SOCIAL STUDIES 8 COURSE OUTLINE WORLD CIVILIZATIONS 500-1600 TEACHER: MRS. V. ANDERSON THE CURRICULUM: Social Studies, as defined in the BC curriculum, is a multidisciplinary subject that draws from the social sciences and humanities to study human interaction and natural and social environments. The overall goal is to develop thoughtful, responsible, active citizens who are able to acquire the requisite information to consider multiple perspectives and to make reasoned judgments. The curriculum provides students with the opportunities as future citizens to critically reflect upon events and issues in order to examine the present, make connections with the past, and consider the future. The Social Studies curriculum emphasizes: developing understanding; making connections; applying knowledge; and practicing citizenship. The Social Studies curriculum assists students to make logical connections in the following areas: * past, present, and future - between historical and contemporary events and issues * global - among different regions, environments, and cultures around the world * personal - between the curriculum and students personal interests, concerns, and career aspirations * interdisciplinary - between social studies and other subjects such as the humanities and social sciences The curriculum consists of five interrelated curriculum organisers that reflect the multidisciplinary nature of this subject: 1. Application of Social Studies - this includes 6 categories: identifying a problem or issue; gathering; Interpreting; analyzing; presenting information; and practicing active citizenship. 2. Society and Culture - this is the focus of similarities and differences within and across cultures over time, and on the organization and evolution of societies. 3. Politics and Law - this is developing an understanding of political and legal structures and the processes and an appreciation of the social purpose of laws in a variety of societies. Rights and responsibilities of citizenship and the role of participation are examined at community, national, and global levels. 4. Economy and Technology - this is developing a basic understanding of economic concepts and systems. The impact of technological innovation on individuals, society, and the environment is also explored. 5. Environment - this is learning geographical skills and applying them to enhance an understanding of the natural environments; in particular the relationships between people and natural systems. TOPICS TO BE COVERED: Primary and Secondary Sources Timeline and Dates Ancient Rome Rise of Christianity Other Religions Around the World-Eastern Religions Kingdoms and Dynasties of Asia, Middle East and Africa Medieval Europe-Early and Late Periods Rise of National Monarchies and Nation States Renaissance Reformation and Counter Reformation Exploration of New Worlds Mapping Skills Graphing Skills Current Events The prescribed learning outcomes focus on both content and process, and support an open-minded approach to interpreting a variety of perspectives on problems and issues. Although grouped under one organizer these learning outcomes are intended to provide a framework to be used throughout the curriculum to support skills and processes essential to Social Studies and for responsible, thoughtful citizenship. The following are the Social Studies 8 Prescribed Learning Outcomes. They are alphabetized for easy reference
for both the long term and short term prescribed learning outcomes. H compare daily life, family structures, and gender roles in a REFERENCE TEXTS: Patterns of Civilization, B. F. Beers, 1984. Pathways - Civilizations Through Time, M. Cranny, 1998. Geographic Essentials, B.C. Edition, W.G. Kemball, 1986. The Canadian Oxford Atlas, 7th Edition B.C., 1998. Evaluation: Assessment will be continuous for the year. There will be no weighting of terms. Student assessment will be formative or ongoing in the classroom. Summative assessment will occur at key stages and at the end of the year. There will be a November Exam worth 20%. Social Studies 8 has a mandatory June Final Exam worth 20% of the final course mark. Student evaluation will be the following: SUMMATIVE = Quizzes, Tests, Exams, Classwork, Assignments FORMATIVE + Classwork, Assignments, Effort, Participation TOTAL 100% TIMELINE: I. Introduction to Social Studies I. Mapping Introduction a. Basic elements of a map b. How to print on a map c. How to trace 2. History Introduction a. Primary and Secondary Sources b. Timelines and Dates 3. Current Events Group Assignment SEPTEMBER
II. Ancient Rome 509 B.C-A.D. 476 1. Greco-Roman Civilization 2. Rise to an Empire 3. Breakdown of Unity 4. Collapse of an Empire 5. Rise of Christianity 6. Introduction to Religious Beliefs 7. Setting the Stage for the Medieval World OCTOBER NOVEMBER III. Other Religions around the World-Eastern Kingdoms and Dynasties of Asia, Middle East and Africa 1. Influential Religions a. Buddhism b. Hinduism c. Islam 2. Philosophies a. Confucianism b. Taoism c. Legalism 3. Cultures and Traditions of Great Empires a. India b. China c. Japan d. Middle East e. Africa
H compare daily life, family structures, and gender roles in a DECEMBER IV. Foundations of Medieval Europe 500-1050 - Early Middle Ages 1. Invasion by the Franks and Vikings 2. Feudal Society a. Emergence of Feudalism and Social/Economic Hierarchy b. Warfare c. Code of Conduct 3. Life on the Manor 4. The Medieval Church a. Importance of Salvation b. Religious Orders (DECEMBER - continued) H compare daily life, family structures, and gender roles in a
JANUARY-FEBRUARY V. The Height of Medieval Civilization 1050-1350 1. Economic Patterns a. Trade Fairs and the Hanseatic League b. Growth of Towns c. Guilds 2. Medieval Culture a. Art and Architecture b. Literature c. Science and Technology 3. Expanding Horizons and the Medieval Church a. The Crusades H compare daily life, family structures, and gender roles in a (JANUARY FEBRUARY - continued) MARCH VI. Building National Monarchies 1000-1500 1. Growth of Royal Power in England and France 2. The Struggle Between Popes and Emperors a. The Investiture Controversy 3. Strong Monarchies in Spain and Scandinavia 4. Decline of Medieval Society a. Black Death and Its Aftermath b. Church Attack-Babylonian Captivity c. The Hundred Years War
H compare daily life, family structures, and gender roles in a APRIL VII. The Renaissance and Reformation 1. Spirit of the Renaissance a. The Italian City-States 2. Art and Literature of the Renaissance 3. Changing Patterns of Life a. The Introduction of Printing b. The Changes in Family and Business 4. Beginnings of the Protestant Reformation a. Reform-Lutherism 5. Further Challenges to the Catholic Church a. The Spread of Protestant Ideas b. Henry VIII s Quarrel with Rome c. The Catholic Reformation-Counter Reformation 6. Exploration of New Worlds H compare daily life, family structures, and gender roles in a
MAY-JUNE VIII. Geography- A Practical Approach 1. World Place Geography 2. Basic Elements of a Map-Review and Practical Approach 3. Grids-Practical Approach 4. Latitude and Special Parallels 5. Longitude and Special Meridians 6. Time Zones 7. Latitude and Longitude-Practical Approach (MAY JUNE - continued)