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CONTENTS

UNIT

OVERVIEW………………………………………………………………………………………

………………. Pg. 2

Lauren Smith | Unit Plan | 2017

UNIT PLAN: GRAD 8 SOCIAL STUDIES

GENERAL LEARNING OUTCOMES FOR

UNIT…………………………………………………………Pg. 2-3

SPECIFIC LEARNING OUTCOMES……….

……………………………………………………………………Pg.3-6

FOCUSING

QUESTIONS……………………………………………………………………………………

………. Pg. 6

KEY

CONCEPTS………………………………………………………………………………………

………………. Pg.6-7

LESSON

OUTLINES………………………………………………………………………………………

……. Pg. 8-29

FORMATIVE

ASSESSMENT…………………………………………………………………………………

…… Pg. 30

SUMMATIVE ASSESSMENT: FINAL

PROJECT………………………………………………………. Pg.30-31

ATTACHEMETS…………………………………………………………………………………

…………………. Pg. 32-38

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UNIT OVERVIEW:

This is a Grade 8 Renaissance unit. In this unit, students will first explore and become introduced to the Renaissance and then later reflect and research how the Renaissance has influenced and shaped the western worldview. By focusing on major elements such as major cities, the black plague, trade routes, and social structures, students will be given the opportunity to not only investigate the renaissance but to also reflect on the worldview of the people who lived within this historic time frame. By beginning with discussing why it is important to study history, then moving on to explore major elements of the renaissance, and finally reflecting on how religious and scientific revolutions helped shape the western worldview, students will be participating in interactive methods of learning. Concluding this unit, students will create a family crest/shield that will allow them to demonstrate and display a connection to the renaissance and their own worldview and will later participate in a school Renaissance fair. The content discussed in this unit will be helpful in exploring worldview through the Perspective of Japanese isolation and the Aztecs.

GENERAL LEARNING OUTCOMES:

Social Studies 8.2/Origins of a Western Worldview: Renaissance Europe

Through the examination of Renaissance Europe, students will demonstrate an understanding and appreciation of how the exchange

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of ideas and knowledge contributed to shaping the worldview of the Western World.

Local and Current Affairs: In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides a flexibility to include these topics within

the time allotted for social studies.

English Language Arts (ELA) 8

General Outcome 1

- Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences

General Outcome 2:

- Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

General Outcome 3:

- Students will listen, speak, read, write, view and represent to manage ideas and information.

General Outcome 4:

- Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication

General Outcome 5:

- Students will listen, speak, read, write, view and represent to respect, support and collaborate with others

SPECIFIC LEARNING OUTCOMES

S.S: Students will…

- 8.2.2: 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

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- 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 and reflecting upon the following questions and issues:

o What was the Renaissance?o How did the physical geography of Renaissance Europe

affect trade and competition among European countries?o How did increased trade lead to the emergence of

powerful city states (Florence, Venice, Genoa).o How did the Renaissance spark the growth and exchange

of ideas and knowledge across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)?

o In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance?

o In what ways were the Age of Discovery and the rise of imperialism expressions of an expansionist worldview?

o In what ways did exploration and intercultural contact during the Renaissance affect the citizenship and identity of Europeans?

ELA : Students will…

1.1 (Discover and Explore):

- revise understanding and expression of ideas by connecting new and prior knowledge and experiences

- review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or revise understanding

- seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experience

- discuss and respond to ways that forms of oral, print and other media texts enhance or constrain the development and communication of ideas, information and experience

1.2 (Clarify and Extend):

- acknowledge the value of the ideas and opinions of others in exploring and extending personal interpretations and perspectives

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- exchange ideas and opinions to clarify understanding and to broaden personal perspectives

2.1 (Use Strategies and Cues):

- use strategies to supplement and extend prior knowledge and experiences when interpreting new ideas and information

- enhance understanding by paraphrasing main ideas and supporting details, and by rereading and discussing relevant passage

- take notes, make outlines and use such strategies as read, recite, review to comprehend and remember ideas and information

- identify and use visual and textual cues in reference materials, such as catalogues, databases, web sites, thesauri and writers’ handbooks, to access information effectively and efficiently

