Part 1 - Logistics

Unit Title: Origins of a Western Worldview:

Renaissance Europe
How did exploration and imperialism shape the
worldview of Europeans?

Instructional Designers: Andrea Pederson and Melissa Squires

Subject Area: Social Studies

Grade: 8

Curriculum Strand(s):
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:
In what ways were the Age of Discovery and the rise
of imperialism expressions of an expansionist
worldview? (TCC, PADM, LPP)
In what ways did exploration and intercultural contact
during the Renaissance affect the citizenship and
identity of Europeans? (C, I, GC, LPP, TCC)

Duration: 10 lessons

Rationale:
Students will develop a great understanding and
knowledge on different worldviews throughout the
grade 8 social studies curriculum. This particular unit
will take place November- January, after the Aztec
and Spanish unit, already having been taught some
of the concepts and general development of what a
worldview is. These units also allow us to relate to
Canadian worldviews and expansions (which were

Prior Knowledge:
In grade 7 students will have completed a unit on Following
Confederation: Canadian Expansions. This is helpful background
knowledge that students will bring to class with them already
having covered some vocabulary that may resurface throughout
grade 8 social classes. However, we will expand on the concept of
expansions within Canada, as well as explore global expansionism.
In grade 9 students will be studying Issues for Canadians: Economic
Systems in Canada and the United States, so students will be able

also talked about in the previous grade), as well as tie

things into the FNMI cultures in Alberta. Worldviews
incorporate many diverse cultures and geographical
locations, which speaks to the diversity in a
classroom. Students will complete a series of
activities, assignments and a final performance task
to develop the following skills: critical, creative and
historical thinking, oral, written and visual literacy,
and researching. As well as beliefs and values that
are affected by time, geographic location and societal
context. Primarily the focus is to have students
examine factors that evolved the worldviews in
western Europe during the Renaissance. Their final
task will incorporate many of the elements they have
seen within the unit, which they are to bring through
in the final performance task. This is a fun unit to look
into and explore! There were many well known
explorers and developments that are still talked
about today, and students can relate to this unit
immensely. By utilizing a variety of teaching tools and
incorporating multiple intelligences, each student
should be able to benefit and learn. Necessary
accommodations or alternate teaching will be
provided when and where necessary.

to connect their learning of consumerism with the exchange of

goods and products that developed among the countries in the
renaissance. This unit is placed after students learn about the
Aztecs, so they have a fairly good understanding of what a
worldview is but may still need help in developing. Students will
bring with them knowledge of assimilation and what a colony is.
Students also will have learned about imperialism among the
Europeans and Native Americans in Canada. We will start off our
unit by creating a KWL chart regarding things they know and want
to know regarding both exploration and imperialism. By the end of
the unit we will have students take a look at their KWL charts and
have them decide whether or not their inquires have been
answered.

Part 2 Desired Results

Learning Outcomes:
Values and Attitudes:
8.2.3 - Recognize how beliefs and values are shaped

8.S.2 - Develop skills of historical thinking

distinguish cause, effect, sequence and correlation in historical
events, including the long- and short-term causal relations
use historical and community resources to organize the sequence

by time, geographic location, and societal context (C,

TCC, LPP)
Knowledge and Understanding:
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:
In what ways were the Age of Discovery and the rise
of imperialism expressions of an expansionist
worldview? (TCC, PADM, LPP)
In what ways did exploration and intercultural contact
during the Renaissance affect the citizenship and
identity of Europeans? (C, I, GC, LPP, TCC)
Skills and Processes:
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
Enduring Understandings:
What are the big ideas that you want students to
understand and be able to use several years from
now?
Students will understand...
factors affecting expansionism

of historical events
analyze the historical contexts of key events of a given time period
8.S.3 - Develop skills of geographic thinking
interpret historical maps to broaden understanding of historical
events
define geographic problems and issues and pose geographic
questions
8.S.7 - Apply the research process
integrate and synthesize concepts to provide an informed point of
view on a research question or an issue
organize and synthesize researched information
evaluate the relevance of electronically accessed information to a
particular topic
make connections among related, organized data, and assemble
various pieces into a unified message
analyze and synthesize information to create a product
8.S.8 - Develop 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
elicit, clarify, and respond appropriately to questions, ideas, and
multiple points of view presented in discussions

Essential Questions:
What provocative questions will foster inquiry, understanding of the
unit content and transfer of learning?
What effects did the Renaissance have on the world today?
What perspectives still last today?
To what extent is the exchange of goods and products beneficial for
a population?

