| Curricular Competency |
Determine which causes most influenced particular decisions, actions, or events, and assess their short-and long-term consequences (cause and consequence) |
Social Studies 8 |
No CCG |
| Keyword: Determine which causes most influenced particular decisions, actions, or events, and assess their short-and long-term consequences |
Elaboration: Sample activity:Analyze whether an event was caused by underlying systemic factors (e.g., social unrest, economic decline) or by an unpredictable event (e.g., disease, natural disaster).Key questions:How did the Black Death cause the end of feudalism and the Middle Ages in Europe?What would have been the impacts if the indigenous peoples of the Americas had been immune to smallpox and other diseases?What kinds of negative consequences can result from a positive event, and what kinds of positive consequences can result from a negative event (e.g., the role of the Black Death in breaking down the feudal system; ethnic violence resulting from colonial independence)? |
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| Curricular Competency |
Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change (continuity and change) |
Social Studies 8 |
No CCG |
| Keyword: Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change |
Elaboration: Key questions:In what ways did the Industrial Revolution transform societies?Did the First Industrial Revolution in Britain result in an improvement in living standards for most people?Which development produced greater change: the Second Industrial Revolution or the First Industrial Revolution?How do the increasingly global networks of this period compare to present-day global networks? |
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| Curricular Competency |
Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions (evidence) |
Social Studies 8 |
No CCG |
| Keyword: Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions |
Elaboration: Sample activities:Distinguish between primary and secondary sources.Assess the accuracy of sources (e.g., consider when they were created, recognize ambiguity and vagueness, distinguish conclusions from supporting statements, analyze logic or consistency of conclusions in terms of evidence provided).Identify biases that influence documents (e.g., articulate different points of view, such as a landholder’s or tenant’s, on topics or issues; identify authors’ motives and describe how that could affect their reliability as a source; determine whether sources reflect single or multiple points of view).Locate and use relevant data.Evaluate the value of literature from this period (e.g., Canterbury Tales, The Tale of Genji) as a historical record.Key questions:How did the changing understanding of geography and astronomy affect how people perceived the world and their place in it?What do different systems of mapping and cartography indicate about the cultures from which they emerged?Which sources of information from this period are the most reliable? |
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| Curricular Competency |
Identify what the creators of accounts, narratives, maps, or texts have determined is significant (significance) |
Social Studies 8 |
No CCG |
| Keyword: Identify what the creators of accounts, narratives, maps, or texts have determined is significant |
Elaboration: Sample activity:Create a timeline of key events during this period and rank which are the most significant.Key question:Which had more impact on the world: Indian Ocean trade or the Italian Renaissance? |
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| Curricular Competency |
Assess the significance of people, places, events, or developments at particular times and places (significance) |
Social Studies 8 |
No CCG |
| Keyword: Assess the significance of people, places, events, or developments at particular times and places |
Elaboration: Key questions:Which explorer had the greatest impact on the colonization of North America?Should the printing press be considered a more important turning point in human history than the Internet? Explain why or why not. |
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| Curricular Competency |
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Social Studies 8 |
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:Select a relevant problem or issue for inquiry.Use comparison, classification, inference, imagination, verification, and analogy to clarify and define a problem or issue.Compare the advantages and disadvantages of various graphic forms of communication (e.g., graphs, tables, charts, maps, photographs, sketches).Demonstrate an ability to interpret scales and legends in graphs, tables, and maps (e.g., climograph, topographical map, pie chart).Compare maps of early civilizations with modern maps of the same area.Select an appropriate graphic form of communication for a specific purpose (e.g., a timeline to show a sequence of events, a map to show location).Represent information fairly and cite sources consistently.Select appropriate forms of presentation suitable for the purpose and audience (e.g., multimedia, oral presentation, song, dramatic performance, written presentation).Demonstrate debating skills, including identifying, discussing, defining, and clarifying a problem, issue, or inquiry. |
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| Big Ideas |
Economic specialization and trade networks can lead to conflict and cooperation between societies. |
Social Studies 7 |
No CCG |
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| Big Ideas |
Increasingly complex societies required new systems of laws and government. |
Social Studies 7 |
No CCG |
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| Big Ideas |
Religious and cultural practices that emerged during this period have endured and continue to influence people. |
Social Studies 7 |
No CCG |
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| Big Ideas |
Geographic conditions shaped the emergence of civilizations. |
Social Studies 7 |
No CCG |
|
| Content |
social, political, legal, governmental, and economic systems and structures, including at least one indigenous to the Americas |
Social Studies 7 |
No CCG |
| Keyword: social, political, legal, governmental, and economic systems and structures, including at least one indigenous to the Americas |
Elaboration: Sample activities:List and describe aspects of current Canadian laws and government structures that have evolved from ancient civilizations (e.g., rule of law, democracy, senate, representation)Describe examples of individual rights in ancient civilizations and compare them to individual rights in current Canadian societyCompare various social roles within a selected ancient culture in terms of daily life and how people met their basic needs (e.g., work, family structures, gender roles, class systems)Create a chart or other representation to illustrate the economic and social hierarchy of roles and classes in a selected ancient culture (e.g., slaves, farmers, builders, merchants, artisans, scribes, teachers, priests, rulers)List goods and services that people in ancient civilizations used in trade (e.g., items needed for survival and comfort, goods and services that could be offered for trade)Explain how and why monetary systems evolved from bartering |
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| Content |
interactions and exchanges between past civilizations and cultures, including conflict, peace, trade, expansion, and migration |
Social Studies 7 |
No CCG |
| Keyword: interactions and exchanges between past civilizations and cultures, including conflict, peace, trade, expansion, and migration |
Elaboration: Sample topic:inter-relationships and influences among selected ancient cultures (e.g., Egyptian adaptation of chariots from the Hyksos; Roman adaptation of Greek gods and mythology; adaptations of Sumerian writing system, Babylonian code of law, Sumerian irrigation system)Key question:What is the impact on language of increased trade and interactions between civilizations and cultures? |
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| Content |
scientific, philosophical, and technological developments |
Social Studies 7 |
No CCG |
| Keyword: scientific, philosophical, and technological developments |
Elaboration: Sample activities:Cite specific examples to explain the contributions of ancient cultures to the evolution of various fields of technology (e.g., astronomy, medicine, paper, sea travel, agriculture, ceramics)Compare selected technologies from selected ancient cultures in terms of materials, purpose, and impact on society and daily life |
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| Content |
origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas |
Social Studies 7 |
No CCG |
| Keyword: origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas |
Elaboration: Sample topic:representations of the world according to the religions, spiritual beliefs, myths, stories, knowledge, and languages of past civilizations and cultures |
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| Content |
features and characteristics of civilizations and factors that lead to their rise and fall |
Social Studies 7 |
No CCG |
| Keyword: features and characteristics of civilizations and factors that lead to their rise and fall |
Elaboration: Sample topics:components that are common to cultures around the world and throughout time (e.g., social organization, religion, traditions, celebrations, government, law, trade, communications, transportation, technology, fine arts, food, clothing, shelter, medicine, education)elements of civilizations such as advanced technology, specialized workers, record keeping, complex institutions, major urban centres |
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