Class Multimedia In-Class Group
Journal Response Discussion Project #1 work Work
Journal

Type S F S F F S F
(Formative/
Summative)

Weight 35% 30% 35%

8.2.1 X X X X X X

8.2.2 X X X X X X X

8.2.3 X X X X X X

8.2.4a X X X X X

8.2.4b X X X X X X X

8.2.4c X X X X X

8.2.4d X X X X X X X

8.2.4e X X X X X X X

8.2.4f X

8.2.4g X X X X X X X
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Assessment Brief Description Formative/ Outcomes Skills

Tool Summative

Chapter Quiz This quiz will ask S 8.2.1 -Dimensions of Thinking

questions relating to 8.2.2 -Research for
Deliberative Inquiry
vocabulary and key 8.2.3 -Communication
concepts covered in 8.2.4
the chapter.

Daily Response Each day will start with F 8.2.1 -Dimensions of Thinking
Journal a daily response 8.2.2 -Research for
Deliberative Inquiry
journal. Students will 8.2.3 -Communication
respond to a question, 8.2.4
a quote, or an image
related to the content of
the day or the previous
day.

Best 5 Daily Students will choose S 8.2.1 -Dimensions of Thinking

Response their best five journal 8.2.2 -Research for
Deliberative Inquiry
Journal responses to have 8.2.3 -Communication
marked for summative 8.2.4
points for chapters 3
and 4.

Study Guide The study guide will F 8.2.1 -Dimensions of Thinking

serve to guide 8.2.2 -Research for
Deliberative Inquiry
students’ notes during 8.2.3
the class. It will include 8.2.4
vocabulary terms and
key concepts that will
be covered in lectures
and included on the
quiz.

Class Discussion Class discussions will F 8.2.1 -Dimensions of Thinking

happen daily and 8.2.2 -Social Participation as a
Democratic Practice
critically analyze the 8.2.3 -Research for
content. 8.2.4 Deliberative Inquiry
-Communication

Multimedia The multimedia project S 8.2.1 -Dimensions of Thinking

Project #1 will take place over 8.2.2 -Research for
Deliberative Inquiry
three chapters. It will 8.2.3 -Communication
be a deep dive into a 8.2.4
Renaissance
personality looking at
their long term and
short term
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contributions.

In-Class Group In class group work will F 8.2.2 -Social Participation as a

Work allow for students to 8.2.4 Democratic Practice
cooperate together to
complete goals. These
will happen in class in
response to a question
or goal.
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V. Key Teaching and Learning Activities:

● Cloze reading of text from time period

● Think/Pair/Share and Class Discussions
● Group work
● Response Journals
● Presentations

VI. Resources:

● Antaya-Moore, D. et. al. (2007). Worldviews: Contact and Change (First Edition).
Pearson Education Canada.
● Excerpts and quotes from the rise in international trade (Marco Polo, etc.)
● Paintings
○ David and Pieta, by Michelangelo
○ Mona Lisa and the Last Supper, by Leonardo Da Vinci
○ School of Athens and Balthazar Castiglione, by Raphael
○ Francesco Petrarch, Andrea del Castagno
○ The Ambassadors, by Hans Holbein
○ Portrait of Desiderius Erasmus, by Quentin Metsys
○ Compare Madonnas: Bellini vs Enthroned Madonna and Child
○ Manuscript of Christine de Pisan
● Roman Civilization Map (pg 62)

VII. Planning for Diversity:

This unit will provide a study guide to help with differentiation of the material. The study
guide and daily opportunities to write journal responses provide the formative assessment
needed before the summative assessments. Additionally, this unit will delve into various
perspectives, comparing and contrasting personal experiences and beliefs with those of others
throughout time.
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VIII. Calendar

Monday Tuesday Wednesday Thursday Friday

16. Introduction: 17. Rebirth of Ideas 18. 19. No Class 20. PD Day
Humanism
SLOs: SLOs:
SLOs: -8.2.1, 8.2.2, 8.2.3, -8.2.1, 8.2.2, 8.2.3,
-8.2.1, 8.2.2, 8.2.3, 8.2.4 8.2.4
8.2.4
Resources: Resources:
Resources: -Textbook -Textbook
-Textbook -Slides -Slides
-Slides
Opening: Opening:
Opening: -Journal -Journal
-Journal
Body: Body:
Body: -Rebirth of ideas: -Thinkers and Society
-Discuss test Renaissance -Civic humanism
-Introduction to -Classical writings -for the good of society
humanism -Classical Greece and -Consensus in a group
-Compare Middle Ages Rome
thinking to the new -Humanism and the Conclusion:
thinking that people are individual -Spend the last 3
important -Humanist scholars minutes reviewing main
-Can individuals make a points of the day
Conclusion: difference
-Spend the last 3 Assessments:
minutes reviewing main Conclusion: -Class Discussion
points of the day -Spend the last 3 -Journal
minutes reviewing main
Assessments: points of the day
-Class Discussion
-Journal Assessments:
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-Class Discussion
-Journal

23. Education & 24. Society and the 25. Sculpture & 26. No Class 27. Project Work Day
Religion Arts Architecture
SLOs:
SLOs: SLOs: SLOs: -8.2.1, 8.2.2, 8.2.3,
-8.2.1, 8.2.2, 8.2.3, -8.2.1, 8.2.2, 8.2.3, -8.2.1, 8.2.2, 8.2.3, 8.2.4
8.2.4 8.2.4 8.2.4
Resources:
Resources: Resources: Resources: -Textbook
-Textbook -Textbook -Textbook -Slides
-Slides -Slides -Slides
Opening:
Opening: Opening: Opening: -Journal
-Journal -Journal -Journal
Body:
Body: Body: Body:
-Humanist Education -Painting -Brunelleschi Conclusion:
-Humanism and -Michelangelo -San Lorenzo -See where students
Religion -Raphael -Hospital of the are at on their projects
-Desiderius Erasmus -Da Vinci innocents
-Bellini -Basilica de Santa Assessments:
Conclusion: Maria -Class Discussion
-Spend the last 3 Conclusion: -Pieta -Journal
minutes reviewing main -Spend the last 3 -David -Multimedia Project
points of the day minutes reviewing main
points of the day Conclusion:
Assessments: -Spend the last 3
-Class Discussion Assessments: minutes reviewing main
-Journal -Class Discussion points of the day
-Journal
Assessments:
-Class Discussion
-Journal
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30. Literature 31. Trashketball 1. Chapter 3 Test 2. No Class 3. No Class

SLOs: SLOs: SLOs:

-8.2.1, 8.2.2, 8.2.3, -8.2.1, 8.2.2, 8.2.3, -8.2.1, 8.2.2, 8.2.3,
8.2.4 8.2.4 8.2.4

Resources: Resources: Resources:

-Textbook -Textbook -Textbook
-Slides -Slides -Slides

Opening: Opening: Opening:

-Journal -Journal -Journal

Body: Body: Body:

-Literature -Trashketball -Chapter 3 Test
-Petrarch -Review
-Shakespeare Conclusion:
-Cervantes Conclusion: -Reminder of
-de Pisan -Remind students to multimedia project
study the parts that
-Review the rest of the were difficult during Assessments:
class period trashketball -Class Discussion
-Journal
Conclusion: Assessments:
-Spend the last 3 -Class Discussion
minutes reviewing main -Journal
points of the day

Assessments:
-Class Discussion
-Journal