Grade 8 Units of Study

The Individual in Society - Course Overview

Throughout this course, students will explore what it means to be part of a society. They will study various cultures to learn how they are structured, and examine the individual's role in these cultures. As well, students will learn about citizenship and their roles as citizens in the democracy of Canada. The course concludes with a unit about the interdependence of people in families, communities and the world.

Unit One

Culture

Students explore the concept of culture by using a classification system of common cultural patterns. They learn about each culture's economic, political, kinship, artistic, religious, education, and recreation and play patterns. Through their study, students develop the understanding that, while all cultures are unique, one is not inferior or superior to another. Students come to respect the diversity of cultures and to appreciate each culture's contributions to our global community.

Unit Two

Citizenship

Students learn about citizenship in Canada. They develop an understanding of citizens in a representative democracy, and learn about the history of Canadian democratic citizenship. As well, students study the laws governing immigration and investigate how immigrants can become citizens of Canada. They explore their roles as citizens and learn what it means to be active citizens on many levels.

Unit Three

Identity

Students develop a sense of identity as they explore who they are culturally. They define and develop their roles within Canada's multicultural society, and learn how and why Canada is often called "a nation of immigrants." In addition, they explore ways that their identity reflects the multicultural nature of Canada.

Unit Four

Interdependence

Students develop an understanding about the interdependent nature of people. They explore the interdependence of people at various levels: in families, at school and work, and locally and globally. They develop an appreciation for the amount of effort and number of people involved in creating the products we use daily, and explore the interdependence of organizations and nations.

The Individual in Society

Topics

Each unit in this course is developed as a series of topics designed to develop students' understanding of the major and related concepts. Each topic description includes the following components: learning objectives, instruction suggestions and activities and suggested assessment techniques. As well, topic descriptions may include teacher notes, suggested resources, teacher information sheets and/or student handouts. Depending upon the students' prior knowledge, experience and abilities, a topic may require more or less than one class period. However, for the purposes of this curriculum guide, each topic is developed as a lesson.

Instruction

Instructional procedure is suggested for each lesson in each unit. Teachers are advised to review the lessons and adapt them to meet students' needs and abilities. Suggested instructional strategies within each lesson are cross-referenced to pages in the curriculum guide where the strategy is described, and often exemplified. As well, options are provided in many lessons, and teachers should select the strategy that is most applicable to their students' learning abilities and styles. The options may be useful to review or reinforce student learning, or to provide independent practice of the skill or process. Extended learning suggestions are provided in many lessons. Teachers should choose to use the suggestions that best meet student needs and interests, and fit within the time available.

It is important to plan so that students experience all four units of study. Teachers may choose to spend less time on one unit and a longer time on another, depending upon their individual students and circumstances. The key objectives, identified in bold font within each lesson, are required; therefore, teachers can determine the length of each unit of study and still plan to provide instruction in all four units.

Assessment and Evaluation

Teachers must plan for assessment and evaluation of the key objectives: knowledge/content, skills/processes and values/attitudes. To assist teachers with this responsibility, assessment suggestions are provided in most lessons. Teachers are advised to read the assessment and evaluation section of this curriculum guide, and to identify the most authentic and effective methods of assessment for their students. Assessment suggestions included in the lessons are cross-referenced to the section in the document where they are explained and often exemplified with criteria and/or sample templates.

Sample unit assessment questions are provided at the conclusion of each unit to be used in conjunction with other assessments used throughout the unit. Teachers are advised to select relevant questions from those provided, based on the objectives that they have chosen for the unit. As well, teachers may find that they must create other evaluation questions to assess their students' progress. It is important to evaluate students fairly, and this can be achieved by assessing them in authentic ways and addressing the objectives they have been taught.

Note: On the Saskatchewan Education Web site at http://www.sasked.gov.sk.ca/docs/social.html, under the heading Curriculum Evaluation Project: Student Assessment Forms, teachers will find all assessment questions used during the curriculum evaluation conducted in 1995.

Unit One	Culture	Students explore the concept of culture by using a classification system of common cultural patterns. They learn about each culture's economic, political, kinship, artistic, religious, education, and recreation and play patterns. Through their study, students develop the understanding that, while all cultures are unique, one is not inferior or superior to another. Students come to respect the diversity of cultures and to appreciate each culture's contributions to our global community.
Unit Two	Citizenship	Students learn about citizenship in Canada. They develop an understanding of citizens in a representative democracy, and learn about the history of Canadian democratic citizenship. As well, students study the laws governing immigration and investigate how immigrants can become citizens of Canada. They explore their roles as citizens and learn what it means to be active citizens on many levels.
Unit Three	Identity	Students develop a sense of identity as they explore who they are culturally. They define and develop their roles within Canada's multicultural society, and learn how and why Canada is often called "a nation of immigrants." In addition, they explore ways that their identity reflects the multicultural nature of Canada.
Unit Four	Interdependence	Students develop an understanding about the interdependent nature of people. They explore the interdependence of people at various levels: in families, at school and work, and locally and globally. They develop an appreciation for the amount of effort and number of people involved in creating the products we use daily, and explore the interdependence of organizations and nations.