Worldviews: Contact and Change Grade 8 Textbook PDF

ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page i Worldviews CONTACT AND CHANGE Avis Fitton Donna M. Goodman...

ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page i Worldviews CONTACT AND CHANGE Avis Fitton Donna M. Goodman Edward O’Connor Toronto ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page ii Copyright (copyright logo) 2007 Pearson Education Canada, a division of Pearson Canada Inc., 26 Prince Andrew Place, Don Mills, ON M3C 2T8. This publication is protected by copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to the Permissions Department. Brand names and logos that appear in photographs provide students with a sense of real-world application and are in no way intended to endorse specific products. ISBN 13: 978-0-13-198719-7 ISBN 10: 0-13-198719-7 Grade 8 Project Team Publisher: Susan Cox Product Manager: Patti Henderson Managing Editor: Gaynor Fitzpatrick Project Managers: Jennifer Howse, Martha Malic Developmental Editors: Erica Fyvie, Christel Kleitsch, Kat Mototsuno Production Editors: Ann Echlin, Susan Ginsberg, Kikuta Editorial and Production Services Production Coordinators: Sharlene Ross, Helen Luxton Cover Design: Alex Li Interior Design: Alex Li Composition: Carolyn Sebestyen Maps: Crowle Art Group Illustrator: Kevin Cheng Technical Art: David Cheung Index: Axis Indexing Service Photo Researchers and Permissions: Terri Rothman M.L.S. Pearson Education Canada gratefully acknowledges Alberta Education’s support in the resource- development process and the support of the many teachers/educators who have provided advice and feedback for Alberta Education over the course of the development of Worldviews: Contact and Change. Printed and bound in the U.S.A. 1 2 3 4 5 QC 11 10 09 08 07 ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page iii Acknowledgments Contributing Authors Dana Antaya- Moore Maureen Duguay Dean Cunningham Christel Kleitsch J. Craig Harding Expert Reviewers Andrew M. Gow, Ph.D, University of Alberta John F. Schwaller, Ph.D, State University of Eulogio Guzman, Ph.D, School of the Museum of New York (Potsdam) Fine Arts, Boston Sinh Vinh, Ph.D, University of Alberta Febe Pomang, Ph.D, University of Alberta Program Advisors and Reviewers Pearson Education Canada thanks its Program Advisors and Reviewers, who helped shape Voices of Canada: People, Places, and Possibilities through discussions and reviews of prototype materials and manuscript. Dana Antaya- Moore Ken Ealey Don Scott Ken Badley J. Craig Harding Tom Smith Jim Barritt Kay Haslett Debbie Thompson Louise Breland Dr. France Levasseur- Ouimet Connie Visser Leith Campbell David Rees Cliff Whitford Dean Cunningham Mili Rowse Dan Zeeb Maureen Duguay Dr. Alan Sears Assessment and Evaluation David Harvey Laurel Sproule Pearson Education would like to thank the reviewers and the teachers and students who field-tested Worldviews: Contact and Change prior to publication. Their feedback and constructive recommendations have been most valuable in helping to develop quality social studies resources. Grade Eight Field-Test Teachers Sandy Busch, Hythe Regional J.H., Elizabeth Fargey, Central Middle School, Peace Wapiti SD Red Deer Public SD Carlotta Carr, David Thomson Middle School, Ksenia Fedyna, Balwin School, Edmonton Calgary Board of Education Public SB Tiffany Coles, Harold Panabaker Junior High, Jason Fech, MidSun Junior High School, Calgary Board of Education Calgary Board of Education Acknowledgments iii ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page iv Brad Gerow, Guthrie School, Sturgeon Board Tavis Newman, G.S. Lakie Middle School, of Education Lethbridge SD #51 Diana Head, St. Jean Brebeuf Junior High School, Sharon Richter, Lacombe Junior High School, Calgary Catholic SD Wolf Creek Public Schools Jody Hertlein, St. Catherine Elementary/ Justin Rushton, Alexander Forbes School, Junior High School, Edmonton Catholic SD Grande Prairie PSD # 2357 Karoline Irlbacher-Jurigew, St. Kevin Junior High Andrea Slough, Msgr. J.S. Smith School, Calgary School, Edmonton Catholic SD Catholic SD Earl Keen, Ascension of Our Lord School, Calgary Tom Smith, Msgr. J. S. Smith School, Calgary Catholic SD Catholic SD Raya Korber, St. Rose J. H., Edmonton Pam Stevenson, MidSun Junior High School, Catholic SD Calgary Board of Education Dean Langenberger, St Margaret School, Brenda Wallbauer, Ellerslie Campus North, Calgary Catholic SD Edmonton Public SD Jamie Michaud, D.A.Ferguson Middle School, Debbie Wheeler, St. Helena Junior High, Horizon School Division Calgary Catholic SD Antonella Mosca, Ascension of Our Lord School, Lorraine Wolsey, G.S. Lakie Middle School, Calgary Catholic SD Lethbridge SD # 51 Grade 8 Review Teachers Brad Anderson, Westpark Middle School, Red Don Marchuk, St. Joseph School, Calgary Deer Public SD Catholic SD Kim Chaudry, Ottwell School, Edmonton Amber Mazur, Clarence Sanson Jr. High, Calgary Public SD Board of Education Cindy Clarkson, Sexsmith Secondary School, Nicole McDaid, Webber Academy Peace Wapiti SD Pat Milan, Holy Trinity School, Edmonton Claudine Fuerderer, St. Cecilia School, Edmonton Catholic SD Catholic SD Lorrie Morales, Ecole Senator Riley, Faye Gertz, Board Office, Black Gold Regional Foothills SD # 38 Schools Darren Morric, A.E. Cross Junior High School, William Gowans, Allendale Elementary School, Calgary Board of Education Edmonton Public SD Anna Ryan, Parkview School, Edmonton Holly Hebner, D. S. Mackenzie, Edmonton Public SD Public SD Darren Sahl, Parkview School, Edmonton Randy Horneland, Sexsmith Secondary School, Public SD Peace Wapiti SD Orlena Shew, S. Bruce Smith Junior High, Karoline Irlbacher-Jurigew, St. Kevin’s School, Edmonton Public SD Edmonton Catholic SD Scott Sim, Major General Griesbach, Edmonton Fred Jack, Swan Hills School, Pembina Hills Public SD Regional SD Gina Troskot, St. Francis School, Holy Spirit SD Cory MacTaggart, Dan Knott School, Edmonton Geoff Weatherall, Gilbert Patterson Middle Public SD School, Lethbridge Public SD. Andrew Maksymetz, Father Whelihan, Calgary Laura Zulauf, Hillcrest School, Edmonton Catholic SD Public SD iv Acknowledgments ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page v Table of Contents Introduction to Worldviews 2 UNIT 1 RENAISSANCE EUROPE Origins of a Western Worldview 14 Chapter 1 Times of Change 16 A Changing Society 18 BUILDING YOUR SKILLS: Analyzing Images 21 A Religious Society 29 A New Age 35 Chapter 2 The Expansion of Trade 38 The Rise of International Trade 40 BUILDING YOUR SKILLS: Asking Geographic Questions 44 The Italian City-States 47 Chapter 3 The Humanist Approach 58 A Rebirth of Ideas 60 Thinkers and Society 65 BUILDING YOUR SKILLS: Building Consensus in a Group 66 Society and the Arts 70 Chapter 4 The Exchange of Ideas 78 Science: A New Way of Seeing 80 BUILDING YOUR SKILLS: Evaluating the Accuracy of Web Sites 84 Political and Religious Leadership 88 The Spread of Ideas 97 Chapter 5 The Age of Exploration 104 The Desire to Explore 106 BUILDING YOUR SKILLS: Reading and Creating Timelines 108 The Means to Explore 114 European Expansion 120 Contents v ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page vi Chapter 6 “O Brave New World!” 