LESSON PLAN

Subject: Social Studies Grade: 8 Date:

Critical Inquiry Question: What elements create a worldview?
Lesson: Elements of Aztec Worldview Time: 70 min
SLOs: From the Program of Studies
Values and Attitudes
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)

Instructional Objectives:
Knowledge:

● Students will draw upon understandings that contribute to worldviews by

reviewing individual and collective identity, community, citizenship and
perspective.
● Students will learn about elements of a worldview and aspects that contribute to
their own personal worldview.

Skill:
● Students will consider multiple factors and perspectives when considering various
worldviews, where they originate, how they differ, and how the factors influences
beliefs and values

Key Questions:
Focus Question
-What beliefs and values shape my worldview?

Related Questions
-What elements make a worldview?
-What have you learned about previously that may impact a worldview?
(identity/citizenship)
-Why would I highlight these terms? (collection of beliefs, life and the universe, etc.)
-What are examples of each element? (Students can find on their sheets)
-If you were to rate each element from 1-5, how influential is it to your worldview?
-What other factors influence worldview? How?
-How do we learn the difference between right and wrong?
-What other factors influence worldview? How?
-How do these factors influence what you believe?
-What contextual factors apply to your perspective? (geography, spirituality, etc.)
-What beliefs and values do you hold?
-What factors are most important to you? Why?
-How were these beliefs established, and have they changed overtime?

Materials:
-Smartboard and “Introduction to Worldview” Powerpoint
-Student Package “Exploring Worldviews

Preparation:
-Powerpoint presented on the Smartboard
-Distribute “Worldview” Student Packages

Adaptations:
-Students may receive direct assistance to help complete their worldview chart

Lesson Procedure:
Introduction (10 mins)
1) Before distributing the worksheet and opening the Powerpoint lesson, have students
think about what a “Worldview” is by considering what it may be or include?

2) Students will follow and complete the “Student Package” as the lesson proceeds. It
will establish what a worldview is and allow them to begin exploring what elements
contribute it. To begin, display and guide students through this definition:
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 an individual or group; the overall
perspective from which the world is interpreted.
Before students create their own definitions, deconstruct the definition by
exploring the italicized words in a class discussion:
-Collection of beliefs: The various elements that contribute to one's values
ie) personal experiences, spirituality, religion, family,
responsibility
-Life and the universe: Existence on earth and how it was created
-Individual or group: How are they similar/different? How do they affect
each other?
-Lens: The perspective one views and experiences the world through.

Questions for Students

● What have you learned about previously that may impact a worldview?
(identity/citizenship)
● Why would I highlight these terms? (collection of beliefs, life and the universe,
etc.)

3) Students will summarize their own definition of a worldview is at the top of their
worksheet. Once everyone has has a few minutes to create a definition, have a few
students share their definitions of the class. Look for differences in understandings, and
how they all contribute to perspective.

Development (40 mins)

4) Explore the elements of a worldview as a class. Have students relate these elements
back to their own definitions, and share other examples they think of as we move through
the list. After, students will select two of the elements they think influence their own
world view. They will also consider something that was not mentioned on the list that
may be a factor in a worldview. Students may need to review or refine their definition of
worldview at this point.

Questions for Students

● What are examples of each element? (Students can find on their sheets)
● If you were to rate each element from 1-5, how influential is it to your
worldview?

5) Students will be lead through a discussion facilitated by the Powerpoint to begin a

discussion around other elements that may contribute to a Worldview. Have students
consider this question “What other factors may influence a worldview?” for a minute
silently before revealing the images. Next, reveal images and have students silently
consider what they might mean and how they may influence worldview. Ask students
individually to explain what the images suggested to them. Examples include:
-Politics
-Media
-Spirituality and Religion
-Science and Environment
-Where you live, Geographically, Rural vs. Urban
-Economy and Wealth

6) Direct students attention to the image Right Vs. Wrong in the back of bottom left
corner of the slide. Have students consider what they believe to be right or wrong in
relation to the elements we have been exploring. Students will think of an example and
record it in the handout.

Questions for Students

● What other factors influence worldview? How?
● How do we learn the difference between right and wrong?

7) Before students begin to record their own ideas about their worldviews, review other
elements that may impact worldview through images on the powerpoint. Examples
include:
-History
-Origins
-Language
-Ancestry
-Life after Death
 -Perspectives of History and who created them

8) Students will use the Elements of a Worldview as outlined on their handout to

complete the chart about their own worldviews. Students will be asked to identify a belief
they have around each element, as well as identify the origin of this belief. They will
complete the chart individually.

Questions for Students

● What other factors influence worldview?
● How do these factors influence what you believe?

Conclusion (10 mins)

9) Once students complete the chart about their Worldview Elements and Influences, they
will answer the final question. Pause the class as students to begin finishing to explain
that students will describe their own worldview at this time. Students may want to
consider:

Questions for Students

● What contextual factors apply to your perspective? (geography, spirituality, etc.)
● What beliefs and values do you hold?
● What factors are most important to you? Why?
● How were these beliefs established, and have they changed overtime?

Assessment:

How will you know if students met your lesson objectives? What assessment tool or
strategy are you using? What are you looking for in this formative assessment?

● Students will complete the first three pages “Worldview” “Factors that Influence
Worldview” and “Exploring Personal Worldviews”. The last page titled
“Historical Exploration” will be used by the students in the next part of the lesson.
● Students will hand in their “Student Package” at the end of the class for formative
assessment to check for their understanding of what a worldview is and the
factors that influence it.
● I will be checking for students reasoning as to what elements of worldviews are
influential to them as well as influences for their beliefs

Lesson Reflection: