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Inquiry Unit Plan
Inquiry Unit Plan
Social Studies
Grade 8
The Renaissance
UNIT INTRODUCTION
Rationale
Throughout this unit, we look at how worldviews change over time due to
change in beliefs and interests in the sciences. Analyzing sources to come to
somewhat of a conclusion of what the worldviews of individual’s would be, can
inform students of the development of citizenship and identity can be
produced. In this unit, we come across different discoveries, inventions, and
influential individuals, these are some factors in developing the western
society we know today. This unit allows for the early exploration of cause and
consequences of history.
This unit would cover the differing perspectives at the time. The conflict that
scientists had at the time with the church and the overwhelmingly dominant
worldview of Christianity. Religion vs. Science is the most prominent
perspective within this time period.
This unit explores the Renaissance based on a set of questions for students to
answer. The Renaissance was a broad period with a lot of change with science,
art, and worldviews. Students will answer questions for each section of the
unit with the intention of research and inquiry for each one.
2. Historical Thinking
3. Geographical Thinking
The unit will provide students with the chance to engage in group
decision making and discussions about different topics throughout. One
example of decision making and problem solving within the unit is
during the lesson about important historical figures, where students will
be asked to work together as a class to reach a group consensus on the
criteria that make an individual and their contributions more important
than the next. Learning to work together as a group and form
conclusions in a civil and organized manner is essential to growth and
understanding at this grade level.
5. Social Participation
Students will work together in groups multiple times during this unit and
practice their ability to cooperate and work as a team. Additionally,
students will be asked to consider the perspectives of others in a
respectful and empathetic manner. Not only will they be considering the
points of view of their classmates, but also the individuals taught about
during the lessons.
6. Research Process
Special Considerations
As this is the second unit of the school year, the lessons will be occurring
somewhere around the midpoint of the grade level. As such, students are
expected to already have some exposure to the skills necessary to complete
activities for this unit. Likewise, students are expected to be able to
understand and appreciate the different perspectives that are posed in these
classes. However, as this is the first instance of curricular outcomes relating to
the Renaissance, students should not be expected to have prior knowledge
coming into the unit, but they should have the skills necessary to interact with
the new information.
That said, students should already have experience with historical and
geographical thinking, and be able to decipher and acknowledge the contexts
that influence how events play out around the world and through time. They
should already be able to complete meaningful research while understanding
the differing perspectives of the multitude of resources they are exposed to.
Finally, students should already have experience sharing their learning with
their peers and teacher. However, students will still be in the beginning stages
of developing these skills and the teacher is expected to continue helping
these students grow in these areas throughout the unit.
Family and Community Issues and How We Will Address Them.
Because this unit relies so heavily on the significance of European beliefs and
ideas, particularly in the Western world, some students may feel left out or
diminished by the discussions posited in class. This may be especially true for
Indigenous students, and other students who have been impacted by the
consequences of imperialism, expansionism, and Western-central ideologies.
While this unit is posed as strictly in the past, the outcomes of these beliefs
and concepts still influence the world today.
Science can be integrated within this unit once we cover the topic of the
scientific inventions that were born in the Renaissance era. Showing that the
scientific method was made at a time where science was being sought out
and how we still use the basis of that method today.
The subject of ELAL will be incorporated throughout the unit, as students will
have several opportunities to review, reread, and discuss oral, print and other
media (ex., videos, podcasts, etc.) Students will also be asked to consider
perspectives and opinions that differ from their own and can take
opportunities to revise or revisit their viewpoints after experiencing the
thoughts of others. Finally, students will engage in the research process and
need to obtain information from various relevant sources that they determine
are reputable.
The unit will also allow students to engage with classical works of art created
during the Renaissance period and the opportunity to learn more about some
of the famous artists of the time (ex., Michaelangelo, Leonardo da Vinci, etc.).
During a lesson, students will analyze paintings and determine how these
different works of art represent the values and worldviews of the individuals
who created them. The humanist movement during the Renaissance
significantly influenced how art was created from that point on, and students
will be made aware of this impact throughout the unit.