differing perspectives and how to deal with this

people had an interest in learning more about the
world which led to knowledge they did not have
before
people take risks in order to gain rewards
the many motives that countries had for
exploration/imperialism
the routes the explorers took on their travels
the effects that the Renaissance had on the world
differing worldviews
geographical location
Canadian connections (e.g. Alberta and FNMI)
how the age of exploration began
how the exchange of goods and products during this
time changed the world
key figures (e.g. explorers)
how imperialism impacted European worldviews
Possible misconceptions
The Age of Exploration did not develop alongside the
Renaissance
The effects of exploration were not felt within Europe
itself
The Renaissance did not have an impact on the rest
of the world
European society did not trade goods with the
Americas
The exchange of goods and products did not change
the world
What happens outside of Canada does not affect
Canadians
The explorers were fictional characters (just stories)
What happened in the past does not concern
students in present day

What is your worldview? What is the implied worldview?

How did exploration and imperialism shape the worldview of
Europeans?

Knowledge:

Skills:

What knowledge will students acquire as a result of

this unit?
Think: Nouns! Ex: Vocabulary, definitions, facts, formulas,
critical details, important events or people, sequence and
timelines, etc.

What should students be able to do? What behaviors will they

exhibit?
Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret),

Students will know

facts
vocabulary/definitions
important events/people
sequence
critical details
timeline of events

Students will be able to

compare/contrast
develop meaning from context
emphasize skills
apply historical and geographical skills
use and manage information
understand
engage in problem solving
apply skills of metacognition
communicate ideas
interpret
reflect
connect to real life
inquiry
communication skills
group skills
investigation skills
study skills
interpersonal

Part 3 Assessment Evidence

Performance Task:
What authentic, relevant task will allow students to show what they've learned during the unit? In the space below,
describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to
demonstrate their learning in a real-life situation. Include all elements of GRASPS, including success criteria (based on
learner outcomes). Attach your performance task rubric to your unit plan.
G - Goal
Your goal within the situation is to provide a position (for or against) to the King and Queen regarding the extent that
exploration will help the economy of Renaissance Europe. Your position will influence whether or not the King will provide
funding to the explorers of his country.
R Role
You are an economic advisor to the King, which means that it is your job to explore the pros and cons of exploration in
order to come to a conclusion of whether or not it is worth funding these navigators of the sea.
A Audience
Your position will be presented to the King and Queen in their royal palace. They will listen to you present your position and
will also need a collection of any written notes or visuals to help persuade the royal couple.
S Situation
You are living in Renaissance Europe and all around you, people are both apprehensive and excited to hear that explorers in
Portugal have found new lands containing goods that are unknown to Europe, as well as these so called savages that
inhabit the land. The King, on the other hand, is very uncertain as to whether he is in support of funding the expedition of
explorers in his country. It is your job as the Kings economic advisor to investigate the pros and cons of exploration and
what this will mean for the economy of Renaissance Europe. You will collect supporting evidence and consider how the
information is significant by completing a graphic organizer. Once your information is collected and you have organized
your facts in order, you must present your findings to the King and Queen to persuade the final ruling.

P Product, Performance
Your mission is to investigate to what extent exploration will help the economy of Renaissance Europe. Use a graphic
organizer to collect supporting evidence from your reading and learning, as well as how this evidence is significant.
Synthesize the information you have collected in order to inform the King of the potential impact exploration will have on
the economy. Remember to provide specific evidence to support your position. Be sure to provide speaking notes so that
you can present to the King effectively and efficiently. The King will expect you to present this information in a finished
product of your choice that will be worthy of his time (eg. letter, multimedia, brochure, poster, etc.). You will present your
information orally to the King, and he expects you to submit all of your written notes so that he can refer to them at a later
date.
S Success criteria
Students will need to be able to show evidence in the form of a graphic organizer that shows the support for their position
as well as why the evidence is significant. The criteria will be looking for a rich and detailed description of the Renaissance
worldview, their position must be convincing and supported with relevant evidence. They must also choose an appealing
form to communicate this position to the King and Queen.
Other Evidence:
How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment
ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate
achievement of outcomes.
Formative Assessment: observations, anecdotal records, webquest, thumbs up/thumbs down, journal entries, foldable,
5-finger check, jigsaw graphic organizer, illustrations, class discussions/questions, graphic organizers, KWL chart, human
graphing, and foldables
Summative Assessment: journal, graphic organizer, historical map worksheet, Facebook profile page, timeline, letter,
performance assessment, and written exam (not included).
Self-Assessment: reflections, think-pair-share

