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Unit Planning Organizer

Subject: Social Studies Grade: 8

Teachers: Levi Amundson, Cameron Kuzma

Unit/Topic: Introduction to the Renaissance

Date and Unit Duration: 2 ½ Weeks

1. Unit Overview – Critical Inquiry Question

What are the conditions in society that bring about change?

2. General Learning Outcomes for Unit

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.

3. Focusing Questions for Unit (Related Questions)

● What was Europe like before the Renaissance?
● What were the significant conditions that led to change from the Middle Ages
Europe to the Renaissance?
● What values and attitudes shaped society during the Middle Ages?
● What led to the change of beliefs and values during the Middle Ages?

4. Key Concepts for Unit

● Analyze the political, economic, and social conditions in the middle ages.
● Recognize what society was like during the Middle Ages.
● What key conditions led to the change in society from the Middle Ages into the
Renaissance period?

5. Specific Learning Outcomes for Unit

Knowledge:
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:
• What was the Renaissance? (TCC, LPP)
• 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)
• In what ways did thinkers and philosophers influence society in the development of a
humanist worldview during the Renaissance? (GC, I)

Attitude: 8.2.3 recognize how beliefs and values are shaped by time, geographic location
and societal context

Skill: 8.S.2 Develop skills of historical thinking

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• analyze the historical contexts of key events of a given time period

• distinguish cause, effect, sequence and correlation in historical events, including the
long- and short-term causal relations

Unit Assessment Plan: Rationale

Why is this unit taught?

The POS states that grade 8 students will explore elements of worldviews that are explained by

people living in different places and at different times. This unit is taught to explain how

conditions of a period can lead to change and can alter society; focusing specifically on the

Middle Ages and the emergence of the Renaissance Era. This unit is important because it

provides context and paints a scene of what Europe was like during the Middle Ages or pre-

Renaissance. It will allow students to understand the significant conditions of the Middle Ages

that prompted change in society. For students, this is extremely important because they will

develop a deeper understanding of the significance of the Renaissance period since they have

learned about the beliefs and values of society during the Middle Ages. They will be able to

recognize the continuity of change and its significance that can be applied in later units.

Students will engage in historical thinking during this unit and will recognize how beliefs and

values are shaped by time, geographic location and societal context. Students will gain new

perspectives and begin to understand different worldviews through studying this unit.

How does the unit address the core concepts of citizenship and identity?

Engaging with material outside of the Canadian context promotes a global perspective for

students that helps connect and build upon the ideas of citizenship and identity. By exploring

others' diverse worldviews, students will gain a deeper appreciation and understanding of their

own identity and how it shapes their worldviews. It also builds upon students' understanding of

citizenship and identity. The program of studies states that “... exploring culture and

community allows students to examine shared values and their own sense of belonging,
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beliefs, traditions and languages.” (Pg.7) This unit will address concepts of citizenship and

identity by examining peasants, nobles, hierarchies, and many more individuals within the era.

To what extent does it incorporate multiple perspectives?

This unit incorporates multiple perspectives on the Middle Ages. For example, students will

explore what it meant to be a nobleman, clergy member, peasant, and a woman during that

period. This unit will study the perspectives of society at the time, focusing mainly on the

dominating views of the Catholic Church. The unit will also showcase how these perspectives

and world views were changed due to the new emerging ideas around society. This will lead

students to begin to understand what the Renaissance was, and the new ideas that emerged

from various philosophers.

How is the unit framed by an overarching inquiry question? The inquiry question “what
are the conditions that bring in our change in society?

The unit is framed in a way that has students inquire about varying conditions of the middle

ages that brought about change. By answering the overarching question of the unit, students

will explore the values, beliefs, and conditions of the middle ages. To do this, lessons will be

divided based on political structures, religious frameworks and the general quality of life. This

then allows students to understand how conditions can bring about change in a society,

specifically looking at the emergence of the Renaissance. Next, the inquiry question allows

students to develop their historical thinking skills by comparing and contrasting the middle

ages to today's problems. This will allow students to understand the concept of continuity of

change.
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How have you attended to the development of skills?

