SOCIAL STUDIES 8
Module 2: The Renaissance Worldview Expands
© 2008 Alberta Education
SOCIAL STUDIES 8
Module 2: The Renaissance Worldview Expands
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© 2008 Alberta Education
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Social Studies 8
Module 2: The Renaissance Worldview Expands
Student Module Booklet
ISBN 978-0-7741-2978-7
Alberta Education acknowledges with appreciation the Alberta Distance Learning Centre and Pembina Hills
Regional Division No. 7 for their review of this Student Module Booklet.
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© 2008 Alberta Education
WELCOME
to Module 2 of Social Studies 8
We hope you enjoy your study of
Historical Worldviews Examined.
Module One:
The Renaissance
Worldview
Module Two:
The Renaissance
Worldview Expands
Module Three:
An Isolated Japan
Module Four:
Japan Adapts to
a Changing World
Module Five:
The Aztecs and
the Spanish
Module Six:
The Aztecs and the
Spanish in Conflict
Module 1 contains general information about the course components, additional
resources, icons, assessment, and strategies for completing your work. If you do not
have access to Module 1, contact your teacher to obtain this important information.
© 2008 Alberta Education
Contents
Module Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Section 1: The Renaissance Spreads . . . . . . . . . . . . . . . . . 8
Lesson 1: The Spread of Ideas . . . . . . . . . . . . . . . . . . . . 9
Lesson 2: Humanism and the Renaissance Worldview . . . 27
Lesson 3: The Impact on Renaissance Individuals . . . . . . 31
Lesson 4: The Impact on Social and Economic Systems . . 43
Lesson 5: Individuals and Worldviews . . . . . . . . . . . . . . 52
Section 1 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Social Studies 8: Module 2
© 2008 Alberta Education
Section 2: The Renaissance Western Worldview Develops . 56
Lesson 1: The Protestant Reformation . . . . . . . . . . . . . 57
Lesson 2: The Formation of Countries . . . . . . . . . . . . . . 69
Lesson 3: The Age of Exploration . . . . . . . . . . . . . . . . . 76
Lesson 4: Imperialism . . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson 5: Focus on Inquiry: Reflections . . . . . . . . . . . . . 94
Section 2 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Contents
© 2008 Alberta Education
Module Overview
Stop and think for a minute about who you are and what you believe in. Next, think about where
you live and the people in your community—your family, friends, and neighbours. Lastly, think
about your school—your teachers and the subjects that you study. These are a few factors that
influence your personal worldview.
In Module 1 you explored the Middle Ages and the factors that shaped the Renaissance
worldview in Italy. As you think about what influences your own worldview, compare those
factors to the factors that shaped the Renaissance worldview. Communities, individuals, contact
with other cultures, and teachers—these things all influence worldview.
In this module you’ll see how ideas of Renaissance began to spread throughout western Europe.
You’ll explore a shift in thinking called humanism, according to which individuals wanted to
understand their world while seeking personal happiness and fulfillment in it.
Ancient Roman and Greek writings were rediscovered, which led to a new way of thinking (in
other words, a rebirth) about art, mathematics, science, politics, and religion. New religions
were introduced and exploration was encouraged. Eventually, expanding colonies led the
imperial powers of Europe to abundant wealth. The result was a Western worldview.
Module 2:
The Renaissance
Worldview Expands
Section 1: The Renaissance Spreads
Section 2: The Renaissance Western
Worldview Develops
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Social Studies 8: Module 2
© 2008 Alberta Education
Assessment
Your mark for this module will be determined by your work in the Assignment Booklets.
In this module you’re expected to complete two section assignments. The mark distribution is as
follows:
Assignment Booklet 2A
Section 1 Assignment
62 marks
Assignment Booklet 2B
Section 2 Assignment
Total
60 marks
122 marks
Be sure to check with your teacher to make sure that this mark allocation is valid for you.
Some teachers like to include other reviews and assignments.
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Module Overview
© 2008 Alberta Education
Section 1
The Renaissance Spreads
Black and white television, a movie theatre, a board game—fifty years ago
things like these indicated a new age. However, time brings change.
Today the new age includes high-definition, wide-screen colour television,
multiplex theatres, and interactive computer games. Changes such as these
alter worldview.
As Europe moved from the Middle Ages to the Renaissance, many changes
took place that affected European worldview. New social systems arose
along with new political and economic systems and an interest in learning
and culture. In Section 1 you’ll see the impact these changes had on Italy
and western Europe.
As you complete the work in Section 1, you’ll be able to answer these questions:
•What factors influenced the spread of the Renaissance throughout
Europe?
•How did the theory of humanism spark the growth and exchange of
ideas throughout Europe?
•What changes occurred in the social and economic systems during
the move from Medieval Europe to Renaissance Europe?
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Lesson 1
The Spread of Ideas
In Module 1 you looked at the qualities that defined the Middle
Ages. This period was followed by the Renaissance, which sparked
a huge change in worldview. Trade, the Crusades, and the Black
Death changed the face of Europe. As you know, the Renaissance
began in Italy; however, it didn’t take long before its ideas spread
throughout western Europe.
Think about your school studies. Each year you’re introduced to
new curricula—new ideas, new ways of thinking, and new ways
of seeing the world around you. Your world continues to develop
and change as you continue to learn and grow. Of course, where
you are, where you learn, and who you learn from all influence
you as well. All of these factors influence your worldview.
1. As you explore worldview and read Chapter 2 in your
textbook, use a graphic organizer, like a T-chart, to record
information. On one side of the T-chart use the heading
Renaissance Worldview, and on the other side of the T-chart use
the heading My Worldviews. Collect evidence to demonstrate your
understanding of your own worldview compared to the Renaissance
worldview as you read through Chapter 2.
The chart has been started for you.
Renaissance Worldview
• People believed in
the importance of the
individual.
My Worldviews
• I believe that I can achieve
whatever I set my goals for.
Check the helpful hints.
Since finishing Grade 7, what changes have you noticed in your life? What new activities,
ideas, and learning have you been introduced to? Think of how changes and new experiences
are shaping your worldview. How do you influence others with your worldview? Exchanging
ideas with others helps to develop a societal worldview. This same contact with others and the
exchange of ideas with them was the reason for the spread of the Renaissance.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
9
Mr. Crowshoe: Think about how you exchange ideas with the people you know. What
would some of those ideas be?
Yin: I don’t know. I guess I mostly just hang out with friends and talk about stuff. And of
course, I talk with my family at home.
Koen: We also talk on the phone—and text and e-mail our friends.
Inge: And we meet up with people on chat lines—and sometimes even use snail mail.
Mr. Crowshoe: Great examples. As you can see, communication technology has a huge
impact on how you communicate. When you communicate with your friends and
family, you’re exchanging ideas and influencing worldview. Think about the kinds of
things you talk about.
Yin: I e-mail my friends and family, but mostly I talk to my friends on chat lines. We talk
about what’s happening. I even have a blog that lets my friends and family know
what I’m up to.
Mr. Crowshoe: As you do things like that, you’re constantly learning and sharing. That’s
exactly how the Renaissance spread. Scholars, philosophers, writers, scientists,
and artists travelled to Italy to study. When they returned to their own countries,
they shared their new ideas and knowledge—and that, in turn, influenced the
worldview of their societies.
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Social Studies 8: Module 2
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Read the introduction to Chapter 2 on page 48 of Our Worldviews and
think about the question “How did Renaissance ideas begin to spread?”
In Module 1 you were introduced to “I wonder . . .” questions. The
questions you ask are just as important as the answers to your questions.
They help you think about your learning. They also help you focus your
reading as you search for answers.
Your “I wonder . . .” questions should be answered in your notebook or
electronic file as you complete each section of Chapter 2. If you still have
questions, you may continue your inquiry by exploring the websites
recommended in the Going Further activities.
2. Now flip through Chapter 2, previewing the headings as you go.
Notice that the headings are phrased as questions. Create an “I
wonder . . .” question of your own in your notebook for each heading.
Here are a few examples:
•I wonder how ideas spread before the use of the telephone,
Internet, e-mail, or fax.
•I wonder if only the nobles and wealthy studied humanism.
•I wonder what ideas scholars and philosophers spread.
Check the helpful hints.
You should be starting to see that ideas are exchanged in many ways.
One very important way to exchange ideas and knowledge is through
images. Certainly historians have learned a lot about the Renaissance
by exploring the images created by Renaissance artists. You’re probably
familiar with the saying “a picture is worth a thousand words.” It is
true. We can analyze and interpret pictures, images, photographs, and
paintings and gain a lot of information from them.
In Chapter 1 you read about the important individuals who initiated
a change in worldview during the Renaissance. The Worldview
Investigation for Chapter 2 of Case Study One appears on page 49. Read
the Worldview Investigation. Explore the types of Canadians who have
influenced our society’s worldviews.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
11
Mr. Crowshoe: Think about the people who influence your own worldview. Can you give me
some examples?
Yin: Well, I suppose the friends I see every day sort of influence how I look at the world. So
do my parents—and even some teachers!
Mr. Crowshoe: In Social Studies 7 you looked at Canadians who practised active
citizenship. Many of them were unusual people—politicians, inventors, authors, and
celebrities. But other people can influence their world too.
Koen: I know a good example of a person who did something that had a big influence on
Canadian Society—Terry Fox. He was just a young guy who got cancer. He turned
something bad into something wonderful because he had a vision and he made his
vision come true. The annual Terry Fox Runs have raised huge amounts of money for
cancer research.
Mr. Crowshoe: That’s a great example—and one almost all Canadians are aware of.
But even in their own communities, people can make a big difference. In Edmonton,
for example, Mr. Stollery made large contributions to the children’s hospital at the
University of Alberta—The Stollery Children’s Hospital. And Mr. and Mrs. Winspear
helped create the Winspear Centre with their generous contributions.
Inge: Hey—what about Wayne Gretzky? He’s a great hockey player, but he also influenced
how other people see Canadian society.
Mr. Crowshoe: Good point! There’s even a freeway in Edmonton named after Wayne Gretzky
in recognition of his contributions to the city. It’s called Wayne Gretzky Drive.
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Social Studies 8: Module 2
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3.a. Individually, with a learning partner, or in a group, brainstorm a
list of Canadians who have contributed to Canadian society and
worldview. Try to make your list more extensive than the list in the
Worldview Investigation because that list tends to be historical.
b.
Many active citizens today continue to make an impact and
influence the way we think. Keep your list handy, and over the
next few weeks expand it as you explore the newspapers and
media for people who are affecting Canadian society today. Find
at least ten individuals who make a difference. As your list begins
to develop, you will notice how varied and diverse our society is.
Your list represents the pluralistic nature of Canadian society.
Check the helpful hints.
Going Further
To see a list of famous Canadians, check the following website:
http://www.canadians.ca/
What do you think of this list? Are there names you would like to
see added? Are there any names you would like to see deleted?
Did any of the names surprise you?
On this website, click on the name Roméo Dallaire. Read about
this special Canadian to discover why he has made it onto this list
of famous Canadians, how he is an active global citizen, and how
he is changing people’s worldview.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
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A biography is a true story about an individual’s life. If you were to write
a biography about a member of your family, what important things would
you want to share? You probably would include
•the name of the person
•where and when they were born
•where they have lived most of their lives
•important contributions they have made to
their family and community
•the influence they have had on you or on
their community
As you can see, this format can be used for anyone you are researching a
biography about.
4. In Module 1 you were introduced to graphic organizers to help you
visualize or organize concepts. In this module you will use a chart, like
the one started below, to take notes and make comparisons. You can do
this on a spreadsheet or a table, or you can draw it in your notebook.
Famous
Canadians
Remember that the Skills Centre on page 375 in your textbook will
provide you with help to set up your comparison chart.
Where and
When They
Lived
Contributions
and Important
Ideas They
Shared
Their Influence
on Worldview
Nellie McClung
1873–1951
the rights women’s right to vote
born in Ontario and improved
of
Canadian
women
raised in Manitoba
Craig Kielburger
born December 17,
1982, in Thornhill,
Ontario
child rights
activist, founder of rights of children
Free the Children
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Social Studies 8: Module 2
© 2008 Alberta Education
a.
Once you’ve created your chart, identify ten Canadians you have
been inspired by. These Canadians could be from the list you
have already created, your textbook, Internet sites you’ve visited,
or from other sources. They may even be people from your own
community. Label the four columns in your comparison chart. In
the left-hand column, identify your famous Canadians and then
fill in the answers under each of the headings.
b.
When you have completed your chart, examine it carefully and
ask yourself, “In what ways are the famous Canadians the same,
and in what ways are they different?”
When you have completed this question, compare your charts
and answers with a learning partner or in a group.
Check the helpful hints.
The Impact of Geography on the Renaissance
The physical geography of the countryside made it difficult for the
Renaissance to spread throughout Europe. Mountains, bodies of
water, and other physical features of land made it challenging for the
interactions between people and ideas to occur.
Turn to page 50 of Our Worldviews and look at the picture of a medieval
town. What are some of the physical features in the picture? You will
see mountains, hills, valleys, rivers, forests, roads, towns, and villages.
These geographical features and the distance between people and places
obviously slowed the spread of Renaissance ideas.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
15
5. Look at the physical map of western Europe on page 50 of your
textbook. You will see the physical features that were possible
barriers to the spread of ideas. Use the map to answer the following
questions.
a.
