Part C

Inquiry Resources

All websites accessed November 2017.

Cross Curricular Connections

Language Arts

Themes

  • Personal and Philosophical: Students will reflect upon:
    • self-image and self-esteem; and,
    • self and life, and on their beliefs and values and those of their society.
  • Social, Cultural, and Historical: Students will
    • look outward and examine their relationships with others, their community, and that of the world; and,
    • consider the historical context.
  • Environmental and Technological: Students will:
    • explore the elements of the natural and constructed world and the role of technology and related developments in their society.
  • Communicative: Students will:
    • consider the role of communication in their lives and the ideas and technologies that help people become effective communicators.

Treaty Education

  • TR8: Analyze the impact of treaty on the Métis people.
  • SI8: Assess the impact residential schools have on First Nations communities.
  • HC8: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests.
  • TPP8: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled.

Health

Understanding, Skills, and Confidences (USC)

  • 1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.
  • 2 Analyze how personal prejudices/biases, and habits of mind shape assumptions about family identities, structures, roles, and responsibilities.
  • 3 Investigate and analyze the impact of in/formal supports and services (including testing/diagnostic services) available to individuals, families, and communities infected with/affected by non-curable infections/diseases (including HIV and Hepatitis C).
  • 4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.
  • 5 Assess how body image satisfaction/dissatisfaction and over-reliance on appearance as a source of identity and self-esteem affects the quality of life of self and family.
  • 6 Examine and assess the concept of sustainability from many perspectives, and develop an understanding of its implications for the well-being of self, others, and the environment.
  • 7 Assess the social, cultural, and environmental influences on and supports for sexual health knowledge, attitudes, behaviours, and decisions.

Decision Making

  • 9 Analyze the health opportunities and challenges, and establish “support others” personal goal statements, related to family roles and responsibilities, non-curable infections/diseases, violence and abuse, body image, sustainability, and sexual health.

Science

Earth and Space Science: Water Systems on Earth (WS)

  • 1 Analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional, and national ecosystems. [CP,DM]
  • 2 Examine how wind, water, and ice have shaped and continue to shape the Canadian landscape. [DM, SI]
  • 3 Analyze natural factors and human practices that affect productivity and species distribution in marine and fresh water environments. [CP, DM, SI]

Further Investigation Suggestions

  • Write a letter to your member of parliament on an issue that concerns you. Follow the response that you receive until your concerns are addressed.
  • Have students interview a person with a culture, language or heritage different than their own. Write a reflection on the effects of having diverse cultures in our society.
  • Find newspaper articles on the use of forestry lands, pipeline development that highlight differences in worldview and use of land for students.
  • Investigate local organizations that support immigrants.
  • Investigate the roles and responsibilities of the Office of the Treaty Commission

Glossary

The following definitions are found at: Vocabulary.com

“Text from Vocabulary.com, Copyright ©1998-2016 Thinkmap, Inc.  All rights reserved.”

Bias

A preference for one thing over another, especially an unfair one.

A partiality that prevents objective consideration of an issue or situation.

Some biases are completely innocent: “I have a bias toward French foods.” But most often, bias is used to describe unfair prejudices: “The authorities investigated a case involving bias against Latinos.” It is also a verb meaning “to show prejudice for or against,” as in “They claimed the tests were biased against women.” (In British English, it takes an extra S in the forms biassed and biassing.) The word goes back at least to Old Provençal, a former language of southern France, in association with the sport of lawn bowling, where it referred to the tendency of a ball to roll in one direction or the other.

Belief

Any cognitive content held as true.

A vague idea in which some confidence is placed.

A belief is an idea one accepts as being true or real. As a child, you probably had a strong belief that Santa Claus, the Tooth Fairy, and the Easter Bunny really did exist.

The noun belief replaced the Old English word geleafa, meaning “belief, faith,” in the late 12th century. A belief is an idea one usually holds with conviction and importance. In a religious context, the Ancient Greeks held the belief that many gods existed, controlling their fate, while Christianity began with the belief that only one God exists. You can also have belief in yourself in the face of a challenge.

Culture

All the knowledge and values shared by a society.

The attitudes and behaviour that are characteristic of particular social group or organization.

A particular society at a particular time and place.

A culture is a specific group of people during a particular time — like the hippie culture of the 1960’s. Culture can also imply exposure to the arts. Visit a museum if you are in need of a dose of culture.

A useful thing to remember about culture is that it is closely related to cultivate, whose root meaning is “to till the soil.” Even in Latin, the source language, cultura was used metaphorically (Cicero said philosophy was cultura animi, the “cultivation of the soul”), and in English it moved from the agricultural sense to training, development of language and literature, mental development through education, and finally the ideas, customs, and intellectual and artistic conditions of a society or group.

Demographic

A statistic characterizing human populations (or segments of human populations broken down by age or sex or income, etc.).

Of or relating to demography.

A demographic can consist of people who are in the same age group, such as 18-to-29-year-olds, or ethnic group, such as African-Americans.

Demographic is a word companies use when they’re trying to sell their products to a particular group of consumers.  Advertising agencies like to schedule their commercials in television shows that appeal to the 18-49 demographic, because this segment of the population has a lot of spending power.

Norm

A standard or model or pattern regarded as typical.

A statistic describing the location of a distribution.

A statistical average is called the norm. If you live in a town made up mostly of farmers but your trade is basket weaving, then you’re outside the norm.

The noun norm is from the Latin word norma, which was a carpenter’s square or pattern used in construction to make regular corners. Now we use norm for anything that sets a standard. You can score within the norm on a standardized test, score above the norm on an IQ test, or fall below the norm in acceptable standards of dress if you wear a halter top and cut-off jeans to a formal ball.

Appendix

Culture Research                                  Name(s): ____________________________

 

Chosen Culture: _______________________

 

Research and provide information about your culture under the following headings.

Country of origin:

 

Kinship patterns: (How are children perceived? What is the relationship to the aged?

What are the family networks? Areas of support? Living arrangements? Rites of passage?)

  

Religious/Spiritual patterns:  (Tenets/rules of doctrine/religion, Worship habits, Place/Importance of religion in daily life)

 

 

Education patterns:  (methods of passing on/preserving the culture, who attends school, who is eligible for higher education)

 

 

 

Recreational/Play: (sports, games, etc)

 

 

 

Celebratory patterns: (traditions, celebrations)

 

 

Artistic patterns: (self-expression in visual art, music, literature, dance, fashion)

 

 

 

Other Interesting Facts: (Include any other information that makes your culture)

 

 

Other places where this culture is fairly dominant:

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Grade 8 Lifelong Learning Citizens Part C Resources