Historical Thinking: We will mainly be focusing our unit on developing historical thinking

skills. We will utilize ideas from the historical thinking project and focus on historical thinking

concepts including:

1. Identify continuity and change

2. Analyze cause and consequence

3. Take historical perspectives

Historical thinking will be important for this unit because it will allow students to understand

the conditions of the Middle Ages that led to the emergence of new ideas in society. It will be

important to develop these skills because students will be able to recognize and understand the

themes of continuity of change that happens throughout history. To learn about continuity and

change, students will complete a compare and contrast assignment looking at how the Covid-

19 pandemic changed our world just as the conditions of the middle ages sparked change in

society leading to the Renaissance era. To understand cause and consequence, we will look at

various things like for instance, the reasons books were rare was because there was not an easy

way of producing them making them expensive and as a consequence many people were

illiterate. We look into various perspectives, specifically those of the king, nobleman, knights,

peasants and women. We will explore how their worldviews were different and how they were

shaped by society.

Social Participation: Students will have opportunities to share, collaborate and work together

in many aspects of this unit. For example, students will be asked to:

-Think, pair, and share

-Jigsaw information/collaborate
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-Group projects

Research process: Students will be able to draw upon a variety of resources that are provided

to practice their research skills and be able to draw conclusions based upon research and

evidence. This will be through online databases, textbooks, etc.

Assumed Knowledge: Unit being implemented at what time in the year?

The grade 8 POS is split into 3 separate General Learning Outcomes with the focus of this unit

being within 8.2: Origins of a Western Worldview: Renaissance Europe. Most likely, students

will have completed at least one unit prior to this one being either 8.1, or 8.3. Either way,

students will have a good base understanding of multiple dimensions of thinking from previous

units that will continue being built on. Additionally, students will have knowledge of

intercultural contact from the Aztec and Spanish unit which will be beneficial for the

Renaissance section of the POS. Students can use this knowledge of intercultural contact to

contribute to changing worldviews and then apply it to the Renaissance era. Also, if students

have knowledge from the Japan unit, a good understanding of beliefs and values shaping

worldview ties in nicely for the purpose of this unit. Finally, this will be building off prior

knowledge not only in Social Studies but in other classes as well.

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Family Issues: How would you teach this

This unit is heavily based on Eurocentric worldviews. It may be more difficult for students of

culturally diverse backgrounds as the unit focuses on Western ideologies and worldviews. As

teachers, we have to be sensitive and aware of this fact. The Western ideologies surrounding

colonization and imperialism can be problematic for some individuals. It will be important to

teach this unit in a way that decolorizes the history and accurately portrays the right idea. Also,

teaching ideologies in a way that does not create a classroom culture portraying a picture that

non-western views are inferior will be important.

Community Issues: Depending on the district there may be communities that do not believe

or agree with the ideologies of the unit. Just as family issues, teachers need to be sensitive to

this and make sure a pedagogical approach to teaching this unit surrounds decolonization and

empathy.

Cross-Curricular Strengths:
Within Social Studies, students will continue to develop writing skills that will contribute to

the English POS. For example:

1.2 Clarify and Extend:

Consider the ideas of others: acknowledge the value of the ideas and opinions of others in

exploring and extending personal interpretations and perspectives.

Combine: exchange ideas and opinions to clarify understanding and to broaden personal

perspectives. Since Social Studies is inherently interdisciplinary as mentioned in the front

matter of the POS, it connects to most classes. Specifically in this unit students will be drawn

to art and literature that connects to other circular classes.

Current Events:
COVID-19 Pandemic: Students will compare and contrast the COVID-19 pandemic and the

middle ages. Students will use their knowledge of the middle ages and apply it to current-day
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problems like the COVID-19 pandemic. In what ways were they similar? How are they

different? How did both of these events create change in society? Students will use and

practice their research skills to complete a compare and contrast assignment to make

connections between the middle ages and the Covid-19 pandemic. Students will deepen their

understanding of historical significance and the idea of continuity and change.