What physical features in this map stand out as possible barriers?
b.
Do any features stand out as possible advantages for the spread of
Renaissance ideas? If so, what are they?
c.
Now, using an atlas or the Internet, compare a political map
of Europe today to the physical map in your textbook. What
observations can you make? Here are some questions to ask
yourself:
•Were political boundaries determined by physical
geographic features?
•Would the physical geographic features interfere with the
spread of Renaissance ideas?
•What physical barriers might have influenced the spread of
ideas in North America?
d.
Finally, think about what you’ve discovered in answering
questions a. and b. What role do geographical features play in
how we look at the world and how we live in it today?
Compare your answers.
Going Further
A great way to explore Earth’s geographical features is with
Google Earth. If you have this program on your computer, search
for a map of Europe, focusing particularly on western Europe.
Physical characteristics will be much easier to pinpoint, and you
will be able to identify the struggles Europeans encountered
as they travelled throughout Europe to share the ideas of the
Renaissance.
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Social Studies 8: Module 2
© 2008 Alberta Education
6. The spread of the Renaissance was impacted by physical barriers;
however, other factors may have interfered with the spread of ideas
as well. Create an organizer, like the one below, to sort ideas into two
columns. Read pages 50 to 52 of Our Worldviews. As you read, use the
organizer to create a list of the factors that slowed the spread of ideas
throughout Europe and the factors that allowed ideas to spread more
quickly.
A chart has been started for you:
Factors That Slowed the
Spread of Ideas
Factors That Allowed Ideas
to Spread
• Feudalism: This social system
did not welcome new ideas.
• The end of feudalism gave
people more power to explore
new ideas.
Check the helpful hints.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
17
King François I of France was the first
ruler outside of Italy to embrace
Renaissance ideas. He was also a
humanist; he believed in humans, their
value, potential, and worth.
He built colleges to promote learning and
museums. The Louvre in Paris was built
using Renaissance architecture. It
provided a safe home for treasures like
the Mona Lisa. You will explore humanism
and how this philosophy changed the face
of western Europe and worldview as you
continue to read through Chapter 2.
It says in the textbook that under the
reign of King François I, humanism
flourished for France’s nobility and
rich. What does that mean?
It implies that King François I was a humanist. He saw the importance of human
potential. He encouraged learning by establishing colleges for teaching Latin,
Greek, and Hebrew. Now his nobility could continue to learn the ideas of the
philosophers and scholars as they read their works. He collected Renaissance art
and sculptures, and attracted scholars and writers; his court became the centre
for the exchange of ideas and knowledge.
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The Printing Press
One of the most significant inventions of the Renaissance period was the
printing press; books were now quickly printed at a cheaper cost than
ever before. And for the first time, they were available to everyone. Was
one of your “I wonder . . .” questions about the printing press?
Read about the printing press on pages 53 and 54 of Our Worldviews.
Consider how your world would be different without printed material—
books, newspapers, magazines, comic books, or even signs.
7. With your learning partner, discuss the following questions that
relate to pages 53 and 54 of the textbook.
a.
Referring to page 15 of Our Worldviews, use a Think-Pair-Share
strategy to discuss the first sentence on page 53 of the textbook.
“Perhaps no other invention has changed the world as much as
the invention of the printing press.”
b.
What effect did printed material have on the worldview during
the Renaissance?
c.
What effect does printed material have on our world today?
d.
Can you think of other inventions that have had a huge impact on
the world, perhaps as huge an impact as the first printing press?
e.
There are always major
shifts in thinking as new
inventions enter our lives.
What do you think will be
the next invention that will
change the world as much
as the printing press?
Check the helpful hints.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
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Going Further
The printing press was one of the most important advances
during the early Renaissance. Communication was transformed.
Books were no longer a luxury for the upper classes; they were
available to everyone. Reading and writing became an important
skill as ideas and knowledge were exchanged and attained
through books. Worldview changed.
Visit the following website to learn more about Johann Gutenberg
and the Gutenberg Bible. See how instrumental this particular
book was in changing worldview.
http://www.bl.uk/treasures/gutenberg/homepage.html
8. Some writers place many worldviews into the “ism” categories.
Communism, individualism, capitalism, environmentalism—all of
these isms are ways of thinking, a certain philosophy. Answer the
following questions in your notebook or electronic file.
a.
Look at the root of each word—commune, individual, capital,
environmental. What do the roots of each word mean?
b.
Why do you think the root human was given to the word
humanism?
c.
Can you think of any other words that end in ism?
Compare your answers.
As you will see, the “isms,” which represent religious views, are a shift
away from religious dominance with a focus on individualism, growth of
the individual, and personal happiness and development.
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9. Individually, with a learning partner, or in a group, discuss
question 1 in the Reflect and Respond box on page 54 of
Our Worldviews. You don’t need to write out an answer, but try to
brainstorm the different perspectives (remember that perspectives
are the ideas of a group of people).
Check the helpful hints.
Now is the time to see if some of your “I wonder . . .” questions were
answered. As you review your questions and answers, summarize aloud
what you have learned.
Now open Assignment Booklet 2A, turn to the Section 1
Assignment, and answer questions 1 and 2.
Looking Ahead
In Lesson 1 you identified Canadians who have made a difference.
The Worldview Investigation helped you to further understand your
personal worldview. You then answered the question “Where and how
did the Renaissance spread?” as you explored the factors that slowed
the exchange of ideas throughout Europe as well as the factors that
expedited the exchange.
You were introduced to the philosophy of humanism in Lesson 1—the
belief that human beings can live full and happy lives before they go to
heaven.
In Lesson 2 you will continue to explore humanism and the effect it had
on the Renaissance worldview.
Section 1: The Renaissance Spreads
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Suggested Answers
1. As you have been developing a T-chart to compare your worldview with that of the
Renaissance worldview, you should see that your worldview has been influenced by all that
developed during the Renaissance.
No matter what period in history followed the Renaissance, many of the same things have
shaped and affected the worldview of individuals. As a matter of fact, we are living in a
21st century Renaissance as we are constantly exploring and developing new technology,
science, art, and living in a changing economy. Society’s worldview is impacted by
explorations and discoveries.
Compare your chart to the one below. Remember that these ideas are only a sample, and
your worldview may be very different. Did you come up with other ideas?
Renaissance Worldview
My Worldviews
• People believed in the importance of
the individual.
• I believe that I can achieve whatever
I set my goals for.
•Questioning and discovery were encouraged. •I learn through questioning and discovery.
•Citizenship was important.
•I am an active citizen.
•Government had a responsibility to the
people.
•I have rights and a voice in a democratic
society.
•Money and material possessions were
central to a happy life.
•My quality of life is partly shaped by my
possessions and my view of what makes a
good life.
•The Bible and the lessons it taught
became the centre of religion.
•I follow the faith that is part of my culture.
My religious faith is based on my personal
convictions.
2. Your “I wonder . . .” questions are your own personal exploration of Chapter 2. Here are some
examples of one student’s “I wonder . . .” questions for you to compare with your own.
•I wonder if there were people or places that did not allow for the spread of humanism.
•I wonder if the spread of ideas was influenced by new technology.
•I wonder what humanism is and if it still affects the modern worldview.
•I wonder how scholars and philosophers were first influenced by the ideas of humanism.
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•I wonder how art changed from the Middle Ages to the Renaissance.
•I wonder how the ideas of mathematics and science during the Renaissance have
influenced modern studies of mathematics and science.
•I wonder what changes were introduced by writers of the Renaissance.
•I wonder if all people were treated equally as the Middle Ages ended and Renaissance
ideas were introduced.
3.a. and b. Answers will vary. The important thing is that you think about Canadians who
have contributed to Canadian society and worldview.
4. From your research you will see that there are many Canadian citizens who have contributed
to Canadian society and the worldview of Canadians.
a.
Not everyone’s chart will be the same. Everyone will identify different individuals as
famous or important. This is influenced by personal point of view.
b.
You probably saw that all these individuals were concerned about making life better
for Canadians. You also likely noticed their similarities and differences by examining
how these Canadians have contributed to society including politics, music, art, science,
technology, etc.
5.a. You will have identified the mountains and bodies of water (including the rivers) as
physical features that were possible barriers to the spread of ideas.
b.
The rivers were advantageous as they were important trade routes and enhanced the
spread of Renaissance ideas.
c.
Answers will vary; however, you might have considered these factors:
•Yes. Rivers and mountain ranges often separate a country’s political boundaries.
•Yes. High and dangerous mountain ranges, difficult terrain, forests, and rivers all
interfered with the spread of Renaissance ideas.
•In North America large bodies of water, rivers, dense forests, high mountain
ranges, and vast lands (distance) were physical barriers to the spread of ideas.
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d.
The world does not seem as big today as it appeared during the Renaissance and
the Age of Exploration. Ideas and information travel rapidly throughout the world
today. Geographical features are not barriers as we have learned to overcome them.
People have invented and adopted many other ways to transfer ideas and information.
Technology has provided a variety of methods including the Internet and e-mail,
telephones, and television. Also, different means of transportation such as automobiles,
trains, and airplanes allow people to travel.
6. Your T-chart should have the following details:
Factors That Slowed the
Spread of Ideas
Factors That Allowed
Ideas to Spread
• Feudalism: This social system did not
• The end of feudalism gave people more
• War: War used up resources that might
have advanced arts and science.
• The end of war lead to exposure of new
ideas and the advancement of art and
science.
welcome new ideas.
• Religion: The Church influenced and
cared for people, while wanting to
maintain the status quo.
power to explore new ideas.
• Italian craftsmen and scholars brought
new ideas to European courts.
• Trade increased after the war, which lead
to an increase in the exchange of ideas.
• European aristocracy borrowed
ideas from Italy as they became more
sophisticated.
7.a.The use of the printing press meant that there would be more books in circulation as this
method was much faster than printing by hand. More people learned to read and write
because books became much more accessible to them.
b.
The ideas of humanism spread and the worldview changed. Books were translated into
different languages and more people began to read. This meant ideas and information
spread quickly over longer distances. One particular book that impacted worldview was
the Bible; the Roman Catholic Church was worried that the printed Bible would change
people’s worldview of the Church.
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Social Studies 8: Module 2
© 2008 Alberta Education
c.
Books today are a very important part of teaching and learning. Almost everything can
be found referenced in a book. Books help us to establish a worldview by presenting ideas
and information from around the world. Just as you are learning about the Renaissance
in Europe, your worldview of Italy and Europe is changing because of the learning that is
occurring from a book.
d.
Your answers may vary, but the field of science and technology, communication,
computers, medicines, and space travel are a few inventions that have impacted the world.
e.
Answers will vary depending on your own worldview.
8.a.commune: a small group of people living together; they share possessions, work, income, etc.
individual: a single human being
capital: any form of wealth that is used to create more wealth
environmental: concern for the environment and the impact society has on the environment
b.
Humanism is the study of human identity, values, and beliefs; it focuses on the study of
human nature.
c.
There are over 1968 English words that end in “ism.” Access http://www.morewords
.com/contains/ism/ to have a look at the many “ism” words.
9. Compare your ideas to the following:
•Authors were inspired to write as books were read by more people. Books became a
way to share new ideas.
•Scribes were unhappy because the printing press replaced a need for their services;
they considered themselves artists and scribed books were their works of art.
•Wealthy people preferred hand-scribed books as they represented their wealth; up until
that time books had only been the property of nobles and wealthy people.
•Church officials were concerned that books would replace the need for priests; they
feared the Bible would be poorly translated and be misinterpreted. Humanist beliefs
disturbed Church officials.
•Scholars wanted to spread the ideas of the classical world and have more people
educated.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
25
•Common people began to read and learn; they saw themselves as important and
valued. Books were a new means of entertainment for them.
Do you see that not all people appreciated printed books? Do you think people in the 21st
century might not appreciate a new invention or a new technology? Ask an adult how they
feel about new advancements in technology.
Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
9 Photodisc/Getty Images
14 both, © Ruslan S./shutterstock
15 © Brett Charlton/iStockphoto
17 © Philophoto/shutterstock
19 © 2008 Jupiterimages Corporation
26
Social Studies 8: Module 2
© 2008 Alberta Education
Lesson 2
Humanism and the Renaissance Worldview
In Lesson 1 you learned how the
Renaissance began to spread into
Europe. One major contributor
to the shift in thinking was the
exceptional innovation—the
printing press. The printing
press allowed for Bibles and other
printed books to be accessible to
all classes of people. People were
becoming more literate, which
meant that they were learning to
read and write, and they started
to want the books to be printed
in their native languages, rather
than just in Latin.
Much of the spread of knowledge and ideas was initiated by humanists—
the scholars who modelled themselves on ancient Roman and Greek
writings.
Humanists aren’t the only people in the world interested in new ideas.
But yes, Canadian culture has certainly inherited from the Renaissance
period an enthusiasm for learning new things. Many areas of your life,
such as school—the subjects you study, and what you learn—began
during the Renaissance. The humanist view continues to influence the
way we live in the 21st century.
As you continue to explore humanism, you will see how the merchant
class exhibited humanist ideals because of new economic freedom and
the end of feudalism.
