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Our WorldviewsE X P L O R EAustraliaCanada U N D E R S T A N DMexicoSingaporeSpain C O N N E C TUnited KingdomUnited States
Our WorldviewsExplore Understand ConnectAuthorsPhyllis LevinTeddy MolinePat RedheadPublishing DirectorKaren IversenProject Managing EditorRon MonroeEditorShauna BabiukDesign and ProductionCarol Dragich, Dragich DesignJeff MilesJoanne MeredithImage and Rights AcquisitionDavid StrandLauren SemeniukJoanne MeredithMapsJohnson Cartographics Inc.,Wendy JohnsonIndexingJudy Dunlop Information ServicesProduction CoordinatorKathrine PummellPrinterTranscontinental Printing Inc.COPYRIGHT 2007 by Nelson,a division of Thomson CanadaLimited.ISBN 13: 978-0-17-629421-2ISBN 10: 0-17-629421-XPrinted and bound in Canada1 2 3 4 10 09 08 07For more information contactThomson Nelson, 1120 BirchmountRoad, Toronto, Ontario, M1K 5G4.Or you can visit our Internet site athttp://www.nelson.comALL RIGHTS RESERVED. No part ofthis work covered by the copyrightherein, except for any reproduciblepages included in this work, may bereproduced, transcribed, or used inany form or by any means—graphic, electronic, or mechanical,including photocopying, recording,taping, Web distribution, orinformation storage and retrievalsystems—without the writtenpermission of the publisher.For permission to use material fromthis text or product, submit arequest online atwww.thomsonrights.comEvery effort has been made to traceownership of all copyrightedmaterial and to secure permissionfrom copyright holders. In theevent of any question arising as tothe use of any material, we will bepleased to make the necessarycorrections in future printings.AuthorsReviewersPhyllis Levin is a retired teacher,teacher-librarian, and principal.Post-retirement, she has workedas an independent consultantfocusing on educational researchand organizational development.She has written numerousmonographs and other resourcesfor the non-profit human servicessector.Sherry Bennett, teacherSt. Albert, AlbertaCatherine Coyne, teacherSt. Albert, AlbertaDean Cunningham, teacherLangley, British ColumbiaJoseph Dumont, teacherEdmonton, AlbertaArthur Haberman, York UniversityToronto, OntarioBryce Hodder, Department ofEducation for Newfoundland andLabrador, St. John’s, NewfoundlandNashir Karmali andWaleed Najmeddine, EdmontonCouncil of Muslim CommunitiesEdmonton, AlbertaSylvia Kennedy, teacherMontréal, QuébecMark Konnert, University of Calgary,Calgary, AlbertaPatricia Lychak, teacher andeducational consultantEdmonton, AlbertaAl Nichol, teacherSt. Albert, AlbertaAlain Nogue, francophoneconsultantEdmonton, AlbertaGordon Parliament, teacherEdmonton, AlbertaBarb Sabiston, teacherBarrhead, AlbertaGail Smith, teacherCalgary, AlbertaMaria Spagnolo, teacherCalgary, AlbertaJoanne Thaxter, teacherLethbridge, AlbertaDavid Whan, teacherBonnyville, AlbertaTeddy Moline has a Bachelor ofArts and Master of Education. Hercareer in education includessecondary school teacher, teacherlibrarian, principal, district officeconsultant and director, andeducation manager with theprovincial department of education.She has extensive experience in thedevelopment of curriculum andresources for Grades 1–12.Pat Redhead is a retired Albertateacher and consultant. She haswritten numerous student andteacher resources in Social Studies,Mathematics, and Information andCommunications Technology.Special ThanksThank you to the Field Test andPilot teachers and their studentswho worked with this material andprovided valuable feedback in thedevelopment of this text.