128 European Imperialism 130 BUILDING YOUR SKILLS: Exploring Points of View 131 European Worldview and Identity 139 Unit 1 Culminating Activity 147 UNIT 2 WORLDVIEWS IN CONFLICT 148 Chapter 7 The People of the Sun 150 The Physical Landscape 152 BUILDING YOUR SKILLS: Identifying and Using Sources 156 The Sacred Landscape 158 Expanding the Empire 165 Chapter 8 For the Good of the People 170 The Aztec Social Hierarchy 172 BUILDING YOUR SKILLS: Analyzing Issues 177 Aztec Education 180 Contributing to Society 185 Chapter 9 Spain Looks Westward 192 Geography and Religion 194 BUILDING YOUR SKILLS: Interpreting Historical Maps 195 Creating a Christian Spain 201 Gold and Glory 207 Chapter 10 A Deadly Meeting 214 Cortés, the Conquistador 216 BUILDING YOUR SKILLS: Recognizing Cause and Effect 220 An Unequal Fight 223 Invasion 229 Chapter 11 Worldviews in Conflict 236 Changing a Worldview 238 BUILDING YOUR SKILLS: Making a Comparison Organizer 243 A New Worldview Emerges 246 Unit 2 Culminating Activity 257 vi Contents ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page vii UNIT 3 JAPAN From Isolation to Adaptation 258 Chapter 12 Shaping a Unique Worldview 260 The Land of the Rising Sun 262 BUILDING YOUR SKILLS: Drawing Conclusions 264 Nature Shaping a Worldview 268 A Self-Sufficient Country 274 Chapter 13 Japan Under the Shogun 282 Power and Control 284 BUILDING YOUR SKILLS: Researching a Topic 288 Honour and Duty 295 First Contact With the West 300 Chapter 14 Edo Japan: A Closed Society 304 Locking Out the World 306 BUILDING YOUR SKILLS: Problem Solving Using Lateral Thinking 309 Change Within Isolation 314 Cracks in the Foundation 320 Chapter 15 Contact and Change in Meiji Japan 326 The End of Isolation 328 BUILDING YOUR SKILLS: Making a Presentation 332 A Changing Order 336 Industrialization in Japan 343 Chapter 16 Return to Roots 350 Change and Resistance 352 BUILDING YOUR SKILLS: Debating an Issue 355 Strong Army, Strong Country 362 Into the Future 367 Unit 3 Culminating Activity 372 Conclusion 373 Culminating Activity 377 Pronunciation Guide 378 Glossary 379 Index 383 Credits 389 Contents vii ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page viii Using the Features Begin by checking the Worldview Inquiry question at the beginning of each chapter. It tells you what that chapter will focus on. Every chapter opens with an illustration and a story based on actual events. Read the story, and then use the In This Chapter feature, the worldviews icon, and the story questions to identify the worldview expressed in the story. Make the connection: use the Fast Forward features in each chapter to see how examining historical worldviews helps you identify worldviews and their influence today. Voices lets you listen in on different points of views or perspectives on a specific topic. When you remember to ask why someone or some society might hold a particular point of view or perspective, you’re investigating worldview and the influence worldview has on individuals and societies. The Exploring Sources feature examines historical documents, images, or artifacts. These sources help us understand some points of view, perspec- tives, and worldviews of times past. Zoom Ins provide a little more detail about a topic. viii Using the Features ABSS_ch00_prelim.qxd 2/9/07 2:25 PM Page ix Each chapter contains a Building Your Skills box to help you develop and apply the skills you have been learning in social studies. Building Your Skills boxes are listed in the Table of Contents, so you can easily find a skill to help you with a particular activity or inquiry. Skill Power features in every chapter give you the chance to practise skills you need to use often in social studies and your other courses. Think It Through questions give you the chance to reflect on a topic, Think IT THROUGH often about how information in the text relates to your life or to your society. Margin FYI notes give you a bit more information about a topic, while Link Ups point out other parts of the text that relate to the topic. LINK UP The What’s in a Word feature helps you increase your vocabulary as well as learn about the origins of some words. Words in boldface are con- tained in the Glossary at the end of your text. Each section ends with Over to You questions and activities that allow you to demonstrate your learning. At the end of each chapter, Explore the Big Ideas helps you pull together the key ideas from the chap- ter and apply them. Using the Features ix ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 2 Introduction to Worldview What’s in a WORD? In the movie The Gods Must Be Crazy, the San of the Kalahari Desert One definition of worldview (called Bushmen in the movie) are shown as a people who live com- is a collection of beliefs about pletely isolated from the outside world. Like all societies, they have a life and the universe held by set of beliefs and values that they live by, and that create meaning for an individual or a group; the them—in other words, a worldview. The movie explores this question: overall perspective from which one sees and What might happen to the worldview of a society if it were challenged interprets the world. by something from the outside? For Xi, that “something” is a pop bottle that falls from the sky. But how can a simple bottle affect a society? For Xi and his people, this object is completely bewildering. Because it fell from the sky, they see it as a gift from their gods. Because they don’t know what it is, they try different ways of adapting it into their way of life. However, the object leads to changes in their society. Soon, each member of the tribe wants the object for his or her own, and conflicts arise. People begin behaving in ways that were unknown before the arrival of this “gift from the gods.” Xi realizes that the object is danger- ous to his people; their way of life has been thrown into chaos. He decides to venture to the end of the Earth and return the gift to the gods rather than watch as the way of life of his people changes in ways they don’t want. What happened in The Gods Must Be Crazy can be summed up in this way: Isolation → Intercultural contact → Change FIGURE 1 Xi examines a strange object that has fallen from the sky. Why do you think the filmmaker decided to use a pop bottle to represent the outside world? 