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27
1. Read pages 55 and 56 of Our Worldviews. As you read, create a
concept web like the one below that identifies the different values that
make up the concept of humanism.
Humans have
great potential.
Values of Humanism
The humanist approach of the Renaissance began to change the
worldview of European society in many ways. Renaissance humanists
stressed the importance of individuals and the value of learning. This
affected everyone in European society, but most of all it affected the
middle merchant classes.
2.a. Are any of the values of humanism reflected in the worldview of
the Western world today?
b.
What do you think the foundation of humanism is?
Compare your answers.
The fresco on page 56 of Our Worldviews is titled The School of Athens.
It is a watercolour that was created by the Renaissance painter Raphael
between 1510 and1511—a time period well into the 2nd century of the
Renaissance.
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Social Studies 8: Module 2
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Socrates, Plato, and Aristotle were highly recognized ancient Greek
writers and philosophers. Raphael chose to show Plato, the scholar in the
red, as Leonardo da Vinci. He also painted Michelangelo into the fresco
to represent the philosopher Heraclitius, the man resting his head in his
hand. Why do you think Raphael chose to depict Plato and Heraclitus as
these famous Renaissance artists? He wanted to show that humanism
was influenced greatly by Greek and Roman writings.
An important part of your study of social studies is citizenship. Being
an active citizen in your school, community, or country is important.
As you will read in the sidebar on page 56 of Our Worldviews, being an
active citizen was also recognized by ancient Romans, such as Cicero.
Citizenship became an important philosophy of the Renaissance and
became the foundation for Renaissance schools.
Going Further
To continue to understand the art and architecture of the
Renaissance, have a look at the following websites. Art began
to change drastically; realism and life on Earth were being
displayed in all art forms. Explore the Medieval period, and then
look at the Renaissance period. What kinds of changes do you
see? Read about the artists and explore their contributions to the
Renaissance.
Medieval Art:
http://home.comcast.net/~godlikepoet/medieval_art.htm
Renaissance Artist Image Gallery:
http://www.all-about-renaissance-faires.com/ren_artists/
all_artist_gallery.htm
There is no assignment for this lesson.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
29
Looking Ahead
In Lesson 2 you learned what the term humanism meant and how it affected the Renaissance
worldview. Humanists were very important as they introduced the values of humanism to society
and began the change from medieval worldview to Renaissance worldview. You should be
gaining an understanding of how Renaissance Europe formed the basis for the worldview of the
Western world.
Suggested Answers
1.
Humans have
great potential.
Earthly possesions
are valued.
Values of Humanism
Questioning and
learning have value.
Life on Earth
has value.
2.a. You should see that humanism is part of our present worldview. As you continue to
learn about humanism you will see that ideas of humanism include studying to better
ourselves, being active citizens, reading and exploring new ideas, and taking part in
clubs that prepare us for future careers and community involvement.
b.
Humanism is the quest for knowledge to achieve personal happiness and success.
Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
27 Eyewire/Getty Images
30
Social Studies 8: Module 2
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Lesson 3
The Impact of Renaissance Individuals
Nicolaus Copernicus
The period in history known as the Renaissance was a time when key
individuals influenced society. It has been called the “Age of Genius.”
Humanist worldview spread from Italy to northern Europe. In this lesson
you will explore how change was brought about by Renaissance scholars
and philosophers, artists, scientists, mathematicians, and writers.
William Shakespeare
Section 1: The Renaissance Spreads
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31
Ms. Belkin: Every day we hear on the news or read in the
newspaper about someone who has influenced worldview. Can
you think of any individuals who have made contributions to
our society?
Antonio: How about Bill Gates? His creation of Microsoft has
created a very technologically based world.
Ms. Belkin: As well, Steve Jobs was the founder of Apple
computers—another leader in computer technology.
Hélène: Musicians also contribute to society. Bono from the
band U2 has changed worldview as he raises awareness of
problems that face Africa and the fight for AIDS research.
Ms. Belkin: Don’t forget to include individuals like Princess Diana
and Senator Roméo Dallaire. They also brought about an
awareness of the struggles people have had—and in some
places continue to have—in Africa. Important as well to note
are individuals such as Mother Theresa, Nelson Mandela, and
Martin Luther King who have contributed greatly to society.
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Social Studies 8: Module 2
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In Lesson 1 you explored Canadians who have contributed to Canadian
society and our worldview. You then created a comparison chart to
record biographical detail on ten Canadians. Now you will gather
information about influential individuals during the Renaissance.
1. Create a comparison chart to record your findings. You can create
a chart in your notebook or in an electronic file. For each individual
researched highlight where and when they lived, the ideas that
they shared, their field of study, and their influence on worldview.
Remember to take a virtual field trip and check the Student Support
CD for information on other individuals, such as William Byrd, to add
to your chart. The chart has been started for you, but remember that
there are many more individuals to include.
Renaissance
Individuals
Most
Where and
Important
When They
Ideas They
Lived
Shared—
Contributions
He painted the sculptor,
Sistine Chapel painter, poet,
in Vatican
architect
City.
Michelangelo 1475–1564
Buonarroti
Leonardo
da Vinci
Field of
Study
Influence on
Worldview
Greatest
achievement
in art; his
art showed
human
perfection.
He questioned
everything—
1452–1519
he was
Born in
considered
Florence, Italy. to have been
the complete
Renaissance
person.
Check the helpful hints.
Section 1: The Renaissance Spreads
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33
Many famous Renaissance individuals are known for the ideas they shared
and the contributions they made to Western worldview. Go to the Social
Studies 8 Student Support CD and open the Renaissance Fair videos.
You’ll see students who have completed inquiries on important individuals
and then participated in a Renaissance Fair. Remember to use your
comparison chart to record new information that you may have discovered.
As you work through the following lessons, continue to use your
comparison chart to record your data on the individuals found on pages
57–75 of Our Worldviews. You will also explore the fields of philosophy,
astronomy, mathematics, science, politics, religion, art, literature, and
exploration.
The first Renaissance individuals that you will include in your
comparison chart are Petrarch, Erasmus, Guillaume Budé, and
Michel de Montaigne. Read pages 57–59 in Our Worldviews; be sure to
read the information in the sidebars as well.
Ms. Belkin: When reading about the scholars, did you notice any similarities with the
way you see the world?
Antonio: Erasmus believed that students should be taught to discover, reason, argue,
and apply their knowledge. We use those strategies in science.
Hélène: You mean the scholars of the Renaissance were critical thinkers too?!
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Social Studies 8: Module 2
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2. Now that you understand how scholars and philosophers spread the
ideas of humanism, get together with your learning partner or in a
group and discuss your thoughts on Reflect and Respond question 2
on page 59 of Our Worldviews.
Compare your answers.
Taking a field trip is a wonderful activity. Often you get a chance to see
and explore first hand what you are studying. Read pages 60 and 61 from
Our Worldviews and learn how to “Take an Internet Field Trip.” Searching
the Internet is something you are probably already very familiar with;
however, this activity will show you how to plan and conduct simple as
well as advanced searches on the Internet as you research museums and
art galleries. If you require more explanation, turn to the Skills Centre on
page 362 and read “How to Find Information on the Internet.”
As you conduct your searches, continue to explore the Renaissance
humanists. Remember that thematic maps, drawings, and images are
important primary and secondary sources, so be sure to bookmark
websites that contain information you could refer back to. You will find
these websites and sources very useful when you are completing the
Witness to Yesterday interview found in your Assignment Booklet.
As you begin to explore the
artists who helped to spread
the ideas of the Renaissance,
you should have a look
through the website Le
musée du Louvre in Paris,
France, referred to on page
60 of your textbook. Go to
http://www.louvre.fr and try
searching for the Mona Lisa.
Spend some time exploring
the virtual museum and
you will notice how useful
the museum and art gallery
websites are for research and
answering questions.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
35
Going Further
Here are some useful websites for furthering your research of
Renaissance art.
Web Gallery of Art: http://www.wga.hu/index1.html
Life of an Artist: http://www.artist-biography.info/
On your Internet field trip you saw Renaissance art and sculptures. Now
read about the art and artists that spread the ideas of the Renaissance
on pages 62–68 of Our Worldviews. Don’t forget to read the sidebars and
illustration captions, as they contain important supporting details.
Update your comparison chart to include the artists Donatello,
Masaccio, Filippo Brunelleschi, Pietro Perugino, Sofonisba Anguissola,
Michelangelo Buonarroti, Van Eyck, Jean Fouquet, Leonardo da Vinci,
Albrecht Durer, and Pieter Brueghel. Which artist and his work interests
you the most? What is it about this individual that peaks your interest?
3.a. With your learning partner, identify the changes in Renaissance
art that show the development of humanism and the interest in
the individual and life on this Earth rather than the religious
focus of the Middle Ages.
b.
Does art today reflect society?
c.
How does art reflect worldviews?
Compare your answers.
Artists began to see the importance of having their names on their
works—artists were no longer just artisans, they were respected for their
sculptures and paintings. When Michelangelo had finished his famous
piece Pièta, his work was being admired, but another artist was given
credit for sculpting it. Michelangelo was immediately alarmed and took
measures to carve his signature into the base of his work. Years later,
when the Pièta was being cleaned and repaired, the letter M was found
under the arm of Mary.
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Social Studies 8: Module 2
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4. Get together with your learning partner or in a group and discuss
Reflect and Respond question 2 on page 68 in Our Worldviews. For
this question, it is not important to write down an answer, just debate
and discuss your thoughts.
Check the helpful hints.
Take a moment now to think about science and technology in our world
today. Those two fields of study have dramatically changed our world
through time. How have inventions and explorations shaped our lives and
influenced our worldviews?
In the 16th century Copernicus discovered that the sun was the centre
of the universe and Earth and other planets rotated around the sun.
Leonardo da Vinci saw mathematics as a means to understanding our
solar system. Now, just four centuries later, human beings are exploring
space, walking on the moon, and sending technology to Mars to see if
life exists beyond Earth. These advancements in science are the result of
Renaissance scientific thinking and exploration.
Continue your exploration of individuals who helped to spread humanism
by reading pages 69–71 of Our Worldviews. Fill in your chart with details
about Nicolaus Copernicus, Leonardo da Vinci, and François Viète.
Going Further
You might find these websites useful if you choose to further your
research of Galileo for the Witness to Yesterday assignment in the
Section 1 Assignment Booklet.
The Galileo Project:
http://galileo.rice.edu/sitemap.html
Galileo’s Battle for the Heavens:
http://pbs.org/wgbh/nova/galileo
Section 1: The Renaissance Spreads
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37
5. If possible, get together with your learning partner or in a group and
discuss Reflect and Respond question 1 on page 71 of Our Worldviews.
You may want to use your Internet search skills and take a virtual field
trip to explore more recent discoveries and inventions.
Compare your answers.
When you started school you learned to read and write. As you continue
to learn, you are exposed to different types of books. Read pages 72–73
of Our Worldviews to see how the works of Renaissance authors are still
being enjoyed today. Include the Renaissance authors Geoffrey Chaucer,
Sir Thomas More, François Rabelais, Pléiade, and William Shakespeare
in your comparison chart.
6. Once again, get together with your learning partner or in a group and
discuss Reflect and Respond question 1 on page 73. If a partner is not
available, then feel free to think about this question on your own. It is
not important to write down your answer.
Check the helpful hints.
Explore a re-enactment of Leonardo da Vinci
on the Social Studies 8 Student Support
CD. Be a witness to yesterday as you
watch the interview. Explore the
reason why he is referred to as a
“Renaissance Man.”
There is more information on
Leonardo da Vinci on pages 74 and
75 in your textbook. Take out your
comparison chart and add any new
information that you have learned.
7. With your learning partner
conduct a Think-Pair-Share activity
for Reflect and Respond question 1 on
page 75 in Our Worldviews.
Check the helpful hints.
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Social Studies 8: Module 2
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Leonardo da Vinci is considered to
have been the complete Renaissance
person. He has said that, “The noblest
pleasure is the joy of understanding.”
What do you think this means?
He must’ve liked
research—too bad the
Internet wasn’t around
during the Renaissance.
Leonardo da Vinci became the master of many fields of
study such as anatomy, painting, inventing, and architecture.
There is no assignment for this lesson.
Looking Ahead
In Lesson 3 you explored individuals who contributed to the spread
of humanism during the Renaissance. They inspired the exchange of
ideas and knowledge across Europe through their studies of astronomy,
mathematics, science, politics, religion, and arts.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
39
Suggested Answers
1. Your chart will look like the chart that follows; however, you will have identified more
Renaissance individuals than are included in the chart below. (Only one famous individual
from each field of study was included because of space restrictions.)
Where and
Renaissance
When They
Individuals
Lived
Most
Important
Ideas They Field of Study
Shared—
Contributions
Michelangelo 1475–1564
Buonarroti
He painted the sculptor,
Sistine Chapel painter, poet,
in Vatican
architect
City.
Leonardo
da Vinci
1304–1374
William
Shakespeare
1564–1616
Lived in
England.
William Byrd
1543–1623
Lived in
England.
Greatest
achievement in
art; his art showed
human perfection.
master of
engineering,
biology, painting,
sculpture, botany,
music, philosophy,
architecture,
science,
mechanics,
invention, and
anatomy
He was a master
of engineering,
biology, painting,
sculpture, botany,
music, philosophy,
architecture, science,
mechanics, invention,
and anatomy.