There are various current events that relate to the idea and concepts outlined
in the Grade 8 Renaissance Unit. One example links to the exploration of
Renaissance era art, particularly, The Birth of Venus by Sandro Botticelli. In an
article from Smithsonian Magazine, they discuss a protest that took place on
February 14, 2024 where climate activists used the Botticelli artwork to bring
awareness to the ongoing struggles of the citizens of Tuscany following a
recent catastrophic flood in the region. This event may be used to discuss the
significance of Renaissance artwork and the continuing preservation and
utilization of this art for present day issues. Students may even be asked why
they believe this specific painting was used to stage their protest; potentially
diving deeper into the meaning of the painting itself and its significance in the
actions of this group.
https://www.smithsonianmag.com/smart-news/climate-activists-stage-pr
otest-in-front-of-botticellis-birth-of-venus-180983797/
Another example also used a Renaissance era painting to protest for the
rights of people internationally for food security. Once again, in an article
from the Smithsonian Magazine, they discuss how members of the A22
Movement threw tomato soup at Leonardo da Vinci’s Mona Lisa stating,
“What is more important? Art or the right to have a healthy and sustainable
food system?”. Representing the attention and preservation benefits provided
for the artwork while people were disregarded and disadvantaged at the
same time. This may pose the questions for the students, why is so much
money allocated to protecting and preserving Renaissance art, while present
day individuals continue to be disadvantaged? Why does this artwork remain
so influential and significant to the present day? Does this art deserve this
amount of care and attention?
https://www.smithsonianmag.com/smart-news/climate-activists-throw-so
up-mona-lisa-leonardo-da-vinci-180983677/
Why was the Renaissance a significant time period in the development of the
Western worldview? And how did these perspectives spread to the Western
world, creating a dominantly European worldview in North America?
● Humanism
○ What is humanism?
○ How did the humanist worldview differ from the dominant
worldview (Christianity) at that time?
○ What impact did humanism have on discovery and creation in the
fields of art, science, math, writing, etc?
○ What was the impact of humanism on education, religion,
architecture, etc.?
DIMENSIONS OF THINKING
Students will:8.S.1 develop skills of critical thinking and creative thinking:
○ analyze the validity of information based on context, bias, source,
objectivity, evidence and reliability to broaden understanding of
a topic or an issue
○ evaluate ideas, information and positions from multiple
perspectives
○ demonstrate the ability to analyze local and current affairs
○ re-evaluate personal opinions to broaden understanding of a
topic or an issue
COMMUNICATION
Students will:
● 8.S.8 demonstrate skills of oral, written and visual literacy:
○ communicate in a persuasive and engaging manner through
speeches, multimedia presentations and written and oral reports,
taking particular audiences and purposes into consideration
○ use skills of informal debate to persuasively express differing
viewpoints regarding an issue
○ elicit, clarify and respond appropriately to questions, ideas and
multiple points of view presented in discussions
○ offer reasoned comments related to a topic of discussion
○ listen to others to understand their points of view
LESSON OVERVIEWS
Resources
Length
Lesson Outcomes and Assessment and
of
Title Objectives Lesson Procedures Materials
Lesson 3: Students will: 60 Intro: Mini lesson Students will Chrome books,
obtain the min touching on the main hand in if those do not
Humanism? knowledge of things that were questions work, have
What is it? the term learned in the last class they pictures of the
humanism. to wrap up what was answered paintings
gone over the last from printed out.
Students will: class. analyzing the
examine What is humanism? Is primary Power Point:
Renaissance art there anything in the sources. (AS Humanis…
and find word that helps you learning)
evidence of determine the
changing meaning? Having
worldviews answered “what is
within the art humanism,” relate it
pieces. back to the slides and
discuss how the
Values and worldview changed
Attitudes from before to during
8.2.2 the Renaissance.
With that intro, have
Knowledge and students in pairs and
Understanding have students look at 2
8.2.4.2, 8.2.4.5 paintings:
Madonna and Child in
Dimensions of Glory by Jacopo di
Thinking Cione
8.S.2.2, 8.S.3.1, Madonna and Child
with St. John by
Giuliano Bugiardini
Have a brief discussion
on what is a primary
source and then have
students examine both
paintings.
Ask questions like:
How do both paintings
differ?
Who are they
representing?
Which one represents
the values during the
Renaissance and which
one is before?
Hand out a worksheet
to analyze both
paintings, this will be
handed in and they can
take the rest of the
period to work on the
questions.
Grade: 8
Subject: Social Studies
Area of focus: Origins of a Western Worldview: Renaissance Europe
Imagine you are a time traveler given the mission to travel back in time to when the
inventions of the Renaissance were being created. But there is a twist: all of the
inventions except for one will be destroyed, and it is up to you to decide which
invention to save. Remember, if the inventions of the past are destroyed, their
contributions to the world as we know it will no longer exist. It is your job to decide
which invention you believe had the most significant impact on humankind, and
this is the one you will save.
For this assignment, you will create a presentation to convince your teacher and
classmates why you decided to save your chosen invention. You will need to conduct
your own research and include at least (4) credible sources in your presentation.
You may use your textbook, classroom resources, videos or websites you find on
Google to find the information you need to help you make a convincing argument.
1. Choose (1) of the following inventions from the Renaissance that you believe
was most important to humankind. Remember, you need to be able to explain
why you have made this choice within your presentation.
