St. Andrew’s School
Social Studies 8: Historical Worldviews Examined
Teacher: Mr. K. Kosak
Ph. Number: 523-4595 Ext. 420
E-mail: Ken.Kosak@hfcrd.ab.ca
Website: www.hfcrd.ab.ca/standrews
Definition of Social Studies
Social Studies is an issue-focused, inquiry driven interdisciplinary subject drawing upon
the topics of history, geography, political science, economics, international relationships, and
sociology. Social Studies is a fundamental progression allowing students to mature into an
awareness of who they are, wish to become and the roles they may take in ensuring a just and
equitable society.
Rationale and Philosophy
Students are to gain the knowledge, skills and attitudes necessary to become a responsible
and involved citizen in a multicultural democracy by developing their sense of self and
community.
Content
The Grade Eight course is split into three case studies: 1) How Did the Exchange of Ideas
and Knowledge During the Renaissance Shape the Worldview of the Western World? 2) How
Did Beliefs, Values, and Knowledge Shape the Worldview in Japan Between 1600 and 1900? and
3) How Does Intercultural Contact Impact the Worldviews of Societies?
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St. Andrew’s School
Social Studies 8: Historical Worldviews Examined
Course Evaluation
Formative:
Assessment used to inform instruction and monitor student understanding. 0%
Summative: How Student Grade is Calculated
Chapter Assignments and Tests (CAT)
Unit 1 Exam: Renaissance
Unit 2 Exam: Aztec and Spanish Intercultural Contact
Unit 3 Exam: Japan
60%
10%
10%
10%
Final Exam
10%
Total
100%
Prescribed Resources
Levin, Phyllis, Teddy Moline, and Pat Redhead. Our Worldviews: Explore, Understand,
Connect. Toronto: Nelson, 2007.
Redhead, Pat. Our Worldviews: Explore, Understand, Connect Teaching Resource.
Toronto: Nelson, 2007.
Fitton, A., et al. Many Voices 8 Worldviews: Contact and Change. Canada: Pearson,
2007
Textbooks are to be kept in the shape they were received. Students are encouraged
to make a list of existing damage in their textbooks and to submit the list to the teacher to
be kept on file in case there is a discrepancy at the end of the year regarding damage.
Tracking of Formative Lessons 0%:
Formative lessons will be tracked through Powerschool. Work will be identified
as complete (check mark) or incomplete (inc). Again, this is for tracking purposes and in
no way reflect student understanding. Chapter assignments and tests will be based on
your formative lessons. So, consistent and constant review is a must to develop an
appreciable level of insight. As a parent, this will give you a window into your child’s
daily work habits.
Formative Assessment 0%:
Formative assessment is used to guide instruction. It provides
information about a student’s progress and direction for steps to improve
learning. It is never graded but always evaluated. You can think of it as the
practice before the game (summative assessment). Therefore, formative
assessment is where students develop the knowledge and skills necessary to
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St. Andrew’s School
Social Studies 8: Historical Worldviews Examined
be successful in their summative assessments. The following rubric will be
used to monitor formative assessment:
E-Excellent – The student meets the standard of excellence by demonstrating
exemplary performance or understanding of concept or learning outcomes.
Pf – Proficient – The student meets the acceptable standards by demonstrating
competent performance, skills or understanding of the learner outcomes
B-Basic – The student adequately meets acceptable standards. The student
demonstrates an adequate understanding of the learner outcomes and is
developing skills in their learning and competence.
NM-Not Meeting – The student is not yet meeting the acceptable standard, they
are limited in their competence and are not yet able to demonstrate or show full
understanding of the learner outcome. The student has not shown evidence to
demonstrate understanding or competence of meeting the learner outcome.
Summative Assessment 100%:
Chapter Assignments and Tests: 60%
Chapter assignments and tests make up the largest portion of your child’s
summative assessment. Chapter tests will be given throughout the year. The purpose of
this testing is to check student retention of vocabulary and course content within the
smaller context of a chapter. Several chapter assignments will be given throughout the
unit and may include but are not limited to formal paragraphs, dramatic skits, internet
cartooning, posters, speeches and/or essays.
Unit (3x10 = 30%) and Final Exams: 10%
Unit exams will be given as a cumulative assessment of the entire unit content. As
there are three units, there will be three exams. Final exams will be a cumulative
assessment of the entire year’s course content.