2 Introduction to Worldview ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 3 FIGURE 2 This woman in Mongolia belongs to a nomadic tribe. She uses solar panels to power lights and a television in her tent. How has she adapted Western technology to her way of life? How might the things she sees on television affect her way of looking at the world? Where does a worldview come from? FYI… For most of us, worldview is not something we think about very much. In 2005, Alberta welcomed Instead, it’s something that is pervasive—that is, it’s everywhere—in more than 19 000 immigrants the way we think about, and act in, the world. We are not born with an to the province. In the most individual worldview; however all of us are born into a collective, or recent census, Albertans listed more than 20 mother societal, worldview. As students living and studying in Alberta, all of tongues (languages they you are now in a part of the world dominated by what is referred to as learned as children). the “Western worldview.” You will be exploring some of the character- istics of the Western worldview during the year. However, within Alberta, your community, and your classroom, there are a multiplicity of worldviews. Some of you may be members of First Nations or Inuit groups who lived here long before Europeans arrived. Some of you may be descendants of Canada’s founding peoples or of the first European settlers in Alberta. Some of you may have moved to Alberta from other parts of Canada or other parts of the world. Each of those experiences will affect your worldview. As Grade 8 students, your personal worldview is starting to develop and take shape. As you enter adolescence, you will begin to see the world around you in new ways, through new eyes. Like the Kalahari Bushmen, there will be events and experiences in your life that will play a role in the development of your worldview. Some, like the pop bottle, will challenge your emerging worldview and require you to decide where you stand on certain issues and ideas. Worldview is a complicated concept. Before working out what worldview is, it might be helpful to understand what worldview is not. Your worldview is not your point of view. Your point of view is the What’s in a WORD? way you see things as an individual. Different people in your family, point of view opinions and your class, and your community have different points of view. For preferences held and example, some might prefer summer sports, and some prefer winter expressed by an individual sports. Worldview is much more than personal preference or opinion. Introduction to Worldview 3 ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 4 What’s in a WORD? A worldview is not a perspective. Perspective is a point of view that a perspective the collective group of people share. For example, from the European perspective, the point of view of a specific North American continent was “the New World,” to be explored and group. A perspective can be owned. But the Indigenous peoples who had lived in North America expressed by a member of for thousands of years saw nothing “new” about it and did not under- the group who has the authority to speak for others. stand how anyone could “own” the land that belonged to everyone. Worldview includes perspective and point of view, but it is also more than that. Our worldview creates meaning for us—it answers impor- tant questions, such as ◆ Who are we? ◆ Where do we come from? ◆ How do we manage our way of life? ◆ Where are we going? ◆ Why is the world the way it is? ◆ What is true and what is false? Worldview isn’t static: it changes over time, and with new experiences. And, as it takes shape, our worldview becomes more than just how we see the world; it becomes the basis for how we act in the world and the choices we make as citizens of our local and global community. Geography Introducing the Worldviews Icon Knowledge Time The worldviews icon (Figure 3) appears throughout this text book. It includes seven elements that can be used to explore worldview. The Worldview elements are time, beliefs, society, values, economy, knowledge, and Economy Beliefs geography. The icon can help you: Values Society ◆ identify point of view, perspective, and worldview around a partic- ular issue FIGURE 3 ◆ identify and explore the characteristics of your worldview ◆ identify areas of similarity and difference in the worldviews of dif- ferent people and different cultures ◆ recognize when changes in worldview occur, and investigate the impact of change on a particular element ◆ evaluate the impact one element sometimes has on other elements The following table suggests some aspects for you to consider about each worldviews element. Add any additional questions you can think of. 4 Introduction to Worldview ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 5 Thinking About the Worldview Elements Think IT THROUGH Worldviews Element Possible Questions In groups of two or three students, choose one of Geography What role do geographical factors such as climate the worldviews elements. and location play in how people look at the world and How do you, as members behave in it? of your school community, answer the questions Time In what terms is time viewed by a society, e.g., suggested for your chosen mechanical (e.g., clocks and watches, etc.) or natural worldviews element? (e.g., the seasons, the sun, the moon)? Society What roles are available to individuals in society? Who holds power and how is power maintained? Who has status and how do they get it? Are certain benefits available to some and not to others? Values How do people in a society act toward each other? How do people in a society act toward people in other societies/groups? Beliefs What beliefs do people hold about life and death? About their environment? Economy Who controls the resources? What is to be produced? How will it be produced? For whom? How is property distributed? Protected? Knowledge How do people develop knowledge? What ways of knowing are accepted? Who has access to knowl- edge? How is it valued? Where or in whom does the knowledge reside? Using the Worldviews Icon Let’s try an example. Think back to what you learned in earlier social studies courses about Canadian society around the time of World War I. Which members of Canadian society had the right to vote? How old did voters have to be? Now think about today. The extension of voting privileges to all Canadian citizens 18 years and older represents a major shift in worldview. Which element, or elements, of the world- views icon do you think changed? Why? Some of you may have chosen “society” as the element that has changed, while others may have chosen “values.” Some may have cho- sen both elements, and some of you may have chosen a different ele- ment altogether. Depending on the reasons you give for your choice, you may all be correct. The point of the icon is to help you gain an appreciation for the fact that worldviews do change, and