Unit Plan

Subject: Social Studies 8

Unit Focus: “Times of Change”
Dates: September

Intern: Stephanie Hedges

Teacher Mentor: Justin Clark
 1

Table of Contents

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

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

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

IV. Assessment and Evaluation…………………………………………………………… 3

V. Key Teaching and Learning Activities ……………………………………………….. 6

VI. Resources……………………………………………………………………………….. 6

VII. Planning for Diversity…………………………………………………………………… 6

VIII. Calendar…………………………………………………………………………………. 7
 2

I. Overview:

This unit will explore the changing times in Europe during the Renaissance. Lessons will
explore the influence of cultural contact though an expansion of trade. Additionally, the unit will
delve into the results of the changing society.

II. Rationale:

Learning about the factors that led to the Renaissance and the changing society will
allow for students to better understand the nuances of the context. Class discussions and group
work will help students participate in their own social democracy, journal writing will allow for
reflection, two minute talks will let students delve in depth into one person’s life and how they
were influential to the time period, and the multimedia project will allows students to be creative
in showing their knowledge and understanding as well as their ability to think critically.

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)
● e) In what ways did thinkers and philosophers influence society in
the development of a humanist worldview during the
Renaissance? (GC, I)
 3
IV. Assessment and Evaluation:

Learning Assessments
Outcomes

Title Chapter 1 Quiz Daily Best 5 Daily Study Guide Class Multimedia Two Minute In-Class
Response Response Discussion Project #1 Idea Talk (Ch 1-3) Group Work
Journal Journal

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

Weight 30% 20% 30% 20%

8.2.1 X X X X X X

8.2.2 X 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 X

8.2.4c X X X X X

8.2.4d

8.2.4e X X X X X X X

8.2.4f

8.2.4g
 4

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.

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 Idea will take place over 8.2.2 -Research for
Deliberative Inquiry
three chapters. Only 8.2.3 -Communication
the idea is due during 8.2.4
this stage of the project

Two Minute Talk Students will pick a S 8.2.2 -Dimensions of Thinking

(Chapters 1-3) person who influenced 8.2.4 -Research for
Deliberative Inquiry
the content of the -Communication
 5

chapters. They will then

give a brief
presentation on how
that person was
influential to the time
period.

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.
 6

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 on the Bubonic Plague
● Paintings
○ Giotto: stylized
○ Notre Dame and Reims Cathedrals - The Last Judgment (on tympanum)
○ Mausoleum of Galla Placidia, The Good Shepherd
○ Mosque at Cordoba
○ Synagogue at Toledo
○ Allegory of a Good Government, Lorenzetti

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.
 7

VIII. Calendar

Monday Tuesday Wednesday Thursday Friday

4. Labour Day 5. First Day 6. Chapter 7. Feudal System 8. Review

Introduction
SLOs: SLOs: SLOs:
-None SLOs: -8.2.2, 8.2.3, 8.2.4 -8.2.2, 8.2.3, 8.2.4
-8.2.2, 8.2.3, 8.2.4
Resources: Resources: Resources:
-Get to know you paper Resources: -Textbook -Textbook
-Introduction powerpoint -Textbook -Chromebooks -Quotes about feudal
-Study Guides system
Opening: -Excerpts on plague Opening: -pre-Renaissance
- Introduction -Think/pair/share: how painting (Giotto?)
powerpoint would you defend your
Opening: land? Opening:
Body: -Journal: How would -Journal: Respond to a
-Classroom rules and society change today if Body: quote on the feudal
expectations half the population -Divide into groups system. Apply to life.
-Introduce Goals died? -Each group gets
-Name game assigned a role in the Body:
-Get to know you Body: feudal system and -Discussion on feudal
papers -read excerpts on discusses their system
-Text we will be Plague (i.e. ring around responsibilities and -more specifics on what
covering the roses) roles and daily life life was like under the
-Students can choose a -go over various ways -presents to class feudal system. How did
person/topic for the two the plague changed the plague change this?
minute talks society Conclusion: How did this set up
-relate to Covid: -Recap maintain power?
Conclusion: thoughts and feelings Challenges to feudal
-Prep for tomorrow: before, during, and Assessments: system
start of unit after(ish)? -In class group work -point of view
-Class Discussion -image analysis
 8