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Stage 2: Assessments
Covid
Perfor
Pre-Assessment Think-pair Compare Performance Task:
Title Exit Slips mance
KWL chart share and Contrast Kings Detective
Draft
Learning Assignment
Outcomes Type
Formative Format
(Formative/ Formative Formative Summative Summative
ive
Summative)
N/A
Weighting N/A N/A N/A 30% 70%
8.2.3 recognize how beliefs and
values are shaped by time,
X X X X
geographic location and
societal context
8.2.4 What was the
X X X X
Renaissance?
8.2.4 How did the Renaissance
spark the growth and exchange
of ideas and knowledge across
X X X X
Europe (i.e., astronomy,
mathematics, science, politics,
religion, arts)?
8.2.4 In what ways did thinkers
and philosophers influence
society in the development of a X X X
humanist worldview during the
Renaissance?
8.S.2 distinguish cause, effect,
sequence and correlation in
historical events, including the X X X X X
long and short-term causal
relations
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8.S.2 analyze the historical

contexts of key events of a X X X X
given time period
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Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
Pre-Assessment t, KWL chart created by students to see what they
KWL Chart. know, what they want to know and what they
learned to specify students' learning and prioritize X
what needs to be taught more in-depth. Will occur
in the first classes.
Students will complete exit slips in the form of
various modalities (flip grid, surveys, unanswered
questions (students write down questions that they
still have), worksheets, give two take one, fist to
Exit Slips five, discussion, forums, oral discussions, mind X
map, etc.) The purpose of exit slips is to assess
students for learning, to inform your own teaching
practice, and to guide your future instruction. In
addition, it gives students ways to ask questions.
Think-Pair-Share When posed a question, students will be asked to
share their thoughts with a partner. It will then be
followed by a class discussion. This allows
students to use their critical thinking skills and
share their own thoughts and opinions with their X
seat partner in a low stakes format where students
feel comfortable sharing. Listening to the
discussions of the students can inform us of the
students learning and guide our future instructions.
Throughout the unit, students will work on their
draft/ outline for their performance task. They will
be asked to gather information for their project,
reflect on their knowledge, and collaborate with
peers on this assignment. This is beneficial
because it will allow the information and the
performance task to be scaffolded. Students will
Draft/Outline for
self-assess themselves to see how well they have X
Performance Task
covered the material. This is beneficial because
students will have an opportunity to self-reflect on
their work. We will also provide formative
feedback on their drafts as a way to see their
learning of the material, allow them to ask
questions, give constructive feedback and guide
our own instruction/teaching.
Performance Students will be asked to create a project with all X
Task: of their information collected over the unit. The
Kings Detective project allows students to showcase their
understanding of the conditions of the middle ages
that led to change. Students can present their
information through a blog, brochure, poster,
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powerpoint, podcast or another modality.

Students will compare and contrast the Middle
Ages conditions such as the plague to the Covid-
19 pandemic. They will be provided with a
Covid Compare worksheet with questions and they will have to
and Contrast answer by using their knowledge from the unit as X
Assignment well as by researching. (Links will be provided). It
will be important that students understand the idea
of cause and consequence. This will be explored
prior to the assessment.

Student Outcomes
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Grade: 8 Subject: Social Studies Topic: Origin of Western Worldview: Renaissance Europe

Learner Outcomes Criteria: concise action

General Outcome: 8.2: statements beginning with
Through an examination of Renaissance Europe, students will demonstrate an strong verbs that identify t
understanding and appreciation of how the exchange of ideas and knowledge learning to be achieved, ba
contributed to shaping the worldview of the Western world. on Alberta Programs of St

Number Specific Outcomes

Values & Attitude: 8.2.3 Students will: Analyze ideologies and beli
recognize how beliefs and values are shaped of the Middle Ages
by time, geographic location and societal
context

Knowledge & Understanding: Students will: Describe the time period,

8.2.4 examine, critically, the factors that shaped the religion, hierarchy system,
worldview evolving in western Europe during citizens, and overall lifestyle
the Renaissance by exploring and reflecting
upon the following questions and issues:
● What was the Renaissance? (TCC,
LPP)
● In what ways did thinkers and
philosophers influence society in the
development of a humanist worldview
during the Renaissance? (GC, I)
● 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)
● In what ways did thinkers and
philosophers influence society in the
development of a humanist worldview
during the Renaissance? (G

Dimensions of thinking: 8.S.2 Students will: Communicate causes,

develop skills of historical thinking: continuities that brought abo
● distinguish cause, effect, sequence and change
correlation in historical events,
including the long- and short-term
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Learner Outcomes Criteria: concise action