Part 4

Learni
ng
Plan
Lesson
s:
Intro.
Activit
y

Outcomes:

Activities:

Assessment:

Resources/Materials:

Think-Pair-Share: Students will

think about a life experience where
your beliefs, values, or attitudes
have changed upon meeting a new
situation, group of people, or maybe
an influential person. Next, use a
Think-Pair-Share to discuss what
happened before contact, during
contact, and after contact between
the two groups of people. The story
should explain how the worldviews
of each group changed because of
contact between them.

AS: Think-PairShare

Our Worldviews Textbook:

pg. 15

Explain that the Renaissance

(exploration and imperialism to be
specific) is also a story of contact
among people. This contact is a
factor that shaped the worldview in
western Europe.
Brainstorm: Students will create
KWL chart of things they already
know about exploration or

FOR: Anecdotal
records to make
note of who
contributed to
discussion

KWL Chart: To use at the

beginning of the unit and fill
in the last column of the
chart titled Learned for the
end of the unit

imperialism (they may have prior

knowledge from grade 7 unit on
Canadian explorers). Next, figure out
what kinds of things students would
like to know and make a note of
topics where there is a general
consensus of inquiry. Save learned
for the end of the unit.
Journal: Students will be given a
journal/diary students will label on
front cover In the Name of God and
Profit, which will be used
throughout the unit for writing,
drawing, reflecting, etc.
Webquest Activity: For the next
class or two, depending on time,
students will be given sample 10
questions as well as 5 different links
in which the students must
investigate the answers to these
questions about the Age of
Exploration. The questions are
designed to give students an
introduction to the unit and reinforce
students background information
they bring to class.

FOR/OF:
Journals
Journal: Students can be a
part of creating the journal
by stapling pages,
decorating the cover, etc.
FOR: Webquest.
Give sense of
students
research skills
as well as what
background
knowledge
students hold.

Webquest: 5 links, sheet of

10 questions, laptops

Lesson
#

Learning Outcome
(Curriculum)

Activities
(Instruction)

Assessment
(FOR/OF/AS)

Resources / Materials
(equipment, textbooks,
technology, multimedia,
etc.)

1.

Investigate factors
affecting expansionism
(eg. the need for new
trade routes, geography,
interest in learning about
the world)

Anticipatory Set: Have childrens

books or renaissance books set up at
the front of class or around the
room, to set the theme of the unit,
and allows students to look, read
and relate to the books and the unit.
Have things posted on the walls and
add to it as the unit progresses.

FOR: Observe if
students look at
books, ask
questions

-Library: Utilize books from

the Library that can relate to
the unit or that are
specifically about
Renaissance Europe,
exploring, etc

Map: Create a map out of an orange

and unfold to lay out as a map. Find
Europe. Students must understand
where the spirit of exploration was
taking place. Students will then draw
a good copy of an outline of
continents in their journal and will be
asked to color Europe in red and
leave the other continents white for
the time being.
Graphic Organizer: Create a
graphic organizer and encourage
students to gather information
throughout this lesson and the next:
What motivated Europeans to

FOR: On task,
thumb
up/thumbs
down, journals
OF: Journals

-Boxes of oranges (mini

tangerines/clementines will
do!)
-Journals
-Markers/Colored pencils,
etc

FOR: On task,
over-theshoulder checks, -Graphic organizer
ask questions
OF: Graphic
organizer

explore?
What made it possible?
What ideas became part of the
western worldview?
Painting: Have students open
textbook to page 99 and evaluate
the painting of Venice. Have them
work with a partner to discuss what
they see. Ask them to reflect in their
journal why this painting was
included on the page. Students will
accompany their explanation with 3
images that represent their main
ideas.
Silk Road: In your assigned group
(Heterogeneous base teams),
imagine you are traders and
explorers assigned to travel the Silk
Road. You may use an atlas or the
map on page 16/17 to review the
route and brainstorm possible
challenges that they could
encounter. Identify the main places
they will probably stop to trade.
2.