2.2 (Respond to Texts):

- experience oral, print and other media texts from a variety of cultural traditions and genres, such as magazine articles, diaries, drama, poetry, Internet passages, fantasy, nonfiction, advertisements and photographs

3.2 (Select and Process):

- obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research

3.3 (organize, Record, Evaluate):

- organize ideas and information to establish an overall impression or point of view in oral, print and other media texts

- incorporate new information with prior knowledge and experiences to develop new understanding

3.4 (Share and Review):

- communicate ideas and information in a variety of oral, print and other media texts, such as interviews, minilessons and documentaries

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- integrate appropriate visual, print and/or other media to inform and engage the audience

4.1 (enhance and Improve):

- ask or respond to questions or comments related to the content of own or others’ pictures, stories or talk

4.3: (Present and Share):

- plan and facilitate small group and short, whole class presentations to share information

- present information to achieve a particular purpose and to appeal to interest and background knowledge of reader or audience

- plan and shape presentations to achieve particular purposes or effects, and use feedback from rehearsals to make modifications

- use appropriate verbal and nonverbal feedback to respond respectfully

5.1 (Respect others and Strengthen community):- compare own with others’ understanding of people, cultural

traditions and values portrayed in oral, print and other media texts

- clarify and broaden perspectives and opinions, by examining the ideas of others

- participate in organizing and celebrating special events, recognizing the appropriateness and significance of language arts

5.2 (work within a group)- contribute ideas, knowledge and strategies to identify group

information needs and sources- organize and complete tasks cooperatively by defining roles

and responsibilities, negotiating to find the basis for agreement, setting objectives and time frames, and reviewing progress

FOCUSING QUESTIONS:

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Overarching Inquiry Question: What is My Worldview Compared to Someone’s in History? To What Degree is My

Worldview Shaped by the World?

Supporting Questions:

- Why is history important?- What was the Renaissance?- How did the Renaissance begin?- How did people live in the Renaissance?- What were the Crusades?- What was the Black Plague/Black Death?- What was the social structure during the Renaissance? What

was the Feudal System?- What were the major cities during the Renaissance?- What was the silk road and how did it affect trade in the

Renaissance?

KEY CONCEPTS:

- Renaissance: The humanistic revival of classical art architecture, literature and learning that originated in Italy in the 14th century.

- Social Structures : Organization models within a society that reflect the values and interests of that society’s members

- Feudalism: the dominant social system in medieval Europe, in which the nobility held lands from the Crown in exchange for military service, and vassals were in turn tenants of the nobles, while the peasants (villeins or serfs) were obliged to live on their lord's land and give him homage, labor, and a share of the produce, notionally in exchange for military protection.

- The Black Plague/ Black Death: a form of bubonic plague that spread over Europe in the 14th century and killed an estimated quarter of the population

- Society: Group of persons linked by common activities or interests and sharing public space.

- Worldview: a collection of beliefs about life and the universe held by an individual or group; the lens through which the world is viewed by and an individual or group; the overall perspective from which the world is interpreted.

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- The Crusades: a medieval military expedition, one of a series made by Europeans to recover the Holy Land from the Muslims in the 11th, 12th, and 13th centuries.

- The Silk Road: an ancient network of trade routes that were for centuries central to cultural interaction originally through regions of Eurasia connecting the East and West and stretching from the Korean peninsula and Japan to the Mediterranean Sea.

LESSON/ACTIVITY OUTLINES

HISTORICAL OBJECT INVESTIGATION/HISTORICAL THINKING

Outcomes and Objectives

Through this lesson, students will explore the importance of history and how it influences us today. Students will demonstrate elements of historical thinking by discussing and reflecting on the timeline of the telephone and how history has allowed society to communicate today.