General Outcome: 8.2: statements beginning with
Through an examination of Renaissance Europe, students will demonstrate an strong verbs that identify t
understanding and appreciation of how the exchange of ideas and knowledge learning to be achieved, ba
contributed to shaping the worldview of the Western world. on Alberta Programs of St

Number Specific Outcomes

causal relations
● analyze the historical contexts of key
events of a given time period

Compare and Contrast Assignment

Throughout the unit, you have learned about the Middle Ages and all of the significant conditions that
sparked the need for change. The COVID-19 pandemic was a pivotal period that we have lived through and
witnessed. It seemed life changed overnight. Your job will be to compare and contrast these two events that
are relatively similar in that the current conditions were the cause for drastic change in society.
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“The only constant in life is change” -Heraclitus

You may use the links provided to research, in order to answer the questions below. You may provide your
response by writing on a separate sheet of paper, typing or by using Flipgrid.

https://kids.nationalgeographic.com/science/article/facts-about-coronavirus
https://www.natgeokids.com/uk/discover/science/general-science/what-is-coronavirus/

Middle Ages:

1. What were the significant conditions of the Middle Ages?

2. How did (the conditions of the Middle Ages) spark change in society?

3. What were the lasting effects of the conditions and changes of the Middle Ages?

Covid-19 Pandemic:

4. What was the Covid-19 pandemic?

5. When did it happen?

6. Why was it significant?

7. How did the government respond and implement change during Covid-19?

8. What were some of the changes you noticed in your own life because of Covid-19, and how
did those changes affect you?

9. Are there still lasting impacts of the Covid-19 pandemic today?

Compare and Contrast:

10 . How were the ways people reacted to crises like the Black Death in the Middle Ages similar to or
different from how we reacted to Covid-19?

11. What are some lessons we can learn from how people in the past dealt with big changes like
pandemics?

12. What are some of the long-term effects we still see today from both the Middle Ages and the Covid-
19 pandemic, and how do they shape our world?
Kings’ Detective: Performance Task Overview
Congratulations! You have successfully completed your detective training and you have been hired by
the King of Spain. Your first assignment will be to investigate the conditions of Europe during the
Middle Ages and present your findings to the King. The main question you want to answer is: What are
the conditions of the middle ages that bring about change?
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By the end of this performance task you should be able to answer this question with what you have
learned from class, specific historical evidence and online research.

Planning for Success:

Day 1 Goal(s) Yes / No

Day 2 Goal(s) Yes / No

Day 3 Goal(s) Yes / No

Day 4 Goal(s) Yes / No

Day 5 Goal(s) Yes / No

Start your thinking:

What do you already know about the Middle Ages period? Record your knowledge below:

Part 1: Gather your evidence

You must find out:

Political Structure:
● What was the Feudal System?
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● What were the roles of the people living in the middle ages? (Kings, Noblemen, Clergy, Knights,
Peasants and women)
● Why were some peasants unhappy during the Middle Ages? What did they want to change?
● What was the Peasants Revolt?

Living Conditions:
● What are the living conditions like?
● What was urban life like versus rural life?
● What was the Black Death?

Religion:
● What values and beliefs are present? Is there a dominating religion?
● How did the church influence people's lives in the Middle Ages? What kinds of things did they
tell people to do?
● What were the Crusades?
● What was the Protestant Reformation?

Research Links
https://www.history.com/topics/middle-ages/middle-ages
https://www.franklinboe.org/cms/lib/NJ01000817/Centricity/Domain/2449/
PeopleoftheFeudalSystem.pdf
https://www.bbc.co.uk/bitesize/articles/zwyh6g8#zh8jwnb

Part 2: Complete your Draft

Introduction to your project:

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What are the conditions of the middle ages?

Conclusion: How did these conditions lead

to change

Part 3: Present your findings

You may present your findings in one of the following ways:
● Blog
● Brochure
● Website
● Podcast
● Slideshow
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● Poster
● If you have another idea, please come talk to me!

Areas for growth Criteria Strength

Students analyze the Middle

Ages period comprehensively
and insightfully to answer
each question asked.

Students describe the

conditions that brought about
change with research.

Students answer the

overarching inquiry question
with supporting evidence to
back up their claim

Students create a finished

product that is communicated
to their peers in the chosen
format.

