Origins of a Western Worldview: Renaissance Europe
Dimension of Thinking
critical thinking and creative thinking
determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue
historical thinking
analyze selected issues and problems from the past, placing people and eventsin a context of time and place
decision making and problem solving
take appropriate action and initiative, when required, in decision making and problem solving scenarios
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building
demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts peacefully and equitably
age appropriate behaviour for social involvement
develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events within their community
Research for Deliberative Inquiry
research and information
reflect on changes of perspective or opinion based on information gathered and research conducted.
Communication
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
media literacy examine techniques used to enhance the authority and authenticity of media
messages
8.2 Origins of a Western Worldview: Renaissance Europe
General Outcome
Through an examination of Renaissance Europe, students will demonstrate an understanding and
appreciation of how the exchange of ideas and knowledge contributed to shaping the worldview of the western world.
Specific Outcomes
Values and Attitudes
Students will:
8.2.1 appreciate how Renaissance Europe formed the basis for the worldview of the western
world (C, TCC)
8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews (C, I)
8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal
context (C, TCC)
Knowledge and Understanding
Students will:
8.2.4 critically examine 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)
• 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 FOR GRADE 8
Alberta Learning’s Information and Communication Technology (ICT) curriculum is infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated by this symbol .
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
• critically evaluate ideas, information and positions from multiple perspectives
• re-evaluate personal opinions to broaden understanding of a topic or an issue
• generate creative ideas and strategies in individual and group activities
access diverse viewpoints on particular topics, using appropriate technologies
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 of historical events
• analyze the historical contexts of key events of a given time period
create a simulation or a model, using technology that permits the making of inferences
identify patterns in organized information
8.S.4. demonstrate skills of decision making and problem solving:
• demonstrate skills of compromise and devise strategies to reach group consensus
• propose and apply new ideas and strategies to contribute to problem solving and decision
making, supported with facts and reasons
• propose and apply strategies or options to solve problems and deal with issues
• participate in and predict outcomes of problem-solving and decision-making scenarios
articulate clearly a plan of action to use technology to solve a problem
identify appropriate materials and tools to use in order to accomplish a plan of action
evaluate choices and progress in problem solving, then redefine the plan of action as
necessary
use networks to brainstorm, plan and share ideas with group members
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
8.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• identify and use a variety of strategies to resolve conflicts peacefully and fairly
• consider the needs and perspectives of others
• demonstrate leadership within groups, where appropriate
access, retrieve and share information from electronic sources such as common files
use networks to brainstorm, plan and share ideas with group members
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
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
• develop a position supported by information gathered through research
• draw conclusions based upon research and evidence
• determine how information serves a variety of purposes and that accuracy or relevance may need verification
• organize and synthesize researched information
• formulate new questions as research progresses
• practice responsible and ethical use of information and technology
• include and organize references as part of research
plan and conduct a search, using a wide variety of electronic sources
demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of “and” or “or” between search topics and the choice of appropriate search engines for the topic
develop a process to manage volumes of information that can be made available through electronic sources
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
refine searches to limit sources to a manageable number
analyze and synthesize information to create a product
access and retrieve information through the electronic network in the context of a group research project
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 relating to the topic of discussion
• listen to others in order to understand their perspectives |