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S.S: 8.2.3: recognize how beliefs and values are shaped by time, geographic location, and societal context

ELA: 1.1 discuss and respond to ways that forms of

oral, print and other media texts enhance or constrain the development and communication of ideas, information and experience

1.2 exchange ideas and opinions to clarify understanding and to broaden personal perspectives

Length of Lesson 45 minutes (30 min for teaching/ 15 to organize and debrief with students)

Lesson Procedure

At the beginning of the lesson, the teacher and students will think, pair, and share ideas as to what history is and why they believe history is important. Students will then be separated into 7 groups of 3 or 4. Each group will go to a historic artefact center (each center has a telephone from a historic era). Student groups are to write down what date they believe the phone was used, how it was used, and what parts of the phone are seen in phones today.After all groups are given time to explore, reflect, and record their findings, each student will be given a history bingo card. Each group will share their phone and poster paper to the class through a gallery walk. As students are listening to other groups, they will fill out their bingo card. On the bingo card is a picture of each phone, when it is from, and how it is similar to phones today. Concluding the class, students will write a sentence or 2 on why they believe history is important. How has history helped change how phones are created and how we communicate.

Materials/Resources

- Telephones (antique phone, dial phone, 80’s cell phone, flip phone, first iPhone, and a current iPhone)

- Historic item Bingo Cards- Poster paper (at least 7)- Pencils/ markers

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Assessment- History bingo cards

ART COMPARISON ACTIVITY/ RENAISSANCE WORLDVIEW


Through this lesson, students will explore the differences between the medieval and Renaissance era through comparing paintings in order to create and demonstrate an initial understanding of the Renaissance worldview.

S.S8.2.4: 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:

o What was the Renaissance?

ELA: 1.1 review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or revise understanding


1.2 : exchange ideas and opinions to clarify understanding and to broaden personal perspectives

2.1: identify and use visual and textual cues in reference materials, such as catalogues, databases, web sites, thesauri and writers’ handbooks, to access information effectively and efficiently

3.3: organize ideas and information to establish an overall impression or point of view in oral, print and other media texts

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Lesson Procedure

At the beginning of this lesson, the teacher should ask students to think, pair, and share what they believe the renaissance was. After sharing and discussing the meaning, explain the meaning of the word "renaissance"(rebirth). Suggest that the word implies a period of great change, but that we need some understanding of what came before the Medieval period in order to appreciate these changes.

Students will then move onto exploring and investigating the differences between the Medieval era and the Renaissance world and will be doing so through looking at the differences between paintings of that time. This will allow students to gain an understanding of the Renaissance’s worldview.

Students will be separated into 5, each will be given a the same picture collection (1 medieval painting and 1 renaissance). Each group will be given an artists message guide, and will be assigned a feature to compare between the paintings (texture, color, perspective, line, and shape).

After each group has completed their task, groups will share their findings through a gallery walk.

Students will then fill out an exit slip at the end of class, and share 1 difference that they very much noticed between the medieval era and the renaissance.

Materials/Resources

- Painting print outs (1 from the medieval era, and 1 from the Renaissance)

- Artist message guide handouts- Art comparison sheet

Assessment- Gallery walks- Exit slips- Art comparison sheets inserted in portfolios

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RENAISSANCE SURVEY


Through this lesson, students will display and demonstrate an understanding of the differences between the Renaissance and the modern Western worldview by participating in a Renaissance survey.

S.S: 8.2.3: recognize how beliefs and values are shaped by time, geographic location, and societal context8.2.4: 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:


ELA: 1.3 discuss and respond to ways that forms of

oral, print and other media texts enhance or constrain the development and communication of ideas, information and experience

1.4 exchange ideas and opinions to clarify understanding and to broaden personal perspectives


Lesson Procedure

At the beginning of the lesson, students will be reminded of the meaning of the Renaissance. After discussing its meaning and the dates of the era, the teaher will hand students a Renaissance/ would you rather survey. Questions on this survey relate to how people lived during the renaissance, and give students the choice as to if they would live like that today. After students take the survey, students will then choose 1 question that shocked them the most, or that would make them not want to live during the Renaissance. They will insert that question into their journal log, and answer as to why they do not agree with it, and if they think that could ever happen today.

