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
- Northern Africa – 3000BC
- Canada - 2013
language
- spoke Egyptian
- several (English)

religion
- Gods – Amon-Re, Amon, Re
- several

gender identity
- Pharoahs – males in charge
- gender equality

socio-economic situation
- Some rich, some poor – slaves
- varies, no slaves

Education
- minimal schooling
- mandatory schooling

Technology
- pulley-system
- iPhone, computers

Sports/recreation
-pole-vault
- various – hockey, soccer

Traditions/Rituals
- Embalming of kings.
- X-Mas Holidays, Halloween

time and place

culture

Compare our Worldview to that of a society we
have studied (Egypt, Mesopotamia, 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?

What is different?
They had rules + laws
Why might there be similarities and why might there be
differences?
“lived in a different location so they had to live differently”
“they lived in a different time”
“make their own stuff – invention = survival”
“they believed in different things and therefore lived differently”
Worldviews
List characteristics/ideas about their worldview
Greece
- fought for what they wanted
- strong army – Spartans
- believe in Zeus and Poseidon
- spoke a different language
- military training at a young age
(schooling)
- killed babies who were
deformed at birth.
- fought until they were 60
- democracy
“violent people who fought for
what they wanted and desired
perfection”
Mesopotamia
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?
“teaches you how to live in
our society”
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: “The Fault in our Stars”, Nicholas Sparks, Twilight, Diary of a
Wimpy Kid, Harry Potter, Geronimo Stilton, Ender’s Game, Hunger Games
Cultural Celebration: Halloween, Christmas (Winter Holidays), Boxing
Day (shopping)
Sports and Recreation: tennis, football, soccer, hockey, gymnastics,
cheerleading, dance, curling
Architecture: Main street buildings (brick), Mosaic Place, Wood/Stucco,
Concrete
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
Odin is the God.
The remains of the
Ogre – Ymir, is what
created our world.
There was a peaceful Multiple chances at
world that was
life until you achieve
flooded because
nirvana.
humans disobeyed
and caused
bloodshed.
Other societal values
- Warrior tendencies
in their society.
- Myths.
- Clothing, names,
understanding,
movement, spirit and
life.
Value Animals –
Lack of ignorance.
Beaver, Muskrat,
Education.
Otter
Meditating.
Humans are flawed.
Peaceful with
animals and humans.
Theoretical
worldview (combine
the two previous
rows to infer a
Odin and the gods
gave humans
everything so they
value them.
Animals have a high
value and humans
need to make up for
past bloodshed.
Desire to become
enlightened and
good.
Worldview

Definition:
“the way or overall
perspective in which a
person sees the world”


What it means in our
words/example:
“all of my opinions”
Synonyms (what does it involve/what is a part of it?) –
literature, traditions/rituals, education, sports/recreation, architecture, art, music,
location, time
Antonyms (what doesn’t it involve?) –
lack of viewpoint, undecided
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):
1) Traveller.
2) Living at home.
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:
the study of ancient
artifacts, old things, past
human life


What it means in our
words:
Synonyms (what does it involve/what is a part of it?) –
science, fossils


Antonyms (what doesn’t it involve?) – lack of invention,
recent, present day
Sentence/Example – Indiana Jones, Jackie Chan
(sometimes)
Agriculture

Definition:
“the process of farming
crops n’ stuff”


What it means in our
words:
Synonyms (what does it involve/what is a part of it?) –
crops, farming, bread, machinery, wheat

Antonyms (what doesn’t it involve?) –
lack of farming, not growing, unnatural

Sentence/Example –
“Agriculture brings money to farmers and food to the table.”
Industry

Definition:
“a company, organized group or
building that creates things for
people”


What it means in our
words:
Synonyms (what does it involve/what is a part of it?) –
company, business, Apple, Microsoft

Antonyms (what doesn’t it involve?) –
“natural”, unorganized

Sentence/Example –
“Potash Industry, Viterra, Mosaic, Computer Industry
Government

Definition:
“a system of rule and control over
a group of people”


What it means in our
words:
Synonyms (what does it involve/what is a part of it?) –
ruler, president/prime minister, democracy, dictatorship, municipal, monarchy,
communism, taxes

Antonyms (what doesn’t it involve?) –
anarchy, lack of control

Sentence/Example –
“President Obama is the leader of the United States government.”
Historical Event

Definition:
“is a major event that happened in
the past – has an influence on
how we may live now”


What it means in our
words:
Synonyms (what does it involve/what is a part of it?) –
past, history, War of 1812

Antonyms (what doesn’t it involve?) –
future, present day

Sentence/Example –
During WWII, the holocaust was a significant
historical event.
Julius Caesar - Romans
Quiz on these 5 terms
tomorrow with blank vocab
sheets!!!