Lessons Overview

Length of Unit Overarching Inquiry Question: What are the

● 2 week unit conditions in society that bring about change?
● 10 X 60 min classes
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Outcomes and Length of Lesson Materials & Assessmen

Objectives Lesson Procedure Resources
What is Feudalism? (For) Pre-
8.2.3 recognize Class 1: 60 min This is the very first lesson of the unit. Students will most likely be learning https://www.yo Assessmen
how beliefs and this material for the first time. utube.com/watc KWL char
values are h?
shaped by time, 1. Intro/Hook: Students will be asked if they know what a hierarchy means. v=yHughcfloZ
geographic Start with discussing this concept as a class. M
location and
societal context 2. Body: Students will be introduced to the feudal system and a basic
overview of what society was structured as in the middle ages. Then,
8.S.2 develop students will be shown a short video on the feudal system in a different
skills of representation.
historical
thinking
• analyze the 3. Conclusion: Students will complete the KWL chart. This will give
historical direction for the unit and assess where students are at.
contexts of key
events of a given
time period
8.2.3 recognize How significant was religion during the middle ages? Think, Pair
how beliefs and Class 2-3: Class 2 Lesson: Learning to Share
values are 120 min Inquire in
shaped by time, 1. Intro/Hook: “Examining Images.” Photos of churches, priests, bishops Social Studies,
geographic during the middle ages will be put up on the board and students will be asked 2021. Timeline
location and to think, pair and share with their partner to figure out the 5 W's (who, what, activity
societal context when, where and why.) This will promote students' historical thinking skills
in examining and interpreting evidence. (Gibson, 2021)
8.S.2 develop
skills of 2. Body: Students will learn the prominence of the Catholic Church during
historical this time period and recognize how its values shaped society. (8.2.3) This
thinking lesson will give a good overview of the basic beliefs/values presented in Kings dete
• analyze the society at the time. summative
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historical
contexts of key 3. Consolidation/conclusion:. Students will create a timeline in groups in
events of a given order to better understand when this middle ages era is exactly happening.
time period They will be instructed to build a timeline in a chosen format and include
some key events before, during and after the middle ages.

Class 3 Lesson:
From this point on in the unit, students are expected to gather
information and evidence throughout presentations, activities, and other
aspects done during class to build their evidence of the conditions of the
middle ages. They will have guided questions that they will have to
answer to keep their research on task. They may work with a partner.
1.Intro/hook: Introduce the performance task and provide students with the
planning guide.

2. Body: The class will then finish going over the religious aspects that they
have been learning in prior classes and will wrap up this lesson. The class
will then transition into work time for the students.

3: Conclusion: Give students time to work with a partner on their planning

guide for their performance task and the “start your thinking” portion of the
task. Students will be given time to go through the performance task with the
teacher and start answering some questions on the assignment. Students will
also ask the teacher any questions about the assignment that they have and
should know what is expected of them once this class is completed.
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8.2.3 recognize How did Feudalism begin to collapse? What was the Plague and its https:// Formative
how beliefs Class 4-5: significance? www.youtube.c Google for
and values are 120 min Class 4: om/watch?
shaped by v=cvyx_p1Zl4U
time, 1. Intro/Hook: A video of Mont-Saint Michel will be shown to the class to
geographic get them engaged. This will then go into a discussion of talking about the
location and castle and the difference in living quarters that existed in the middle ages. Learning to
societal context This will get students thinking about how the plague affected the hierarchy inquire in
(C, TCC, LPP) of structure in different ways. social studies

8.S.2 2. Body: Students will learn about the conditions of society that began to Life on a
distinguish break down the feudal system. This class will look specifically at how the Medieval
cause, effect, plague impacted society. This will include the causes/spread, symptoms, manor
sequence and mortality, and some of the impacts it had on society. Students will be given
correlation in 15 minutes to work on their performance task with a partner. Knight
historical
events, 3. Consolidation/Conclusion: Have students look through some literature
including the surrounding this time period and how the structure of society looked.
long- and Literature will include information on the black plague, society structure,
short-term religion, knights to solidify what has been learned so far in this unit. Finish
causal relations off the class with a google forum that has some questions that have been
learned up to this point. This will help guide the direction of teaching at this
point and see where students are after 4 classes.

