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POS Social Studies Grade 8 - Coggle Diagram
POS Social Studies Grade 8
Japan: Meiji Period
Knowledge and Understandings
8.1.6 analyze the effects that rapid adaptation had on traditionally isolated Japan during the Meiji period by exploring and reflecting upon the following questions and issues:
What were the motivations for the radical changes in Japan’s model of organization during the Meiji period?
How did Japan adapt to changes brought on by the transition from feudal to modern models of organization?
How did the changes resulting from adaptation affect Japan economically, politically and socially during the Meiji period?
In what ways did changes resulting from isolation in the Edo period compare to changes resulting from adaptation in the Meiji period?
What challenges emerged for the Japanese in maintaining traditional cultural aspects of their society while undergoing rapid change?
Skills and Processes
8.S.1develop skills of critical thinking and creative thinking
8.S.2 develop skills of historical thinking
8.S.3 develop skills of geographic thinking
8.S.5 demonstrate skills of cooperation, conflict resolution and consensus building
8.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community
8.S.9 develop skills of media literacy
Values and Attitudes
8.1.3 appreciate how models of governance and decision making reflect a society’s worldview
8.1.4 appreciate how a society’s worldview shapes individual citizenship and identity
Assessments/learning activities
Investigation of different media sources
KWL chart to see students understanding of impact of adaptation on a society
Analyze different primary sources that shows different perspectives on the adaptations
Japan: Edo Period
Values and Attitudes:
8.1.1 appreciate the roles of time and geographic location in shaping a society's worldview
8.1.2 appreciate how a society's worldview can foster the choice to remain an isolated society
Knowledge and Understandings
8.1.5 analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon the following questions and issues:
In what ways did Japan isolate itself from the rest of the world?
How did isolation during the Edo period lead to changes in Japan?
How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period? (ER,
How did the physical geography of Japan affect its worldview?
How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan?
Skills and processes
8.S.1 develop skills of critical thinking and creative thinking
8.S.2 develop skills of historical thinking
8.S.3 develop skills of geographic thinking
8.S.8 demonstrate skills of oral, written and visual literacy
Assessment/learning activities
Discussion questions/debates over the essential question (e.g., students can take on roles as different members of social classes and debate the merits and challenges of isolation
Creating a timeline with of Ego japan with other parts of the world during the same time period
Spanish and Aztec Societies
Knowledge and Understanding
8.3.4 assess, critically, how the Aztecs were affected by the Spanish worldview by exploring and reflecting upon the following questions and issues:
What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?
How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs?
What key elements of Spain's worldview led to the desire to expand the Spanish empire?
In what ways did factors such as technology and disease contribute to the dominance of the Spanish over the Aztec civilization?
To what extent were the divergent worldviews of the Spanish and Aztecs factors in the dominance of one nation over the other?
Skills and Processes
8.S.1 develop skills of critical thinking and creative thinking
8.S.2 develop skills of historical thinking
8.S.3 develop skills of geographic thinking
8.S.4 demonstrate skills of decision making and problem solving
Values and Attitudes
8.3.1 appreciate how a society's worldview influences the society's choices, decisions, and interaction with other societies
8.3.2 appreciate how Aztec and Spanish identities and worldviews were affected by intercultural contact
8.3.3 appreciate and recognize how rapid adaptation can radically change a society's beliefs, values, and knowledge
Assessments/ learning activities
A demonstration and understanding of the intercultural contact impact on society through projects showing the products from contact (8.3.2)
An analysis on the different perspectives as a result of exploring different worldviews (8.3.4)
Exit-slips including questions on the content covered each class to see the students understanding on key concepts
Renaissance
Values and Attitudes
8.2.1appreciate how Renaissance Europe formed the basis for the worldview of the Western world
8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews
8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context
Knowledge and Understanding
8.2.4 examine, critically, the factors that shaped the worldview evolving in western Europe during the Renaissance by exploring and reflecting upon the following questions and issues:
What was the Renaissance?
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)?
How did the physical geography of Renaissance Europe affect trade and competition among European countries?
How did increased trade lead to the emergence of powerful city-states (i.e., Florence, Venice, Genoa)?
In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance?
In what ways were the Age of Discovery and the rise of imperialism expressions of an expansionist worldview?
In what ways did exploration and intercultural contact during the Renaissance affect the citizenship and identity of Europeans?
Skills and processes
8.S.1 develop skills of critical thinking and creative thinking
8.S.2 develop skills of historical thinking
8.S.3 develop skills of geographic thinking
8.S.4 demonstrate skills of decision making and problem solving
8.S.5 demonstrate skills of cooperation, conflict resolution and consensus building
8.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community
8.S.7 apply the research process
8.S.8 demonstrate skills of oral, written and visual literacy
Assessments/ learning activities
Performance task found on AAC
A debate where students can take sides to back certain humanist thinkers and philosophers
Students investigate inventions made during the renaissance and make a model, poster, presentation, etc. and explain their significance