Part C

Inquiry Resources

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 Indigenous 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.

Action Planning (AP)

  • 10 Design, implement, and evaluate three seven-day action plans that establish multiple supports for responsible health action 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]

Glossary

The following definitions are found at: Vocabulary.com

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

Economy

The general sense of economy is careful management of resources such as money and materials, so as not to waste them, but the more familiar reference is to a system of producing, distributing, and consuming goods and services.

The word economy derives from Greek oikonomos “manager of a household,” from oikos “house.” The earliest meaning of the adjective economical and the noun economics was also in connection with the management of a household. The earliest mention of a nation’s economy was in Thomas Hobbes’ Leviathan, an important work in the history of political economy.

Industrialism

An economic system built on large industries rather than on agriculture or craftsmanship.

Free enterprise, laissez-faire economy, market economy, private enterprise

An economy that relies chiefly on market forces to allocate goods and resources and to determine prices.

Mixed economy

An economic system that combines private and state enterprises.

Non-market economy

An economy that is not a market economy.

State capitalism

An economic system that is primarily capitalistic but there is some degree of government ownership of the means of production

State socialism

An economic system in which the government owns most means of production but some degree of private capitalism is allowed

Capitalism, capitalist economy

An economic system based on private ownership of capital.

Managed economy

A non-market economy in which government intervention is important in allocating goods and resources and determining prices

Market economy

A market economy, also widely known as a “free market economy,” is one in which goods are bought and sold and prices are determined by the free market, with a minimum of external government control.

A market economy is the basis of the capitalist system. The opposite of a market economy — i.e, a “non-market” or “planned” economy — is one that is heavily regulated or controlled by the government, most notably in socialist or communist countries.

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Grade 8 Self, Community, and Place Part C Resources