ContentsI N T R O D U C T I O N : O u r Wo r l d v i e w s2CASE STUDY ONEHow Did the Exchange of Ideas and KnowledgeDuring the Renaissance Shape the Worldviewof the Western World?12CHAPTER 1:W h a t We r e t h e F a c t o r s T h a t S h a p e dt h e R e n a i s s a n c e Wo r l d v i e w ?14CHAPTER 2:How Did the Ideas of the ItalianRenaissance Spread Throughout Europe?48CHAPTER 3:H o w D i d t h e We s t e r n Wo r l d v i e wGrow Out of the Renaissance?88CASE STUDY TWOHow Did Beliefs, Values, and Knowledge Shapethe Worldview in Japan Between 1600 and 1900?124CHAPTER 4:W h a t We r e t h e E f f e c t s o f J a p a n ’s P o l i c i e sof Isolation During the Edo Period?126CHAPTER 5:What Factors Influenced Changein Meiji Japan?164CHAPTER 6:How Did Rapid Change Duringt h e M e i j i P e r i o d A f f e c t J a p a n ’s Wo r l d v i e w ?190CASE STUDY THREEHow Does Intercultural ContactImpact the Worldviews of Societies?224CHAPTER 7:How Did Geography and History Affect226t h e Wo r l d v i e w s o f t h e A z t e c a n d t h e S p a n i s h ?CHAPTER 8:How Did the Aztec and the SpanishWa y s o f L i f e R e f l e c t T h e i r Wo r l d v i e w s ?262CHAPTER 9:H o w D i d C o n f l i c t i n g Wo r l d v i e w s L e a d t o t h eSpanish Conquest of the Aztec Civilization?300C H A P T E R 1 0 : H o w C a n U n d e r s t a n d i n g Wo r l d v i e w s340Improve Our Lives?Skills CentreGlossaryIndexI m a g e a n d Te x t C r e d i t s356382386396
O u r Wo r l d v i e w sIntroductionINTRODUCTIONOur WorldviewsW h o A r e Yo u ?identity: an individual’sperception of who heor she is; a sense of selfA person may havemany identities,depending on thegroups to which heor she belongs.How would you describe yourself and what is important to you?What are your beliefs about the world? How do you define who youare? What groups do you feel a part of? Are there groups you belongto that you don’t really feel a part of?It is natural to try to understand how you fit into the world youlive in. You may be trying to sort out what is most important to you.You may be wondering what you want to become as you grow andmature into an adult. You may be puzzled by the ideas and beliefs ofsome of the new people that you meet; you may be excited by othernew ideas. Looking at the ideas, beliefs, and actions of the peoplearound you can help you understand the way theyview the world. You can compare your beliefsand attitudes to theirs and examinehow your ideas agree or disagreewith theirs. You are establishingyour identity.Cathedral of Mexico,Mexico City, MexicoHola. My name is Elena. I’m fromMexico City. My family is mestizo,from a mixture of Spanish and Aztecancestors. I enjoy living in a historiccity and seeing the old Spanisharchitecture, such as our centralcathedral and the old Aztec templesand artifacts that are found all overthe city. My older brothers and sisterscome home for important holidays;we celebrate with traditional foodsthat often include beans and chiles.2
O u r Wo r l d v i e w sW h a t I s Wo r l d v i e w ?Worldview is a collection of values and beliefs about life and theuniverse that is common to a group of people. The worldview of thegroup you identify with is the basis for the way you act, the way youreact, and the way you feel about the world.Worldview often is not obvious. You are immersed in it. It is sonatural a background that you usually do not think about it. You cancompare worldview to the atmosphere you breathe. The air around youis such a natural part of life that you do not usually even think aboutit. The worldview within which you live is like that — it is alwaysthere, behind the scenes, affecting the decisions and actions you make.value: a moral standardor principle ofbehaviour of a personor group; a personal orgroup judgment as towhat is important orvaluable in lifebelief: somethingaccepted as trueVenice, ItalyCiao. My name is Sergio and I live in Venice, an ancienttrading city located on some islands along the northeast coastof Italy. I love the many statues, old buildings, and beautifulpaintings that are found everywhere in myneighbourhood. Going to church is important to me.I also volunteer to hand out pamphlets to the manytourists who come to see our canals, buildings, and art.Tokyo, JapanKonnichi wa. My name is Keiko.I live with my parents and brotherin busy Tokyo. Centuries ago,the city was called Edo and grewaround Edo Castle, which you canstill see today in downtown Tokyo.I love the mix of traditionalJapanese life with the ultramodern.I believe in respect for family andI love traditional arts like kabukitheatre and sports like sumo. Atthe same time, we have the latesttechnology in things like computers,televisions, and video games.What are some of yourvalues and beliefs thatmight illustrate aCanadian worldview?3