● Printing press
● Telescope
● Steam engine
● Clock
● Scientific Method
2. Using resources you’ve gathered, explain the history of your chosen
invention. Include your findings on your graphic organizer (this will be handed
in after class 2). Remember to answer the following questions:
● What is the invention?
● Where was the invention created?
● When was the invention created?
● Why was the invention created? (consider the needs of people at this
time).
● Who was the inventor?
● How did the invention change peoples lifestyles and/or worldview?
3. Describe the impact their chosen invention had on humankind. You might
consider its impact on things like education, innovation, discovery, medicine,
travel, quality of life, travel, etc. Include your findings on your graphic organizer
(this will be handed in after class 2). Remember to answer the following
questions:
● What impact did the invention have on people during the Renaissance?
● What impact does the invention continue to have on people today?
You may work alone or in a pair; it is up to you to be as creative as you want with
your presentation. If you are making a video or podcast, it should be around 5
minutes in length.
6. Be sure to include the references where you found your information within
your presentation. Include your findings on your graphic organizer (this will be
handed in after class 2). This could look like a:
● Printed bibliography
● References slide
● Verbal acknowledgment of where your information came from throughout
your video/podcast.
**All materials will be provided, if needed. Once you decide how you want to communicate
your research, ask the teacher for poster paper, markers, etc.
RUBRIC
Demonstrates a deep
understanding of the
history of their chosen
invention by considering:
what, where, when, how,
why and who.
(8.2.1, 8.S.2, 8.S.2.3)
Presentation clearly
describes the impact of
their chosen invention
on humankind: then and
now.
(8.2.4, 8.2.4.2, 8.S.2,
8.S.2.1)
Presentation is
well-organized, and
findings are presented in
a convincing and
persuasive manner.
(8.S.7, 8.S.7.5, 8.S.8,
8.S.8.1)
Additional Feedback:
ANNOTATED RESOURCE LIST
Anderson, Sonja. (2024, January 24). Climate Activists
Throw Soup at the ‘Mona Lisa’. Smithsonian Magazine.
https://www.smithsonianmag.com/smart-news/climate-activists-th
row-soup-mona-lisa-leonardo-da-vinci-180983677/
This article from the Smithsonian Magazine discusses a recent event where social
activists threw soup at the bulletproof glass of the Mona Lisa painting to call attention
to ongoing food scarcity and climate change that impacts various communities. They
used this action to call attention to the ongoing issues of the world in a very public and
publicized place in order to shock onlookers and bring awareness to the situation. This
would be used to discuss current events regarding the Renaissance.
This article from the Smithsonian Magazine discusses a recent event where social
activists taped images of a devastating flood in Tuscany that was not being adequately
addressed in their community. These individuals were calling attention to how more
money and understanding is being given to artwork from the Renaissance rather than
the ongoing tragic events. This would be used to discuss current events regarding the
Renaissance.
This resource gives an overview of the Renaissance to introduce the Renaissance to the
students. Allows for class discussion afterwards.
This textbook gives students the basic information for what they are learning within
the classroom. Students refer to these chapters of the textbooks to finish worksheets,
gain extra information not covered in lecture, and is a source for research.
Gonchar, Michael. (2014, March 11). Text to Text: ‘The Prince’ and ‘Why
This article allows for students to relate historical content with modern day times.
Using this as a basis and an example, students can go off this website and find ways
that Renaissance individuals are still relevant and impacting our modern day life.
This is just a powerpoint slide for background information and lecture material.
This resource, provided by Learn Alberta, gives an example activity for students to
complete regarding primary documents and first-hand accounts of individuals during
the Renaissance period. It asks students to make a list of criteria for a good primary
source, as well as how to use that criteria to assess sources. Likewise, this activity asks
students to rewrite a piece (either John Cabot’s first adventure or Christopher
Columbus) from a different perspective, like a king or an Indigenous Elder.
This resource, provided by Learn Alberta, gives an example activity for students to
complete regarding the influence of different figures of the Renaissance. It also asks
students to develop criteria and a rating system together so that they may assess these
individuals and their work from similar perspectives. Likewise, students will then go
through each figure and rate from their own point of view how influential that person
is in the current day.
https://prjh-krae.weebly.com/uploads/6/8/0/8/68086765/nelson_
ch1.compressed.pdf
This webpage is a scanned document which touches on the Renaissance and gives a
visual on what a worldview is and how it is affected, as well as a great timeline to show
students.
This resource allows for the students to explore the different inventions created during
the Renaissance. It is easy to navigate and is easy for students to research for their
performance task.
This resource allows for the exploration of information in different medias. In this
specific video, we have students exposed to a different perspective of a prominent
figure within the unit. This allows for diverse opinions and perspectives for students to
analyze.