He translated
ancient Greek/
Roman texts
and promoted
humanism.
philosopher
He believed in the
potential of educating
individuals.
He had an
inventive use of
language.
Wrote plays for
all classes of
people.
writer, poet,
author
He made insights into
human nature.
music
His music was played
on a Baroque organ
and was a kind of
harpsichord style.
He questioned
everything—
1452–1519
he was
Born in
considered
Florence, Italy. to have been
the complete
Renaissance
person.
Petrarch
Influence on
Worldview
He was a
composer of
music.
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Social Studies 8: Module 2
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2.a. Your discussion should lead to an understanding that with the Bible being translated into
the vernacular (language) of the area, more individuals were able to interpret the Bible
for themselves. An individual being allowed to read, learn, and interpret is all part of the
humanist philosophy.
b.
Erasmus might want to discuss religion and the importance of faith and the study of the
Bible. For part two of this question you would consider
•education including Bible studies
•educational strategies including being taught to discover, reason, argue, and apply
knowledge
•studying literature
•active citizenship
3.a. You and your learning partner will notice that during the Middle Ages art focused on
religious belief and the afterlife. Individuals within art were flat and they did not look
real. There were symbols of religion, crosses, and so on included in the pictures. During
the Renaissance, individuals in paintings became more real looking and the paintings
featured the natural landscape showing the world as it was. These features reflected the
qualities of humanism. The artists learned to use mathematical concepts like perspective
and depth of field to make the art look more realistic.
b.
Art today is more personal. It reflects modern perspective and may depict the world as it
is or the styles of the artists and how he or she sees the world.
c.
Art continues to change as worldviews change. The acceptance of individuality and
creativity has influenced art and the artist’s style.
4. As you explore the different artists and their works, you should begin to develop an
appreciation and understanding of the evolution of Renaissance art and the importance of
the artist’s contribution to the ideas of humanism.
a.
Renaissance art reflected the humanist philosophy. Art displayed the changing
worldviews. Artists and their work became well respected.
Section 1: The Renaissance Spreads
© 2008 Alberta Education
41
b.
By signing their work the artist was acknowledged and valued. An artist’s self-portrait
can even be recognized in some of their works. Artists were valued because their art
depicted the humanist view of a rich life on Earth.
c.
Renaissance artists were respected for their work as they painted their interpretation
of the world. They were commissioned to paint individuals and families. This period
reflected a sense of identity and self-esteem by both the artists and their subjects.
5. European and Muslim astronomers had studied the movement of planets and stars for
hundreds of years. This research was the foundation for Copernicus’ discovery that the
Earth revolves around the sun.
Discuss with your learning partner a recent invention of your choice. You may need to do
some research on the Internet or in your local library to discover the history of the invention.
6. Some Renaissance authors were translators. They translated books into many European
languages. Authors were humanists and were curious about society. They helped to establish
a sense of national pride and developed a standardized language, which included spelling,
grammar, and word usage.
The Renaissance views influenced authors as they wrote about religion, the purpose of life,
education, government, and civic duty.
7. During your Think-Pair-Share in Lesson 3 you will have discovered that Leonardo da
Vinci was a Renaissance Man, because he had a great intellect and an amazing curiosity.
He worked to advance humanist views and dismiss medieval views. Da Vinci questioned
everything and, in so doing, became a master of engineering, biology, painting, sculpture,
botany, music, philosophy, architecture, science, mechanics, inventions, and anatomy.
Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
31 top, Laurent Dambies/shutterstock
bottom, © 2008 Jupiterimages Corporation
35 Ljupco Smokovski/shutterstock
38 © 2008 Jupiterimages Corporation
42
Social Studies 8: Module 2
© 2008 Alberta Education
Lesson 4
The Impact on Social and Economic Systems
Queen Isabella
The change in thinking during the Renaissance brought about a change
in the social and economic systems. As feudalism came to an end
different social classes were introduced—the wealthy, middle class, and
country peasant. (A country peasant was a country person, a labourer, or
a farmer; unlike serfs, they were free people.) The economy presented
new opportunities too. Trade increased as well as the need for craftsmen
and labourers. The lower classes had an opportunity to better their lives
by learning trades.
In this lesson you will discover how change in social and economic
systems greatly influenced family life and the traditional roles of men,
women, and children.
Section 1: The Renaissance Spreads
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43
Mr. Foster: When we talk about the economy or economic systems of the Middle
Ages, we should keep in mind the three basic economic questions that every
economy must answer:
What should be produced?
How should it be produced?
For whom should it be produced?
During the Middle Ages who would answer these questions?
Tina: Well, it was probably the nobility. Weren’t they the landowners? They probably
controlled all the resources.
Mr. Foster: That’s right! The nobility decided on what resources to produce, how to
produce the resources, and, of course, how to improve their own quality of life.
Dakota: So what about the peasants?
Mr. Foster: The peasants—whom you’ll recall were serfs, tied to the land—worked like
slaves for the nobility. They were paid very little and found it difficult to meet their
basic needs. The peasants had a very poor quality of life.
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Social Studies 8: Module 2
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During the Middle Ages there were two distinct groups within the
social system—the nobility and the peasants. The nobility controlled
the economy and owned the land, the resources, and the peasants. The
peasants had a very difficult life and were very poor. Peasants had a hard
time advancing in life; once a peasant, always a peasant.
In the sidebar on page 77 of Our Worldviews read the definition of quality
of life. Copy this definition into your notebook or electronic file.
1. To help you understand the quality of life and what your quality of
life is, use the Think-Pair-Share strategy to discuss the following
questions with a learning partner or in a small group, if you are able.
a.
What measures are in place to make you feel safe?
b.
Are your basic needs met such as food, shelter, and clothing?
c.
Do you have the necessary resources to make you feel safe and
secure? Do you have access to money to buy the goods and
services you require?
d.
How healthy are you? Are your health concerns taken care of by
your family?
e.
How happy are you? What do you base your happiness on?
Check the helpful hints.
Now write down the definition for capitalist society in your notebook
from the sidebar on page 77.
With the Renaissance came new social and economic systems. Feudalism
ended and peasants sought new opportunities such as jobs that were
available in the cities. Trade and manufacturing increased as did
investment opportunities. This “boom” created a middle-class society.
Some of the middle class became important investors seeking to make
a profit—the foundation of a capitalist society. Money and goods were
exchanged and the result was profit. A stronger economy emerged.
Capitalism became the new economic system.
Section 1: The Renaissance Spreads
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45
Read pages 76 and 77 of Our Worldviews. You will notice that during
the Renaissance a new middle class of people evolved—people with
professions and trades.
2. What evidence is there in your reading that capitalism is the new
economic system of the Renaissance?
Compare your answers.
During the Renaissance many of the poor saw opportunities to improve
their lifestyle. They created their own identity through hard work and
taking advantage of opportunities available to them in a capitalist society.
With this came an improved quality of life.
Read page 78 in your textbook and investigate the Renaissance family.
3.a. How would you define the Renaissance family?
b.
What was the worldview of the Renaissance family?
Compare your answers.
4. Look at the painting on page 78 of Our Worldviews. This painting
is titled Children’s Games. It depicts the common people and the
activities they participated in. The common people in this picture
appear to be happy and healthy. They seem to have a good quality of
life.
a.
How does this painting illustrate the development of humanist
thinking?
b.
How many different games can you identify?
c.
If you were to paint a picture, what 21st century games would you
include?
Check the helpful hints.
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Social Studies 8: Module 2
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The 21st-century woman is very
different from the Renaissance
woman. Women today have a strong
identity. Thanks to women like
the famous five—Nellie McClung,
Emily Murphy, Henrietta Muir
Edwards, Louise McKinney, and
Irene Parlby—Canadian women
of the 20th century began to find
their identity and individuality.
Women began to see changes to
the workplace; they were entitled
to equal pay and equal status and
could pursue jobs that were often
considered too difficult or not
suitable for women. This was a
result of the feminist movement.
Read pages 79–83 of Our Worldviews to explore the changing worldview of
women and education. Some women even became influential and began to
encourage a shift in thinking about the roles of women in society.
As you continue your exploration of individuals who helped to spread
humanism, include the following women in your comparison chart:
Agrippa of Nettelsheim, Maria de Zayas y Sotomayer, Christine de Pizan,
Anna Bijins, Marie Dentière. How did these women impact worldview?
In this chapter, Same Time, Different
Place on page 81 of your textbook, looks
at the roles of women. You will see that
the worldviews in Italy, North America,
and Japan were very different. Culture
had a huge impact on the role of women
in society. Look at the Haudenosaunee
First Nation perspective. Are you
surprised with what you discovered?
Section 1: The Renaissance Spreads
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47
5. Individually, with a learning partner, or in a small group summarize
in your notebook or electronic file how the roles of women in
Renaissance society were changing. As you summarize consider
using the following headings: political systems, economic systems,
culture, and quality of life to determine how women’s roles changed.
Check the helpful hints.
There is no assignment for this lesson.
Looking Ahead
In Lesson 4 you’ve looked at how a shift in perspective and worldviews
changed the economic and social systems of the Renaissance. A new
middle class evolved as trades and professions became important to the
new capitalist society. Quality of life for many improved as the value of
the individual allowed people to step out of their traditional roles and
begin to explore their options and opportunities. In Lesson 5 you will
continue to explore the power of the individual to influence worldview.
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Suggested Answers
1. As you work with your learning partner or group, you will have the opportunity to
brainstorm what quality of life means for you. You might include the following ideas in your
discussion. You may have many more ideas than the ones suggested here.
a.
Measures that are in place to make me feel safe include
•family bonds
•friends
•access to telephones and cell phones
•access to emergency telephone numbers—police, fire department, ambulance
•access to local, provincial, and federal governments
•laws for your safety and security
•freedoms (such as freedom of speech, freedom from discrimination)
•clean environment
b.
Basic needs are provided for you by your family. These include the following:
•food—Our society makes food readily available in our kitchens, at restaurants, and
in grocery stores.
•shelter—your homes wherever they may be
•clothing—suitable for all types of Alberta weather
c.
Canada has laws to ensure the safety and security of all children. Money is also available
through government programs to ensure that all children have their basic needs met.
d.
We are very fortunate in Canada to have a health-care system in place. The health-care
system has a way to go before the needs of everyone are met. Dental care is also available
for those who need it.
e.
In very simple terms, our quality of life is simply “How happy are you?” It is based on
beliefs and values as well as the factors mentioned previously. Some people equate
quality of life with living standards. This includes economics (income of a household),
living conditions (size of home and material things within your home), and how much
stuff you have.
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49
2. Your answers will vary; however, a capitalist society is an economic system where private
investment and making a profit are the goals.
•increase in trade
•increase in the use of money
•new manufacturing systems emerge
•quality of life improves, especially for the middle class
•people invest in their communities
•hard work leads to more opportunity, a better lifestyle, and higher social status
3. a. The Renaissance family is an extended family.
b.
The worldview of the Renaissance family is very different from our modern worldview.
In the Renaissance family, the father is head of the household and the mother works at
home to support the family. Children are considered young adults and are expected to
work and support the household. Quality of life was much better for most Renaissance
families than for most Medieval families.
4.a. The painting illustrates the development of humanist thinking through the games
the children are playing. These games represent the new philosophy of the value of
individual life and personal potential, exploration, and the learning of new ideas.
b.
Answers will vary as to the games you identify. You may have included children doing
acrobatics, playing leapfrog, piggyback rides, giving the bumps, chasing games,
blindfold games, and marbles.
c.
If you were to paint the picture today, you might include games like soccer, basketball,
baseball, bike riding, rollerblading, and skateboarding.
5. In your summary you might have identified the following about the changing roles of women
in Renaissance society:
Political Systems
•In the feudal system, women and children did not have equal rights.
•There were limited rights for women and children in the Renaissance.
Economic Systems
•In the feudal system, children worked the land with their fathers.
•In the Renaissance, city boys learned and apprenticed in trades.
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Culture
•Roman Catholicism was the main religion.
•The wealthy and the nobles were patrons of the arts.
•Wealthy children were educated and studied architecture, literature, and the teachings
of the classical world.
•The young daughters of the wealthy and nobles were taught to play musical
instruments and paint.
Quality of Life
•Fathers worked outside of the home and were the “bread winners”; mothers managed
the home and the children.
•There was no health care and a limited knowledge of medicine.
•Education was available for boys and the elite; girls were expected to grow up to be like
their mothers.
•The Church provided some help to needy families.
Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
43 © 2008 Jupiterimages Corporation
47 © 2008 Jupiterimages Corporation
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51
Lesson 5
Individuals and Worldviews
Galileo
As you come to the end of Chapter 2 you should now be familiar with
some of the many influential individuals during the Renaissance. You
have completed a comparison chart, which detailed the basic information
on each individual introduced in Our Worldviews and how they influenced
the worldview of the Renaissance.
Now you will return to the inquiry process and inquiry model, which
you were introduced to in Module 1. You will explore how to further
your research about one individual or field of study that was of particular
interest in this chapter. You will use this research to help you complete
the Witness to Yesterday assignment in Assignment Booklet 2A.
In Chapter 1 you were reintroduced to the inquiry model. If you turn to
page 84 of Our Worldviews, you will be reminded that your first inquiry
was planning. Now you will be practising the retrieving phase of the
inquiry model.
