IO Project

Learning never exhausts the mind. ~ Leonardo da Vinci

The French word "renaissance", meaning rebirth, is used to describe a period of Western European history between the 15th and 17th centuries.

During this period Europe emerged from the "Dark" or Middle Ages and experienced financial, artistic, social, scientific and political growth. Much of the financial growth that occurred during the Renaissance was used to support the creation of art and architecture. New materials, subjects and techniques established during the Renaissance remain with us today. New trade routes across the Atlantic Ocean aided by innovations in navigation and cartography led explorers to sources of exotic foods, spices, silks, gold and silver. Significant inventions and advancements were made in mathematics, machinery, medicine, astronomy and physics.

Why is it that during this time period many brilliant inventors, artists, scientists, and thinkers were jailed, persecuted or worse? What was it about their ideas that seemed so dangerous and threatening to the powers of that time? And how have those ideas managed to survive and spread across time and distances so that they continue to influence the way we live today?

Join us as we explore how the Renaissance has shaped our current worldview.

Most of the Language Arts curriculum outcomes have been met through this project. In addition, the following Social Studies objectives have been met and in fact been exceeded.

Curriculum

Renaissance Curriculum

8.2 Origins of a Western Worldview: Renaissance Europe

General Outcome
Through an examination of Renaissance Europe, students will demonstrate an understanding and appreciation of how the exchange of ideas and knowledge contributed to shaping the worldview of the Western world.

Specific Outcomes

Values and Attitudes

Students will:
8.2.1 appreciate how Renaissance Europe formed the basis for the worldview of the Western world (C, TCC)
8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews (C, I)
8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context (C, TCC, LPP)

Knowledge and Understanding

Students will:
8.2.4 examine, critically, the factors that shaped the worldview evolving in western Europe during the Renaissance by exploring and reflecting upon the following questions and issues:
? What was the Renaissance? (TCC, LPP)
? How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)? (TCC, ER, PADM, GC)
? How did the physical geography of Renaissance Europe affect trade and competition among European countries? (LPP, TCC)
? How did increased trade lead to the emergence of powerful city-states (i.e., Florence, Venice, Genoa)? (TCC, CC, ER)
? In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance? (GC, I)
? In what ways were the Age of Discovery and the rise of imperialism expressions of an expansionist worldview? (TCC, PADM, LPP)
? In what ways did exploration and intercultural contact during the Renaissance affect the citizenship and identity of Europeans? (C, I, GC, LPP, TCC)

Task

Sundance North Film Festival

You have been invited to create a film to be presented at a Sundance North Film Festival. Your film will critically examine a key factor that shaped the worldview evolving in western Europe during the Renaissance. Your team of film-makers may focus on any of the key events, ideas, inventions, or individuals from the Renaissance era that had enduring influence on contemporary western worldviews. Your film must reflect and bring to light at least two different viewpoints or perspectives related to your topic, as well as have a strong connection to our current view of the world. We will be presenting these films at our own Sundance North film festival as well as submitting them to the Youth-By-Youth Cinema Competition presented by the Calgary International Film Festival. Winning films submitted to YCC will have a special screening at the Calgary International Film Festival in September 2009.

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Activity

Mind Map - Worldviews Build a mind map based on the six characteristics of what constitutes a worldview - culture, social structures, economic and political systems, geography, contact with others, and knowledge and ideas. Provide examples of each of the six concepts that will help you to develop a clear understanding of "worldviews".
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Renaissance - Mind Map Using the six elements of worldviews, organize the ideas you encounter about the Renaissance into an elaborative mind map. You should find numerous examples for each of the different elements.
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Enduring Influences Discussion In small groups (four), determine the five most significant enduring influences that we have inherited from the renaissance. Justify your selection. Be prepared to share your selections with the rest of the class.
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Black Plague vs. HIV/AIDS Critical Challenge

This activity emphasizes the connection between the past and the present. Although these two diseases are very different their lasting impacts are very similar.

In Jigsaw groupings, you will read a variety of articles about the Black Plague or HIV/AIDS. In your 'home groups' you will share what you have discovered about the diseases based on social and economic impacts, physical characteristics, cures, preventative measures, etc. Using a T-chart you will compare the two diseases in order to determine which of the two was worse. As a class we will have a debate - Which was worse the black plague or HIV/AIDS? Come prepared with strong arguments. Extra research is required.

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Choosing a Topic or Issue Related to the Renaissance

The inquiry that we will be immersed in is:
To what degree have the ideas, inventions, and conquests of the Renaissance period influenced western Europe and what lasting marks have they left on our current views of the world?

