Unit Plan

Subject: Social Studies 8

Unit Focus: “The Exchange of Ideas”
Dates: November 6, 2023 - November 15, 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 explore the question of how did the Renaissance spark the growth and
exchange of ideas across Europe? We will investigate how ideas grew and where resistance to
new ideas stemmed from. Lessons will explore the influence of new ideas on societal
progression, expression, and ideas.

II. Rationale:

Learning about the impact of new ideas and how they were exchanged is important to
learn. It is especially to learn the different perspectives and reception to new ideas. It will allow
students to recognize the history of ideas we still have today and to see their impact.

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)
● f) In what ways were the Age of Discovery and the rise of
imperialism expressions of an expansionist worldview? (TCC,
PADM, LPP)
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● 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 4 Quiz Daily Response Best 5 Daily Study Guide Class Multimedia In-Class Group
Journal Response Discussion Project #2 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 #2 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 about the exchange of ideas.
● Paintings
○ Anatomy Lesson of Doctor Nicholaes Tulp, Rembrandt
○ Models of the Solar System: Ptolemy, Copernicus, Galileo
○ Hubble Space photos, James Webb photos
○ Leonardo da Vinci anatomical drawings
○ Masaccio and perspective in The Holy Trinity
○ Machiavelli portrait
○ Allegory of Good Government
● Appropriate maps

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

6. Science 7. Science 8. Politics 9. No Class 10. Protestant

Reformation
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, SLOs:
8.2.4 8.2.4 8.2.4 - 8.2.1, 8.2.2, 8.2.3,
8.2.4
Resources: Resources: Resources:
- Textbook - Textbook - Textbook Resources:
- Slides - Slides - Slides - Textbook
- Slides
Opening: Opening: Opening:
- Journal - Journal - Journal Opening:
- Journal
Body: Body: Body:
-Scientific method -Astronomy - Born into leadership Body:
-Medicine - Scientific ruler - Savonarola
Conclusion: -Mathematics -Machiavelli - Martin Luther
- How do we still follow - Protestant
this today? Conclusion: Conclusion: Reformation
- How else does math - Examples of leaders - Counter Reformation
Assessments: influence our lives? today. What type of
-Journal ruler are they? (Putin, Conclusion:
-Class Discussion Assessments: Biden, Trudeau, - How do religions gain
-Journal Lukashenko, followers today?
-Class Discussion Netanyahu)
Assessments:
Assessments: -Journal
-Journal -Class Discussion
-Class Discussion

13. Spread of Ideas 14. Trashketball 15. Quiz 16. No Class 17. No Class
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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 - Role

Body: Body: Body:

- Printing Press - Trashketball - Quiz 4
- Universities
- Internet today? Conclusion: Conclusion:
- Reminder of test - Reminder to turn in
Conclusion: tomorrow Journal 2.0
- Study Guide
Assessments: Assessments:
Assessments: -Journal -Journal Due
-Journal -Class Discussion -Chapter 4 Test
-Class Discussion