Assessments: Conclusion: -Study Guide

-None -Class Discussion: Conclusion:
question to be -Recap
addressed tomorrow Assessments:
-Study Guide
Assessments: -Journal
-Journal -Class Discussion
-Class discussion
-Study Guide

11. Society & Wealth 12. Religion 13. Spirituality 14. Church Structure 14. Visual analysis

SLOs: SLOs: SLOs: SLOs: SLOs:

-8.2.1, 8.2.2, 8.2.3, -8.2.2, 8.2.3, 8.2.4 -8.2.2, 8.2.3, 8.2.4 -8.2.2, 8.2.3, 8.2.4 -8.2.2, 8.2.3, 8.2.4
8.2.4
Resources: Resources: Resources: Resources:
Resources: -Textbook -Textbook -Textbook -Textbook
-Textbook -Posters & Colors -Religious art (Catholic -Religious art (Cordoba, -Religious art
-depictions of fashions and indigenous) Toledo, Reims)
Opening: Opening:
Opening: -Journal: Respond to Opening: Opening: -Journal: What was the
-Journal: Time is money quote about -Journal: What does -Journal: quote on importance of religion
superstitions spirituality or religion monasterial life during this time?
Body: add to life?
-Review challenges to Body: Body: Body:
feudal system -Group work:Today we Body: -Review hierarchical -What does the art
-society: class structure can google things we -Indigenous and structure show us about
-wealth don’t know. Without spirituality -Monastic life understanding of
googling or doing -Europeans and -St. Francis of Assisi religion? Of geography?
Conclusion: research or turning to spirituality -Saints and symbolism, Of society? Of wealth?
-think/pair/share: science: Give possible -Venn Diagram relics
thoughts on sumptuary explanations for these comparing the two -Learning Conclusion:
laws? Do we have events: earthquake, -Cathedral pictures -Perspectives: Other -Think/pair/share:
these today? mushrooms, hail, bad -Basic hierarchy of the religions in Europe: Favorite art piece and
breath in the morning, church spotlight on jews and why
Assessments: etc. Present to the class muslims in Spain
 9

-Journal Conclusion: Assessments:

-Class Discussion Conclusion: -Reminder of project -Class Discussion
-Study Guide -Recap: why people idea & two minute talks Conclusion: -Journal
turned to religion -Recap -Study Guide
Assessments:
Assessments: -Journal Assessments:
-In class Group work -Class Discussions -Class Discussion
-Class Discussion -Study Guide -Study Guide
-Study Guide -Journal
-Journal

18. Changes 19. Review 20. Two Minute Talks 21. Chapter 1 Quiz 22. Divisional PD Day

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: -Trashketball questions Resources: Resources:
-Textbook -Tests
Opening: Opening:
Opening: -Divide into teams -Mini lesson on how to Opening:
-Journal: Black death be a good audience -Turn in best 5 writing
and faith crisis Body: responses
response -Trashketball Body:
-Two Minute Talks Body:
Body: Conclusion: -Test
-Changes: religious, -Lingering questions? Conclusion: -students can start
structural, economic, -Review for test reading next chapter
cultural expansion Assessments: when done
-Think/pair/share: how -Multimedia Project Assessments:
does hearing about Idea due -Two Minute Talks Conclusion:
other cultures change -Celebrate end of
perspectives? chapter one

Conclusion: Assessments:
 10

-reminder of project -Chapter 1 Test

ideas, two minute talks, -Best 5 Writing Journal
best 5 journal, and test

Assessments:
-Class Discussion
-Study Guide
-Journal