Investigate factors
affecting expansionism
(eg. the need for new
trade routes, geography,

Mapping Assignment: Students

will be given a worksheet with an
historical map of Europe and Asia.
Using an Atlas students will need to

FOR: On task,
collaborating
with partner,
ask questions
OF: Journal

-Our Worldviews: pg. 99

Teacher Resource Book: pg.
86

FOR: On task,
over-theshoulder checks,
-Atlas
ask questions
- Our Worldviews: pg.
16/17
Teacher Resource book pg.
87

FOR: On task,
thumbs
up/thumbs
down, ask

-Worksheet with historical

map

interest in learning about

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

label the following: Portugal, Spain,

France, England, Italy, China,
Mediterranean Sea, Black Sea,
Constantinople.
Instruction: Teacher explains why
the need to find new trading routes
was a factor in expansionism. Use
the map students created to help
explain. Students should come to
conclusion that the need for new
trade routes was a factor in
expansionism. Fill in the graphic
organizer.

questions
OF: Historical
map worksheet
FOR: Graphic
organizer

-Use the map completed

above

OF: Journals
-Journals

Journals: In their journals, students

will write about why Constantinople
was of great importance.
3.

In what ways did

exploration and
intercultural contact
during the Renaissance
affect the citizenship and
identity of Europeans?
In what ways were the
Age of Discovery and the
rise of imperialism
expressions of an
expansionist worldview?

Group Discussion: Explain that

people used to think that the world
was flat. Have students discuss why
people believed this concept.
Students should come to conclusion
that geography was a factor of
expansionism. Fill in the graphic
organizer.
Visual Document: Show a picture
on the Smartboard of the worlds
earliest surviving map. A Babylonian

FOR: Graphic
organizer, ask
questions, on
task

FOR: On task,
ask questions

-Graphic organizer

-Smartboard, map
Textbook pg. 100

clay tablet from the 6th century BCE

through early Greek maps of the 3rd
century BCE, typically show the
world as a small land mass entirely
circled by a ribbon of water.

FOR: On task,
participation,
ask questions,
Navigational Scavenger Hunt:
Laminated pictures of objects related thumbs
to navigation in the Renaissance, will up/thumbs
down, retrieval
be posted around the school for
of brown paper
students (Examples include:
bag
tankards, map, straw, barrels, row
OF: Journals
boat, crackers, chest, rope, sword,
hooks, jugs, gun, astrolabe, wooden
bowls, stars, printing press, caravel,
carrack).
Students will follow the instructions
of going North, East, South or West
to locate the pictures. Once the
object is found, students will use
their journals to write down their
predictions of what the object would
have been used for. Once students
get to the end of the instructions
they will get to the treasure chest (a FOR: Graphic
brown paper bag containing suckers organizer
or other candies).
Debrief: Explain what each picture
was used for or how it was beneficial
to sailors at that time. Students

-Laminated pictures
-Instructions (worksheet)
-Journals
-Brown paper bag, suckers

-Graphic organizer

should come to the conclusion that a

factor in expansionism was the
interest in learning about the world.
Fill in a graphic organizer.
4.

Recognize how beliefs

and values are shaped
by time, geographic
location, and societal
context
In what ways did
exploration and
intercultural contact
during the Renaissance
affect the citizenship and
identity of Europeans?
In what ways were the
Age of Discovery and the
rise of imperialism
expressions of an
expansionist worldview?

Brainstorm: Students will think of

questions that they may have about
explorers or exploration in general
and record it in a new journal entry.

OF: Journals

Vocabulary Fun: Students will

create a foldable for the new learned
vocabulary words (cartography,
caravel, carrack, astrolabe,
circumnavigate).

FOR: On task,
foldable

Virtual Field Trip: To reinforce the

new vocabulary, students will be
given laptops to take a virtual field
trip of the Mariners Museum and to
investigate the artifacts on the
website. Students will print off 3
artifacts that relate to their
vocabulary words and paste each
onto a separate page in their journal
along with any interesting facts
written about it, all around the
visual.
Class: Students will investigate

FOR: Ask
questions, on
task
OF: Journals

FOR: Ask
questions, 5
finger

-Journals

-Foldable materials:
construction or colored
paper, plain paper, markers,
pencil leads, glue, etc
-Vocabulary
-Virtual Field Trip: Mariners
Museum
http://www.marinersmuseum
.org/
-Computers/printer
-Journals