Students may choose to critically examine one of the following questions and/or issues OR create their own topic:

? How did trade and competition influence imperialism and the development of an expansionist worldview - the idea that it's okay to take over other places, we have the technology to do so, resources become ours (human and other)- was this beneficial or harmful? to whom?
? The age of scientific reasoning and observation - How did society's views about what was accepted as "evidence and truth" change during this time period?
? The emergence of secularism - the role of the church in political affairs - challenging the church's authority "the truth" - was it worth dying for?
? The spread of new ideas - How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)?
? How did the physical geography of Renaissance Europe affect trade and competition among European countries? Why did the Renaissance emerge in western Europe? How did geographic location influence the spread of ideas?
? How did increased trade lead to the emergence of powerful city-states (i.e., Florence, Venice, Genoa)?
? Who were the thinkers and philosophers during the Renaissance and in what ways did they influence society in the development of a humanist worldview? Are there places where these ideas and perspectives still live today?
? In what ways were the Age of Discovery and the rise of imperialism expressions of an expansionist worldview?
? In what ways did exploration and intercultural contact during the Renaissance affect ideas about citizenship and identity of Europeans?
? others?

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Renaissance Topic - Mind Map Choose the one topic that your group would like to explore further. Create a one page mind map that addresses the following key elements: - multiple perspectives - key issues/message - 6 elements of worldview - enduring influence
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Levels of Questioning

There are three different types of questions you can use to guide your research. Level three is the most conducive to critical thinking and inquiry.

Level One Questions - Have one right answer.
For example: How many people died from the Bubonic Plague during the 14th Century?

Level Two Questions - Are personal preference or opinionated answers.
For example: Which video did you like better "World on Fire" or "Invisible Children"?

Level Three Questions - Requires research and a judgement needs to be made.
For example: Which disease is worse: Bubonic Plague or HIV/AIDS?

Once you have chosen a topic/issue to explore, come up with as many questions as you can. You should aim to have most of your questions at Level Three, as these will help guide your research.

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Website Credibility As you research your topic use the attached template to document the websites you visit and to determine their level of credibility.
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Research

Be sure that as you are doing your research you must keep track of your sources. If you are using copyrighted material you must have permission from the author. This applies to photos, music, and text. It is essential to adhere to these strict guidelines in order for your film to accepted as an entry for the YYC Competition. Review rubric frequently. Search for music, text, and images simultaneously. Use folders to organize your materials. Be sure they are clearly labeled. Keep close track of references.

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Project Proposal

As a group you will be required to present, to the class, a detailed proposal for your project. Using powerpoint or keynote, include the following:
1. What is your main issue that you are investigating?
- what's the over-arching question you are looking at
2. Identify what really matters about this issue and why should anyone care? This is the most important component of your work.
3. How does this topic still have relevance today?
4. Identify at least two competing view points about your issue.
5. What format will you be using and why is it the best choice for your issue.
- will it be in first person point of view or third person?
6. Identify one aspect of your work so far that you would like the audience to provide feedback on. (For example, a problem you have encountered, an underdeveloped idea, where to take your work, what is your best next step, etc.)

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Proposal Feedback Once you have given your proposal to the class. You will be provided with feedback from both peers and teacher. You will use this information to improve and re-think some areas of your proposal. Comments should be specific and helpful.
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Connecting with Experts - University Professor

Students will have the opportunity to meet with a professor from the University of Calgary via Skype. Although he is in the English department, Professor Ullyot has a strong knowledge base in the area of the Renaissance and Cultural History. Students will be able to ask him questions regarding the significance of the Renaissance and why we still study it today. Students will also ask him questions about their topics in order to gain a deeper understanding of it and to see the interconnectedness of all of the issues.

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Introduction - Organization

Looking at a variety of documentaries, students will determine what makes a catchy and powerful introduction.

Based on this criteria, in groups, students will find an example of a powerful introduction and an example of a pathetic introduction. They will use the internet to do their research. Examples may be in text format or in audio format. We will share them with the class and determine where the examples fall on the rubric.

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Script Rubric Building

In class, we will be looking closely at a two different exemplary scripts written by a previous grade 8 students. As a class we will develop criteria of what makes a powerful script. Based on this collaboratively built criteria, we will create a rubric that will be used to evaluate our own scripts. We will build the level one category and the level four category together. This will become one part of the entire rubric.

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Script Writing

Based on the research you have completed as a group and using the rubric to guide your work, it is now time to write a compelling, attention grabbing, powerful script. It is important to consider all of the elements we have discussed about what makes a powerful script. You will be submitting these scripts once you have received sufficient feedback from peers and adults. A strong script is at the heart of powerful films, be sure to put a lot of thought and effort into writing it.

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Script Peer Editing

Once your group has compared parent-edited scripts, your group will decided which changes to make. Each group will then read their script out loud to the class. Groups in the audience will listen and give verbal and written feedback based on the rubric. You will then have an opportunity to make further changes based on comments. Each group will then share their script with two other groups (one of which will be in the other grade 8 class). The evaluators are expected to write constructive feedback that will help to improve your writing; editing will be done using track-changes on Word. Once your group receives this feedback, you will make the necessary changes to your script. The final editing will be done by your group. The final version will be submitted to your teacher for feedback before moving on to voice recording.

