Social 9 – Unit 2 – Worldview
Define the concept of worldview.
“The overall perspective from which one sees
and interprets the world.”
www.thefreedictionary.com/worldview
Objectives
Explore personal student beliefs about some contemporary issues or problems. Explain
the influence of worldview on personal choices, decisions, and interactions
Define the concept of worldview.
Hypothesize about the reasons underlying the similarities and differences between the
worldview of one individual and that of another person.
Construct a comparison of the worldviews of the societies studied.
Determine reasons for the similarities and differences between the worldviews of two
societies studied.
Illustrate the similarities and differences between a personal modern worldview and that
of a society studied, and speculate why these similarities and differences occur.
Distinguish the worldviews represented in the literature of a society studied.
Identify the architectural features which communicate the worldview of a society studied.
Analyze how works of art of a society studied reveal elements of that society’s
worldview.
Examine the role of education in perpetuating the worldview of a society studied.
Investigate the worldview of the local community as represented through features
including literature, the arts, cultural celebrations and traditions, education (including
Elders’ teachings of indigenous peoples), sports and recreation, and architecture.
Vocabulary


What I should know:
Society
Institutions
What I will soon know:
Worldview
Technology Handout/Challenge
Listen carefully and list the read-aloud terms as a group
Questions to answer
How might it be an examples of technology
Characteristics of it as a technology
How could it not be an example of technology and why?
What shapes worldview?
Making connections: what are all of these found in/related to?

time and place

culture

language

religion

gender identity

socio-economic situation

Education

Technology

Sports/recreation

Traditions/Rituals
Personal Beliefs on today's “problems”
Explore personal student beliefs about some contemporary issues or problems.
Explain the influence of worldview on personal choices, decisions, and interactions
Write your answers down


How important is technology in daily life? Do people need phones?
Should all people have or pursue post-secondary education
(university/Siast)?

How important is what you wear to making friends?

Is underage drinking okay?

Is there a place for violence?

Do you want kids someday? Why or why not? How big? Why that size?

Does religion belong in your life – why or why not?
Your Worldview vs Others
Hypothesize about the reasons underlying the similarities and differences between the worldview of one
individual and that of another person.

We've already determined some personal
values and thoughts (earlier)
These personal values and beliefs influence your worldview:
the choices and decisions you make, and interactions you have!

Partner up with someone and compare your answers
– what was similar and what was different?
- why were specific opinions similar?
- why were specific opinions different?
(hint: consider the multitude of influences on each of your lives)
Our Classroom’s Worldview – Concept Map

As a class we will create a list of characteristics influencing our class’
worldview:
Guiding points
Moose Jaw (us)
Ancient Greece

time and place
- 2013, CCI, Canada, SK
- 600-337BC – southern Europe

culture
various cultures – irish, ukrainian, german
- violent? pottery

language
- english, french, spanish, chinese
- variations of Greek

religion
- christians/catholic, atheist, orthodox, muslim
- Greek Gods – Zeus, Poseidon

gender identity
- equality, freedom
- varying opinion on women’s roles.

socio-economic situation
- low-middle class
- they had slaves

Education
- mandatory – school
- math, music, english – military (age 7)

Technology
- iPhone, computer
- spears, boats (Athens)

Sports/recreation
- football, soccer, vball, hockey
- bull-leaping

Traditions/Rituals
- Halloween, Thanksgiving (Turkey), Winter Holidays
- worship the earth
-democracy, voting
- Strongest Army (Greece)
Compare our Worldview to that of a society we
have studied (Ancient Greece etc)
Illustrate the similarities and differences between a personal modern worldview and that of a society studied,
and speculate why these similarities and differences occur.

What is similar?
Democracy
Traditions/Beliefs
Education System
Provinces/City-States
Sports

What is different?
Slaves
Architecture would be different
Gender Equality
Weapons
Care for disabled
No electronics
Households – workload for children
Health System – no hospitals
Clothing – different styles of dress
Social Status was more important – voting
power.
Why might there be similarities and why might there be differences?
Opinions change over time, communication of ideas. Perception of right and wrong
Technological evolution – building capabilities. Change in workload.
Pursuit of wealth is similar now to then.
Different government issues.
Worldviews
List characteristics/ideas about their worldview
Mesopotamia
Farming – transferring
water. Led to their
demise.
Maintained gods and
language.
Lived by water. –
Valued water.
What are similarities and differences between these
cultures and their art? What impacts does it have on
us?
Analyze how works of art of a society studied reveal elements of that society’s worldview.
How am I shaping your worldview?
Examine the role of education in perpetuating the worldview of a society studied.

