Grade 8 - Social Studies

From Isolation to Adaptation: Japan-General Outcome: 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. 

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.

Worldviews in Conflict: The Spanish and the Aztecs- General Outcome: Through an examination of Spanish and Aztec societies, students will demonstrate an understanding and appreciation of how intercultural contact affects the worldviews of societies. 

SKILLS AND PROCESSES FOR GRADE 8: Alberta Education’s Information and Communication Technology (ICT) curriculum is infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated by this symbol -> 

Values and Attitudes 

Knowledge and Understanding

Values and Attitudes 

Knowledge and Understanding

Values and Attitudes 

Knowledge and Understanding

DIMENSIONS OF THINKING

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE

RESEARCH FOR DELIBERATIVE INQUIRY 

COMMUNICATION

appreciate the roles of time and geographic location in shaping a society’s worldview (C, I, TCC, LPP) 

appreciate how a society’s worldview can foster the choice to remain an isolated society (C, I, TCC)

appreciate how models of governance and decision making reflect a society’s worldview (C, I, TCC, PADM) 

appreciate how a society’s worldview shapes individual citizenship and identity (C, I, TCC)

analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon the following questions and issues:

analyze the effects that rapid adaptation had on traditionally isolated Japan during the Meiji period by exploring and reflecting upon the following questions and issues:

appreciate how Renaissance Europe formed the basis for the worldview of the Western world (C, TCC) 

demonstrate a willingness to consider differing beliefs, values and worldviews (C, I)

recognize how beliefs and values are shaped by time, geographic location and societal context (C, TCC, LPP) 

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: 

 appreciate how a society’s worldview influences the society’s choices, decisions and interactions with other societies (C, I)

appreciate how Aztec and Spanish identities and worldviews were affected by intercultural contact (TCC, GC, I) 

appreciate and recognize how rapid adaptation can radically change a society’s beliefs, values and knowledge (TCC, GC) 

assess, critically, how the Aztecs were affected by the Spanish worldview by exploring and reflecting upon the following questions and issues: 

develop skills of critical thinking and creative thinking:

develop skills of historical thinking:

develop skills of geographic thinking: 

demonstrate skills of decision making and problem solving: 

demonstrate skills of cooperation, conflict resolution and consensus building:

develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community: 

apply the research process: 

demonstrate skills of oral, written and visual literacy: 

develop skills of media literacy: 

In what ways did Japan isolate itself from the rest of the world? (PADM, LPP, CC) 

How did isolation during the Edo period lead to changes in Japan? (CC, PADM) 

How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period? (ER, PADM, CC, I) 

How did the physical geography of Japan affect its worldview? (LPP, PADM, TCC) 

How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan? (PADM, CC) 

What were the motivations for the radical changes in Japan’s model of organization during the Meiji period? (ER, CC, PADM)

How did Japan adapt to changes brought on by the transition from feudal to modern models of organization? (CC, TCC, I) 

How did the changes resulting from adaptation affect Japan economically, politically and socially during the Meiji period? (ER, CC, PADM) 

In what ways did changes resulting from isolation in the Edo period compare to changes resulting from adaptation in the Meiji period? (CC, TCC, I) 

What challenges emerged for the Japanese in maintaining traditional cultural aspects of their society while undergoing rapid change? (CC, I, TCC) 

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) 

What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC) 

How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM) 

What key elements of Spain’s worldview led to the desire to expand the Spanish empire? (TCC, I, PADM) 

In what ways did factors such as technology and disease contribute to the dominance of the Spanish over the Aztec civilization? (ER, LPP)

To what extent were the divergent worldviews of the Spanish and Aztecs factors in the dominance of one nation over the other? (TCC, CC, GC, PADM) 

analyze the validity of information based on context, bias, source, objectivity, evidence and reliability to broaden understanding of a topic or an issue 

evaluate ideas, information and positions from multiple perspectives

demonstrate the ability to analyze local and current affairs

re-evaluate personal opinions to broaden understanding of a topic or an issue 

generate creative ideas and strategies in individual and group activities 

->access diverse viewpoints on particular topics by using appropriate technologies

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

use historical and community resources to organize the sequence of historical events 

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

->create a simulation or a model by using technology that permits the making of inferences

->identify patterns in organized information

interpret historical maps to broaden understanding of historical events

use thematic maps to describe cultural and political regions 

construct and interpret various maps to broaden understanding of given topics 

define geographic problems and issues and pose geographic questions 

use geographic tools, such as Geographic Information Systems (GIS) software, to assist in preparing graphs and maps

->access and operate multimedia applications and technologies from stand-alone and online sources; e.g., GIS

demonstrate skills of compromise and devise strategies to reach group consensus 

propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making 

propose and apply strategies or options to solve problems and deal with issues 

participate in and predict outcomes of problem-solving and decision-making scenarios 

->articulate clearly a plan of action to use technology to solve a problem

->identify the appropriate materials and tools to use in order to accomplish a plan of action

->evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate

->use networks to brainstorm, plan and share ideas with group members

identify and use a variety of strategies to resolve conflicts peacefully and fairly 

consider the needs and perspectives of others 

demonstrate leadership within groups where appropriate 

->access, retrieve and share information from electronic sources, such as common files

volunteer with organizations, projects and activities that ensure the growth and vitality of their community 

integrate and synthesize concepts to provide an informed point of view on a research question or an issue 

develop a position that is supported by information gathered through research

draw conclusions based upon research and evidence

determine how information serves a variety of purposes and that the accuracy or relevance of information may need verification 

organize and synthesize researched information

formulate new questions as research progresses 

practise the responsible and ethical use of information and technology 

include and organize references as part of research

->plan and conduct a search, using a wide variety of electronic sources

->demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of “and” or “or” between search topics and the choice of appropriate search engines for the topic

->develop a process to manage volumes of information that can be made available through electronic sources

->evaluate the relevance of electronically accessed information to a particular topic

->make connections among related, organized data, and assemble various pieces into a unified message

->refine searches to limit sources to a manageable number

->analyze and synthesize information to create a product

->access and retrieve information through the electronic network

communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration 

use skills of informal debate to persuasively express differing viewpoints regarding an issue 

elicit, clarify and respond appropriately to questions, ideas and multiple points of view presented in discussions

offer reasoned comments related to a topic of discussion 

listen to others to understand their points of view 

examine techniques used to enhance the authority and authenticity of media messages 

examine the values, lifestyles and points of view represented in a media message 

analyze the impact of television, the Internet, radio and print media on a particular current affairs issue