Textbook pg. 102

Henry the Navigator and how he was

influential to the spirit of exploration
(direct teaching).
Research Project: They will be
given class time to research the
contributions of one of the following
people: Aristotle, Ptolemy,
Copernicus, Francis Bacon, Henry
the Navigator and Muslim scientists.
Students will be given the entire
class (or 2 classes) to create a
facebook profile for the character of
their choice and present that
character to the class. They must
include a profile picture, captions,
facebook status updates, comments,
as well as information presented, in
a creative way, to show how they
contributed to the growing interest
in exploration. Students will present
in the next class and will be
accompanied by teacher feedback
on students presentation skills.
Round Robin: Round Robin to
discuss the following: The
importance of trade and making a
profit became part of the
Renaissance worldview. What
evidence is there that they are still a

FOR: On task,
over-theshoulder checks,
ask questions,
Facebook
profile, feedback
OF:
Presentation of
Facebook profile

-Computers
-Directions on how to create
a Facebook page
Textbook pgs 100-102
Teachers Guide: pg. 87

-Journals
OF: Journals

part of the modern Western

worldview?. Students will then
decide on which ideas are most
prevalent today and summarize it in
a new journal entry.
5.

In what ways did

exploration and
intercultural contact
during the Renaissance
affect the citizenship and
identity of Europeans?

Anticipatory: Have music playing

as students walk into class
(exploration theme) and desks will
be set up in groups of 4.

-Music

FOR: On task
Childrens Literature: Read
childrens literature aloud to class
Encounter by Jane Yolen
Discussion will follow to develop
students ability to compare/contrast,
develop meaning from the context,
and emphasizing skills.
Jigsaw: Each of the expert groups
will study 1 of the 4 countries,
recording the following:
factors that motivated them to
explore
explorers and their routes
ideas and technologies developed by
this countries
the role of government or monarchs
in exploration
the colonies they established (use
map on page 109 of textbooks too)

-Childrens Literature Book:

Encounter by Jane Yolen

FOR: Jigsaw, on
task, ask
questions

-Jigsaw template (Blackline

Master 1-4 )

**Note: the teacher needs to

strategically manage expert groups
into heterogeneous groups so that
the strong leaders can help the
weaker students record or gather
information. Programs such as ReadWrite-Gold are also beneficial to
children with poor reading skills or
ESL students.

Read-Write-Gold

Encyclopedias, websites,
audio books

Students may also use other

resources and media such as
encyclopedias, websites or audio
books.
Once students come back to their
original groups, they will share what
information they have collected.
Teacher will give out a stamp to
groups who have ensured all
members have completed the
jigsaw.

FOR: On task
Website:
http://www.bbc.co.uk/schools
/primaryhistory/famouspeopl
e/christopher_columbus/

Free Time: Groups who have

finished will be given free time to
play the online game called
Christopher Columbus.
6.

Recognize how beliefs

and values are shaped

Human Graphing: Students will be

asked a controversial statement,

FOR: On task,
questions, over-

-Materials for activity: Long

white paper, markers, pencil

by time, geographic
location, and societal
context
In what ways did
exploration and
intercultural contact
during the Renaissance
affect the citizenship and
identity of Europeans?

such as Do you feel that Canada

should extend its countrys power
and influence over a third world
country? (eg. Africa)
Students will be told to line up;
strongly agree towards the north
side of the room and strongly
disagree on the opposite side of the
room, and those in between will
need to organize themselves in
logical order. Have each of the 4
groups explain their position. Other
groups are allowed to debate.
Timeline: Students will be required
to pair up, think and develop a
detailed timeline consisting of
important events, details and people
throughout the Renaissance.
Students can make use of their
textbooks, class notes/lectures,
activities, Internet and other forms
of media to do research and compile
information for their timeline.
Students should include pictures or
drawings to represent artifacts or
pieces of the timeline. This will give
students a sense of time, what
happened in the Renaissance,
geography, the explorers, etc
Once completed, students will have

the-shoulder
checks, human
graphing
OF: Timeline

leads/coloring tools, ruler,

eraser, pencil, glue, etc
-Computer/Printer
-Our Worldviews textbook

a Timeline Exchange with another

pair or two, to read through and see
what they chose to include in their
timelines. They will only be given
this class to work on it, then they are
to complete the rest if not done. It
does not have to be thoroughly
detailed. A little blurb to indicate
what was happening at that time will
suffice. The Timeline Exchange will
take place next class, prior to the
guest speaker. Timelines will be
posted in the classroom or around
the school.
7.