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Materials/Resources

- Renaissance/ would you rather Survey- Journal logs

Assessment- Journal logs

TOUR OF ITALY/ MAJOR CITIES OF THE RENAISSANCE


Through this lesson, students will participate in interactive center based learning activities in order explore the major cities of the Renaissance and in turn display an understanding of each city’s importance and role within the era, its growth, and its influence on trade.

S.S8.2.3: recognize how beliefs and values are shaped by time, geographic location, and societal context8.2.4: 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:

o How did increased trade lead to the emergence of powerful city states (Florence, Venice, Genoa).

ELA:1.1 review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or revise understanding


1.2 : exchange ideas and opinions to clarify understanding and to broaden personal perspectives


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Lesson Procedure

This center/ interactive based lesson will be separated into 3 classes. The teacher will set out and display the materials for each of the 6 centers that allow students to explore, discuss and record their understanding of the influences of major Italian cities of the Renaissance. Students will be given a city center booklet. Within each center booklet is a map outline (google map template), a city center checklist, and reflection sheets. Within each center will be a destination reading sheet as well as a 2 questions for students to answer.Within each class, students should have a goal to finish 2 city centers. The teacher will time center stations and will notify students when to switch centers.

Materials/Resources

- Maps (iPhone google map template)- Textbooks- Major city centers:

1: destination Florence/ the Medici Family2: destination Genoa/ Trade that Supported the Renaissance Economy3: Destination Venice/the Queen of the Adriatic4: Destination Venice/ Marco Polo inspires trade with Asia5: Destination Rome/ the Sistine Chapel6: Destination Milan/Leonardo DE Vinci

- Worksheets/booklets for city centers

Assessment- Student portfolios: students will insert their

booklets in their worksheets into their portfolios

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THE BLACK PLAGUE INVESTIGATION (Detectives log)


Through this lesson, students will investigate and research core elements and influential factors of the Black Plague. Through an interactive research activity, students will demonstrate and display an understanding of the Black Plague, what it was and what affect it had on people during the Renaissance.






3.2: obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research


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Lesson Procedure

In this lesson, students will explore and research influential factors that created the Black Plague. Students will become detectives in the investigation of how victims within the Renaissance died from the black plague. Students will be placed into pairs. Each pair will be given a character who was a victim of the black plague. It is the student’s job to determine what killed the character, matching the symptoms outlined within the textbook. Once they discover that they black plague was the killer, students will then research the text more for how it would have been treated if caught in time. Students will later share their findings with the class collective.

Materials/Resources

- Black plague detective worksheets/log- Character profiles- Textbooks and textbook guides

Assessment- Detective logs will be handed into student

portfolios.

THE BLACK PLAGUE INVESTIGATION (SIMULATION)


Through this lesson, students will investigate and research core elements and influential factors of the Black Plague. Through an interactive research activity, students will demonstrate and display an understanding of the Black Plague, what it was and what affect it had on people during the Renaissance.


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Lesson Procedure

Students will be separated into 3 groups. To set up the simulation, prepare the bags with blue and red tiles: Bags 1 through 4, place 8 blue tiles and 2 red tiles. Bags 5 and 6, place 9 blue tiles and 1 red tile.Once the teacher has set up the bags and have a die, you are ready to begin. Each person travels to as many towns as they can trying to survive the plague. This is how that happens:

First person starts by rolling a die. If that person rolls a 1,2,3 - they stay in the town for 1 night (and pull one tile out of the bag and look at it) If that person rolls a 4,5,6 - they stay in the town for 2 nights (and pull two tiles out of the bag and

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look at it) If she pulls out a blue tile/tiles, just go on to the next town and roll again. If she pulls out one red tile, she has been infected and will travel to the next 2 towns before "dying." Continue on to the next town. At that town, roll the die. If she rolls a 1,2,3 add one yellow tile to the bag. If she rolls a 4,5,6 add 2 yellow tiles to the bag. Do the same thing for the next town. Then she has died and her turn is over. If she pulls out two red tiles, she dies immediately adding one yellow tile to the bag. Her turn is over.

Now it is the second person's turn. She follows the same procedure.

The more people that go through the simulation, the more yellow tiles that are added to the bags.