As you research on the Internet or in your library, you will need a place
to start. A keyword is often that place. In this lesson you will learn to
refine your searches for information in print and online resources by
using a variety of related keywords.
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Read the introduction on page 84 of your textbook. You are reminded of
the many individuals that changed the worldview during the Renaissance.
These individuals’ ideas were extremely different and sometimes not
immediately accepted by society. Also, many people were resistant to
change as the Church was a very powerful influence in people’s lives.
The Church did not want to change, it wanted to maintain the status quo.
Change began in the wealthy upper class, as they were the ones with
the resources to buy art, books, and inventions that reflected the new
worldview. The peasants simply tried to survive day-to-day.
To get started with this Focus on
Inquiry, review the three steps on
pages 84 and 85 of your textbook.
Remember to find a focus and
appropriate resources, and then
create a working list of resources.
The focus of this inquiry is the retrieving phase. You may find the Skills
Centre of the textbook a useful guide for extra help. On pages 361–364
you will learn “How to Find Good Sources of Information.” Go to this
section and read the suggestions for finding information in the library, on
the Internet, and in newspapers.
Now work through the steps of “Using Your Inquiry Skills” on page 84 of
Our Worldviews. Complete the steps of this inquiry in your notebook or
electronic file.
Step 1: This step is helping you find a focus. Look at your comparison
chart from Lesson 1. Which Renaissance individual has most interested
or inspired you? Use a chart like the one on page 85 to make a list of
keywords that you will use to begin your research. As you search for
information, you will add more keywords to your chart.
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Step 2: On the sidebar on page 85 you will see a pathfinder. This
provides you with a variety of resources for retrieving information. First
you look to General Works, then Print and Non-print Resources, followed
by News Sources, and Other Sources. Think about the type of resources
that might have information about your Renaissance individual. Use your
keywords to find many types of resources that will help you with your
research.
Step 3: Put all of your resources together on a working list in your
notebook or electronic file.
Reflecting and Evaluating Phase: Think about the Retrieving Phase of
the inquiry process that you have just completed. Answer the questions
that will help you reflect and evaluate your inquiry on the bottom of
page 85 of Our Worldviews.
Now open Assignment Booklet 2A, turn to the Section 1
Assignment, and answer questions 3 to 7.
Looking Ahead
In Lesson 5 you learned one more step of the Inquiry Model—the
Retrieving Phase. Keywords are an important tool for research, as is
deciding where to research. With the information age that we now live
in, there are many resources available for research. The critical skill is
being able to narrow your search in order to access the information that
is important and relevant.
As you continue your studies of Social Studies 8, you will continue to
explore and practise the different phases of the Inquiry Model. You
are at the end of Lesson 5. In the next lesson you will explore how the
Renaissance shaped the Western worldview.
Image Credits
All images in this lesson were created by or for Alberta Education with
the following noted exceptions:
Page
52 © 2008 Jupiterimages Corporation
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Section 1 Conclusion
In Section 1 you continued to explore how the ideas of the Italian Renaissance shaped the
worldview of Europe. The humanist movement changed people’s way of thinking. People
now saw their life as important and valuable. Philosophers, writers, artists, scientists, and
mathematicians encouraged humanism through their art, architecture, exploration, and writing.
You explored the graphic organizer introduced to you on page 9 of your textbook called
Worldview Affects the Way a Society Operates. You explored how social, political, and economic
systems changed as the medieval period and feudalism ended and the ideas of humanism
expanded.
Now that you understand how the Renaissance spread throughout Europe, you will begin to
explore how the Renaissance changed the Western worldview. You’ll be doing that in Section 2.
Section 1: The Renaissance Spreads
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55
Section 2
The Renaissance Western Worldview Develops
The sun rises and sets. Each day is a new day
filled with exciting adventures. As a
student, you are presented with new
opportunities and challenges
every day. Your world and
the way you see your world
is always changing. You are
constantly learning and your
worldview is always evolving.
This is your reality. Change
was also the reality of western
Europe during the period of the
Renaissance. There was a desire to
gain knowledge and to expand the colonies
in search of increased power and wealth.
Exploration led to the discovery of new lands and people.
Up until the Renaissance, the world was seen as flat. There was a fear that if explorers ventured
too far towards the horizon, they would simply fall off the edge. With the search for knowledge
came the development of new inventions and increased understanding of the world. Some
philosophers even ventured as far as to say the world was round!
In Section 2 you’ll learn how the desire of kings and queens and scholars and philosophers to
explore new worlds, new life, and new civilizations became part of the Western worldview. As
you complete the work in Section 2, you’ll be able to answer these questions:
•How did the Protestant Reformation introduce new religious views to the Western world?
•What factors lead to developing national identity and citizenship during the Renaissance?
•How was the Age of Exploration fueled by a desire for wealth and power?
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Lesson 1
The Protestant Reformation
Take a minute and reflect on
what you have learned so far.
Refer back to and think about your
“I wonder . . .” questions for
Section 1. As you reread them,
what do you think is the most
interesting fact that you have
learned?
Turn to page 88 of
Our Worldviews and read the
chapter questions. As you
become more familiar with the
Renaissance, what new “I wonder
. . .” questions do you have? What
do you want to discover? Record
these questions in your notebook
or electronic file.
As a Grade 8 Social Studies student you are discovering much about
your world and how the Western worldview grew out of the Renaissance.
Discovery—that was what the Renaissance was all about. The knowledge
and ideas that were discovered during the 14th to the 16th centuries in
western Europe resulted in monumental changes.
These changes in western Europe influenced the Western worldview and
the worldview of many Canadians. Turn to page 4 of Our Worldviews and
review “A Worldview of People in the Western World.” How many of the
worldviews on the clipboard are your worldviews? Which worldviews are
related to humanist worldview? Can you see connections between the
Renaissance worldview and the Western worldview?
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Ms. Okoro: Who has influenced your worldview?
Yin: I think my own worldviews have been shaped mostly by my family, they were my
first teachers.
Ms. Okoro: Okay. So from your family you learn their worldviews or values and belief
system. Let’s take it to the next step; who influenced your family’s worldview?
Dakota: Well, I have a Métis heritage and my family’s worldview was influenced by our
culture. We have both an Aboriginal and French heritage.
Ms. Okoro: So your culture influences your worldview? Does anything else influence it?
Dakota: My family lives in a northern Alberta community. I think that my community has
influenced my worldviews.
Ms. Okoro: You are right! Where you live and the people you are in contact with help to
shape your worldview.
Yin: I moved here from China when I was little. I guess my life in China before I came to
Canada influenced my worldview.
Ms. Okoro: You’re partly right! You came to Canada with worldviews you brought
with you from China, but Canada and the people here have also influenced your
worldviews.
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Yin: I guess it’s a two way street—I bring my worldviews and share them, and my
friends and community share their worldviews with me. I’m always discovering new
ideas and worldviews—cool!
Ms. Okoro: You have both described Canada’s pluralistic worldview. In Canada, minority
groups may keep some or all of their own traditions and their worldview reflects
this. They also absorb some of Canadian society’s worldview. Both influences help
to create and shape a person’s worldview.
Canadians are very proud of being part of a multicultural nation. It is that
pluralism that makes our country so unique—we can all be proud of our
heritage and our history.
Imagine you are communicating with a Grade 8 student in another
country. You want to describe your country and what qualities make
your country so wonderful. Think about your history—your family’s
story. What makes you proud to be a Canadian? How would you describe
Canada’s pluralistic worldview to a non-Canadian?
Consider these questions as you read page 89 of Our Worldviews.
Many questions for you to consider are addressed in the Worldview
Investigation.
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Ms. Okoro: In this Roundtable Discussion I want you to share your ideas about what you
think life is like for a new immigrant in Canada.
Yin: When arriving in Canada, new immigrants, who do not speak English or French and
who are not familiar with the Canadian worldview, must feel very lonely and anxious.
Dakota: I think that because of our pluralistic worldviews we are very welcoming to new
immigrants. I think that there might be someone at the Department of Immigration
who could speak to them in their own language and help the immigrants feel
comfortable.
Tina: I’m sure that once the immigrants got settled they would find that Canadians are
very friendly. We pride ourselves on being good and caring citizens.
Jeff: We have social systems such as health care and social services that are set up
to support new immigrants.
Ms. Okoro: Great discussion! You’re all right! Canada celebrates its multiculturalism.
We welcome diversity. Diversity is what makes our country such a great place to
live. Not only are all people treated as equals, but they are also free to practise any
religion. Our constitution provides these freedoms to all Canadians.
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1. In a group or with your learning partner, continue to have this
Roundtable Discussion as you review the question, “What must it be
like for a new immigrant family to fit into Canadian society?”
Check the helpful hints.
Going Further
To fully understand what Canada offers for people interested
in immigrating to Canada or those who have arrived already,
research Canada’s immigration policies, Canada’s Charter of
Rights and Freedoms, and Immigrant Success Stories. You might
find the following websites useful.
www.cic.gc.ca
www.charterofrights.ca
www.thecanadianimmigrant.com
Freedoms, like the ones allowed to Canadians, were not allowed to people
in Europe before the Renaissance. The Roman Catholic Church was
very powerful, and those in charge truly believed that its teachings alone
were true. Fearing that people might be led astray by ‘false teachings,’
the Church authorities tried to control what people thought and did.
The Church wanted to maintain the status quo. Citizens began to see
corruption in the Church and began to question the rules, rituals, and
teachings of the Roman Catholic Church.
People who wanted reform protested the ways of the Catholic Church.
Originally all that the people wanted was to reform the ideas and
the practices of the Roman Catholic Church. The Church refused to
change; people protested and the Protestant Reformation was born. The
Protestant Reformation paved the way for the Protestant Church and the
practice of many other forms of religion.
Section 2: The Renaissance Western Worldview Develops
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New religious views were introduced, which included the belief that
the Bible and its teachings should guide society—as opposed to the old
views that the Church should guide society.
2. In this question you will explore the individuals who saw the
need for Reformation. Think about how their ideals compared to
humanist ideals. As you read pages 90–93 in Our Worldviews, create
a comparison chart in your notebook to record information about
each Renaissance Reformer named in the textbook. Include as your
headings the following information: name of reformer/group, where
and when he or she lived, the contributions and accomplishments
made, and their influence on worldview. Take a virtual field trip to the
Student Support CD for additional information on these Renaissance
Reformers.
Name of
Reformer/
Group
Where and
When He or
She Lived
Martin Luther
1483–1546
German priest
Most Important
Contributions/
Accomplishments
Influence on
Worldview
John Knox
Henry VIII
Queen Isabella
and
King Ferdinand
John Calvin
Huguenots
Compare your answers.
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3. The role of the Protestant Reformer may have been much more
difficult had it not been for particular situations and technologies that
were in place. With a learning partner, discuss the advantages the
Protestant Reformers had.
Check the helpful hints.
Going Further
During the Renaissance, individuals who spoke against the rules and teachings of the
Church were not admired. One such individual was Girolamo Savonarola. He spoke
against the Pope because of the corruption he saw within the Roman Catholic Church.
He felt that the rules as well as the wealth of the Church pulled people away from the true
teachings of the Bible and their worship of God.
Savonarola inspired the citizens of Florence to build a huge bonfire, called the
Bonfire of the Vanities. Citizens burned their fancy possessions including clothing, wigs,
makeup, art, and books in support of him. Eventually the people of Florence got tired
of Savonarola’s extreme views and turned against him. He was finally excommunicated
from the Church.
Girolamo Savonarola was charged with opposing the Pope and the belief system of the
Catholic Church. He was found guilty and was executed and burned at the stake.
Savonarola’s demise did not stop people from speaking out against the corruption of
Church officials or the Church’s power over the people. They supported the idea that the
Bible should guide the people—not the Church.
Do an Internet search using the keywords Savonarola or Bonfire of the Vanities to learn
more about this famous reformer.
In Canada freedom of religion is a right given to everyone. Many
different cultures make up the multicultural mosaic of Canada. Religious
freedom offered to people has lead to the diversity of our nation.
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4. Visit the Statistics Canada website to examine religions in Alberta
today. Reflect about how our society and worldview has been shaped
by the many different belief systems.
http://www40.statcan.ca/l01/cst01/demo30c.htm
As you look at the statistics chart, answer the following questions in
your notebook or electronic file.
a.
How has religious tolerance made Canada a desirable country to
live in?
b.
Where does your belief system fall on that chart?
c.
How have your worldviews been shaped by the religious leaders
of the Renaissance?
Compare your answers.
5. What do you think would be the pros and cons of a country having
one common religion versus a country with a mix of religions?
Construct a chart with the headings “Mix of Religions” and “One
Religion.”
Consider everything that you have read about Renaissance views on
the Roman Catholic Religion and Religious Reform. Also consider
these questions as you fill in your pros and cons chart:
•How did the Roman Catholic Church respond to reformers?
•How did the people respond to reformers?
•In Canada, as you have seen by the Statistics Canada chart,
we encourage diversity and freedom of religion. Is Canada
more—or less—desirable than a country that allows for only
one religious belief? Why?