Recognize how beliefs

and values are shaped
by time, geographic
location, and societal
context

Guest Speaker:
FOR: On task
We will invite Brian St. Germain, a
(listening), ask
teacher from Red Deer Public, in to
questions,
talk to students about his and his
discussion
family's experience growing up as
FNMI. We have chosen him as his
discussions are relevant and real,
being so deeply affected by
residential schools.
The focus of his presentation will be
on residential schools in Alberta and
to look at how aboriginals were seen
as inferior to a more powerful culture
seen as the superior. The purpose of
this presentation will enable

-Guest speaker: Brian St.

Germain

students to realize that the concept

of having one culture thinking they
are superior to others is not as
distant as they think (the last
residential school closing in 1996;
there was a residential school
located in Red Deer). Students will
see that FNMI children were treated
terribly by other cultures and
received injustices in trying to
assimilate this culture. The
perspective of the speaker is one
from the culture that was seen as
inferior in the eyes of others at
that time in history
Students have the freedom to ask
questions
FNMI students will have a better
understanding of their own culture
and what happened in Alberta
This lesson will also tie into a
geographical understanding, where
we can pull up newspaper articles
and have a discussion on how world
events affect people all over the
world.
Assessment: Students will take the
point of view of an aboriginal child

OF: Letter

and will write a letter to the

government explaining in detail how
they felt when the white men
started to hold power over their own
culture and examples of ways that
two cultures can co-exist.
8.

Recognize how beliefs

and values are shaped
by time, geographic
location, and societal
context

Rap: Hit the Seas - Rap Song.

Students will be given a fill-in-theblank page for the lyrics. They will
have to listen to the words carefully,
so that when the song is played for
the second time, students will fill in
the lyrics or lines when they hear
them.
Columbian Exchange: Assign half
the class to bring something to
represent an item from the Old
World and the other half to bring
something to represent an item from
the New World. Include foods,
stuffed animals or pictures. Have
each student bring in their item and
explain how that item helped (or in
the case of disease, changed) the
other half of the world. The teacher
will take photographs of all the items
and will organize these pictures onto
the bulletin board for students to

FOR: On task,
fill-in-the-blank
worksheet

-Hit the Seas - Rap Song

https://www.flocabulary.com/
age-of-exploration/.
-Fill-in-the-blank worksheet

FOR: On task,
participation by
bringing in item
and explanation

-Items from New and Old

World
-Camera
Retrieved from:
http://www.historyquesters.c
om/topics/explorers-age-ofexploration/

visually see and refer too.

Think-Pair-Share: Discuss the
changes in American and European
societies that came about because
of European imperialism.
Journal Entry: Imagine you are a
native American and write about
your experience of being introduced
to all these new goods and products.
Be sure to include your experience
dealing with the exchange of
diseases (either yourself or
something you witnessed in others).

OF: Journals

-Journals

For: KWL

KWL: Students will look back on

their KWL chart made at the start of
the unit and will determine whether
or not they have succeeded in
learning what their inquiries were.
Students can give the teacher input
if there is a concept that they
believe needmore explaining by the
teacher.
9.

Student Performance
Assessment

Students will be given 2-3 classes to

work on their performance
assessment. What is not finished can
be completed during a TA block or at
home. Teacher will be a guide to

FOR: Ask
questions, on
task, over-theshoulder checks

-Computers
-Provide guidance
-Answer questions

helping students get started with

their projects and guide them along
the way. With the proper scaffolding
students will be able to complete
their project on their own.
10.

Present Final Product

Class: The classroom will be set up

in a Dragons Den manner. The
teacher as well as 3 other students
will sit at a long table or have desks
pulled together and will act as the
dragons (judges), but in this case
will be called the King(s)/Queen(s).
Students will be given time to
practice presenting their chosen
medium to the judges. Each student
will be given approximately 2
minutes to present their pitch as the
Kings economic advisor, as to
whether funding for the explorers is
beneficial for the economy of the
Renaissance. Once each student is
finished presenting, the class will
give two claps of appreciation,
followed by the King(s)/Queen(s)
feedback. Students will alternate
sitting with the teacher as the
dragons/judges for every couple of
presentations and will be required to
give peer feedback on the
presentations. Teacher feedback will

FOR: On task,
feedback, ask
questions
OF: Speech
presentation to
King/Queen and
Dragons Den
(students
choice of
written,
multimedia,
brochure, etc)

follow.