Class 5:

1. Intro/Hook: Discuss with students what a cause is and what a consequence

is (Gibson, 2021). Ask them two questions, “What causes you to miss the
school bus? and what are the potential consequences of missing the school
bus?” Invite students to list as many things they can think of for both the
causes and consequences (slept in, bus was early, dog got out) and (missed
the test, had to walk to school, got in trouble, etc)

2. Body: Students participate in a middle ages themed cause and

consequence team relay. They will have to match the cause to the
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consequence and work together as a team to do so. The first student to go on

each team will flip up two cards and if they don’t go together they will flip
one of them back down while keeping one up. The next student will have to
try to flip another one up until you match up all of the cards. This will
provide students with the opportunity to get up and out of their chairs while
also gaining a deeper understanding of causal relations.

3. Conclusion: Students will be asked to write an exit slip to reflect on their

learning.
8.2.3 recognize Class 6: 60 min What was the Peasants Revolt? https:// Format
how beliefs and 1. Intro/Hook: Continuing on themes from previous classes, students will get www.youtube. Exit sl
values are a brief introduction to the peasants' revolt and how feudalism really started com/watch? Writte
shaped by time, to break down. v=jjit4oeWjiY Respon
geographic
location and 2. Body: Peasants revolt role play. Students will draw from a hat and they
societal context will be given their position in society. This shows students that people had
8.S.2 no choice what class they were born into or ability to move up. For example,
distinguish there would be one King, three Nobles, four Knights and fourteen peasants
cause, effect, (two freemans and 12 serfs). Students will act as their character and roleplay
sequence and what the peasants revolt may have been like.
correlation in
historical 3. Conclusion: Exit Slip discussion then written question:
events, Think, Pair, Share: What did you learn from acting out the Peasants' Revolt?
including the How did pretending to be different people in society help you understand
long- and why feudalism started to change in Europe. Students will have 15 minutes to
short-term work on their performance task project.
causal relations
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8.2.4 examine, Class 7-8: What is the Renaissance? What were the new ideas emerging of the https:// Format
critically, the time? www.youtube. Draft f
factors that Class 7: Students draft for their performance task is due. Formative feedback com/watch? performa
shaped the will be provided by class 10. Students should have plenty of time to finish v=6DhaGe1D task is d
worldview this as each class the teacher has guided them through the assignment and vsY.
evolving in made sure they are putting some evidence down for their projects in each
western Europe class. Jeopardy
during the template used
Renaissance by 1. Intro/Hook: Ask students what they would do if something in their life is
exploring and not working/going well. Change something/try something new.
reflecting upon
the following 2. Body: Powerpoint presentation of explaining what the renaissance was
questions and and the new ideas/thinkers emerging. Humanism will be a big emphasis in
issues: this presentation. Philosophers who had this viewpoint will be discussed as
• What was the well.
Renaissance?
(TCC, LPP) 3. Conclusion: Students will do a think, pair, share to reflect on why these
new ideas may not have been accepted right away? Or even banned?

Class 8:

1. Intro/Hook: A review from last class; Jeopardy of the thinkers and their
ideas.

2. Body: Continue discussion on the thinkers and ideas emerging from this
new era called the Renaissance. Make connections of how conditions are a
cause for change. Do this through guiding the discussion through cause and
effect. Keep bringing the conversation back to the middle ages and
conditions for change.

3. Conclusion:
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Class 9: Compare and Contrast Assignment Worksheet on Format

COVID discuss
Introduction: Show students a video of Covid-19. Prompt discussion of assignment prior t
what they remember of Covid and their experiences of life during starting o
lockdown. Explain tasks to students.

Body: For the duration of the class have students complete what is
expected on the assignment. Students will be working in pairs for this so it
should not take too long to complete. This assignment will provide a good
dimension of historical thinking prior to them completing the performance
task. They can use relevant skills from this and apply it deeply in the next
classes. This assignment relates to the idea of continuity and change, casual
relations and similarities and differences. (Gibson, 2021)

Conclusion: Wrap up the assignment and take it in.