Communication
The primary source of communication, here at St. Andrew’s school is
Powerschool. Through Powerschool, you will be able to track your child’s progress in
real time. Beyond Powerschool, you will be informed by either e-mail or phone if your
child has missed an assignments deadline. Not to worry, your child can still hand in the
assignment for grading. It is my sincerest desire to give your child the highest possible
grade that their capable of attaining. Without completed assignments, their grades will be
heavily weighted toward testing/conferencing as they will be the only indicators available
to compare against the learner outcomes.
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Social Studies 8: Historical Worldviews Examined
Lates and Preparedness
It is expected that you will come to class on time and will be prepared for class.
Students need to bring to class everyday:

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
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Textbooks
Binder & loose-leaf
Pens and Pencils
Highlighters
An open mind and positive attitude
Classroom Guidelines
 Students are not permitted to have food or drink in the classroom with the
exception of water, unless previously approved by the teacher.
 Students are required to ask for permission when leaving the classroom. Only
ONE student at a time may leave the room. This is to better ensure a safe and
timely return to the classroom. Furthermore, the student is to state their purpose
for leaving the room (washroom, drink, locker, to get textbook, etc…).
 Teacher computer and desk is off limits to students. Please respect the work area.
 Personal electronic devices will have internet accessibility and are to be used for
educational purposes. Students are expected to use these devices responsibly.
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St. Andrew’s School
Social Studies 8: Historical Worldviews Examined
Social Studies 8: Specific Knowledge Based Learner Outcomes
8.1 From Isolation to Adaptation: Japan
In studying Japan, students will show a considerate comprehension of the ways in
which knowledge, beliefs and values form worldviews and factor into a society’s
decision to remain secluded or modify itself.
Students will:
8.1.5.1 analyze the effects of cultural isolation – In what ways did Japan isolate itself
from the rest of the world?
8.1.5.2 analyze the effects of cultural isolation – How did isolation during the Edo
period lead to changes in Japan?
8.1.5.3 analyze the effects of cultural isolation – How did the changes resulting from
isolation affect Japan economically, politically and socially during the Edo
Period?
8.1.5.4 analyze the effects of cultural isolation – How did the physical geography of
Japan impact its worldview?
8.1.5.5 analyze the effects of cultural isolation – How did the Shogun use the feudal
system and the hierarchical social classes to maintain control of Japan?
8.1.6.1 analyze the effects of rapid adaptation – What were the motivations for the
radical changes in Japan’s model of organization during the Meiji period?
8.1.6.2 analyze the effects of rapid adaptation – How did Japan adapt to changes brought
on by the transition from feudal to modern models of organization?
8.1.6.3 analyze the effects of rapid adaptation – How did the changes resulting from
adaptation affect Japan economically, politically and socially during the Meiji
period?
8.1.6.4 analyze the effects of rapid adaptation – In what ways did changes resulting from
isolation in the Edo period compare to changes resulting from adaptation in the
Meiji period?
8.1.6.5 analyze the effects of rapid adaptation – What challenges emerged for the
Japanese in maintaining traditional cultural aspects of their society while
undergoing rapid change?
8.2 Origins of a Western Worldview: Renaissance Europe
In examination of Renaissance Europe, the learner will express a considerate
comprehension of how the interchange of ideas and knowledge assisted in formation of
Western worldviews.
Students will:
8.2.4.1 What was the Renaissance?
8.2.4.2 How did the Renaissance spark the growth and exchange of ideas and knowledge
across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)?
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St. Andrew’s School
Social Studies 8: Historical Worldviews Examined
8.2.4.3 How did the physical geography of Renaissance Europe impact trade among, and
competition between, European countries?
8.2.4.4 How did increased trade lead to the emergence of powerful city-states, (i.e.,
Florence, Venice, Genoa)?
8.2.4.5 In what ways did thinkers and philosophers influence society in the development
of a humanist worldview during the Renaissance?
8.2.4.6 In what way were the Age of Discovery and the rise of imperialism expressions
of an expansionist worldview?
8.2.4.7 In what ways did exploration and intercultural contact during the Renaissance
affect the citizenship and identity of Europeans?
8.3 Worldviews in Conflict: The Spanish and the Aztecs
Through the study of Spanish and Aztec societies, learners will show an
understanding and appreciation of how intercultural exchange impacts the worldviews of
societies.
Students will:
8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to
contact with the Spanish?
8.3.4.2 How did the Aztec civilization’s worldview influence its choices, decisions and
customs?
8.3.4.3 What key elements of Spain’s worldview led to the desire to expand its empire?
8.3.4.4 In what ways did the factors such as technology and disease contribute to the
dominance of the Spanish over the Aztec civilization?
8.3.4.5 To what extent were the divergent worldviews of the Spanish and Aztecs factors
in the dominance of one nation over the other?
.
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