I'm manipulating you!
To what extent?
Always Ask Questions!
How does education
perpetuate a worldview?
Literature, Arts, Cultural Celebrations and
Traditions, Education, Sports/Recreation,
Architecture in Moose Jaw
Investigate the worldview of the local community as represented through features including literature, the arts,
cultural celebrations and traditions, education (including Elders’ teachings of indigenous peoples), sports and
recreation, and architecture.
Our values are:
Literature:
Bible, Sci-Fi Books, The Hunger Games, The House of Hates –
Percy Jackson, Twilight, Ender’s Game, Goosebumps, Archie Comics, Pokemon
Art: colouring (markers), music (rap), C.A.D, sculptures/paintings, dancing, cars,
photography, tattoos, film, drama, musicals
Cultural Celebrations: Christian Culture (X-mas, Easter), Halloween, Parades,
Traditions: Super Bowl, Olympics, World Cup, Stanley Cup
Architecture: Bricks vs Mud Bricks/Cow Poop, Wood, Insulation (Foam), Dry Wall,
Stucco, Shingles on rooves, hinged doors
Activity: Comparing Worldview
Distinguish the worldviews represented in the literature of a society studied.

Listen to/Read the following stories about
creation – Complete, hand in.
/9
Viking
Cree
East Indian
Summary of
creation idea
- Ginnungagap –
the world.
- World is created
by parts of a dead
ogre.
- Three brothers
killed the ogre –
Ymir
- Yggdrasil – tree of
life
There was a
great flood, and a
man expanded
the earth using
the old earth with
the help of
animals. Humans
didn’t stop animal
bloodshed and
were punished.
Humans go
through suffering
and pain – keep
living lives until
they achieve
nirvana
Other societal
values
- Strength and
courage
- fighting/war
Believed in power
and value of
animals.
Value the
Creator/earth.
- education
- meditation
Theoretical
worldview
There are many
gods and our world
was created out of
Obey rules of the
earth and
“keep living life
until you correct
Worldview

Definition:

Synonyms (what does it involve/what is a part of it?) –

What it means in our
words:
literature, traditions/rituals, education, sports/recreation, architecture, art, music,
location, time

Antonyms (what doesn’t it involve?) -
Archaeology
Agriculture
Historical Event
Government
Industry
Picture References
http://upload.wikimedia.org/wikipedia/en/d/d1/Ancient_Rome.jpg
Story References
http://www.pitt.edu/~dash/creation.html
http://images.fanpop.com/images/image_uploads/Athensancient-greece-585514_1278_958.jpg
http://www.abbeville.com/images-catalog/fullsize/9780789209214.interior02.jpg
http://en.wikipedia.org/wiki/Buddhism
http://www.teslasociety.com/egypt2.jpg
http://www.scs.sk.ca/edf/ela90/ELAA90FirstNarratives/The%20b
eginning%20of%20the%20Cree%20world.doc
http://www.personal.psu.edu/sxm540/ae7.jpg
Concept Map Assignment
Think of all of the relevant terms and
their connections to society, worldview and
(make a
each other (I expect at least 20 different terms and
separate web for each, then make a final connections).
Terms to use
web with both present)
Be prepared to share these connections
with the class and justify connections in a
presentation format that will be marked as
part of your discussion mark. This will be
done in small groups (2-3).
Worldview
Society
Rubric will be similar to project rubrics,
with a greater emphasis on social skills.
Assessment:
Terms/Connections
Verbal Explanation
Neatness/Colour/Design
Spelling
Rough Draft
/20
/20
/20
/10
/10
Objectives – Did we meet them?
Explore personal student beliefs about some contemporary issues or problems.
Define the concept of worldview.
Hypothesize about the reasons underlying the similarities and differences between the
worldview of one individual and that of another person.
Construct a comparison of the worldviews of the societies studied.
Determine reasons for the similarities and differences between the worldviews of two
societies studied.
Illustrate the similarities and differences between a personal modern worldview and that
of a society studied, and speculate why these similarities and differences occur.
Distinguish the worldviews represented in the literature of a society studied.
Identify the architectural features which communicate the worldview of a society studied.
Analyze how works of art of a society studied reveal elements of that society’s
worldview.
Examine the role of education in perpetuating the worldview of a society studied.
Investigate the worldview of the local community as represented through features
including literature, the arts, cultural celebrations and traditions, education (including
Elders’ teachings of indigenous peoples), sports and recreation, and architecture.
New Objectives!
Explain the influence of worldview on personal choices, decisions, and interactions (e.g.,
choice of friends, choice of fashion, the significance of education, participation or nonparticipation in events, choice of pastimes and recreational activities, approaches to nature
and ecology, approaches to consumerism).
Analyse the influence of worldviews upon attitudes toward territorial expansion, colonization, or
empire-building in the societies studied, and assess the impact of such activities on the
indigenous cultures and peoples.
Explain how the worldview of Canadian First Nations, including the value placed on harmony
and trust, led to the signing of Treaties.
Judge the influence and impact of worldview on the progress or decline of the societies
studied.
a.
b.
Investigate diverse historical views regarding the terms ‘primitive’ and ‘civilized’,
and analyze the effect of the perceptions of the concepts on ethnocentrism in
colonizers.
Analyse the effects of ethnocentrism on indigenous peoples.
Vocabulary