O u r Wo r l d v i e w sIntroductionW h a t A r e S o m e E x a m p l e s o f Wo r l d v i e w ?society: a group of peoplelinked by common activitiesor interests and sharing alocation; a group of humansdefined by mutual interests,shared institutions, and acommon cultureThe two illustrations on this page contain a few of the values andbeliefs of two distinct worldviews. Are any of these values and beliefssimilar to values and beliefs in your society’s worldview?Western world: societiesthat are based on theworldview that developedin Western EuropeAWoin th rldviewe Weostern f People AllpeopWorle areld tA Traditional Worldviewof Some Aboriginal Peoplein CanadaElders are respected for their wisdom.Governing is through group agreement,not through the control of a leader.All life is sacred and equally important.People are connected to the community and to ancestors.Human experience includes spiritual, physical,emotional, and mental aspects.Life is a circle; time moves through cycles.All forms of life are connected in aconstantly changing, balanced relationship.o beIndividualtreatied astyis im Freequaportaedomls.nt.of spimpoertantech arightnd re Fams.ligionilies aarere an Baimposic edrtantucatisociaon sh Del unimocouldt.rabcecitizey is tavailablehe bns inesdecisto al Gal.ion m t way toininginavolveking.wealhavetha pleiasan s importat andncom t in orde Hufortamanble li r tos areothefe.supr lifeform erior to Timalls.eiunits s brokendborga y which own intonizedlives.are Scienceexplaworlinsda bet and mak theeter place. s it The well-being of the Earth is essentialfor our and our children’s survival. The way information is presented often adds more meaning to the words.The values and beliefs of a traditional Aboriginal worldview are presented ina circular shape, representing a worldview that includes ideas of wholenessand seeing life as full of cycles. Western worldview is often described as linear(going from the beginning to the end in a straight 1–2–3 way) and analytical(concerned with individual details). Why do you think the values and beliefsassociated with the Western worldview are presented as they are?4
O u r Wo r l d v i e w sW h e r e D o Yo u B e l o n g ?Your daily life and identity are affected by the common worldviewof people in Canada that has grown out of the Western worldview.As Canadians, we have some common values and beliefs in ourapproaches to medical care, education, and the arts that reflect aCanadian worldview different from other countries. What does therelationship between the Canadian government and its citizensshow about a Canadian worldview? What does Canada’s view of itsrelationship with the rest of the world show about its worldview?Do we have a common view of how we as Canadians should acttowards the rest of the world?Images in collages arecarefully chosen andplaced to support particularideas. The images herewere chosen to representdifferent regions of Canadaand different images of lifeacross the country. Imagesmight be positioned toshow similarities orsometimes to emphasizecontrasting ideas. Therelative size and placementof an image can indicateits importance in relationto the other images. Whymight the Canadian flagin this collage have beenpresented in this locationand at this size comparedto the other images?5
O u r Wo r l d v i e w sI wonder wheredo I fit with Canadianworldviews?Sweetgrass braid, animportant symbol to manyFirst Nations individuals.The diverse cultures of FirstNations, Métis, and Inuit maybe represented by manyother symbols.Franco-Albertan flagQueen Elizabeth II,Legislature grounds,Edmonton6IntroductionCanada is a land of regions; the region you live in, whether themountains or the prairies, the Atlantic provinces or the North, oranother area, affects the way you see the world. The people in eachregion may have a worldview that differs in some ways from that ofpeople who live in other geographic regions.You are also affected by the worldview of the group of Canadiancitizens that you belong to: Many of Canada’s Aboriginal citizens have worldviews based ontheir ties to the land and the way of life that comes from beingits original inhabitants. Their oral traditions and theirexperiences of history after European arrival also add totheir unique worldview. Many Francophones fromcountries around the world have added to thediversity of Canada’s Francophones. Most of Canada’s Francophones have common values and beliefsin their worldview based on their history in Canada as one of itstwo founding European nations. Elements of their worldviewhave been affected by their shared experiences of early Canadianexploration and settlement; a common language, French; and adefined place in Canada’s laws and institutions that guaranteelanguage and education rights across the country. Canada’s citizens of British background also share a commonworldview. It, too, comes from being one of the two foundingEuropean nations. Elements of this worldview have beenaffected by shared experiences, such as the exploration andsettlement of the country; a common language, English; andthe establishment of governmental, legal, and social systemsthat developed from the British model.