Materials/Resources

- 18 paper bags (3 groups of 6/ bags labelled 1-6)

- Yellow, red, and blue tile cut pieces of paper- Instructions for each group

Assessment- Exit slip: students will write how they felt

about the simulation on an exit slip (did you enjoy the simulation? Were you affected by the back plague?)

SOCIAL STRUCTURE IN THE RENAISSANCE/ FEUDALISM ROLE PLAY


Through this lesson, students will participate in an interactive simulation of the Renaissance social structure of feudalism in order to experience the perspective of citizens within this time period and to in turn demonstrate an understanding of how the social structure of this time affected the worldview of people who lived in the Renaissance. S.S:8.2.3: recognize how beliefs and values are shaped by time, geographic location, and societal context8.2.4: 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: The

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Renaissance, appreciate how Renaissance Europe formed the basis for the worldview of the western world.


Lesson Procedure

Hand out Name cards for a feudal seating plan - if we have 20 kids in the class, I can make 13 of them the peasants, 3 the knights/low nobility, 3 high nobility and the remaining student will be the monarch (teacher can be part of the monarch).

7 or 8 of the peasants have name cards with a black dot on them - this represents the plague later on – ( do not let them know that instantly ) 2 Knights have a black dot 1 Noble has a black dot and the monarch is safe. divide the peasants into 3 groups to represent the feudal land system. Each group is given 10 smarties. The knights are given 15 smarties Nobles 20 and Monarch has a big bowl Each knight collects a smarties from peasants for tax from the peasants. Each knight would reports to a noble and the nobles will report to the Monarch. It doesn’t matter how much tax you collect in the beginning After the teacher introduces the plague, any student with a black dot on their name card will die and they are to sit at the front of the room in a crowded corner to represent the overflowing graveyards. You can ‘over tax’ the peasants after the plague - this will lead to the peasant revolt.

Materials/Resources

- 2 bags of Smarties- Color coded name cards: Knights/low

nobility, nobleman/high nobility, Merchants,

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and peasants (sort out student groups according to student attendance)

- A crown - rules / directions (either on poster board or

powerpoint/smartnote)

Assessment- ongoing conversation and conferencing with

students- exit slip: students will write how they felt

about the simulation on an exit slip (did you enjoy the simulation? What was your role and how did you feel throughout it? Were you affected by the back plague?)

TRADE ROUTE AND THE SILK ROAD ROLE PLAY


Through this lesson, students will participate in an interactive role playing simulation of the silk road. In this lesson, students will display their understanding and knowledge of the major cities of the Renaissance use it in exploring their role within the silk road trade.8.2.3: recognize how beliefs and values are shaped by time, geographic location, and societal context8.2.4: 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: The Renaissance, appreciate how Renaissance Europe formed the basis for the worldview of the western world, How did increased trade lead to the emergence of powerful city states (Florence, Venice, Genoa).


Lesson Procedure

The Goal of this simulation is for students to accumulate the most wealth and variety of goods

1. Put Silk Road Map/Classroom Trade Route Activity on board.

2. Teacher is Venice. Venice is the most powerful and controls trading routes.

3. Students will be given cards denoting a country, city-

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state or an occupation. This will be the student’s identity for the duration of the activity.

4. An occupation card denotes that this person can only offer their services. Countries will take their goods (crops) or labour in exchange for payment and will pay the workers with money.

5. The first ports to open up will be Venice, Genoa, and Naples (all Italian city-states=Italian city states had wealth)

6. Constantinople, Baghdad, Mecca open up7. All other countries open up. 8. After a few minutes give pirate command “If you are a

pirate you can take the goods of 1-2 ships around you. Pirates can keep all they take.

9. All must report back to Venice (teacher) when their ‘route’ is over to pay their taxes and goods. Venice will always take something from each country. Then, they go out on a new ‘route’ (basically, everyone should trade with Venice often and frequently).

