Social Studies 8 Course Outline
Grade 8 students will examine issues related to contact between societies with differing worldviews. They will explore elements of worldviews and how these views are expressed by people living in different times and in different places. Through this inquiry, students will reflect on their own worldviews and assess the influence that the past has had on the present. Examples will be drawn from Japan, Renaissance Europe and Spanish and Aztec societies.
|General Outcome 8.1
From Isolation to Adaptation: Japan
|General Outcome 8.2
Origins of a Western Worldview: Renaissance Europe
|General Outcome 8.3
Worldviews in Conflict: The Spanish and the Aztecs
|Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs, values and knowledge shape worldviews and contribute to a society’s isolation or adaptation.||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.||Through an examination of Spanish and Aztec societies, students will demonstrate an understanding and appreciation of how intercultural contact affects the worldviews of societies.|
|Local and Current Affairs|
|In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.|
Sample Glossary of Terms and Concepts-Grade 8
|adaptation||Changing attitudes and behaviours to suit a new situation.|
|contact||Connection or interaction, communication, association or relationship.|
|Political attitude and actions of a country whose goal is to expand its power and/or its territory, usually by force.|
|Pertaining to humanism: a system of thought that centres on humans and their values, capacities and worth; concern with the interests, needs and welfare of humans.|
|Policy of a country or empire to extend its authority or domination by political, economic or military means; policy of a state/government whose goal is for another state/government to become dependent on it politically or economically.|
|intercultural||Of, relating to, involving or representing different cultures.|
|Relating to isolationism: foreign policy whereby a nation resists participating in the affairs of the international community by abstaining from any international, political or economic relationship.|
|The humanistic revival of classical art, architecture, literature and learning that originated in Italy in the 14th century.|
|Organization models within a society that reflect the values and interests of that society’s members.|
|Group of persons linked by common activities or interests and sharing public space.|
|A collection of beliefs about life and the universe held by an individual or group; the lens through which the world is viewed by an individual or group; the overall
perspective from which the world is interpreted.
Textbook: Worldviews: Contact and Change
Unit 1: Renaissance Europe
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.
- Chapter 1: Times of Change
- Chapter 2: The Expansion of Trade
- Chapter 3: The Humanist Approach
- Chapter 4: The Exchange of Ideas
- Chapter 5: The Age of Exploration
- Chapter 6: “O Brave New World!”
Unit 2: Worldviews in Conflict
Through an examination of Spanish and Aztec societies, students will demonstrate an understanding and appreciation of how intercultural contact affects the worldviews of societies.
- Chapter 7: The People of the Sun
- Chapter 8: For the Good of the People
- Chapter 9: Spain Looks Westward
- Chapter 10: A Deadly Meeting
- Chapter 11: Worldviews in Contact
Unit 3: Japan
Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs, values and knowledge shape worldviews and contribute to a society’s isolation or adaptation.
- Chapter 12: Shaping a Unique Worldview
- Chapter 13: Japan Under the Shogun
- Chapter 14: Edo Japan: A Closed Society
- Chapter 15: Contact and Change in Meiji Japan
- Chapter 16: Return to Roots
Final Exam in June (Units 1-3)
End of the Year Review will be in June
Final Exam Date (TBA)
As per a school initiative regarding summative and formative assessment it is important that you understand the necessity of completing all work, regardless of its value. Summative assessment such as inquiry projects, performance tasks, written responses and tests will make up the bulk of the grades for the term. However, the building blocks found in the formative exercises are important steps on the path to success.
Your mark will be determined on a cumulative basis so there is no fresh start each report card. Your in-class work will account for 80% of your final grade; the final exam will account for the final 20% of your final grade.
Assignments & Quizzes – 15%
Written Response/Source Analysis – 25%
Projects – 30%
Exams – 30%
Formative assessment will be used in the development of specific skills and knowledge that happens in an on-going process. Formative assessment pieces will help both student and teacher track learning as well as serve as evidence for goal setting. Formative assessment pieces might include teacher observations, learning conversations, homework checks, checklists, initial drafts, peer-editing, homework assignments and self-reflection.
Students who regularly do not complete their assignments will be dealt with on an individual basis. Students will be asked to complete missed/incomplete assignments during lunch, during fieldtrips, etc. Parents will be contacted if this is an ongoing issue.
Social School Supplies (varies/see supply list given in August)
Every class each student is expected to bring the following materials:
- Course textbook
- loose leaf paper Paper (preferably in a notebook or binder)
- Binder for handouts
- white out
- student agenda
**Each student is to provide 1 duo tang that will be kept in the classroom to keep all assignments and projects.**
- be prepared for every class with their supplies and agenda
- come to class regularly and on time
- be organized, use time effectively, correct their errors, review, study and seek necessary assistance
- complete all assignments on time and to the fullest of their ability
- respect one another, their teachers, and the school community as a whole
- listen to one another and cooperate with each other and their teachers
- participate in all classroom activities
Note: Bullying & Cheating will NOT be tolerated.
Notes for Parents/Guardian:
- Please feel free to contact me through email email@example.com or call the school
- If you would like to see what is for homework or upcoming tests or announcements for social studies please visit my blog: mrsyu.wordpress.com (this is updated DAILY)
- Please provide an email on the attached form that you can be contacted as it is the easiest to communicate
*** If you have any questions please feel free to contact Mrs. Yu ***
Parent and Student Endorsement:
Once you have read this (Parent and child) please sign and return this portion to Mrs. Yu.
I ______________________________ have read and understood the general guidelines for the
(Print Student’s Full Name)
social studies program and the required materials.
Signature of Student Grade Date
Signature of Parent (Guardian) Date
Day Phone Parent/Guardian E-Mail Address
Mrs. Shelley Yu