What I should know:
Society
Institutions
Worldview
Technology
What I will soon know better:
Ethnocentrism
Story time – questions to consider after listening
Explain how the worldview of Canadian First Nations, including the value placed on harmony and trust, led to
the signing of Treaties.
Listen to the story read aloud – close your eyes if it helps you visualize
After listening, discuss:
What did their worldview all involve?
Why would they sign the treaty?
How did their worldview betray them?
Further thinking:
What treaty are we apart of?
Ethnocentrism
a.Investigate diverse historical views regarding the terms ‘primitive’ and ‘civilized’, and analyze
the effect of the perceptions of the concepts on ethnocentrism in colonizers.
b.Analyse the effects of ethnocentrism on indigenous peoples.
Scenario(s):
perspective – point of view
1) Traveller. – European, I didn’t necessarily agree with, so I
wanted to change it – for her sake.
2) Living at home. – did not like traveller – Petlak tried to
change her lifestyle and she was comfortable the way it was.
How important is perspective?
Other Societal Worldviews
Analyse the influence of worldviews upon attitudes toward territorial expansion, colonization, or empirebuilding in the societies studied, and assess the impact of such activities on the indigenous cultures
and peoples.
How did ideas like this (perceptions) influence other cultures we
have studied?
Your Identity = Your Worldview
Explain the influence of worldview on personal choices, decisions, and interactions (e.g., choice of friends, choice of fashion, the
significance of education, participation or non-participation in events, choice of pastimes and recreational activities, approaches to
nature and ecology, approaches to consumerism).
Identity Booklet (Previously Completed?)
All of these factors influence our worldview!)
Archaeology

Definition:
“study of past human life including
aspects of their culture”

Synonyms (what does it involve/what is a part of it?) –
biologist/archaeologist – scientist, discovery, digging, fossils, past

Antonyms (what doesn’t it involve?) –
future, unknown, untouched

Sentence/Example –
Jurassic Park –
In archaeology, we dig for artifacts.
Agriculture

Definition:
“process of farming through
growing wheat and other foods”

Synonyms (what does it involve/what is a part of it?) –
“farming”, “livestock”, “harvest”, “growing”, “seeds”

Antonyms (what doesn’t it involve?) –
“engineering – metal working”, “artificial”, “unnatural”

Sentence/Example –
“Picture of wheat/farming”
Tractors plow farmer’s fields.
Industry

Definition:
“business (group) that manufactures goods to contribute
to the economy or needs of people”

Synonyms (what does it involve/what is a part of it?) –
“institution”, “economy”, “production”, “manufactured goods”

Antonyms (what doesn’t it involve?) –
“destroying”, “unemployment”

Sentence/Example –
“Powerade – sports drink industry”
“Automobile industry”
Government

Definition:
person or people that run a country, province, city (group of people)
through laws and rules. Form of power and authority.

Synonyms (what does it involve/what is a part of it?) –
“president/prime minister”, “king”, “senate”, “laws”, “control”, “authority”

Antonyms (what doesn’t it involve?) –
“anarchy”, “chaos”, “riot”

Sentence/Example –
“democracy”, “communism”, “dictatorship”,
“monarchy”
Historical Event

Definition:
“something important that happened in the past – it
may have an effect on the future”.



Synonyms (what does it involve/what is a part of it?) –
“past”, “previous”, “important – good/bad”
Antonyms (what doesn’t it involve?) –
“future”, “present”, “current”
Sentence/Example –
“9/11 – World Trade Center Attack”
World War II – Holocaust
The Great Depression.
Halifax Explosion
Quiz on these 5 terms
tomorrow with blank vocab
sheets!!!