10. After 10 minutes, give a 30 second/1-minute warning for trade to end.

11. Venice take goods from all and students can have what is left!

Materials/Resources

- Silk road map (via powerpoint or smartnote) Flash cards with roles (Venice, Genoa, Naples,

Cairo, Mecca, Zanzibar, East Indies, East Africa, India, Sri Lanka, Mogadishu, Constantinople

Other roles : Pirates (write on card: act like you are India or East Africa until the command “the pirates can take 1 country’s goods”, carpenters, Farmers, Metalsmiths

Bags of smarties

Assessment- ongoing conversation and conferencing with

students- exit slip: students will write how they felt

about the simulation on an exit slip (did you enjoy the simulation? What was your role and how did you feel throughout it? )

RENAISSANCE TERMS/ COOTIE CATCHERS

Through this lesson, students will research, collect, and record vocabulary terms of the renaissance and use them in creating a foldable vocabulary

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placemat (cootie catcher). With this, students will be able to become more familiar with terms and facts of the Renaissance in order to create an understanding of the era. S.S8.2.4: 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:


ELA:1.1: seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experience2.1: identify and use visual and textual cues in reference materials, such as catalogues, databases, web sites, thesauri and writers’ handbooks, to access information effectively and efficiently3.3: organize ideas and information to establish an overall impression or point of view in oral, print and other media texts and incorporate new information with prior knowledge and experiences to develop new understanding5.1: compare own with others’ understanding of people, cultural traditions and values portrayed in oral, print and other media texts


Lesson Procedure

*Teacher may choose to do this activity at the beginning of the unit or near the end of the unit.At the beginning of this lesson, the teacher will explain the importance of understanding and being familiar with terms involved within the Renaissance. The teacher will then hand out a sheet of Renaissance vocabulary terms to each student. On this sheet, terms are organized into 4 groups that are labeled # 1, #2, #3, and #4. Students will be assigned numbers from 1-4 which will be their category of vocabulary terms that they will be responsible for. The vocabulary terms that students are assigned will be inserted into students vocab cootie catchers. Within the cootie catchers,

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students are to organize it by color, term, and then definition. After students have created their catchers, they are to practice vocab words in pairs with students from other numbered groups.

Materials/Resources

- sheets of paper- pencils- markers/ pencil crayons- vocabulary list

Assessment- student portfolio: inserting the Renaissance

vocabulary cootie catcher into student portfolio

Renaissance Hero Trading Cards: Influential Explorers, Artists, and Philosophers.


Through this lesson, students will select and research a Renaissance hero. By selecting either an influential explorer, artist, or philosopher from the Renaissance, students will demonstrate an understanding of how individuals contribute to a shift of worldview.


o How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)?


ELA: 1.1 review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or

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revise understanding- seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experience




4.3: present information to achieve a particular purpose and to appeal to interest and background knowledge of reader or audience


Lesson Procedure

In this lesson, students will explore and research influential artists, explorers, and philosophers that helped shape the worldview of the western world. Students are to select a hero of a list provided by the teacher. Students are to then use research tools provided by the teacher to collect information about the hero they have chosen. On the template, students are to find the date of birth, death, place of birth, a brief biography, 5 important events, and a sketched portrait of the hero. After students have created their trading card, they are to share their card with another student who has created a card on a different hero. Later, the class will create a renaissance hero wall of fame where they will post their cards onto a bulletin board.

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Materials/Resources

- Textbooks- Chromebooks- Trading Card Templates

Assessment- Conferencing and observations- Displaying trading cards on Renaissance hero

hall of fame

The revolutions & reformations/ experimental centers of the scientific and math revolution.


Through this lesson, students will participate in interactive center activities in order to explore important events that contributed to revolutions within the Renaissance that influenced the western worldview. With these centers students will be able to display an understanding of how these important events shaped a new and western worldview and with that their personal worldviews.





- seek out and consider diverse ideas, opinions and experiences to develop and

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extend own ideas, opinions and experience





Lesson Procedure

This center/ interactive based lesson will be separated into 3 classes. The teacher will set out and display the materials for each of the 6 centers that allow students to explore, discuss and record their understanding of the influences of major revolution events within the Renaissance. Students will be given a revolution booklet. Within each center booklet is a revolution center checklist, and reflection activity sheets. Within each center will be a revolution research sheet that outlines where students can research the event (page number in textbook), as well as 1 question for students to answer within their reflection sheet.Within each class, students should have a goal to finish 2 city centers. The teacher will time center stations and will notify students when to switch centers.

