Social Studies 8
Social Studies 8 Outline
Mr. Mueller
| Rationale |
| The aim of Social Studies 8 is to develop thoughtful, responsible, and active citizens who are able to acquire the requisite information to consider multiple perspectives and to make reasoned judgments. |
| Course Objectives |
- Through their participation in Social Studies, students will be encouraged and enabled to understand and prepare to exercise their roles, rights, and responsibilities within their family, the community, Canada, and the world.
- Demonstrate respect for human equality and cultural diversity.
- Acquire an understanding of and appreciation for the historical and geographical forces that have shaped and continue to shape Canadian society and the societies of countries around the world.
- Develop the skills and attitudes necessary to become thoughtful, active participants in their communities and as global citizens.
| Curricular Competencies |
| Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
| Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions (evidence) |
| Assess the significance of people, places, events, or developments at particular times and places (significance) |
| Characterize different time periods in history, including periods of progress and decline, and identify key turning points that marked periods of change (continuity and change) |
| Identify what the creators of accounts, narratives, maps, or texts have determined is significant (significance) |
| Determine which causes most influenced particular decisions, actions, or events, and assess their short- and long-term consequences (cause and consequence) |
| Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective) |
| Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgment) |
| Core Competencies:
Core competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning. |
| Communication – The communication competency encompasses the set of abilities
that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media. |
| Thinking – The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness. |
| Personal and Social – Personal and social competency is the set of abilities that relate to students’ identity in the world, both as individuals and as members of their
community and society. Personal and social competencies encompass the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world. |
| The Big Ideas |
| Contacts and conflicts between peoples stimulated significant cultural, social, political change. |
| Human and environmental factors shape changes in population and living standards. |
| Exploration, expansion, and colonization had varying consequences for different groups. |
| Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions. |
| Course Organization | ||
| Component | Description | Weight |
| Class Assignments | Introduces Curricular Competencies, intended to provide the historical context and foundation for an in-depth analysis of the core content.
A Combination of direct instruction, assignments, seminar discussions, or group collaboration. Assignments are typically formatted so that they may be completed within a single instructional session. |
30% |
| Quizzes | Emphasizes critical analysis of content and Big Ideas (small scope, deep understanding)
One quiz per sub-unit (several paragraph response questions requiring about 30 minutes to complete) |
30% |
| Project-Based Learning Activity | Occurs at the culmination of each unit. Allows students to demonstrate deep understanding of course content, while strengthening the Core Competencies identified in the curriculum.
One project per unit (choice of projects; individual or group; may require some attention out-of-class time) |
30% |
| Engagement | Regular engagement in lessons and participation during class discussions, seminars, or group collaboration. *self assessment | 10% |
| Course Expectations |
- Mutual Respect: Treat the students, teacher and learning space with dignity, safety, calmness, and joy.
- Self-Reliance: Take responsibility for your actions, attendance, effort, work habits, expected workload, deadlines, and progress.
- Balance: There is a time and place for everything – teacher, student, group, individual, talk listen, laugh, and reflect.
- Engagement: Attend to the lesson, participate, ask thoughtful questions of yourself, teacher, and classmates. Ask for help when you need it.
- Concerns: If you have any concerns, come and discuss it with me (in private if you wish), and we will try to come up with a reasonable solution.
| Late Work/Missed Class |
Mr Mueller will allow for plenty of time for you to complete your work during class
time. Therefore, you should have no problems turning in your work on time. If you miss a class or a test, ensure that you contact the school to inform them of your absence. As soon as you return to school you are responsible for contacting Mr. Mueller to find out what you missed or arrange a time to write your test.
| Plagiarism |
Plagiarism is the taking or passing off of another person’s ideas or words as your own. You
will be required to do research for certain projects and assignments in this course. Any
researched material referenced in your work (i.e. ideas or direct quotations that are not your
own) must be cited using a bibliography and in-text citations where appropriate. Failure to do
so constitutes plagiarism and any student involved with receive a zero for the assignment
and parents/guardians will be notified. This includes copy-pasting information from
Internet sites and copying another student’s work.
| Re-dos |
If you would like to re-write a quiz to obtain a better score, you may only do so if
you have completed ALL of the assignments for that unit of study.
| Electronic Devices |
No electronic devices will be permitted in class at any time.
| Supplies |
What to bring to every class – you are expected to come to class on time, with supplies
necessary to complete your work and participate in class. This includes:
- Binder/notebook – you will need this for note taking and class work; don’t forget it!
- Pens/pencils – you will need these every class; don’t rely on your friends, get your own!
- YOUR BRAIN! Turned on, ready to go! ☺
| What can parents and guardians do to help the success of their child? |
- Help organize the students by keeping track of homework, assignments, and quiz dates.
- Take note of important dates in the school calendar such as when report cards go Home.
- Track your student’s progress in MyEdBC.
- Check the class blog: http://wmueller.blogs.sd73.bc.ca/
- Contact Mr. Mueller by email: wmueller@sd73.bc.ca with any questions or concerns.
| Scope |
| 7th Century to 1750 |
| UNIT 1: Europe’s Middle Ages |
- Early Middle Ages
- What made the Dark Ages dark?
- The Fall of Rome: Implications
- Economic & Social Collapse
- Germanic & Viking Invasions
- QUIZ
- High Middle Ages
- Feudalism
- The Feudal Contract
- The Manor
- The Spread of Christianity
- The Power of Kings & the Magna Carta
- Crusades & Counter-Crusades
- QUIZ
- Late Middle Ages
- Knights, Castles & the Chivalry Code
- The Hundred Years’ War
- The Black Death
- QUIZ
- INQUIRY PROJECT
| UNIT 2: Renaissance & Reformation |
- The Renaissance
- The Rebirth of Learning & Knowledge
- Humanism
- Renaissance Art
- Scientific Revolution
- Protestant Reformation & the Inquisition
- QUIZ
| UNIT 3: The Age of Exploration |
- Exploration
- New Technologies & Exploration
- Motivations for Exploration
- Trade Routes
- Imperial Competition: The Age of Empires
- First Contact with Indigenous Peoples
- Colonization
- QUIZ
| UNIT 6: Inquiry – Project-Based Learning Options |
- World Religions Mind-Map
- Medieval Civilizations Report
- Your choice of:
- Medieval China
- Medieval Japan
- Islamic Civilizations
- India Civilization
- Pre-Contact Indigenous Peoples
- Option A: Anthropology Journal
- Option B: Culture Sphere