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Storyboard As a group, plan and design a storyboard that outlines the plan for your movie. It should provide sequence, director's notes, outline what we will see and what we will hear. Frame-by-frame.
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Rubric Building - Visual Elements By looking at the exemplar pieces again, we will examine and define what makes powerful images and acting. Put yourselves in the shoes of a photographer or videographer, what is that they are looking for and want to include in their pictures/videos. How can you apply this to the visual choices you make for your film.
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Pre-Screening

Your group will be presenting your preview copy of your movie, including images and/or video clips, and sound. You will be receiving peer coaching , using the class-built rubric, from multiple groups based on the following; visual elements, audio elements, organization, and content. (Each group will be assigned a section to evaluate as they watch - identify things the group did well and make suggestions for improvement - be sure to focus on your assigned topic)

You will be given the opportunity to make changes based on the comments given to you by your peers and teacher.

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Movie Poster Create a poster that will entice your audience to come see your movie. Think about what makes a great movie poster - what about it makes you want to watch the movie?
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Sundance North Film Festival

Lights! Camera! Action!
We will be hosting the 2nd Annual Sundance North Film Festival at school in order to celebrate all of your hard work with people outside of our classroom - parents, grandparents, friends, etc. This is your chance to shine and to experience what a film festival is like. Pamphlets will be handed out, guiding people to the various screening rooms within the school.

Tuesday March 3, 2009 @ 7:00pm

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Self-Reflection Podcast

Now that your movie is complete, it is time to sit back and think reflectively about the work you have conducted over the past few months. The following questions will guide you through the process of reflection; remember to be honest with yourself and to honour the work that you have done.

1. How effective are your research skills? What's one area of researching that you really developed through this study? What's one area that you would like to improve? Name 2-3 specific strategies that you could employ in the future to improve your research skills?

2. Did you work to your full potential? Explain.

3. What did you learn about working in a group?

4. What was the most important contribution that you made to your group?s project?

5. What areas do you need to work on in terms of individual work? Group work?

6. Which parts of the inquiry enabled to produce high quality work? (look at all of the tasks/activities listed above. Identify at least 3 of the steps and explain how they contributed to your success.)

7. What are the three enduring understandings that you will take away from your specific topic?

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This assessment rubric was created in collaboration with my grade 8 students. We created the rubric in stages as we worked with each element of this very complex task. The criteria for effective research was the first aspect that we needed to develop. We spent a great of time discussing and looking at examples of effective and ineffective research. From this conversation and examples we established clear and specific criteria of what would constitute Powerful and Pathetic research. Once we had reached consensus, I completed the Partial and Pleasing categories and then had the students review them to ensure that they were acceptable.
We followed this same process for each of the other categories on this rubric. In this way the assessment truly became assessment FOR learning and informed my instruction as well as the learning of my students throughout this study.

Renaissance Film 2009- Journey to a Western Worldview

	1 - PATHETIC	2 - PARTIAL	3 - PLEASING	4 - POWERFUL
VOICE	? unclear ? volume and/or pace are distracting ? lacks confidence ? fluidity, expression, and emotion are missing ? unrehearsed ? many distracting background noises ? pauses used inappropriately	? may be unclear ? volume and pace are inconsistent ? limited confidence ? fluidity, expression and/or emotion are limited. ? Some rehearsal evident ? distracting background noises present ? pauses often used inappropriately	? clear and articulate ? good volume and pace ? mostly confident ? fairly fluid, expressive and uses emotion ? well rehearsed ? few background noises ? uses pauses well	? very clear and articulate ? consistently appropriate volume and pace ? confident ? fluid, expressive, and has appropriate emotion ? extremely well rehearsed ? no background noise present ? dramatic pauses are used effectively
IMAGES	? Boring images that evoke a very limited emotional response in the viewer ? Irrelevant and/or detracts from the story ? Ineffective use of photographic techniques such as colour, composition, focal point, etc. ? depth & movement are not present ? images are not original	? Images may evoke some emotional response in the viewer ? Somewhat relevant to the story ? Beginning use of photographic techniques such as colour, composition, focal point, etc. ? limited depth & movement ? some images are original	? Evokes an emotional response in the viewer & tells a story ? Is relevant to the story ? Effectively uses most of the techniques of composition, colour, angles and focal point ? creates depth & movement ? most images are original	? Evokes a strong emotional response in the viewer & tells a significant story ? Is relevant and even enhances the story ? Effectively uses photographic techniques of composition, colour, unique angles and focal point ? creates depth & movement ? all images are original
MUSIC	? Music is not orginal ? Music is inappropriate and/or detracts from the story ? Sound effects either non-existant or interfere with, rather than enhance, overall effect of the project ? timing of music is off ? volume appropriate (too loud or too quiet)	? Music is somewhat original ? Music detracts from the story ? Sound effects evident but do not enhance overall effect of the project ? timing of music needs improvement ? volume is not always appropriate	? Music is original ? Music relates to the story, it adds tone and mood ? Sound effects contribute to the project ? timing of music is good ? volume is mostly appropriate	? Music is original and well composed ? Music relates to and enhances the story, it adds tone and mood ? Sound effects enhance the overall effect of the project ? timing of music is perfect ? volume is appropriate
CREATIVE FLOW	? Everything is out of sync ? Rarely considers combination of visual and audio elements	? somewhat synchronized ? Combination and visual and audio occasionally have blended together	? Mostly synchronized ? Combination of visual and audio mostly blend together purposefully to move the story along	? Perfectly synchronized ? Combination of visual and audio blend together purposefully to enhance the film