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Your pros and cons chart should look something like this:
Mix of Religions
One Religion
• Freedom of religion and
• No religious freedom or
•
•
•
•
•
•
practice of own religious belief
system
tolerance for different belief
systems
Discuss the chart with a learning partner. Did you come up with different
ideas? Perhaps you are influenced by a different belief system or different
worldviews.
Check the helpful hints.
Now open Assignment Booklet 2B, turn to the Section 2
Assignment, and answer questions 1, 2, and 3.
Looking Ahead
The Roman Catholic Church was the centre of life and politics in western
Europe. With the Renaissance and new ways of thinking, change in
Church practices was inevitable. Reformers wanted to see new churches
and new ideologies. Protestant religions were introduced. In the next
lesson you will see how the establishment of new religions contributed to
the formation of countries, national identity, and citizenship.
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Suggested Answers
1. In your group or with your learning partner, you will continue to think of ideas about life in
Canada for a new immigrant family. In your discussions, did you consider the following ideas?
•Citizenship and Immigration Canada welcomes refugees, family sponsors, skilled
workers, entrepreneurs, investors, and provincial nominees to Canada.
•Social programs are provided to help new immigrants learn the language, find jobs,
learn skills, and receive counselling.
•Canada’s Charter of Rights and Freedoms provides for freedom of speech, freedom of
religion, and freedom of choice.
•Canadians are free to enjoy different clothes, food, philosophies, traditions, beliefs, and
values.
2. Your chart should be similar to this one.
Name of
Reformer/
Group
Martin Luther
John Knox
Henry VIII
Where and
When He or
She Lived
Most Important
Contributions/
Accomplishments
1483–1546
German priest
He wanted to reform the
Roman Catholic Church.
He believed the focus to
be on Christianity and the
teachings of the Bible.
He influenced
the freedom
of religion and
the Lutheran
Church.
1505–1572
Scotland
He led the Protestant
rebellion in Scotland.
He created councils to
govern the church.
He was
influential in
creating the
Presbyterian
Church.
1491–1547
England
Henry VIII developed
the Church of England.
The King controlled the
property of the Church in
England.
66
Influence on
Worldview
He created
the Church of
England.
Social Studies 8: Module 2
© 2008 Alberta Education
Queen Isabella
and
King Ferdinand
John Calvin
Huguenots
1492
Spain
1509–1564
Switzerland
1598
France
They ordered all heretics
or disbelievers to be
persecuted and expelled
from Spain.
Roman
Catholicism was
the state religion
and the only
religion people
were allowed to
practice.
Calvin believed people
Church and state
should live by the scriptures should not be
of the Bible.
separated.
They were followers of
Martin Luther.
They became a
Protestant group
after 40 years
of war with the
Roman Catholics.
3. The Protestant Reformation spread because of the following reasons:
•The philosophy of humanism allowed for a change in attitudes towards religion.
•Religious flyers and writings could be easily produced and distributed with new
printing-press technology.
•Latin was not the only language of religions; the Bible was now printed in many
languages as were the reformers’ documents.
4.a. From viewing the Statistics Canada chart it is clear that Canada’s 30 million people are a
diverse group who share different religious beliefs. The majority of our citizens represent
the early immigrants who practised Roman Catholic or Protestant religions. But with
Canada’s Charter of Rights and Freedoms and immigration policies, many different
religious groups have made Canada their home.
b.
Your answer to this question will reflect your personal belief system.
c.
Your answer to this question will reflect the origins of your own beliefs. Did your
beliefs evolve from Renaissance religious leaders, or are your beliefs much older than
the Renaissance? Are your beliefs more modern and evolved because of more modern
worldviews?
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5. Your pros and cons chart should look something like this:
Mix of Religions
One Religion
• Freedom of religion and practice of own • No religious freedom or tolerance for
religious belief system
different belief systems
• Freedom to speak a different language
• Freedom to dress in a cultural costume
• Freedom to discuss religious beliefs
• Only one language spoken in church; the
Bible is only written in one language.
• The church representatives are powerful
leaders in the society.
Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
57 © Gijs van Ouwerkerk/shutterstock
59 © 2008 Jupiterimages Corporation
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Lesson 2
The Formation of Countries
There are 194 countries or nations in the world today. Find a political
map of the world in your atlas or on the Internet. You will see that a
political map identifies each country by using border lines and different
colours. You will also notice that some countries are very large and
others are very small.
Look for Russia, Canada, and the United States; they are the largest
countries in the world and are easy to spot. However, one of the smallest
countries is Vatican City. It is the religious centre for the Roman Catholic
Church and is surrounded by the city of Rome. You will have to research
further to see where Vatican City is located on a map, because it is only
0.3 square kilometers in size.
Even though Vatican City is a small country, it has an identity. An
identity is established when a country shares a common history, common
culture, national language, and a national flag. When we refer to a
country or nation with an identity, we call it National Identity.
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Going Further
Vatican City is a fascinating
example of Renaissance
architecture and art. This
city is where the Pope lives
and works and is the home to
St. Peter’s Basilica. Vatican City
is a country with its own flag,
currency, and postage stamp.
One way to see this amazing
0.3 kilometer country is with
Google Earth. This program will
provide you with satellite images
of the small country. If you don’t
have access to Google Earth, use
your search skills to find pictures of Vatican City on the Internet.
As Canadians, our national identity has been influenced by our
multicultural diversity. It is our collective identity that is the foundation of
our national pride.
Members of a country are called citizens. Canadians are proud of
their citizenship. As a member of Canada, either by birth or by choice,
Canadian citizens have rights and freedoms as established in our
Canadian constitution.
Countries as they exist today did not exist during the Renaissance.
Europe of the 1500s was divided by kingdoms, states, city-states,
empires, and dominions. It was during the Renaissance that national
identity and citizenship began to develop. However, it wasn’t until the
1800s that countries as we know them today began to appear on the
world map.
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Mr. Crowshoe: In Social Studies 7 you studied how Canada became a nation. Do you
remember why the colonies decided to unite together to form the Dominion of
Canada in 1867?
Hélène: If Canada was united, they would be better able to defend their borders.
Koen: Also, the railway was built to join the colonies so that they could trade amongst
themselves and not have to rely on other countries to support their economy.
Remember that John A. Macdonald’s vision was to see a railway from sea to sea.
Mr. Crowshoe: Don’t forget that to better meet the needs of both the Anglophones and
the Francophones, a federal system of government was recommended.
Hélène: What about the First Nations?
Mr. Crowshoe: The First Nations were outnumbered by the Anglophones and the
Francophones, and under the new constitution the First Nations and their lands
would be controlled by the federal government. You will notice that many indigenous
people lost their land and their rights during the Age of Exploration.
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People during the Renaissance began to develop a sense of pride and
belonging as centralized countries in Europe emerged. Stronger national
identity and citizenship was a result of this stronger sense of pride.
1. What were the factors that led to the development of centralized
countries? To answer this question read pages 94 and 95 of
Our Worldviews. Find information on gunpowder on the Student
Support CD. Record the factors that led to the development of the
centralized countries in a cause and effect chart.
Compare your chart with a learning partner or in a group.
Cause
• Religious Reform
• Monarchs wanted to
•
•
increase the power of cities.
Effect
• Development of Protestant
religions
• Shift of population from
rural areas to urban areas
•
•
Check the helpful hints.
You will have identified that many factors contributed to the
establishment of countries in Europe. This change of ideas and thinking
created a new sense of national identity and citizenship. Worldviews
began to change. Read “Changes in European Societies Show Changing
Worldviews” on pages 96 and 97 of Our Worldviews.
2. a. Use the worldview graphic organizer found on page 96 of
Our Worldviews or a note-taking chart to record your notes in
your notebook or electronic file. Identify how social systems,
political and economic systems, and culture changed. Your notes
should come from pages 96 and 97 of the textbook. When you are
finished, share your graphic organizer or notes with a learning
partner. Examples of a graphic organizer or note-taking chart can
be found on page 374 in your textbook.
b.
Can you add any more detail to your graphic organizer or your
note-taking chart?
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c.
Verbally summarize with your learning partner how changes in
European societies were changing worldview.
Check the helpful hints.
The development of national languages was a key factor in creating
national identity. In Canada we have two official languages, French and
English. They represent Canada’s two founding nations. The languages
of the many people who make up the Canadian population—including
Aboriginals—enriches our pluralistic society. The Canadian government
promotes individual languages in Alberta and in Canada.
Going Further
To further understand how Canada supports our pluralistic
society, go to the following Statistics Canada website. You will
notice the number of speakers of various languages in Alberta and
Canada. Using a computer, create a spreadsheet and formulate a
pie graph that shows the number of people who speak different
languages in both Canada and Alberta.
http://www40.statcan.ca/l01/cst01/demo11c.htm
What do you find most interesting about the statistics? What do
you find most surprising?
There is no assignment for this lesson.
Looking Ahead
In Lesson 2 you explored how national identity in European countries
was evolving during the Renaissance. You explored the changing social,
political and economic systems, and culture in Europe. Renaissance
worldview was changing and it was going to spread to the Western world.
In the next lesson you will investigate how countries wanted to expand
their wealth and power through exploration and, in doing so, created a
Western worldview.
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Suggested Answers
1. Factors that led to the development of the centralized countries were as follows:
Cause
Effect
• Religious Reform
• Development of Protestant religions
• Monarchs wanted to increase the power
• Shift of population from rural areas to
• More business and trade with new trade
laws
• The creation of more wealth in the cities.
of cities.
• A common language, religion, and beliefs
• Gunpowder was introduced, which made
soldiers more powerful.
• Printing press, local languages, and
books about the history of countries
spread.
urban areas
• Citizens developed strong identities.
• Monarchs developed more wealth for
themselves and for the mother country.
• Monarchs took control of nobles’ land.
• National identity and collective pride
developed.
• Exploration of new lands
• Colonization occurred.
2. When you take notes from a textbook, make sure to put them in your own words and
remember to summarize. You should also be able to verbally explain all of your summary
notes. Your note-taking chart should include the following ideas:
a.
Changes in European Societies Show Changing Worldviews
I. Social systems
i. Citizenship—people felt more allegiance to the government.
ii. Exploration—people were curious and desired knowledge of the unknown.
iii. People felt they had the ability to excel and achieve because of the ideas of humanism.
iv. Public services were introduced.
v. Growth and power of the states put them in competition with the Church.
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II. Political and economic systems
i. There were strong central governments.
ii. Countries had political and economic independence.
iii. Armies were established.
iv. Resources were made available for war and exploration.
v. Centralized laws and rules were created for people to follow.
vi. National economic policies were created to monitor trade and taxes.
I II. Culture
i. A national language was established.
ii. An educated middle and upper class grew.
iii. Bibles and religious literature were written in the national language and were more available to all classes of people.
iv. The people shared a culture.
b.
When you share your graphic organizer or note-taking chart with your learning partner,
you may be able to add more detail to your notes.
c.
Your answers will reflect a verbal summary of your notes. As you summarize be sure to
add detail and, of course, the headings for each section of your notes.
Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
69Lukalex/shutterstock
70 © 2008 Jupiterimages Corporation
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Lesson 3
The Age of Exploration
Curiosity and adventure motivated
Renaissance Europeans to explore.
However, a major part of the European
worldview was the desire to expand
their influence and power throughout
the known world. The more land that
was claimed, the more power a country
possessed. The more resources that
were discovered, the more wealth
a country acquired. The European
economic worldview promoted the idea
of growth and expansion.
Marco Polo
The Age of Exploration is often referred to
as the Age of Discovery. It was a time when
Europe wanted to explore new land so that
they could expand their colonies, find
precious resources, and spread Christianity
around the world. This was an expansionist
worldview, which meant expanding both
territorially and economically.
Read pages 98 and 99 in Our Worldviews to investigate expansionism and
the need for new trade routes.
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The number one reason for the Age of Exploration was the need for a sea
route to the Far East to buy luxury items such as spices, silks, jewels, and
porcelain. These items were very expensive as they were bought and sold
by traders on the Silk Road.
The Silk Road was the name given to the trade route to the Far East.
It was a slow journey as traders transported goods from the Far East,
through the Islamic Empire, and into western Europe—and most of the
way they used camels. A camel could only carry about 200 pounds. By
the time the goods such as spices, silks, and jewels arrived in Europe,
they would cost about 2000 times the original price.
A sea route meant control of the supply of goods and the elimination of
the middlemen. Countries hoped a direct route would be a solution to the
high cost of the luxury items. In addition, an increasing curiosity as to
what lay beyond European waters also spurred this desire to explore.
New ships had been invented to carry large amounts of supplies and
trade goods over long distances. Advances in map making and new
navigational tools had also been invented that would help to prevent
ships and their crews from getting lost at sea. European monarchs were
in support of explorers setting out in search of safer and shorter trade
routes. These new routes would hopefully provide a wealth of resources
that were less expensive than those transported on the Silk Road.
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1. Imagine you are a trader. Upon your return from a voyage, you bring
news to the king of explorers searching for new direct sea routes to
India and China. You are eager to also discover a new route to India
and China and must get the king to agree to let you do this.
Using the Map of Ptolemaic world on page 100 and information found
on pages 100 and 101 of Our Worldviews, map out the route you plan
to take and the technology that is available for you to make a safe
journey. Write a descriptive paragraph of the journey for the king. Be
sure to include specific details about advancements in navigational
tools, ships, and maps that would aid your journey.
