Humanities Gr. 8 Curriculum


by Sophie Rosen

(All quotations  from BC Ministry of Education documents.)

The Four Competencies

participation: what the learner will do

attitude: how the learner will behave

knowledge: what the learner will know

skills: what the learner will be able to do

Grade 8 English Language Arts Curriculum: A Draft of Essential Outcomes

I. Learners will understand how…

– “language and literature help us find meaning and joy”,

– “a rich diversity of texts deepens our understanding & develops our ability to make connections, express ideas,” and think critically,

– “inquiry, curiosity, and thoughtful reflection in story and text keeping our understanding of self, identity, and humanities”,

– “using artistry and precision in language are powerful tools in communicating for specific audiences and purposes”.

II. The learner will “appreciate the universal importance of story in Aboriginal and other cultures.”  (attitude)

__ bibliography of recommended stories (participation)

__ lessons on purposes of stories  (knowledge)



__ lessons on types of stories (e.g. folklore, short stories, novels)

__ lessons on elements of stories (knowledge, skill)

__ lesson on how to enjoy reading (skill, attitude)


III. The learner will be able to “use oral language to explore and express ideas, communicate clearly, and evoke emotion.” (skill)

__ lesson on discussion skills 

__ lessons on connotation and denotation

IV. The learner will “demonstrate an understanding of how story supports the well-being of the self, the family, and the community in Aboriginal and other cultures.” (knowledge, skill)

__ lesson on the effects of reading literary fiction (knowledge)

__ lesson on independent reading programme (knowledge, skill)

__ independent reading project (skill, participation, attitude)

V. The learner will be able to “apply the conventions of language to clarify meaning in written and oral communication.” (knowledge, skill)

__ lessons on conventions of standard English

__ lessons on various types of communication 

– texting (purpose determines form)

– dialect in fiction (form conveys meaning)

– formal versus informal (form conveys intent and awareness of audience)

– written versus spoken language (sentence structure and paragraph structure)

VI. The learner will be be able to analyze “the accuracy, reliability, and relevance of information.” (knowledge, skill)  [overlaps with S.S. curriculum]

__ lessons on assessing reliability

__ lessons on finding sources of information

VII. The learner will be able to “identify and use reading strategies to increase comprehension.” (knowledge, skill)

__ lessons on fiction reading strategies


__ lessons on nonfiction reading strategies



__ application to reading in class novels, short stories, & independent reading

__ bibliography of recommended books including aboriginal and Canadian materials

VIII. The learner will be able to “recognize literary elements, devices, and language features to interpret, analyze, and evaluate text” (knowledge, skill)

__ bibliography of suitable picture books   –

__ lessons on literary elements

__ application to short stories, novel studies and independent reading 

IX. The learner will  be able to “use the stages of the writing process to improve clarity.” (knowledge, skill)

__ lessons on stages in writing process

__ application to sentence writing

__ application to paragraph writing

__ application to creative writing

__ application to essay writing

X. The learner will be able to “examine ideas or information presented in a variety of texts to increase understanding.” (skill)

__ lessons on how to compare texts on similar topics

__ bibliography of suitable books and articles 

XI. The learner will be able to “develop and defend a position with supporting evidence.” (knowledge, skill)

__ lessons on paragraph and essay writing

__ lessons on logical reasoning

__ application to classroom discussions

__ application to writing paragraphs

__ application to writing essays with a thesis

XII. The learner will be able to “present ideas and information and adjust point of view, voice, and tone for a variety of purposes.” (knowledge, skill)

__ lessons on connotation and denotation

__ lessons on adjusting language for different audiences

__ application to speech

__ application to independent literary or research project

Grade 8 Social Studies Curriculum: Scope and Sequence Draft

Learners will understand how…

– “contacts and conflicts between peoples stimulated significant…change”,

– “human and environmental factors shape changes”,

– “exploration, expansion, and colonization” affected people in various ways,

–  “changing ideas about the world created tension between people”.

I. Introduction

__ What are you able to do?

– Ways of Learning  – Evaluating Sources  – Reading for Information

__ What do you know?

– Physical Geography  – Political Geography  – World History Overview

II. Rebirth

__ Why did a Renaissance begin in Italy?

__ What were the effects?

III. Spirituality

__ What are various belief systems in regards to spirituality?

__ What has caused them to change?

__ How have they changed?  (e.g. Reformation)

IV. Humanism

__ What is humanism?

__ How did humanism lead to increased spread of ideas and information? (e.g. individualism, printing press, exploration, art)

__ What were the effects of the spread of ideas? (e.g. literacy, Scientific Revolution, art, colonization)

V. Migration and Exploration

__ What caused people to explore and migrate? (e.g. climate change, differing world views and ways of seeing the natural world, conflict between groups of people, technological advancements)

__ What were the effects? (e.g. trade routes, colonization, slave trade, spread of ideas, oppression of indigenous peoples, persecution, decimation, resistance, freedom of religion, physical survival, changes in customs, changes in social status, accumulation of wealth)

VI. Politics and Power

__ What systems were used to organize people? (e.g. Magna Carta; Royal Proclamation Oct. 7, 1763; Coast Salish Law)

__ How did people change political systems? (e.g. The French Revolution)

VII. Technology and Innovation

__ What were causes of technological change? (e.g. spread of ideas, development of cities and universities, monasteries)

__ What were effects of technological change? (e.g. Industrial Revolution, cartography, glass beads, transportation, colonization, slavery, artistic techniques)

VIII. Interconnectedness

__ How are people interconnected?

__ What are the advantages?

__ What are the challenges?

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