that world- view changes have an impact on how people live in a society. Introduction to Worldview 5 ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 6 B U I L D I N G YO U R S K I L L S “Reading” Pictures FIGURE 4 You may have heard the expression, “a picture is Americans to live, work, and play separately from worth a thousand words,” but what are some the majority white population.) Against 3000 ways of getting that picture to “talk”? Try this protestors, police released dogs, attacked with formula: electric cattle prods, and used water sprayed with enough strength to rip bark off trees. Pictures → Words → Questions Formulate Questions. Have the words of the cap- Here’s how it works. tion told you everything? You know why the three Examine the Image. Look at Figure 4. Can you people are holding hands, and why the other peo- tell what’s happening at first glance? Or does it ple are here, too—demonstrating for their civil seem that the longer you look, the more possibili- rights. But is that the full story? Or are there now ties there are? Are the three people in the middle more questions to ask? Why was a water hose holding hands because they are having fun? Or turned on young men and women? Why did the are they watching something else we can’t see? police release dogs against a crowd as peaceful What’s that blowing between the trees? Is it dust? as this one appears to be? And is the view that Is it smoke? And who are these three people? Are this picture gives us of these events the only view they a family? Or friends? Where is this happen- to take, or could someone else see things differ- ing? And when? ently? What other questions does the picture raise for you now that you’ve examined it closely? Read the Caption. Figure 4 has this caption: May 4, 1963, Birmingham, Alabama. An African- When Figure 4 was shown on television, many American man and two African-American women Americans were confronted for the first time with hold hands and try to brace themselves against the evidence of how African Americans were the harsh spray of a fire hose during an anti- treated in parts of the country. Although it did not segregation protest. (Segregation forced African happen overnight, most Americans came to view 6 Introduction to Worldview ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 7 the laws that segregated African Americans from Contact via television that forced them to see what the rest of society as unjust, and those laws were was happening changed. The process could be stated as: Change as many Americans realized that such Isolation on the part of many Americans about treatment did not fit with their values, or their what was going on in their country (in this case, vision for their country, ultimately resulting in laws isolation means lack of knowledge and experience) being changed. FIGURE 5 The Amish choose to limit their contact with broader society and avoid using modern inventions such as electricity and cars. Known as “the Gentle People,” they do not believe in serving in the military. About 140 000 Amish live in North America; approximately 1500 in southern Ontario. In 2006, 11 Amish families from Walkerton, Ontario, re-settled near Gladstone, Manitoba, about 100 kilometres northwest of Winnipeg. FIGURE 7 Airplanes over Ice Cap. Inuit Elder Pudlo Pudlat (1916–1992) created this image in 1980. What are some of the changes Pudlat would have seen during his lifetime? What challenges might contact with the outside world pre- sent to the once-isolated Inuit? FIGURE 6 For decades, the Berlin Wall in Germany sepa- Try It! rated East (communist) Berlin from West (democratic capi- With a partner, apply the pictures → words → talist) Berlin. The Wall also symbolized the Iron Curtain, the questions formula to each of the images above. division between democratic Western Europe and communist Eastern Europe. In 1989, soldiers looked on as citizens of What questions do you have that relate to point East and West Berlin tore the wall down. of view, perspective, or worldview? Introduction to Worldview 7 ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 8 Putting It All Together: Point of View, Perspective, and Worldview When the Employment Standards for the Employment of People Under 18 was amended on June 5, 2005, to include the employment of adoles- cents in certain occupations in the food and services industry, there was a public outcry on the part of many Alberta citizens. Comparisons were made to the child labour practices that existed in North America in the early 20th century. Letters to the editor in many local papers presented arguments on both sides of the issue. In most cases, people who wrote letters were expressing their points of view on this situation. Some believed that the changes in the legislation would result in even more adolescents drop- ping out of high school. Others stated that Alberta’s booming economy needed more employees in the service industry, particularly the fast- food industry where many of the adolescents were being employed. However, some people wrote to present the perspective of a particular group. For example, when Gil McGowan, president of the Alberta Federation of Labour (AFL), wrote an article condemning the new leg- islation, he was presenting the AFL’s perspective on the issue. And worldview? Worldview in this case is how Canadian society as a whole views childhood. In 1910, when Lewis Hines took the photo of Think IT THROUGH Sadie (Figure 8), the worldview of North American society was that Identify the elements of the child labour was acceptable, without ensuring minimum standards of worldviews icon that you think changed. Explain. safety and without requiring a minimum level of education. Today, this is no longer the case. The difference is a major shift in worldview. FIGURE 8 Sadie Pfieffer was a young girl who worked in a South FIGURE 9 In Alberta, you must be 12 to 14 years of age to work Carolina cotton mill in 1910. This photograph, and others by Lewis in certain occupations. You must attend school and may work Hines, helped bring about improved labour laws to protect chil- only two hours on any school day, and a maximum of eight hours dren. As of 1911, in some parts of the United States children could on a non-school day. work only eight hours per day and were not permitted to work at night. This was a great improvement in children’s working lives. 