O u r Wo r l d v i e w s Canada is also a multicultural nation. Canada has welcomedpeople from nations around the world to become Canadiancitizens. These immigrants bring with them the worldviews oftheir particular group. As they become a part of Canadian society,they begin to understand the common Canadian worldview.When they become Canadian citizens, they adopt values andbeliefs of the Canadian worldview into their original worldview.multicultural: many culturesperspective: a way oflooking at the world;an interpretation of aparticular event (oftenapplied to a group’sinterpretation)Ukrainian dancers, Whitkow, SKChinese Cultural Centre, Vancouver, BCYou, as an individualCanadian citizen, are affectedby a number of worldviews thataffect how you view and relateto the world. Think about howthe perspectives of all thegroups you are a part of —family, friends, church, culturalgroup, and so on — relate toyour overall values and beliefsabout the world.Sikh dancers at Vaisakhi celebration, Vancouver, BC7
O u r Wo r l d v i e w sI wonder what hasworldview got to dowith my life?history: the totalaccumulation of theexperiences of a people;a continuous chronologicalrecord of events; the studyof past eventsIntroductionH o w C a n Yo u F i n d O u t M o r e A b o u tWo r l d v i e w ?As you study the worldviews presented in this text, you will also beexamining the values and beliefs that affect the way you live inCanada. You will explore how these affect the way you personallymake decisions and the way you respond to people and ideas youencounter.Examining a group’s way of life can tell you about theirworldview: what they think and believe about their purpose in life their relationships with fellow citizens and with strangers their relationship with the natural worldAs you look at different parts of a society, you can begin tounderstand more about that society’s worldview.Sharing a history and background leads a society to develop acommon way of looking at the world. The worldview of a societychanges over time as the citizens share new experiences and meetnew ideas.Within the overall worldview of a society, groups of people, such asan extended family or a religious faith, may have unique values andbeliefs that give them different perspectives of the world, based ontheir shared experiences. This doesn’t mean that everyone in a groupis alike and that everyone believes the same thing. An individual hasmuch in common with other people in his or her community andcountry and whatever groups he or she might belong to. But eachperson also has individual views based on personal values and beliefsabout his or her own life and place in the universe.Worldview is a complex idea that can help you to understandyourself and what affects the choices and decisions you make.Knowing about worldview also helps you to understand why otherpeople and groups with different worldviews make different choicesand decisions.8
O u r Wo r l d v i e w sElements of Society Affectedby WorldviewThe way of life of a group of people is based upon their worldview. Youcan learn about the worldview of a society by looking at the systems itscitizens have developed to organize the way they live and interact.Examining what the citizens of a society value and believe also revealsthe foundations of their worldview.Examining the following elements is one way of helping to define aworldview: Social systems — the organization and relationships among people,such as the types of education, medical, and social services a societyprovides Political and economic systems — political: relating to the waygovernment is organized, the role of citizens in the government,and the rights given to individuals and groups; economic: relatingto the methods by which people produce and distribute the goodsand services they need Culture — the way of life of a group of people, including language,rules of behaviour, religion, spirituality, arts, literature, sciences,traditions, and other everyday aspects of life that can be observedsystem: a set of connectedprocedures, rules, orstructures for dealing withsome aspect of society; forexample, a school system,a transportation system,a medical systemresources: the meansavailable to a society toachieve a goal; for example,money, productive land,educated citizensThis diagram shows one way of looking at a society that can help youdefine its worldview. These elements are pictured separately for ease ofWorldviewdiscussion, but they are intertwined