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Grade 8 Social Studies, willi K, image - Coggle Diagram

- - - - I can Statements: I can appreciate the roles of time and geographic location in shaping a society worldview. - I can appreciate hoe a society's worldview can foster the choice to remain an isolated society. - I can appreciate how models of governance and decision making reflect society's worldviews. - I can appreciate how a society/communitys worldview shapes individual citizenship and identity.
        
        Prior Conections: Grade 7: The interactions between Indigenous people, British, and French demonstrates different approaches to contact- sometimes cooperative, often conflict ridden. Students examine how colonial powers imposed or negotiated alliances, treaties, or assimilation policies.
        
        Future Connections Grade 9: This knowledge preapares students to analyse how different governance systems, including Canadas federal political structure, balance power and authority to meet societal needs. Grade 9; This understanding supports. the study of Canada's Immigrant policies and global connections, particularly how polictoiacl decisions about openness or restriction impact national identity and economic systems
        
        Guided Questions: In what ways is Japanese Isolated? How did the Physical geography if Japan impact its worldview? explore the effects that rapid adaptation has had on traditionally isolated Japan, examining the following questions and issues: What factors motivated Japan to change?How did the community adapt to change brought on by exposure to another culture?How did the changes resulting from adaptation affect Japan economically, politically and socially?What challenges emerged for Japan in maintaining traditional cultural aspects while undergoing change; e.g., maintaining language, religion, spiritual beliefs, music, art?explore the ways in which First Nations, Métis and Inuit worldviews been influenced by other worldviews; e.g., language, spiritual belief, relationship to land, contemporary examples
- - - - I can Statements: - I can Appreciate how Renaissance Europe formed the basis for the worldview of the western world.- I can demonstrate a willingness to condor differing beliefs, values, and worldviews. - I can recognize how beliefs and values are shaped by time, geographic location societal contextb.
        
        Guided Questions
        
        What was the Renaissance?- How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe, ex astronomy, mathematics, science, politics, religion, arts? - How did the physical geography Renaissance Europe impact trade among and competition between European countries.
        
        Prior Connections Grade 7:Students see how European powers- especially Britain and France-brought their beliefs, economics, and governance models to North America. The fire trade, mercantilist policies, and alliances with Indigenous peoples reflected broader European motivations and worldviews.
        
        Future connectionsGrade 9: This connects to Canada's ongoing efforts to reconcile with Indigenous Peoples through policies and recognition of treaties (9.1.7).
- - - - I Can Statements:
        
        I can appreciate the roles of time and geographic location in shaping a society’s worldview
        
        I can appreciate how a society’s worldview can foster the choice to remain an isolated society
        
        I can appreciate how models of governance and decision making reflect a society’s worldview
        
        I can appreciate how a society’s/community’s worldview shapes individual citizenship and identity
        
        Guided Questions
        
        In what ways was Japan Isolated - How did the physical geography of Japan affect its world view? - What factors motivated Japan to change? - How did the community adapt to change brought on by exposure to another culture? - How did the changes resulting from adaptation affect Japan economically, politically, and socially? - What challenges emerged for Japan in maintaining traditional cultural aspects while undergoing change; Eg maintaining language, religion, spiritual beliefs, music, art?- What challenges and opportunities emerged for the Japanese as a result pf change
        
        Prior ConnectionsGrade 7: Topics like the great deportation of the Acadians, the loyalist migrations, or the Red river resistance emphasis how groups defend their cultural idenitttyu when confront wit external pressures. styduuents see that responses to invasion or settlements can range from negotiated compacts to outright rebellion.
        
        Future Connections Grade 9: These themes connect to the Canadian charter of rights and freedoms (9.1.1, 9.1.6) where students analyze how individual and collective rights are recognized and protected ina. democratic society