8 Introduction to Worldview ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 9 Thinking Critically Thinking about worldviews requires us to examine An effective critical thinker: beliefs and assumptions that we may not have is open-minded examined before. It can be challenging to try to understand the worldviews of people who lived in raises important questions and problems and a different time or place. In order to help with this expresses them clearly challenge, it will be useful to apply critical think- gathers and assesses relevant information, inter- ing skills. Critical thinking means carefully ques- prets that information effectively, and tests con- tioning your own thoughts—the beliefs, clusions and solutions against relevant criteria assumptions, and conclusions that you may not and standards have examined before. communicates well with others in pursuit of effective solutions to problems How do you know if you’re applying critical thinking skills? As you work through your Social Studies pro- gram, use the checklist below to keep you on track. When I state my own opinion I identify my point of view I stay on topic I remember to state my major point in my introduction When I respond to someone I indicate whether I agree or not else’s opinion I identify both the strengths and the weaknesses of the other point of view I am fair-minded in evaluating all points of view When I draw some conclusions I base them on some kind of evidence or interpret some information I check to see if they are consistent with each other I base them on assumptions that I can state When I use evidence to I check that all evidence used is clear, accurate, and relates to the issue support my claims I use sufficient evidence I consider evidence that opposes my position as well as information that supports it When I base my claims on I clearly identify my assumptions and determine whether they are justifiable some assumptions I consider how my assumptions are shaping my point of view When I use some concepts I identify key concepts and explain them clearly and ideas that others may not I consider alternative concepts or alternative definitions of concepts understand or may interpret I make sure I am using concepts with care and precision differently When I come to a definite final I trace the implications and consequences that could follow from my reasoning conclusion about the issue I search for negative as well as positive implications I consider all possible consequences Introduction to Worldview 9 ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 10 Exploring Worldview What ha ppens when tw o worldv iews disagree ? ting u a al Ev What did I learn from , w h a t a person’s this inquiry that will help t c a n w e find ou s? with my next inquiry? Ho w t y ’s , w o rldview i What advice might I offer e or a soci to someone starting a similar inquiry? How did this inquiry help me to understand more about worldview? Did I allow time to rehearse? Is written work carefully ? views change How do world edited and neatly presented? How will I support other presenters? How will I learn from other presenters? Sh ar ing 10 Introduction to Worldview ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 11 orldview? Do I have a w Wh at im pa cts do wo rld vie ws ha ve? Planning Re t rie Have I clearly identified v an inquiry question? Where can I look for ing How will I find information? and organize the Are there Building information? Your Skills features What will my final or organizers in my product look like? textbook that can help How will my work be me collect and analyze evaluated? information? Reflecting Thinking about your inquiry Is my information Am I considering all accurate, consistent, points of view? and reliable? Will my audience Do I need to ask other understand? questions? Do all group members Have I applied critical understand their thinking skills? responsibilities? Did I include a variety g sin of visuals? c es o Pr Creating Introduction to Worldview 11 ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 12 EXPLORING SOURCES Labour Laws in India Here is a recent article about child labour in India. with that in North America in the early 1900s and Consider how the situation in India compares in Canada in the 2000s. India child labour ban comes into effect: He has been working in New Delhi for New law a double-edged sword for nearly four years and said the money he impoverished children sends home to his widowed mother and three younger siblings in southern India is NEW DELHI - A ban on child labour in India crucial to their survival. took effect Tuesday, but at roadside food "If I didn't send money home, they stalls across the capital, New Delhi, many would starve," Chandran said. of the boys and girls who serve glasses of Employers who violate the new child tea, wash dishes, mop floors and take out labour law face up to a year in prison and a trash were not celebrating. fine worth the equivalent of C$245. The children of India's tens of millions Officials are promising strict of poor families are expected to work and in enforcement. Prime Minister Manmohan many cases they are the sole breadwinners. Singh said firm action would be taken The new law bans hiring children under against violators. age 14 as servants in homes or as workers "I call upon each one of you to stop in restaurants, tea shops, hotels and spas. employing children as workers and actively Despite the subcontinent's emerging encourage children to join schools," he said. economic power, child labour remains Even though many are uncertain widespread in India. Conservative estimates whether the law will be enforced, place the number of children covered by the Chandran's boss has told him and the other new law at 256,000. All told, an estimated 13 child workers to stay away for a few days to million children work in India, many of them see what happens. in hazardous industries, such as glass-making, Rights activists criticize the law, saying where such labour has long been banned. it does not address the root causes of child At one roadside tea shop, the Harish labour or provide any kind of safety net for Dhaba, talk among the child workers children put out of work. focused on the hardships of the new ban. "The fundamental reason is abject "As long as I can remember, I've worked poverty -- that is the most important and in a restaurant, washing dishes, cutting fundamental issue why children are vegetables, throwing out the garbage," said labouring," said Rita Panicker, who heads Rama Chandran, a frail-looking 13-year- Butterflies, a non-governmental organization old, as he cleared dishes from grimy tables that works with street children. in the tiny, smoke-filled eatery. The Associated Press How do economic conditions for some people in India challenge the changes the government is trying to make? Use the elements of the worldviews icon to identify the shift in worldview the new legislation attempts to impose. 