and interrelated in every society.Affectsthe WayIt is often difficult to say where one element ends and another begins.a Society OperatesFor example, the economic system of a society deals mainly withdistribution of resources. Social systems such as health carerequire resources to function, so this social system is affectedby the economic system. The two elements areinterrelated; often you cannot discuss one elementSocial systemswithout bringing in parts of the others.Graphic organizers or models are often used topresent complicated material in a way that is easierto understand. Often many details are left out.The model shown here represents the relationshipbetween worldview and three of society’selements that it affects: social systems, politicaland economic systems, and culture. Note theplacement of the circles and how they overlap;this shows that the elements often share details.A detail might fit under more than one of theseelements. What does placing Worldview: Values andBeliefs at the centre suggest? What do you think thedirection of the arrows is meant to show?Worldview:Values andBeliefsCulturePoliticaland economicsystems9
O u r Wo r l d v i e w sIntroductionFactors Affecting WorldviewIn the case studies in this text, you will learn how different factorsinfluenced and caused changes in the societies and their worldviews. Geography — where a group lives: the climate, land formations,plants and animals, bodies of water, and natural resources Ideas and knowledge — what a group knows: the scientific,intellectual, technological, artistic, and spiritual knowledge of thetimes; the common understandings a group has, based on sharedhistory Contact with other groups — who a group comes into contactwith; contact and interactions between societies and betweendifferent groups in a societyI wonder are thereother factors thatshape worldview?Each case study in this text illustrates the worldview of a society ata certain time period in its history. The worldview of each society was,however, dynamic and changing. Usually, a change in worldview wasvery slow as the society gradually responded to the factors shown inthe diagram. Sometimes, though, unexpected, earth-shattering eventshappened that shook the society to its core and caused the citizens toexamine and change their worldviews quickly. What are some eventsin recent history that have quickly changed the way a society viewedthe world?WorldviewsAre Shapedby These FactorsGeographyWorldview:Values andBeliefsIdeas andknowledge10Contactwith othergroups
O u r Wo r l d v i e w sThere are three case studies presented in the text. Each will illustratedifferent things about worldview. Chapter 10 will tie together theideas you learned about in the case studies.Case Study One: How Did theC a s e S t u d y Tw o : H o w D i dExchange of Ideas and KnowledgeB e l i e f s , Va l u e s , a n d K n o w l e d g eDuring the Renaissance Shape theS h a p e t h e Wo r l d v i e w o f J a p a nWo r l d v i e w o f t h e We s t e r n Wo r l d ?Between 1600 and 1900?Case Study Three: How DoesChapter 10: How CanIntercultural Contact ImpactU n d e r s t a n d i n g Wo r l d v i e w st h e Wo r l d v i e w s o f S o c i e t i e s ?Improve Our Lives?THINKABOUTIT1. Think about your own views about the world. What are your mostimportant values and beliefs? How do they agree with the worldviewof your society? Begin to make a pictorial representation of yourworldview and the worldview of your society. A poster is one way topresent your ideas. You might begin by using some of the ideas andbeliefs you agree with that are presented in the sample Aboriginal andWestern worldviews on page 4. Continue to add to your worldviewpicture throughout the year as you learn more about worldviews.2. In a group, talk about what worldview means to you and your peers.Pick one of the values and beliefs from the sample worldviews that isalso important to you. Explain to your group why it is meaningfulto you.I wonder what willthe case studies showabout worldview?The Think About Itfeature introduces broadquestions and activitiesto introduce a casestudy. They stimulatethinking. Most often,the questions will nothave specific right-orwrong answers.11
Ciao. My name is Sergio and I live in Venice, an ancient trading city located on some islands along the northeast coast of Italy. I love the many statues, old buildings, and beautiful paintings that are found everywhere in my neighbourhood. Going to church is important