Do you think the king accepted your request?
Compare your answers.
How different would your journey be today? With the use of satellite
images of the Earth, you would be able to plan your exploration knowing
the many large and small bodies of water and land masses that you
would encounter. It was the Age of Exploration, and the desire of brave
explorers documenting their travels that led to the modern world map
used by geographers today.
Prince Henry of Portugal was also known as Henry the Navigator. He
was not an explorer, but he provided education and support for explorers.
He established a school in Europe to educate scholars to develop
navigational tools to support exploration.
2. With a learning partner or in a group, read page 102 of Our Worldviews
and discuss question 2 in the Reflect and Respond box at the bottom of
the page. You don’t need to write out an answer, but try to brainstorm
how Henry the Navigator encouraged the Age of Exploration. Do you
think he was a key contributor to the Age of Exploration?
Check the helpful hints.
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As explorers ventured forth they often returned home with news of
vast resources. John Cabot sought the support of the King of England.
The King of England envied the wealth of Portugal and Spain and
supported John Cabot on his quest. When Cabot returned to England
after exploring the Atlantic Coast off the shores of Newfoundland, he had
news of vast fish resources—“enough to feed the kingdom until the end
of time.”
Going Further
You may recall seeing Historica Minutes on the Multimedia CD
in Social Studies 7. On the Social Studies 8 Student Support CD
you can once again view a re-enactment of Cabot’s discovery of
codfish on the Grand Banks. This short video clip provides a
visual of the excitement and pride an explorer would have when
he returned to the mother country with news of his discovery.
The King of England must have felt very powerful knowing that
he could provide his colony with this bountiful resource.
You can also view Jacques Cartier’s
interaction with the Haudenosaunee
on the Social Studies 8 Student
Support CD. Consider the different
worldviews in the video clip.
What was the worldview of the
Haudenosaunee compared to the
worldview of Jacques Cartier?
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Ms. Belkin: Let’s have a roundtable discussion. Exploration to find new trade routes
was an important part of the worldview of the Renaissance. Controlling the
resources and trading the resources meant profit and wealth for the mother
country. What evidence do you have that supports a modern worldview that trade
and profit is important?
Antonio: Our country is involved with foreign trade and investments; oil and gas is one
example of trade and profit for Alberta.
Yin: Canada has companies like McDonalds and Starbucks. There are companies like
these all over the world.
Jeff: Canada has free trade agreements. We can trade freely with the United States
and Mexico because of NAFTA—the North American Free Trade Agreement.
Koen: The computer and Internet technologies, as well as advances in transportation,
make importing and exporting goods easier, quicker, and cheaper.
Ms. Belkin: Excellent ideas! You’ve considered a few very important reasons why trade
and profit are a modern worldview.
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When space exploration resulted in Neil Armstrong walking on the
moon, worldview changed. People now thought anything was possible.
When the United States was in the space race with Russia, it was very
important to be the first to accomplish an outer space success. Being the
first to achieve the glory also put power in the hands of the country who
achieved that goal first. Today, like the Renaissance, exploration is driven
by the desire for power. Do you see the connection between the Age of
Exploration and Space Exploration?
European countries who sought to gain more power were Portugal,
Spain, France, Holland, and England. Expansionist thinking drove these
countries to send explorers to seek and claim new land. More land meant
more power and more wealth for the mother country.
Portugal, Spain, France, Holland, and
England were ethnocentric—they
believed they were superior to all other
countries and their inhabitants. They
believed they were entitled to the new
lands and the resources they discovered
because they were the most powerful
and wealthiest countries in Europe. They
took control of the indigenous people
who lived in their newly discovered land;
they believed that they were superior to
all indigenous societies.
In Social Studies 7 you explored the importance of mercantilism. New
colonies were important sources of raw materials. The raw materials
were sent to the mother country to be made into finished goods, and then
the product was sold throughout the world for a profit. The result was
the accumulation of wealth in the form of gold and silver for the mother
country.
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Consumerism is the driving force behind mercantilism. The more
material goods one accumulates, the wealthier they are. Portugal, Spain,
France, Holland, and England were also driven by consumerism. They
desired to collect material goods and increase their wealth.
3. Create a chart in your notebook for taking notes about the
Age of Exploration from pages 103–108 of Our Worldviews. Organize
the facts into four subheadings: Key Explorers (including the mother
country and the date of exploration), Reasons for Exploration, Routes
of Exploration, Colonies Established, and Role of Government or
Monarch. Be sure to read the side panels and make note of each
country’s contributions to exploration. In addition, please refer to the
Student Support CD for more information on explorers found in your
textbook, as well as information on additional individuals.
Key
Explorers,
Country,
Date
Bartholomew
Diaz
Portugal, 1487
Reasons for
Exploration
Routes of
Exploration
Colonies
Established
find a new
around Africa,
southerly route came to Cape of
to Asia and
Good Hope
India
coasts of Africa
and India
Role of
Government
or Monarch
Vasco da Gama
Portugal, 1497
Check the helpful hints.
Go to your Social Studies 8 Student Support CD and trace the journeys
of different explorers that you have investigated in this lesson. You will
see an image of each explorer, view an interactive timeline, and learn
more about the impact the explorers had on the expansion of Europe
and the Western world. Once you have viewed this map, you may need
to revisit your chart and make additions to it.
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Going Further
The life of an explorer was not an easy one. Not all explorers
returned to Europe as heroes. Magellan lost his life on his journey
to circumnavigate the world. Only one of his five ships returned
to Europe after successfully completing the voyage that Magellan
had begun.
Another explorer who met with an unpleasant demise was
Giovanni da Verrazono. He was hired by the King of France to
find a short route to the Orient. He managed to establish a French
claim on the southern part of North America before he was
captured. Research the Internet to find the most popular stories
of his demise.
For more research on explorers and interesting facts explore The
Mariners’ Museum Age of Exploration at
http://www.mariner.org/educationalad/ageofex.
Now open Assignment Booklet 2B, turn to the Section 2
Assignment, and answer questions 4 to 8.
Looking Ahead
As a result of exploration, Portugal and Spain became very wealthy
and powerful countries. France, Holland, and England followed in their
footprints, not wanting to be left behind. These superpowers expanded
their territorial claims throughout the world, and also gained economic
power from the resources they discovered and the material goods they
produced. It soon became evident that for countries to maintain control
of their land claims they would have to colonize them. In the next lesson
you will investigate how the Age of Exploration led to imperialism.
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Suggested Answers
1. Answers will vary, and because you will be speaking as a trader, you will include the trader’s
point of view (remember that point of view is the way an individual sees something). Your
explanation to the king might include some of the following details:
•goal is to reach China and India by sailing west
•use Map of Ptolemaic to guide the voyage
•great resources and also great knowledge brought back to Europe
•fears of falling off the Earth laid to rest because the scholars believe the Earth is not
flat but spherical
•the sailing ship a carrack; very safe; also large, with room for a large crew, provisions,
and a bounty of resources
•navigational tools include astrolabe, maps, and navigational tables to guide the crew
and keep them safe
•king seen as a hero for supporting expeditions to better his country
2.a. Henry the Navigator helped spread ideas and knowledge by doing the following:
•He established a school of navigation where scholars could learn new navigational
techniques, and perfect tools, maps, and sailing vessels.
•He had his captains keep logs and diaries of their journeys, which were used by
future explorers.
•Interpreters were conscripted and this was invaluable as they helped the explorers
interact with the local inhabitants, explore the new lands, and find resources.
b.
Henry the Navigator impacted the Age of Exploration with his school of navigation and
the teaching of scholars from all over Europe and the Middle East. Inventions such as
the quadrant, mathematical tables, and the caravel were developed at his school. These
inventions meant explorers could travel and explore farther than they had ever ventured
before.
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3. Here is one student’s chart that you can compare with your own. You will notice that some
spaces have not been completed. Use the following website to conduct further research:
http://www.mariner.org/educationalad/ageofex.
Key
Explorers,
Country,
Date
Reasons
for
Exploration
Routes
of
Exploration
Bartholomew find a new
around Africa,
Diaz
southerly route came to Cape of
Portugal, 1487 to Asia and
Good Hope
India
Vasco da Gama find a new
around Africa,
southerly
route
across Indian
Portugal, 1497
to Asia and India
Ocean to India
Christopher
Columbus
Spain, 1492
find a new
westerly route to
China and India
across the
Atlantic to the
Caribbean
Ferdinand
Magellan
Spain, 1519
find a new
route to Asia
and India, and
circumnavigate
the world
east coast of
South America
through the
Magellan
Strait to Pacific
Ocean and on to
Indonesia
Colonies
Established
Role of
Government or
Monarch
coasts of Africa
and India
sea route
established
The Pope divided
land claims between
Portugal and Spain.
Caribbean and Isabella and
Meso-America Ferdinand supported
(Latin America) exploration.
John Cabot
northerly route
England, 1497 to Asia and India
across the
parts of North
Atlantic to North America
America
one of the few
voyages supported by
monarchy
Martin
Northwest
Frobisher
Passage
and John Davis
England,
1576–1578
across Atlantic
Ocean to Arctic
Sea through
islands of
northern Canada
Queen Elizabeth I
supported further
exploration of
northern waterway.
Expeditions were
funded by English
merchants.
Jacques
Cartier
France, 1534
He explored
further north and
west of North
America.
across the
Atlantic to the
St. Lawrence
River
Canada
Section 2: The Renaissance Western Worldview Develops
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financed exploration
of greater distances
north and west
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Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
76 © 2008 Jupiterimages Corporation
77 © Daniel Hughes/shutterstock
79 © 2008 Jupiterimages Corporation
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Lesson 4
Imperialism
As exploration continued, policies of expansionism turned into
imperialism. European powers wanted to not only expand their
territories but also claim and control those territories. The policy of
imperialism is an economic policy with a goal to gain wealth and power
for the mother country. Portugal, Spain, France, Holland, and England
saw the importance of claiming the land for territorial and economic gain
and extending their power.
European countries viewed themselves as superior. When they claimed
new land they also claimed the inhabitants of that land. They thought
that the indigenous people were inferior and uncivilized, savage, and
barbaric.
The goal of the Europeans was to Christianize the indigenous people and
impose European cultural practices upon them. Many indigenous people
were enslaved and forced to work to benefit the economy of the mother
country.
Colonization was essential to maintain control of a colony and its
economy. People were sent to settle and farm the land and create a colony
for trade. The mother country and the monarchy became the rulers of
the new colony.
As the colonies became stronger, so did the European economy.
Countries became even more competitive and sought to claim more land.
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Mr. Foster: With the policy of imperialism, claiming and controlling
new lands led European countries to become huge empires.
An empire is like a large family.
Tina: I have four brothers and one sister. How is that an empire?
Mr. Foster: Well, if you consider your parents, grandparents,
aunts, uncles, and cousins, as well as your immediate family,
you are part of a large empire.
Jeff: Oh, I see! It’s like a mother country has relations throughout
the world.
Mr. Foster: That’s right. The empire of England had claimed land
that totalled over one quarter of the Earth’s land surface.
Read page 109 of Our Worldviews to further understand how exploration
and expansionism lead to imperialism.
Study the European Empires in Early 1700s map on the bottom of
page 109. In the map you will see that Spain had claimed large areas of
land in Central and South America. You will explore the impact Spain
had on this region and the Aztecs in Case Study Three.
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Much of North and South America was being explored and claimed
by the European powers of Portugal, Spain, England, France, and
Holland. If you compare a modern world map to the map on page 109 of
Our Worldviews, what do you notice? Did you notice that the boundaries
of the empires have changed and that new countries have developed?
1. After reading pages 110 and 111 in your textbook answer Reflect and
Respond question 1.
Compare your answers.
As discussed earlier, Europeans saw themselves as superior to the
indigenous people. They believed the one true religion was Christianity
and their desire was to spread Christianity to the people of the new lands.
This was part of their worldview.
2. Is Canada today an ethnocentric country? Using a Think-Pair-Share
strategy, discuss this question with a learning partner. Look for
evidence in your school, community, province, or country that reflects
a non-ethnocentric attitude in Canada.
Check the helpful hints.
The United Nations is an international organization that promotes peace
between countries in the global community. The United Nations was
developed after World War II to provide a forum for countries. They
are also a human rights organization that prevents the victimization of
minority groups.
3. Read Reflect and Respond question 3 on page 111 of Our Worldviews.
Analyze how the United Nations has supported indigenous people
and how the United Nations Declaration has helped to change the
Western worldview.
Compare your answers.
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As European countries pursued exploration and imperialism, their motto
was “For God, Glory, and Gold.” God was the religious foundation and
the belief that Christianity was the one true religion. Glory was awarded
with the discovery and claiming of lands and resources. Gold referred to
the resources that were accumulated, which lead to great wealth for the
mother country.
After John Cabot claimed Newfoundland for England, Sir Francis Bacon
said that the fisheries of Newfoundland were of more value to the Empire
than all the silver mines of Peru.
4. A motto is a saying. An example could be, “When life gives you
lemons, make lemonade.” In your notebook or electronic file, try to
create a motto for each European power—Portugal, Spain, Holland,
England, and France—that reflects their ethnocentric perspective of
imperialism.
Check the helpful hints.