12 Introduction to Worldview ABSS8_ch01aintro.qxd 2/9/07 2:26 PM Page 13 The Journey Ahead During this year’s social studies course, you will have the opportunity to investigate what worldview is, how it is shaped and formed, and what happens as a result of intercultural contact. In particular, you will investigate how the worldviews of Renaissance Europeans, the Aztecs, and the Japanese during the Edo and Meiji periods changed because of intercultural contact. At the same time, you will be identifying the ele- ments of your own worldview, and how your worldview shifts and changes. The key to understanding the forces that are shaping your own worldview is to examine and apply critical thinking skills to the changes that revolutionized societies in the past. Are you ready for the challenge? Over to YOU Exploring Your Worldview 2. Choose four factors from the web and write two or three sentences about how each of them has Now take some time to think about your worldview. What shaped your way of thinking and behaving. are the values, attitudes, beliefs, and knowledge that shape how you interact with the world? Your worldview 3. Get together in a small group of three to five influences many different factors and is also influenced students and share your answers to by those same factors. Some of these factors are in the Questions 1 and/or 2. Discuss the following web below. questions: 1. Add other items to the web that you think could a. Why are some aspects of the worldview of influence the way a person thinks and behaves. people in our group similar? Expand your web to include ways your family, the b. Why are some aspects different? technology you use, etc., influence your world- view. For example, what influence might having c. Why will some aspects of our worldviews relatives in another country, or watching the probably change throughout our lives? news on TV every day, have on your worldview? d. Why might some aspects stay the same? My family The technology I use My activities My Worldview My gender My travel experience My cultural traditions My friends Introduction to Worldview 13 ABSS8_ch01b.qxd 2/9/07 10:49 AM Page 14 UNIT Renaissance Europe 1 Origins of a Western Worldview I N TH IS U N IT This unit helps you investigate these questions. ◆ What was the Renaissance? ◆ Why—and how—did the Renaissance worldview spread from beyond the borders of Europe? ◆ Why did the Renaissance worldview have such a long-lasting influence on other countries and cul- tures? ◆ Why did the European rather than the Aboriginal worldview become the dominant way of looking at things in the American continents? Florence, Italy, is considered the birthplace of the Italian Renaissance. The dome of Santa Maria del Fiori, con- structed in the early 1400s, formed the basis of Renaissance architecture. 14 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 15 For more than 500 years, crowds have lined up to see Michelangelo’s David. Raphael painted the School of Athens on the walls of Pope Julius’s private study between 1508–1511. The painting celebrates thinkers from classical times, sometimes giving them the faces of Renaissance people. A L P S ES IT M LO DO Milan Venice Po r. Mantua APEN NINE S Avignon Genoa Florence Pisa Arno r. Siena Assisi ber r. A Ti P CORSICA E ADRIATIC Those who thought of the Americas as “the N Rome N SEA N new world” viewed Columbus as a hero, but for Naples I the Indigenous peoples who lived there, N SARDINIA E Columbus’ arrival was seen quite differently. TYRRHENIAN S SEA IONIAN MEDITERRANEAN SEA ISLANDS SICILY 0 100 200 km For hundreds of years, the country known today as Italy was a col- lection of city-states. 15 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 16 1 Times of Change FIGURE 1-1 This image is a fragment from a fresco painted in 1350 on the walls of the Church of Santa Croce in Florence. Andrea di Orcagna called his fresco The Triumph of Death. How does Orcagna’s art capture the mood of the people affected by the Black Death? 16 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 17 WORLDVIEW INQUIRY Geography In what ways can changing social Knowledge Time structures affect a society’s worldview? Worldview Economy Beliefs 1347. A ship arrives in Messina, a city on the island of Sicily Values Society off the south coast of Italy. T he ship sailed into the busy harbour. It had come from ports on the Eastern Mediterranean where it took on a cargo of spices and other goods. When In This Chapter Think of this unit as a road trip the ship landed, the dockworkers were surprised to see through some of the ideas of the sick sailors staggering onto the shore. Everywhere on Renaissance. If you look in the the deck of the ship lay dead or dying sailors. They rear-view mirror, you will see the had black and purplish blotches on their skin and Middle Ages. How did people live strange, egg-shaped swellings in their armpits. The and think during the Middle dying were coughing, moaning, and vomiting blood. Ages? The Black Death was one Within a few days most of the sailors were dead. of the massive changes at the end People who cared for them also developed the of the Middle Ages that moved European society into a new era. same terrible symptoms. Soon people all over the What impact did the Black Death city began to fall ill and die. have on the beliefs and values of The disease that the sailors had brought was the the people who survived? In what Black Death or bubonic plague. They had caught it ways did European society change in the eastern seaports they visited. The Black because of the Black Death? Death was spread by fleas on the rats that lived in urban areas and on board ships. There was no cure for the disease and over the next two years it spread all over Europe. About one-third to one-half of the people in Europe—25 million people—eventually died of the Black Death. Some villages and towns were completely wiped out. If half the people in Canada suddenly died of a terrible disease, how do you think this would affect our society? Chapter 1 Times of Change 17 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 18 A Changing Society How would you explain Canada’s society to someone from another How are people’s attitudes and values shaped by the country? Would you describe it as having any particular structure? If way that a society is so, into what groups would you divide it? organized? During the Middle Ages, much of European society was organized in a system called feudalism. Feudalism was a hierarchy. In a hierar- chy people are ranked one above another according to their impor- S K I L L P OW E R tance. People were born into a level of feudal society and they expected When you see a word in to stay in that level for their entire lives. bold type in the text, it Feudalism was based on land, loyalty, and duty. Nobles or knights means that this word swore oaths of allegiance, that is, loyalty, to the king. They promised appears in the Glossary to fight for him in exchange for the rights to pieces of land called at the back of the book. manors or fiefs. It begins on page 379. Bishops had as much power as Barons. Bishops received their land Words in a