| Curricular Competency |
Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence) |
Social Studies 9 |
No CCG |
| Keyword: Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence |
Elaboration: Sample activities:Identify primary sources (e.g., original documents, political cartoons, interviews, surveys) and secondary sources (e.g., textbooks, articles, reports, summaries, historical monographs) for selected topics.Plan and conduct research using primary and secondary sources, including sources from a range of media types (e.g., print news, broadcast news, online sources) representing a range of perspectives.Assess information sources for selected topics in terms of bias and point of view.Key questions:What evidence is there that imperialism and colonialism still influence present-day relationships between countries and groups?What evidence is there to support John A. Macdonald’s argument that BC would be better off joining the United States if the transcontinental railwaywas not built? |
|
| Curricular Competency |
Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance) |
Social Studies 9 |
No CCG |
| Keyword: Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group |
Elaboration: Sample activities:Compare and contrast the events considered by English-Canadian, French-Canadian, and First Peoples scholars to be the most significant during this period.Track and compare key developments in the creation of two nation-states (e.g., Japan, Germany, Canada) during this period.Key questions:To what extent do individuals determine the direction and outcome of revolutions?Would World War I have taken place without the actions of Gavrilo Princip? |
|
| Curricular Competency |
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Social Studies 9 |
No CCG |
| Keyword: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Elaboration: Key skills:Draw conclusions about a problem, an issue, or a topic.Assess and defend a variety of positions on a problem, an issue, or a topic.Demonstrate leadership by planning, implementing, and assessing strategies to address a problem or an issue.Identify and clarify a problem or issue.Evaluate and organize collected data (e.g., in outlines, summaries, notes, timelines, charts).Interpret information and data from a variety of maps, graphs, and tables.Interpret and present data in a variety of forms (e.g., oral, written, and graphic).Accurately cite sources.Construct graphs, tables, and maps to communicate ideas and information, demonstrating appropriate use of grids, scales, legends, and contours. |
|
| Big Ideas |
Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions. |
Social Studies 8 |
No CCG |
|
| Big Ideas |
Exploration, expansion, and colonization had varying consequences for different groups. |
Social Studies 8 |
No CCG |
|
| Big Ideas |
Human and environmental factors shape changes in population and living standards. |
Social Studies 8 |
No CCG |
|
| Big Ideas |
Contacts and conflicts between peoples stimulated significant cultural, social, political change. |
Social Studies 8 |
No CCG |
|
| Content |
changes in population and living standards |
Social Studies 8 |
No CCG |
| Keyword: changes in population and living standards |
Elaboration: Sample topics:forced and unforced migration and movement of peoplediseases and healthurbanization and the effect of expanding communitiesenvironmental impact (e.g., resource and land use) |
|
| Content |
exploration, expansion, and colonization |
Social Studies 8 |
No CCG |
| Keyword: exploration, expansion, and colonization |
Elaboration: Sample topics:contact and conflictthe Americasstate formation and collapse |
|
| Content |
interactions and exchanges of resources, ideas, arts, and culture between and among different civilizations |
Social Studies 8 |
No CCG |
| Keyword: interactions and exchanges of resources, ideas, arts, and culture between and among different civilizations |
Elaboration: Sample topics:Silk Road, Indian Ocean Trade (e.g., the flourishing of arts, architecture, math, and Islam)Crusadescultural diffusionlinguistic changesenvironmental effectsColumbian ExchangeimperialismRenaissanceMesoamerica |
|
| Content |
philosophical and cultural shifts |
Social Studies 8 |
No CCG |
| Keyword: philosophical and cultural shifts |
Elaboration: Sample topics:printing pressReformation and Counter-Reformation in EuropeEnlightenmentliterary and artistic shifts |
|
| Content |
scientific and technological innovations |
Social Studies 8 |
No CCG |
| Keyword: scientific and technological innovations |
Elaboration: Sample topics:Arab world, Ibn Battuta, Islamic Golden Age (e.g., the diffusion of arts and mathematics)Zheng He and cartographyEuropean (Portuguese, Spanish, British) navigation tools and locationscartography and navigationagricultureKey questions:How did technology benefit people during this period of history?Where did key scientific and technological discoveries occur? |
|
| Content |
social, political, and economic systems and structures, including those of at least one indigenous civilization |
Social Studies 8 |
No CCG |
| Keyword: social, political, and economic systems and structures, including those of at least one indigenous civilization |
Elaboration: Sample topics:feudal societal structures and rights (e.g., in Europe versus Japan)Reformation and Counter-Reformation in Europediffusion of religions throughout the worldcollapse of empireslabour managementgender relationsKey questions:What was the status of women in various societies during this period of history?How were political decisions made during this period of history?How was wealth distributed in societies during this period? |
|
| Curricular Competency |
Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgment) |
Social Studies 8 |
No CCG |
| Keyword: Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past |
Elaboration: Key questions:How are different groups represented in various cultural narratives?What lessons can we learn from the loss of languages due to imperialism? |
|
| Curricular Competency |
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) |
Social Studies 8 |
No CCG |
| Keyword: 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 |
Elaboration: Sample activities:Gather and evaluate sources that provide information about perspectives on past or present people, places, issues, or events during a particular period of history.Compare the level of respect for the natural environment in different societies.Compare the factors that influenced the spread of two different global religionsKey questions:How did religious institutions respond to scientific, technological, philosophical, and cultural shifts?Who had more influence and power in Europe during the Middle Ages: the state (i.e., monarchs) or the church?Was religion the primary cause of the Crusades and religious wars? |
|