Grade 8 Curriculums.

Social
Studie
s.

Skills and Processes:

A. Critical and Creative thinking: determine the validity of
information based on context, bias, source, objectivity,
evidence and/or reliability to broaden understanding of a topic
of an issue.
B. Historical Thinking: analyze selected issues and problems from
the past, placing people and events in a context of time and
place.
C. Geographical thinking: interpret thematic maps to analyze
economic and political issues.
D. Decision making and problem solving: take appropriate action
and initiative, when required, in decision-making and problemsolving scenarios.
E. Cooperation, Conflict Resolution and Consensus building:
demonstrate leadership in groups, where appropriate, to
achieve consensus and resolve conflicts peacefully and
equitably.
F. Age-Appropriate behaviour for social involvement: develop
leadership skills by assuming specific roles and responsibilities
in organization, projects and events within the community.
G. Research and information: reflect on changes of perspective or
opinion based on information gathered and research conducted.
H. Oral, Written, and Visual Literacy: communicate in a persuasive
and engaging manner through speeches, multimedia,
presentation and written and oral reports, taking particular
audiences and purposes into consideration.
I. Media Literacy: examine techniques used to enhance the
authority and authenticity of media messages.

Specific Outcomes:
8.2.1: Students will appreciate how Renaissance Europe formed the
basis for the worldview of the Western World.
8.2.2: Students will demonstrate a willingness to consider differing
beliefs, values and worldviews.
8.2.3: Students will recognize how beliefs and vales are shaped by
time, geographic location and societal context.
8.2.4: Students will examine, critically, the factors that shaped the
worldview evolving in western Europe during the Renaissance by

exploring and reflecting upon the following questions and issues:

I. What was the Renaissance?
II.
How did the Renaissance spark the growth and exchange of
ideas and knowledge across Europe? (Astronomy, Mathematics,
Science, Politics, Religion, Arts)
III.
How did the physical geography of Renaissance Europe affect
trade and competition among European countries?
IV.
How did increased trade lead to the emergence of powerful
city-states? (Florence, Venice, Genoa)
V.
In what way did thinkers and philosophers influence society in
the development of a humanist worldview during the
Renaissance?
VI. In what ways were the Ade of Discovery and the rise of
imperialism expressions of an expansionist worldview?
VII.
In what was did the exploration and intercultural contact during
the renaissance affect the citizenship and identify of
Europeans?

Art.

General Goals:
Compositions:
1. Students will develop competence with the component of
images: Media, Techniques, and design elements.
2. Students will analyze the relationships among components of
images.
3. Students will express meaning through control of visual
relationships.

Encounters:

1. Students will investigate natural forms, man-made forms,

cultural traditions and social activities as sources of imagery
through time and across cultures.
2. Students will understand that the role and form of art differs
through time and across cultures.
3. Students will understand that art reflects and affects cultural
character.

Specific Goals
Compositions
A. Relationships: Students will analyze the relationships among
component of images

I.
II.

III.

Learn to use the basic vocabulary of art criticism in

description of their work.
Terms describing materials, techniques, subject
matter and design elements comprise the basic
vocabulary of art.
Use the vocabulary of art criticism to develop a
positive analysis of their work.

Encounters
B. Sources of Images: Students will identify similarities and
differences in expressions of selected cultural groups.
I. Different cultural groups express symbolic meanings
in different ways.
II.
Different cultural groups use different materials to
create images or artefacts.
C. Transformations Through Time: Students will understand that the
role and form of art differs trough time and across cultures.
I. Students will recognize the significance of the visual
symbols, which identify the selected cultural groups.
II.
Artefacts can have religious, magical and ceremonial
meanings.
III.
Power and authority can by symbolized in various
ways.
IV.
Visual symbols are used for identification and status
by people in groups.
V.
External influences may have modified the imagery of
a cultural group over time.

D. Impact of Images: Students will understand that art reflects and

affects cultural character.
I. Students will search for contemporary evidence
relations to themes studied.
II.
Religious, magical or ceremonial images used in
contemporary society can be identified.
III.
Authority, power or politics in contemporary society
may be described in image form.
IV.
The ways people generate visual works can be
influenced by a number of factors.
E. Articulate and Evaluate: Students will apply visual, analytical, and
critical skills and develop control and competency.

I.
II.
III.

Learn to use the basic vocabulary of art criticism in

descriptions of their work.
Use the vocabulary of art criticism to develop a
positive analysis of their work.
Identifying and describing techniques and media is
part of learning to talk about art.