Curriculum Information

The information below is taken from the Manitoba Department of Education webpage.
http://www.edu.gov.mb.ca/k12/cur/parents/grade8.html

English Language Arts

Through the study of English language arts, each student from Kindergarten to Grade 12 learns to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways. In the English language arts classroom, where the teacher(s) and students choose and use appropriate materials and activities for real purposes, learning reflects everyday experiences.

In Grade 8, students

  • assess their own points of view during respectful discussions with others, and independently reflect on their language learning

    For example: listening actively; sharing perspectives and conclusions; appreciating others' ideas; disagreeing politely; paraphrasing and asking in-depth questions to clarify ideas; correcting misconceptions; assimilating information; providing feedback; celebrating success; identifying areas that require improvement; and following through

     
  • compare how they understand what they are reading, seeing, and hearing

    For example: summarizing main ideas; and understanding the meaning of specialized and technical vocabulary

     
  • describe and respond to different ways writers use language

    For example: experiencing different kinds of expression such as magazine articles, diaries, drama, advertisements, commercials, and videos

     
  • do research in a variety of ways and choose appropriate information sources when seeking answers to their questions
  • experiment with more sophisticated ways to communicate ideas, depending upon their audience and purpose, through written, oral, and visual presentations

    For example: presenting mini-lessons, role-plays, impersonations, panel discussions, debates, dramatizations, and speeches; creating collages and timelines; writing biographies, letters to the editor, and newspaper articles; and preparing audiovisual presentations and documentary videos

     
  • use a variety of skills and strategies to revise and edit their work

    For example: using several kinds of sentences that appeal to the audience; writing effective descriptions; and applying rules for spelling, capitalizing, and punctuating

     
  • work cooperatively to maintain group harmony, evaluate their own contributions and the group's effectiveness, and set goals for improvement

    For example: comparing reactions; adjusting perceptions; discussing responsibility; resolving conflicts and negotiating; and being assertive in acceptable ways

    Math

 
Patterns and Relations
  • Solve problems using patterns, unknowns, algebraic expressions, and graphs.
  • Solve and verify two-step linear equations.
Statistics and Probability
  • Develop and use a plan to collect and display data, using technology.
  • Analyze the effect of changes in data.
  • Compare theoretical and experimental probability of independent events.
Shape and Space
  • Generalize relationships in measurement.
  • Solve problems involving area, perimeter, surface area, and volume.
  • Link angle measures and parallel lines to the classification of four-sided shapes.
  • Create and analyze patterns in designs and architecture.
  • Solve problems using proportion, scale, and networks.
Number
  • Demonstrate a number sense for decimals, fractions, integers, and whole numbers.
  • Add, subtract, multiply, and divide fractions to solve problems.
  • Use rates, ratios, percentages, and proportion to solve problems.

    

   Science

Grade 8 students develop an understanding of science concepts in the following units (thematic clusters):
  • Cells and Systems
  • Optics
  • Fluids
  • Water Systems

These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:

  • Recognize that scientific knowledge has evolved and that technology has played a role in this process.
  • Plan and conduct experiments that constitute a fair test, including controlling variables, recording and analyzing data, and drawing a conclusion based on experimental results.
  • Construct an object or device to solve a problem, based on specific criteria.
  • Investigate societal, environmental, and economic impacts of science and technology.
  • Recognize the importance of maintaining a balance between the needs of humans and a sustainable environment.
  • Appreciate the contributions of Canadians to science and technology.

 

Social Studies

Grade 8 students explore societies of the past and make connections between the past and present. They examine the origins of human societies from early hunter-gatherer ways of life to societies of the nineteenth century. They study significant people, ideas, and events of historical periods that have shaped the modern world and consider the implications of contact between diverse societies. As they explore selected past societies, students become aware of differing world views and the factors that influence change in societies. They assess the influence of the past on the present and develop an appreciation for the historical significance of past societies and civilizations.

World History: Societies of the Past

Cluster 1: Understanding Societies Past and Present
In Cluster 1, students explore concepts related to society, civilization, and world view. This study includes a focus on stories and theories of the origin and development of human life and the transition from hunter-gatherer to agrarian ways of life. In addition, students examine ways in which societies change or remain the same, how they organize and perpetuate themselves, and how the natural environment influences their development. Students also study various sources of historical knowledge and consider the importance of knowing and understanding the past.

Cluster 2: Early Societies of Mesopotamia, Egypt, or the Indus Valley
Cluster 2 begins with a brief world overview, focusing on Mesopotamia, Egypt, the Indus Valley, and China, from about 3500 to 500 BCE.

Students then explore life in one early society, selected from a choice of Mesopotamia, Egypt, or the Indus Valley. This comprehensive study includes a focus on the physical environment and the social, political, technological, and cultural aspects of the selected society.

Cluster 3: Ancient Societies of Greece and Rome
Cluster 3 begins with a brief world overview, focusing on China, Greece, Rome, Persia, and the Mayas and Incas, from about 500 BCE to 500 CE. This overview includes a consideration of world religions that emerged during this time period.

Students then explore life in ancient societies of both Greece and Rome. This comprehensive study focuses on the physical environment and the social, cultural, political, economic, and technological issues of these societies. Students consider the enduring qualities of the art, architecture, science, and ideas of ancient Greece and Rome, and explore their influence on the contemporary world.

Key Concepts

  • Greece: rise and decline, social organization, citizenship and democracy, life in Sparta and Athens, Greek myths, technology, and achievements.
  • Rome: rise and decline, governance, trade, empire building, war and territorial expansion, technology, and achievements.

 

Cluster 4: Transition to the Modern World (Circa 500 to 1400)
Cluster 4 has a global perspective. It begins with a brief world overview, focusing on China, Europe, the Middle East, Africa, Asia, and the Americas from about 500 to 1400.

Students then explore individuals and events in selected places in the world during this time period. This study includes a focus on the impact of the fall of Rome, the rise of Islam, Arab conquests and Viking invasions, life in medieval Europe, and the expansion of the Mongol and Ottoman Empires. Students examine the significance and impact of technological development and the spread of ideas during this period. Through an exploration of art, architecture, literature, and science, students consider achievements and contributions of diverse cultures during this period of transition to the modern world.

Cluster 5: Shaping the Modern World (Circa 1400 to 1850)
Cluster 5 begins with a brief world overview, focusing on Europe, Africa, Asia, Australasia, and the Americas from about 1400 to 1850.

Students then explore individuals, ideas, and events related to the Renaissance, the Protestant Reformation, global exploration, and the Industrial Revolution. Students also focus on the impact of changing social and political ideas and advances in science and technology. They examine the motivations for global exploration and territorial expansion and their impact on diverse groups, including indigenous peoples. Through an exploration of art, architecture, ideas, literature, science, and technology, students consider achievements and contributions of diverse cultures of the past and how they continue to influence and shape the modern world.

 

 

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