Materials/Resources

- Textbooks- Center workbooks and research sheets- Centers:1. Astronomy: Earth is not the center of the

Universe/Galileo2. Anatomy/ dissection3. Medicine/ herbal 4. Mathematics/ principals of perspective

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5. Religious/Martin Luther: protestant reformation

6. Literary/Printing press

Assessment- Conferencing and observations- Inserting center booklets into student

portfolios

Humanism/ Art scavenger hunt.


Through this lesson, students will participate in interactive center activities in order to explore Renaissance artworks that reveal and embody the concept of humanism. Through this exploration, students will create and demonstrate an understanding on what humanism is and how it is visually created. S.S8.2.4: 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:





2.1: identify and use visual and textual cues in reference materials, such as catalogues, databases, web sites, thesauri and writers’ handbooks, to

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access information effectively and efficiently




Lesson Procedure

As a class, students and teacher will discuss the meaning of humanism by defining it as a class as well as discussing examples of it through the use of a word web on the white board. Similar to the artwork comparison lesson, students will be paired and then given either 1 Renaissance art print out to examine. Students will then be given a worksheet that outlines how to interpret the artists message of humanism. Students are to examine the artwork, circle signs of humanism on the painting, and later share their painting through a gallery walk, where students can share their painting and why they believe these signs reveal humanism.

Materials/Resources

- Renaissance Artworks- Interpreting humanism in artwork check list

Assessment- Conferencing and observations- Gallery walk

Buffer Activity- Students create their own sketchwork of an

image that resembles humanism. Students will then tape their sketch on the bottom of their desk as well as tape a blank piece of paper to the bottom of their desk. Students will then be given paint samples and attempt to paint their sketch just as Michelangelo did.

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Renaissance and the Western Worldview: How has the Renaissance Shaped my Worldview?


Through this lesson, students will participate in an individual journal writing activity where they will reflect on what they have learned throughout the Renaissance unit and how they believe the Renaissance has shaped their Worldview.

S.S8.2.4: 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: The Renaissance, appreciate how Renaissance Europe formed the basis for the worldview of the western world.


- seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experiences



Lesson Procedure

Students and teacher collectively discuss through a think, pair, and share of what worldview means, then of what they would describe what the Renaissance worldview looks like, and then of how they think the Renaissance influences how they live today. After these think, pair, and share discussions, students will collect their journal logs, and the teacher will ask them a prompting question to

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answer in their journals. The teacher will ask the students to create a list of 3 things that happened within the Renaissance that influences how they live today (health, science, discovery, etc..) then students will write how the Renaissance worldview helped shape their own in 2 sentences or more. Students will then share their journals with a partner if there is time, and will hand in their logs to the teacher.

Materials/Resources

- Student journal logs

Assessment- Student Journal logs will be shared and/or

read by the teacher in order to observe and reflect on student understanding of the connection between the Renaissance and Worldview.

FORMATIVE ASSESSMENT STRATEGIES

Reader/Writers Log:

At the beginning of the unit, students will be given a reader/writers log journal booklet. With this log, students will have opportunities to write and reflect an topics throughout the unit. The teacher will provide students with questions. These log entries are for formative assessment rather than summative. It is an opportunity for students to reflect on topics throughout the unit and for the teacher to keep track with student progress.

Student Portfolios

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Student Portfolios are folder/duotang/binders that help students collect their work throughout the unit. With this portfolio, students insert worksheets, reader/writers log, and other works used within the unit. This is a formative form of a assessment as it allows both the teacher and the student to keep track of their work through the unit.

Exit Slips

An exit slip is a ticket sized piece of paper that asks a question to students that is related to the lesson previously conducted. Students are to write down a short answer (sometimes only a few words) which will help the teacher keep track of student understanding.