Part 5 - Reflection
How did you address diverse learner needs in your unit design? Consider the following: (differentiation, learning style, grouping,
culture, FNMI perspectives, multiple intelligences and variety of instructional strategies and approaches).
Without addressing diverse learning needs directly in the lessons listed above, we have provided a multitude of activities and
variety within the lessons to accommodate multiple learning styles (e.g. visual, audio, body kinesthetic, interpersonal, intrapersonal,
etc) and make any adaptations when necessary.
One of our recurring activities is writing in a journal, which for some students may not be possible or may be better done by using a
computer to type their journals or a partner to help them write. Students may need pre-teaching of topics or given guidelines for the
activities the day before to better understand or even reduce anxiety for participation. This could be beneficial for things like the
scavenger hunt. Give the students their instructions/directions and maybe even pictures of the photos posted around the school, so
they are well equipped for the activity the next day. This could be the same with using the online game (Christopher Columbus),
the virtual museum (The Mariners Museum) or the rap song (Hit the Seas), so students can study it and learn the vocabulary
and knowledge prior to class so they dont fall behind. Option with the graphic organizers is to already have them filled out for those
students needing more guidance or help, or even half completed so they only need to complete half of it. This does not always
need to be just worded information, include pictures when possible to help trigger understanding. A good point to remember is to
make things relatable. If students can relate to simple things like a childrens literature book that you can tie into the unit, then they
have a better chance of understanding. Our final performance task, students are given their choice of how the speech itself will
actually be presented. Some may wish to speak while being guided with a powerpoint presentation, others may not wish to speak
at all and simply use a Voki or some type of recording to present.

Students will be working collaboratively, in partners and individually throughout this unit allowing them to learn different ways and
incorporate multiple ideas and perspectives. Groups will not always be chosen by the students but by the teacher too, to ensure
students have the chance to work with different students. They will be using different forms of media and print to navigate and
retrieve information for learning purposes. They are also given a choice of presentation styles in some cases. Students will be
required to give students feedback (partner work or the final performance task), where they will learn to give constructive feedback
to their peers.
FNMI culture will be talked about and brought into this unit by utilizing our own Canadian worldviews and cultural understanding to
better understand this units topic. We have also included a guest speaker who is FNMI and has a lot of experience and information
to relay to students for informational and relating purposes. Brian St. Germain has a lot of knowledge to share on this topic
therefore will be a great resource for the students.

Appendix - Resources
Audio

-Teacher Instruction
-Songs of exploration in background or beginning of lesson sometimes
-Student Final Presentations (Dragons Den)
-Hit the Seas Rap Song
Flocabulary. (2014). Hit the Seas: Age of Exploration. Retrieved from
https://www.flocabulary.com/age-of-exploration/. Retrieved October 23, 2014.

Visual

-Our Worldviews (textbook): Riva degli Schiavoni, Venice, gondolier market, Leandro da
Ponte Bassano (pg. 99)
-Posters around the school for scavenger hunt
-Books of the Renaissance, Europe or general worldviews for students to view and/or read
-Classroom bulletins and vocabulary, as well as student work posted on the classroom
walls
-Use SmartBoard to show the world's earliest surviving map
-Videos, online game, activities, journal entries, graphic organizers, paintings in textbook,

Technology

-Laptops (web inquiry), Multimedia program of choice (presentations), SmartBoard

-Online game - Christopher Columbus retrieved from:
http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher_columbus/
-Virtual Field Trip to Mariners Museum
The Mariners Museum and Park. (2014). The Mariners Museum and Park. Retrieved
from http://www.marinersmuseum.org/ Retrieved on October 26, 2014.

Literature

-Childrens Literature Book: Encounter by Jane Yolen

Yolen, Jane. (1992). Encounter. Orlando, Florida: Voyager Books, Harcourt Inc.
-Grade 8 Social Studies Textbook - Our Worldviews
Levin, P., Moline T., and Redhead P. (2007). Our Worldviews: Explore, Understand,
Connect. Toronto, Ontario: Nelson. Pages: 98-115.
-Grade 8 Teacher Resource Book - Our Worldviews
Levin, P., Moline T., and Redhead P. (2007). Our Worldviews: Teaching Resource.
Toronto, Ontario: Nelson.

Community

-Guest Speaker: Brian St. Germain

Other resources

-Alberta Program of Studies - Grade 8 Social Studies

-Virtual Field Trip: Mariners Museum (link listed above)
Materials & Tools:
-journals, graphic organizers, posters, technology, KWL chart,