Social Studies 8 - Bodwell High School

Welcome Students to Social Studies 8 at Bodwell High School!
Teacher: Mr. R. Smith, B.A., M.A., B.Ed.
Email Address: r_smith@bodwell.edu
Note1: Course-related email messaging is always available to students.
Note2: Need help? Extra assistance/support can be arranged to deal with specific
problems. Don’t wait! Communicate!
Primary Text Resource: Pathways: Civilizations Through Time by Michael Cranny
Web-based Tool: http://www.turnitin.com
The Aim of Social Studies
“The over-arching goal of social studies is to develop thoughtful, responsible, active
citizens who are able to acquire the requisite information to consider multiple
perspectives and to make reasoned judgments.” 1 Importantly, the social studies
curriculum also lets students appreciate how history is like a mountain, created from the
many experiences of all those who have gone before.
Through their participation in the social studies curriculum students are
encouraged to:
⊕ Understand and prepare to exercise their roles, rights, and responsibilities within
Canada and the world
⊕ Develop an appreciation of democracy and what it means to be Canadian
⊕ Demonstrate respect for human equality and cultural diversity
⊕ Think critically, evaluate information, and practice effective communication.
Why is Social Studies Important?
What is historically significant? What can be accepted as evidence for a historical
argument? What kinds of moral judgements can be made about individuals that are
far removed from the cultural context of to-day? Who or what is responsible for
historical change? Can assumptions be made about historical progress or decline?
These questions are central to the importance of social studies. The search for
answers to these questions will help students make sense of the past. In Social
Studies 8 students will increase their understanding of the way past civilizations have
evolved. The learning process will equip students to compare and contrast values
1 British Columbia Ministry of Education, Social Studies 8 to 10 IRP 1997.
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and belief systems from different civilizations. Students will engage with four content/
concept learning units: Forging Civilizations 500-1200, Medieval Perspectives 1100-
1400, Europe Prospers 1400-1700, and Kingdoms and Dynasties 900-1600.
Medieval Western Europe, The Middle East, India, China, and Japan will be
explored, with regular attention being given to the role of geography on cultural
development.
Prescribed Learning Objectives
By the end of the course students will be able to:
1. Application of Social Studies.
1.1 identify and clarify a problem, an issue, or an inquiry
1.2 gather and organize a body of information from primary and secondary print
and non-print sources, including electronic sources
1.3 interpret and evaluate a variety of primary and secondary sources
1.4 assess a variety of positions on controversial issues
1.5 plan, revise, and deliver written and oral presentations
1.6 co-operatively plan and implement a course of action that addresses the
problem, issue, or inquiry initially identified
2. Society and Culture: Civilizations From 500 to 1600.
2.1 identify factors that influence the development and decline of world civilizations
2.2 compare daily life, family structures, and gender roles in a variety of
civilizations
2.3 describe a variety of diverse cultural traditions and world religions
2.4 demonstrate awareness of artistic expression as a reflection of the culture in
which it is produced
2.5 identify periods of significant cultural achievement, including the Renaissance
2.6 describe how societies preserve identity, transmit culture, and adapt to change
3. Politics and Law: Civilizations from 500 to 1600.
3.1 demonstrate understanding of the tension between individual rights and the
responsibilities of citizens in a variety of civilizations
3.2 assess the impact of contact, conflict, and conquest on civilizations
3.3 describe various ways individuals and groups can influence legal systems and
political structures
3.4 explain the development and importance of government systems
4. Economy and Technology: Civilizations from 500 to 1600.
4.1 compare basic economic systems and different forms of exchange
4.2 analyse the effect of commerce on trade routes, settlement patterns, and
cultural exchanges
4.3 compare the changing nature of labour in rural and urban environments
4.4 describe the impact of technological innovation and science on political, social,
and economic structures
5. Environment: Civilizations from 500 to 1600.
5.1 construct, interpret, and use graphs, tables, grids, scales, legends, and various
types of maps
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5.2 locate and describe major world landforms, bodies of water, and political
boundaries on maps
5.3 locate and describe current and historical events on maps
5.4 describe how physical geography influenced patterns of settlement, trade, and
exploration
5.5 analyse how people interacted with and altered their environments, in terms of:
population, settlement patterns, resource use, and cultural development.
Student Assessment
Assessment Categories: Weights:
Assignments 25%
Tests 25%
Participation:
10%
o Homework Completion
o Teamwork
o In-class contribution-making
o Expectations (see below)
Mid-term Exam 20%
Final Exam 20%
Total 100%
Expectations
Students will:
1. Show respect to others.
2. Arrive on time.
3. Apply ‘Talking Stick’ procedure, i.e., one person speaks/everyone else listens.
4. Use (wireless card equipped) lap-top technology.
5. Use English in the classroom and on-line (EOP Policy).
6. Raise a hand to ask a question.
7. Wear the Bodwell uniform proudly and well.
8. Be organized: Textbook/Course Binder/Agenda/Computer e-Folders.
9. Adhere to Bodwell High School Handbook policies
Note1: Assignment Late Penalties: 10% per day/Maximum 30%. Assignments at the
30% point may or may not be accepted. Submission dates and times as provided by
http://turnitin.com will be taken as being ‘official’, where appropriate.
Note2: Please: No cellphones/no iPods/no Chat. Thanks for your co-operation!
Let’s have a great semester!
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