Renaissance Script 2009 - Journey to a Western Worldview

	1 - Pathetic	2 - Partial	3 - Pleasing	4 - Powerful
Research ? Quality ? Reliability ? Formatting	? Lack of information; research is superficial, lacking depth and accuracy ? Sources/sites are of questionable reliability ? Formatting of references is disorganized and lacks required information (Site title, URL, date) ? information is plagiarized	? Limited information; research lacks some depth and accuracy ? Sources/sites are of questionable reliability ? Formatting of references is somewhat disorganized and may lack required information (Site title, URL, date) ? information is not plagiarized	? Research drawn from a range of sources: demonstrates depth, relevance and reliability of research ? Sources/sites are well respected ? Formatting of references is mostly clear and contains correct information (Site title, URL, date) ? information is not plagiarized	? Research drawn from a wide range of sources: clearly demonstrates great depth, relevance and reliability of research ? Sources/sites are well respected ? Formatting of references is very clearly organized and contains correct information (Site title, URL, date) ? information is plagiarized free
Content ? narrative script	Main Message is: ? not sustained and not developed, may be confusing ? no mention of an enduring influence ? reflects single viewpoint ? demonstrates a very basic understanding of the topic ? audience is apathetic towards the topic	Main Message is: ? not fully sustained or developed, some parts may be confusing ? limited mention of an enduring influence on today's western worldview ? briefly mentions one or two viewpoints/perspectives, not developed ? demonstrates a limited or narrow understanding of the topic	Main Message is: ? generally sustained and mostly developed ? mention of an enduring influence on today's western worldview ? two different viewpoints/perspectives are present ? demonstrates an understanding of the topic	Main Message is: ? sustained and fully developed ? demonstrates an enduring influence on today's western worldview. ? clearly reflects at least two different viewpoints/perspectives ? demonstrates a complex and deep understanding of the topic ? audience has a reason to care
Introduction	Introduction is: ? unfocused and has no clear purpose ? boring, audience is disengaged ? facts may not be included or too vague/overgeneralized	Introduction is: ? attempted but ineffective ? few facts are included ? audience is mildly interested	Introduction is: ? focused and purpose is evident ? facts are included ? audience is interested	Introduction is: ? strong and focused, and has a clear purpose ? interesting, powerful facts ? grabs audience's attention, peaks interest
Body	Body is: ? not developed, no supporting details, facts, quotes, stats, etc. ? veers off topic, information is irrelevant and unrelated	Body is: ? evident yet details, facts, quotes, stats are weak ? mostly on topic, may veer slightly	Body is: ? developed and has details, facts, quotes, stats, etc. ? on topic	Body is: ? well developed with distinct supporting details, facts, quotes, and stats that further enhances audience's understanding ? on topic
Conclusion	Conclusion is: ? weak and muddled ? no clear solution, loose ends ? new information is added ? audience left unsatisfied	Conclusion is: ? attempted but ineffective ? some loose ends ? may include some new information ? audience mildly satisfied	Conclusion is: ? effective and evident ? no loose ends ? new information is limited ? audience is left satisfied	Conclusion is: ? powerful and convincing ? affirmation of main message - not a regurgitation ? leaves audience with an impact
Style	? word choice is simple and/or immature ? uses the same sentence-structure throughout ? lacks creativity ? flow is ineffective	? word choice is predictable ? some sentence variety is present ? limited creativity ? flow is mildly effective	? word choice is varied and appropriate ? uses an assortment of sentence structure ? creative ? ideas flow well	? word choice is mature and enhances the message, professional ? uses a rich assortment of interesting sentence structures ? very creative ? ideas flow seamlessly
Conventions	? errors are so jarring that communication is several impeded	? errors occasionally interferes with communication	? minor errors but does not impede communication	? virtually error free