SUMMATIVE ASSESSMENT STRATEGIES:

Mid-Unit Project: Renaissance Worldview/Family Coat of Arms

This mid-unit project is created in order to allow the teacher to observe each students development and understanding within the mid-point of the Renaissance unit as well as to allow students an opportunity to reflect on what they have learned about the Renaissance so far, and with that, demonstrate an understanding of the connection with the era and worldview.

In this project, students will be given a shield/coat of arms that is separated into 6 components. As this Coat of Arms is to represent a shield of pictures that have meaning to someone, students have to use their prior knowledge and discussion of their own personal worldviews and compare it with the Renaissance perspective and worldview. Within each of the 6 components of the shield, students are to choose an element of worldview (time, beliefs, values, geography, knowledge, economy, and society), label it, and draw a picture that represents it within the Renaissance.

This coat of arms project will allow students to reflect, explore, and record what they have learned within the introduction to worldview unit and the Renaissance unit to display and demonstrate an understanding of the connection between worldview and the history of the Renaissance.

I will be discussing an appropriate rubric with my teacher mentor

Grade 8 Renaissance Fair

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At the End of the unit, students will be offered the opportunity to pair up, choose a Renaissance topic, and create a presentation for a school wide Renaissance Fair. By choosing a Renaissance topic (person, event, or other subject) of their choice, students will create a presentation that outlines what the topic is, what its significance was in the Renaissance, and how it influenced the western worldview.

Students will be given a topic list as well as a checklist for the Renaissance fair. Once students have chosen their topic, and shared it with the teacher, they will then plan out a draft of their presentation by writing down their research and answers on a draft plan given to students. Once students have shared their draft plan to their teacher, they may begin creating their presentation foldable for the fair. Once students have had time to finish their foldable, students will practice their presentations for the fair as a class collective.

The Renaissance fair will take place after school hours, where students, parents, and community members may walk through the school and learn about the Renaissance.

Students will be summative assessed through this project through a rubric as the teacher will observe and watch each student’s presentation.

I will be discussing an appropriate rubric with my teacher mentor

ATTACHEMENTS/LINKs: only a selection of attachments have been created and handed in so far. The rest of the attachments are in the process of being created and/or are in storage in a location that I do not have access to.

HISTORICAL OBJECT INVESTIGATION/HISTORICAL THINKING

History of the Telephone Bingo Card

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Phone Question

What time/period do you think this phone is from?

What are this phone’s similarities to the phones we use today?







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How do you think history helped create the phones that we have today?

ART COMPARISON ACTIVITY/ RENAISSANCE WORLDVIEW

This will later be used for the humanism activity(Art Pieces yet to be selected)

Link to worksheet: characteristics of medieval and renaissance art

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file:///E:/Laurens%20Files%201/PSIII/Grade%208%20social/unit%202%20rennassiance%20prt%201/characteristicsofmedievalandrenaissanceart_bi.pdf

Interpreting the Artist’s Message

Principles of Design Elements of Design

Balance—the arrangement of objects to create an impression of equality in weight or importance.

Emphasis—the use of placement, contrast, size, and colour to give special attention or importance to one part an artwork.

Contrast—the use of opposing elements, such as colours, forms or lines, to produce an intensified effect in a work of art.

Unity—the arrangement or location of figures or objects to form a complete impression or feeling.

Line—a visual path left by an object. Colour/Value (lightness and darkness)—the

particular hue that is seen when light is reflected off an object.

Shape (2D)/Form (3D)—the dimensional shape of an artwork or an element within the artwork.

Perspective—the technique that creates the illusion of depth in a two-dimensional artwork.

Texture—the feel of the surface of an object or work of art; e.g., metal has a smooth texture and sand has a rough texture.

"Art Smarts! Glossary of Terms." Art Gallery of Hamilton. http://www.artgalleryofhamilton.on.ca/edu/glossary.asp (March 16, 2007).

The ________________________________________, which is an example of the use of

detail in the artwork

, creates the effect of _____________________________.

design principle or element

This detail suggests the artist believes that:

Final Project: Renaissance Worldview/Family Coat of Arms

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Renaissance Hero Trading Cards: Influential Explorers, Artists, and Philosophers.

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Grade 8 Renaissance Fair

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