8.2.4 examine, Class 10-11 : Performance Task Work Periods Performance Draf
critically, the Class 10 and 11: task worksheet formati
factors that 1. Intro/Hook: Give a brief review of the task. The students will have their feedba
shaped the research done prior to this class and feedback.
worldview
evolving in 2. Body: Work Period. Students can create their chosen modality and have 2
western Europe work periods to complete the assessment.
during the
Renaissance by 3. Conclusion: Allow students to collaborate with a partner and give each
exploring and other feedback on their work. Once students complete their project they must
reflecting upon self-assess their own work to see if they have met the grading criteria. This
the following allows students to self-reflect and think critically about their work.
questions and
issues:
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8.2.3 recognize Class 12 What were the conditions in society that led to change? Slideshow of Students
how beliefs and 60 Minutes the conclusion
values are Intro/hook: Timeline of events/ idea of change and continuity.
shaped by time,
geographic Body: The purpose of this class is to wrap up the unit. The main ideas from
location and the middle ages of feudalism, religion, plague, and the peasant revolt will
societal context be summarized. The Renaissance starting points of philosophers,
ideologies, and basic overview will be highlighted as well. The big
8.2.4 examine, conclusion will be having a class discussion about answering the inquiry
critically, the question of all the conditions that contributed to change.
factors that
shaped the Conclusion: Students will answer an exit slip and provide 3-5 written
worldview responses of conditions that contributed to change. They will be expected
evolving in to back up their responses with specific examples, research, and evidence
western Europe that has been discussed in the last couple weeks.
during the
Renaissance by
exploring and
reflecting upon
the following
questions and
issues
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Resources:

Teacher resources:

Case, R., & Clark, P. (2008). The anthology of social studies. Vancouver, BC: Pacific Educational Press.
● This book was used to facilitate our thinking towards the design of the unit plan. Using examples from the book about how to
engage students in historical thinking was consulted. Lots of strategies were used throughout the unit plan to deepen students'
historical thinking such as keeping it relevant, trying to incorporate primary sources and a few others.

Books:

Cels, M. (2005). Life on a Medieval Manor. Crabtree Publishing Company.

● This picture book has much information on what life would look like in Medieval times. Students can have visuals from the
book while also having a story to tell. Will be a beneficial resource for something different than traditional slides.

Gravett, C. (1993). Knight. Dorling Kindersley Book.

● This book has an abundance of pictures and information regarding knights during this period to give students a visual
perspective from literature. The book can be used to help with their summative assessment task, inspiration, and just to keep
them engaged.

Videos:
Great Big Story. (2016, Oct 19). A Medieval Abbey trapped by tides and time.
https://www.youtube.com/watch?v=cvyx_p1Zl4U
● This video is of a castle that was around during the Middle Ages. It will be shown to spark students' curiosity and engage them
in historical thinking. The video will be a way to spark discussions about how peasants would feel living on the outside of a
castle.

Happy Learning English. (2020, Jan 14). History for kids: The Medieval Ages.
https://www.youtube.com/watch?v=yHughcfloZM
● This video will be used to explain the Middle Ages to students in a different way than standard lecturing. Students will be able
to engage in historical thinking of this period through a visual way. This will be a great way to start the unit to keep them
engaged.

Homeschool History. (2021, July 14). The Peasants’ Revolt 1381- History Year 7.
https://www.youtube.com/watch?v=jjit4oeWjiY
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● This is a video to show to students explaining what the peasant's revolution was. Similar to the other videos it should help keep
students interested and engaged. Also, it will be a good start to the class to build historical thinking before students do a skit.

Websites

History Editors. (2023, June 6). Middle Ages. History.com. https://www.history.com/topics/middle-ages/middle-ages

● This website will be used to help students narrow in a research link for the summative task. Students can use this website to
learn about the Middle Ages and answer the questions that are being asked of them. This website has lots of information on
literature, art, economics and others that can spark students' interest.
PDF. (n.d). Monarchs during feudal times. https://www.franklinboe.org/cms/lib/NJ01000817/Centricity/Domain/2449/
PeopleoftheFeudalSystem.pdf
● This website will help students answer questions about the hierarchical structures of society. It gives lots of information
regarding each group such as women, kings, and a few others. Should facilitate students thinking towards the period.
What was life like in medieval society. (n.d). https://www.bbc.co.uk/bitesize/articles/zwyh6g8#zh8jwnb
● This website has lots of visuals of what life looked like during the Middle Ages. Just like the other websites it will help guide
students' thinking and give them another way to complete their summative task.
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