Glossary are listed in alphabetical from the Crown, and over time, the Church became a very large order, followed by their landowner. As a result the Church was very important to medieval meaning. people in their practical lives as well as their spiritual lives. You will Remember to use learn more about how important the Church was in medieval society in the Glossary as you the next section. read this book. Medieval Country Life Most people in the Middle Ages were peasants who lived in rural vil- lages on a manor. The peasants were assigned strips of land to plant and harvest. Each peasant family had its own strips of land in various areas of the manor. However, the peasants worked cooperatively on tasks such as plowing and haying. The Crown Barons Abbots and Bishops Knights FIGURE 1-2 The feudal hierar- chy. The nobility and clergy held all the land and power in feudal society, yet they made up only about 10 percent of the population. Why do you think the Commoners (Freeholders and Serfs) commoners might have accepted this situation? 18 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 19 In exchange for the use of the land, the peasants had to turn over to the noble, or “lord of the manor,” a portion of what they pro- duced. They were also expected to build roads, clear forests, and do any other work the lord ordered. The peasants—men, women, and chil- dren—worked hard from sunrise to sunset. The peasants were illiterate and uneducated and the manor was usually the limit of their life experience. Some peasants were freemen who rented land from the lord or worked for pay. Most peasants, however, were serfs who were not allowed to leave the manor without the lord’s permission. When they did travel, they rarely went farther than the nearest town. FIGURE 1-3 In this image, the strips of land are in different colours. This indicates whether they were for the use of the noble, the priest, or the peasant. The village is the small dark green area. Where are the manor house and the church located? What does their location suggest to you? FAST FORWARD Oath of Citizenship Today, when people become Canadian citizens they go through a citizenship ceremony and take an oath. The oath must be taken in French or English. This is the English-language version of the oath. I swear (or affirm) that I will be faithful and bear true allegiance to Her Majesty FIGURE 1-4 New Canadians taking the oath of citizenship Queen Elizabeth the Second, Queen of Canada, Her Heirs and Successors, and that I will faithfully observe the laws of Canada and fulfill my duties Think IT THROUGH as a Canadian citizen. 1. How does this oath reflect the feudal values of loyalty and duty? 2. Why do you think the oath must be taken in French or English? Chapter 1 Times of Change 19 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 20 VOICES The Manorial System The way life was organized on the manor is called the Viewpoint Two “manorial system.” Based on your reading so far, what do you think of peasant life under the manorial In spite of the harsh life to which it condemned system? If you had the chance to live for a week back peasants, manorialism was... highly in time, would you choose to be a medieval peasant? successful... [T]he emergence of Explain your thinking. manorialism... was followed by three centuries You have your opinion about peasant life, but some- of agricultural boom... Throughout Europe, the one else in your class might not agree with you. He or serfs cut down forests, drained swamps, and she might focus on entirely different aspects of peas- brought grasslands under the plow. Thousands of ant life and see them as interesting or challenging. new villages sprang up, and by 1300 the population of Europe had risen from roughly Different Ways of Looking at Things forty million to about one hundred million. When people have different points of view on an Thomas H. Greer and Gavin Lewis, issue, this does not mean that one person is wrong A Brief History of the Western World, and the other person is right. They may simply be Seventh Edition. applying different “criteria.” Criteria are the rules or standards that you use to judge something. Here are two accounts of the medieval manorial sys- Think IT THROUGH tem. As you read each passage, ask yourself: 1. What do you think of the criteria each writer used? What point of view is the author presenting? Which are closest to your own criteria when you Identify details from the passage that highlight were thinking about your time visit? either the positive or negative aspects of manorial 2. Which writer do you find most persuasive? Explain life. why you think as you do. What criteria has the writer used to assess the 3. Where do you think a lord and a peasant would put manorial system? themselves on this scale? Explain your thinking. Be prepared to support your thinking with details and Viewpoint One examples from the text. Use the critical thinking checklist on page 9 for ideas on how to defend... [T]his agricultural class [the peasants] found your postion. it impossible to accumulate any wealth and for centuries remained in a situation of extreme poverty and almost complete lack of freedom. Manorialism is What the peasants and serfs did receive in return a beneficial institution was the protection of the lord’s army and if needed, the right to run into the castle walls of the lords [for safety]... To survive, to achieve some kind of stability, millions of people suffered repression, impoverishment and exploitation. Cynthia Smith, Honolulu Community College Manorialism is a terrible institution 20 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 21 B U I L D I N G YO U R S K I L L S Analyzing Images In the summer of 2006, there was a war in Try It! Lebanon. During the war, Reuters, an inter- 1. Work with a partner and use the ques- national news service that sells photographs tions in the left column to analyze the to newspapers all over the world, fired one painting. of its photographers when he was caught adding smoke to an image of a fire caused 2. How might the fact that a noble spon- by Israeli bombing. Why might the photog- sored the image contribute to bias in the rapher have done this? representation of the peasants? How Historical images such as paintings and might the purpose of the image con- photographs can give you information about tribute to bias? the past, but you need to remember that every 3. How does the image highlight the coop- image is biased in some way. This means that erative nature of peasant life on the it represents a certain point of view. manor? Questions for Analyzing Images 4. Choose another image in the chapter, Here are some questions you can ask yourself analyze it with a partner and present about an image to help you think about what your thinking to the class. its creator’s bias might be: ◆ What does the image show? ◆ Who created the image and why? ◆ When was the image created? ◆ What was the purpose of the image: to entertain, to inform, to persuade? This image, called Haying, was created between 1412 and 1416 by the Limbourg brothers, Pol, Herman, and Johan. It was one of many miniatures produced for a prayer book called Les très riches heures du Duc de Berry. The Duc de Berry was the brother of the king of France. One of the Duc’s residences is shown in the background. FIGURE 1-5 Peasants haying. Why do you think it was in the peasants’ best interest to work together? Chapter 1 Times of Change 21 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 22 Town Life Most medieval towns were centres for farm communities. They gener- ally grew up close to a castle, palace, or large monastery. The citizens would build stone walls around the town to protect themselves from rival cities or lords. Local goods as well as goods brought in from other countries were available in shops in the towns. FIGURE 1-6 This is an infrared satellite image of the Québec City The towns were crowded, dirty, rat-infested places, but they offered area today. It shows narrow strips freedom and new opportunities. People had the freedom to do as they of land characteristic of the wished, marry whom they pleased, and make money as they could. “seigneurial” system, which the French used when they settled in According to the law, runaway serfs could gain their freedom by stay- North America. It was based on ing in town for a year and a day without being discovered. the feudal system in Europe. A peasant who was good at making shoes might open a workshop to produce and sell shoes. Unskilled peasants could learn trades. Other LINK UP peasants worked for wealthy merchants as servants and labourers. In Chapter 2, you will be reading about the rise in trade with the East that led to the development of towns across Europe. FIGURE 1-7 From a 15th century manuscript. Crafts people like weavers and carpenters opened workshops where they made and sold goods. There were also busi- nesses that provided goods and services. What goods and services can you identify in this picture? 22 Unit 1 Renaissance Europe ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 23 Production of goods and trade in the towns was organized by coop- erative organizations called “guilds.” Guilds controlled the prices of goods, set standards of quality, and decided who would be admitted to the craft as a trainee or “apprentice.” Guilds also took care of members and their families in case of illness or accident. Children as young as What’s in a WORD? eight or nine went to live and work at the home of a master and learn a The word “journeyman” trade. After years of working and training they would take a test to comes from the French phrase par journée. It become journeymen and be admitted to the guild. Years later, after indicates that a journeyman more study and practice, they would become masters. Then, they could was paid “by the day.” open up their own business and take on their own apprentices. What was the role of women Zoom In > in medieval society? Rural women usually had many children and shared the hard work in the fields with their hus- bands. In addition, they wove cloth, made clothes, cooked meals, and preserved food for the family to eat in the winter. In town, women married to guild members often worked alongside their husbands or were in charge of selling goods. They were permit- ted to inherit property and guild memberships when their husbands died. They could also become mas- ters of crafts in the textile industries and brewing. In the families of wealthy merchants, women had more opportunities. Daughters were sent to school along with their brothers or were educated at home by tutors. But in many ways, noble women had the fewest rights in medieval society. They made few choices on their own and even their marriages were generally arranged, often at birth, for the family’s political or economic gain. Women who joined religious orders usually received some education. Hildegard of Bingen, for example, was a writer of medical books, a scholar, and composer. FIGURE 1-8 In The Four Social Conditions: Work by Jean What types of skills did rural women need? Bourdichon, a woman works beside her husband in a Women who lived in towns? carpentry shop. Consider the types of work women in your com- munity do today. In what ways are the skills they need similar to, or different from, the skills needed by medieval women? Chapter 1 Times of Change 23 ABSS8_ch01b.qxd 2/9/07 10:50 AM Page 24 FAST FORWARD Rural and Urban Populations What percentage of people in Alberta would you guess live in rural areas? How much has the per- centage changed in a recent five-year period? In the last century? Here are some statistics that might surprise you. In 1901, 75 percent of Alberta’s population lived in rural areas. By 2001, this number had declined to only 19 percent. The rural farm population between 1996 and 2001 declined by 12.2 percent. You probably have some ideas about why the rural population is dropping in the Prairie FIGURE 1-9 This is a hilltop settlement in Mexico. provinces. Canada is part of a worldwide trend of people moving to cities. result they end up living in squatter communities Many people in developing countries today find where the conditions are crowded, dangerous, it particularly hard to make a living in rural areas. and unhealthy. They may have been driven from their land by war. There may have been years of drought. Think IT THROUGH Whatever the cause, people are going to the cities in ever-greater numbers. 1. What connections can you make between the Experts predict there will soon be more people situation in Europe in the Middle Ages and that in developing countries today? living in urban areas than in rural areas for the first time in human history. Many of these people 2. What effect, if any, might the situation in the arrive in cities with no skills and no money. As a world’s developing countries have on Canadians? FYI… Challenges to the Feudal System One of the most dramatic aspects of the Hundred Years’ Although the feudal system lasted for many hundreds of years, it even- War was the use of the tually began to weaken and finally disappeared altogether. Whose powerful long bow by English interests were best served by feudalism? What kinds of pressures do archers. This, along with later you think might have caused feudalism to break down? military technological advances such as cannons and guns, made the knight and his The Peasants’ Revolts armour less effective and much Beginning in 1337, war broke out between England and France. It more vulnerable. lasted more than a century and came to be called “The Hundred Years’ War.” The endless fighting devasted the countryside. Peasants in