Fish, as well as fruits and
vegetables, were important
resources that were exchanged
between the continents. Study
the map on page 112 of your
textbook to see the different foods
introduced to North America as
well as Europe. Are you surprised
to see which food groups came
from the New World? Imagine
Italy without tomatoes!
However, goods and products
were not the only things that
were exchanged. Unfortunately,
Europeans brought diseases that
devastated many indigenous groups.
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Read about the economics of imperialism and how imperialism affected
the European worldview on pages 112–115 of Our Worldviews.
5. Once you have finished the reading, verbally discuss with your
learning partner what effect imperialism had on the cultures, social
systems, and political and economic systems of
a.
the First Nations
b.
the Colonists
Check the helpful hints.
6. Read Reflect and Respond question 1 on page 115 of your textbook.
To answer this question, read what Michel de Montaigne wrote about
the indigenous people on page 114 of your textbook.
Now open Assignment Booklet 2B, turn to the Section 2
Assignment, and answer questions 9 to 14.
Looking Ahead
In Lesson 4 you completed your study of the Renaissance and how
this period of time influenced the Western worldview. Exploration,
expansionism, and imperialism truly changed how the world was seen.
Culture, social systems, and political and economic systems were
evolving. New worldviews were being established. You will continue to
explore worldview in Case Study Two as you complete another inquiry.
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Suggested Answers
1. The European worldview believed that land beyond Europe was available to colonize
and control. European powers were ethnocentric and believed they were superior to all
inhabitants that lived in their colonies. The indigenous people had their own beliefs and
cultures, but to the Europeans they were thought to be barbaric and savage and needed to be
converted to Christianity.
2. Canada prides itself on the diversity of our country. In your school, community, province,
and country you will identify that Canada celebrates cultural diversity. As a result, Canadians
have pride in their collective identity. Canada’s Charter of Rights and Freedoms promotes a
non-ethnocentric philosophy—for example, equal rights, freedom of speech, and freedom of
religion.
3. As you will recall from Grade 7 Social Studies and from what you have learned in this course,
European’s believed that indigenous people did not have rights. The European worldview
was to Christianize all indigenous people, taking away their culture, customs, and beliefs.
The United Nations decrees rights to all indigenous people. Canada’s modern worldview
believes that indigenous people have rights and freedoms and grants them those freedoms in
Canada’s constitution.
4. Mottos are quotes or creeds with which we live by. You may be familiar with the motto “Do
unto others as they would do unto you.” Many mottos provide insight into historical people,
places, or events. Your answers for this question will reflect your understanding of the
historical thinking and imperialistic worldview.
5.a. The following will help you understand the impact imperialism had on the First Nations
as:
•Disease wiped out 75%–90% of indigenous people.
•The introduction of new technology, metal tools and weapons, foods, plants, and
animals caused many First Nations to lose traditional skills.
•Many Elders and spiritual leaders died due to disease, which resulted in a loss of
traditions and cultures.
•Indigenous people lost rights to traditional culture, customs, and beliefs because of
the conversion to Christianity.
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b.
You will understand the impact imperialism had on the new colonies:
•Colonists were introduced to new resources and technology for survival by First
Nations people.
•New colonies were less structured than European society; colonies had more
freedoms.
•Freedom of religion—people could practise their own religion without persecution.
•Political freedom—personal liberties and opportunities for leadership were
available.
•Economic freedom—colonies offered opportunities for a better life.
•Land was available for purchase.
6.a. Montaigne describes the First Nations as in a “state of purity,” like a child; he did not
understand their complex social and political system.
b.
People of the First Nations would have been insulted by his comments. He was very
naïve and misunderstood their complex society. However, Montaigne did recognize the
democracy present in the First Nations political system.
Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
87 © Alexis Corvus/shutterstock
90 © 2008 Jupiterimages Corporation
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Lesson 5
Focus on Inquiry: Reflections
You will notice that you have reached another Focus on Inquiry section
on pages 116 and 117 of Our Worldviews. You will once again look at a
piece of the Inquiry Model puzzle.
The Inquiry Model is divided
into five sections. You have
already completed two phases of
the inquiry process. During the
planning phase in Chapter 1, you
identified a topic for inquiry and
developed a plan to research your
topic. In Chapter 2 you began
the retrieving phase, selecting
resources and beginning your
research. Now that you have
completed Chapter 3, you are
ready to complete the reflecting
and evaluating phase.
Refer to the model on page 118 of Our Worldviews. Inquiry is always
moving back and forth around a circle. It is also shaped like a puzzle
because it requires all the pieces of the puzzle to be completed. The
centre piece is attached to each piece of the Inquiry Model puzzle. The
reflecting and evaluating piece is the phase you will explore in this Focus
on Inquiry.
Reflecting and evaluating are not new terms for you, because during the
first two Focus on Inquiry phases you were reflecting and evaluating.
Reflecting and evaluating are always happening within each phase of the
Inquiry Model.
“I wonder . . .” questions are a form of reflection. You are asking yourself
questions and continuing to explore what you are learning.
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Koen: I like to think about what happened during my day by writing
in a journal or diary.
Yin: I got my first diary when I was in Grade 2. I write in it every
night before I go to bed.
Koen: I write about the good and the bad, the happy and the sad,
my hopes and desires; sometimes I write poetry, sometimes
stories, and sometimes I just jot down notes.
Mr. Crowshoe: Good for you. You are reflecting and evaluating as
you write down those thoughts, feelings, and events.
Read pages 116 and 117 of Our Worldviews about how your thoughts and
feelings affect your research.
On page 117 you will see a chart where reflection and evaluation has
taken place while researching. You will notice comments showing
doubts, fears, strengths, and enjoyment; all types of emotions are
expressed while you are reflecting and evaluating.
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You will notice that the reflection chart on
page 117 is very much like a diary or journal.
It is the self-talk that occurs when you write
in your journal or think about things.
1. With a learning partner, discuss your understanding of the retrieving
and evaluating phase of an inquiry.
Check the helpful hints.
To get started with “Using Your Inquiry Skills,” read pages 118 and 119 of
Our Worldviews. Pay particular attention to the four steps of the inquiry
process:
Planning Phase
•Step 1 — Select a topic
•Step 2 — Write a research plan
Retrieving Phase
•Step 3 — List key words
Reflecting and Evaluating Phase
•Step 4 — Think about reflecting
Notice that reflecting on the process follows each step. You’ll work your
way through these steps now. Remember that this is the end of Case
Study One, so you will be reviewing everything you have learned about
how the Renaissance shaped Western worldview.
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Planning Phase: Step 1 — Select a topic
In Step 1 your job is to select a topic for your research project. This job is
most easily completed when you work with a partner or in a small group.
Having someone to bounce ideas off of is a great help when you are
reviewing what you have studied up to now. Read through and complete
the steps for selecting a topic.
2.a. With a learning partner or in a small group review the
“I wonder . . .” questions that you developed for this case study.
You may also want to review the “I wonder . . .” questions in the
sidebars of Our Worldviews as well.
b.
When you feel like you have reviewed all of your “I wonder . . .”
questions, choose the “I wonder . . .” question that most interests
you. It should be something that you want to research further.
c.
After each step of the inquiry, it is important to reflect and
evaluate. You will be surprised how this task helps you to focus
your inquiry. In your notebook or electronic file, write down
what you were thinking and feeling as you chose your topic for
research.
Did you consider the following questions?
•How did you decide upon the “I wonder . . .” question you will
research further?
•What ideas and questions came to mind?
•Where does your research plan take you?
Planning Phase: Step 2 — Writing a research plan
This is the phase when you decide which resources you will use to
research your topic, why these resources would be useful, and where the
resources are located? You will also decide the audience and format for
your finished product. Read the strategies recommended for Step 2 on
page 118 of your textbook.
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3.a. Write your research plan in your notebook or electronic file. Your
research plan should explain thoroughly which resources you
plan to use and why you will use them. You should also detail
where your resources are located. Then you will list the possible
information sources. Lastly, you will identify your audience and
presentation format.
b.
As you reflect and evaluate this step you will continue to note
your thoughts and feelings in your notebook. Remember to ask
yourself what you included in your planning phase and what your
next step is.
Retrieving Phase: Step 3 — List key words
Now you are ready to begin the retrieving phase of your inquiry.
4.a. Develop a list of key words to use as search terms. Remember
that as you begin your brainstorming new key words will come
to mind. The more key words you have, the more information
you will be able to find. Review the strategies on page 119 of your
textbook to help you develop a list of key words.
b.
Once again it is time to reflect and evaluate. Write down in
your notebook what you were thinking and feeling as you were
brainstorming a list of key words. As you reflect and evaluate, it
might trigger more key words.
Reflecting and Evaluating Phase: Step 4 — Think about reflecting
The last part of the Focus on Inquiry for this case study is the reflecting
and evaluating phase. Read this phase on page 119 of Our Worldviews.
5.a. With a learning partner or in a small group discuss the questions
asked in Step 4 — Think about reflecting.
b.
In your notebook or electronic file, record your thoughts and
reflections.
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Your reflections might include the following sentence stems:
•What I did well was
.
•What I could have done better was
.
•At each stage I felt
because
.
•It affected my work because
.
•I learned the skills and strategies
.
•They will continue to help me because
.
•Next time I do a research project I will
.
•I have learned about inquiry from this process
.
6. To review what you have studied in Chapter 3 of Our Worldviews,
read the “End-of-Chapter Conclusion” on page 120. As you read,
summarize what you have learned in point form in your notebook.
Title your summary, “How the Western Worldview Grew Out of the
Renaissance.”
Compare your answers.
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Case Study One — Conclusion: Who are you? A Canadian.
An important concept that you have been exploring in this case study is
how the Western worldview grew out of the Renaissance. This Western
worldview has influenced society’s modern worldview and ultimately
your own personal worldview.
Now open Assignment Booklet 2B, turn to the Section 2
Assignment, and answer question 15.
Looking Ahead
In Lesson 5 you looked at the Reflecting and Evaluating Phase of the
Inquiry Model. You were asked to think about your learning and record
your thoughts and feelings.
You have reached the end of Case Study One on the Renaissance. You
were asked to review your “I wonder . . .” questions, choose a question of
interest, and further research it.
In Module 3 you will begin your exploration of Case Study Two, where
you will become familiar with the culture and people of Japan. You will
begin to learn how the Japanese wanted to keep their society isolated
from Western influences in order to maintain order, culture, and
traditions. You will continue your discovery on worldview and how the
worldview of Japanese society fostered the idea of isolation and how
dependant the society was on culture and tradition.
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Suggested Answers
1. Answers will vary, but essentially you will have discussed that this phase provides you with
a chance to explore what you have researched or planned, and how successful you were.
Analyzing what you have learned and setting goals for the future is also important with
reflecting and evaluating. This phase helps you revise and refocus your inquiry.
2. to 5. There can be no suggested answers for these questions as this is your inquiry. You
will submit this inquiry to your teacher in your Assignment Booklet so be thorough in
completing each step.
6. How the Western Worldview Grew Out of the Renaissance
Your summary notes should include the following:
•religious reform lead to freedom of religion
•political units became states
•citizenship became important
•expansionist values
•exploration lead to greater power and wealth
•new attitudes towards trade and profit
•rise of imperialism
•European powers claimed land, people, and resources
•changes to everyday life
•Renaissance worldview lead to Western worldview
– importance of the individual
– importance of education
– democratic governments
– laws that protect rights and freedoms
Image Credits
All images in this lesson were created by or for Alberta Education with the following noted
exceptions:
Page
94 © Tomasz Trojanowski/shutterstock
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Section 2 Conclusion
In Section 2 you saw a period of growth and change in western Europe. The belief of humanists
fueled exploration and expansion seeking new opportunities for wealth and power. As cultures
interacted, there was conflict and protest. Catholic religious ideas were questioned and new
religions developed out of the Protestant Reformation.
The search for new resources, land, and riches fueled an expansionist worldview. Exploration
technologies, such as ships and navigation equipment, increased the distance individuals could
travel.
This increased exploration turned from expansionist ideas to imperialism. The European
countries such as France, Britian, Spain, Holland, and England claimed not only the land, but
also the inhabitants. Many indigenous people were enslaved and forced to work. The goal of
these powerful countries was for “God, Glory, and Gold.”
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Module Summary
In Module 2 you continued to explore how Renaissance Europe helped to shape the Western
worldview. In Section 1 you investigated the spread of Renaissance ideas throughout Europe and
how worldviews are shaped by geography, contact with other groups, ideas and knowledge. You
were introduced to the term humanism, and looked at how the humanist philosophy was spread
by philosophers, artists, scientists, mathematicians, and writers. Section 1 concluded with the
Focus on Inquiry and an introduction to the Retrieving Phase.
In Section 2 of Module 2 you concluded your investigation of the first of the three case studies as
you delved into the Age of Exploration, Expansionism, and Imperialism. This section helped you
to understand how Western worldview grew out of the Renaissance.
In Module 3 you’ll see how beliefs, values, and knowledge shaped the worldview in Japan. You
will explore two very distinct periods in Japan’s history, which lead to a changing worldview in
Japan—the Edo period, a period of isolation; and the Meiji period, a period of adaptation and
modernization. You will continue to gain an understanding of the concept of worldview that is
the foundation of Grade 8 Social Studies.
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