Print Version (
950 KB)
Grade 8 learners explore world civilizations of the past up to the nineteenth century. They study early hunter-gatherer societies, ancient societies, and the influences that have shaped the modern world. They explore the interactions of cultures and consider the enduring influence of the past on the present.
The Guiding Principles of Designing Learning Experiences and Assessment Practices in the French Immersion program provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.
Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.
The Guiding Principles of Designing Learning Experiences and Assessment Practices outlined below in the French Immersion Program in Manitoba provide guidance to all Manitoba educators as they design learning and assessment experiences to strengthen, extend and expand student learning. Planning with the learner, the context and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.
The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.
Knowledge Learning Outcomes
8-KI-005 Explain the concept of world view.
8-KI-006 Describe influences that create differences in world views (e.g., culture, time, place, cross-cultural interactions, media, governance).
8-KI-007 Compare and contrast the concepts of society and civilization.
8-KI-008 Give reasons why societies may stay the same or change over time (e.g., culture, education, trade, power, war).
8-KI-009 Describe ways in which societies organize, maintain, and perpetuate themselves (e.g., physical survival, education, culture).
8-KI-010 Relate various stories and theories of the origin and development of human life.
8-KI-011 Identify the characteristics, advantages, and disadvantages of a hunter-gatherer way of life.
8-KI-012 Describe the development of agrarian societies, and explain how they differed from hunter-gatherer societies (e.g., food surplus, movement from nomadic to sedentary, division of labour, growth of villages and cities).
8-KL-022 Give examples of the influence of the natural environment on the development of societies.
8-KH-027 Identify various sources of historical evidence and information, and explain how each enhances an understanding of the past. Include archeology, artifacts, literature, art, music, biographies, journals, photographs, and oral histories.
8-KH-028 Explain the importance of knowing the past and understanding history.
Values Learning Outcomes
8-VI-004 Be willing to consider differing world views.
8-VL-008 Appreciate the importance of sustaining the natural environment for future societies.
Knowledge Learning Outcomes
8-KI-013 Describe life for various groups in an early society of Mesopotamia, Egypt, or the Indus Valley (e.g., priests, scribes, traders, peasants, slaves).
8-KI-014 Describe the art, architecture, and science of an early society of Mesopotamia, Egypt, or the Indus Valley.
8-KL-023 Locate on a map the major landforms, bodies of water, and population clusters of a society of Mesopotamia, Egypt, or the Indus Valley.
8-KL-024 Give examples of the influence of the natural environment on ways of life in an early society of Mesopotamia, Egypt, or the Indus Valley.
8-KH-029 Identify people, events, and ideas in an early society of Mesopotamia, Egypt, or the Indus Valley.
8-KH-030 Describe the impact and significance of the development of writing in an early society of Mesopotamia, Egypt, or the Indus Valley.
8-KG-038 Identify defining characteristics of societies in Mesopotamia, Egypt, the Indus Valley, and China from 3500 to 500 BCE.
8-KP-045 Describe governance in an early society of Mesopotamia, Egypt, or the Indus Valley (e.g., military organization, political structures).
8-KE-054 Describe technologies and tools in an early society of Mesopotamia, Egypt, or the Indus Valley (e.g., animal and crop domestication, irrigation, construction, weapons, transportation).
Values Learning Outcomes
8-VH-009 Appreciate the historical significance of early societies (e.g., adaptations for survival, enduring human aspirations, origins of social and political structures).
8-VH-010 Value the study of early societies as a way of understanding contemporary life.
8-VE-017 Appreciate the technologies of early societies.
Knowledge Learning Outcomes
8-KC-001 Describe the social organization of ancient Greece (e.g., classes of citizens, slavery; role and status of children, women, and men).
8-KC-002 Describe the rise of democracy in ancient Greece.
8-KC-003 Compare criteria for citizenship and participation in government in ancient Greece and in contemporary Canada.
8-KI-015 Compare and contrast life in Sparta and Athens (e.g., social roles, education, governance, beliefs).
8-KI-016 Describe the importance of Greek myths in ancient Greek culture.
8-KI-017 Identify defining characteristics of world religions that emerged in antiquity. Include Buddhism, Christianity, Confucianism, Hinduism, and Judaism.
8-KL-025 Illustrate on a map the expansion of the Roman Empire.
8-KH-031 Identify people, events, and ideas in ancient Greece and Rome.
8-KH-032 Identify ways in which today’s world has been influenced by the ideas of ancient Greece and Rome (e.g., the arts, philosophy, science, mathematics).
8-KG-039 Identify defining characteristics of the ancient civilizations of China, Greece, Rome, Persia, and the Mayas from 500 BCE to 500 CE.
8-KP-046 Identify factors that influenced the rise and decline of ancient Greece and Rome.
8-KP-047 Describe structures of governance in ancient Rome.
8-KP-048 Describe the nature of war and territorial expansion in the Roman Empire.
8-KE-055 Describe the influence of trade on the exchange of ideas within the Roman Empire and between Rome and other places in the world.
8-KE-056 Describe technologies and achievements in ancient Greece and Rome (e.g., architecture, transportation, weapons, aqueducts).
Values Learning Outcomes
8-VC-001 Appreciate the contributions of ancient Greece to modern concepts of citizenship and democracy.
8-VI-005 Appreciate the enduring qualities of the arts, architecture, science, and ideas of ancient Greece and Rome.
8-VI-006 Respect others’ ways of life and beliefs.
8-VH-011 Appreciate stories, legends, and myths of ancient societies as important ways to learn about the past.
8-VP-016 Appreciate the benefits of citizenship within a democracy.
Knowledge Learning Outcomes
8-KI-018 Identify Islamic achievements from the seventh to fifteenth centuries (e.g., artistic, literary, intellectual, scientific, religious), and describe how they influenced other societies.
8-KI-019 Explain why China may be regarded as one of the most advanced civilizations of the fifth to fifteenth centuries (e.g., science, technology, philosophy, art).
8-KH-033 Identify the consequences of the fall of the Western Roman Empire (e.g., the Dark Ages, expansion of Arab-Islamic culture).
8-KH-034 Identify motivations for and consequences of the Crusades (e.g., Peasants’, Nobles’, Kings’, and Children’s Crusades).
8-KH-035 Describe characteristics of medieval Europe (e.g., feudalism, social and political organization, plagues, medical practices).
8-KG-040 Identify major events in Europe, the Middle East, Africa, Asia, and the Americas from the fifth to fifteenth centuries.
8-KG-041 Describe the significance of the spread of ideas and technologies between societies from the fifth to fifteenth centuries.
8-KG-042 Give examples of achievements in art, architecture, literature, and science in diverse societies from the fifth to fifteenth centuries.
8-KP-049 Locate on a map and describe the Arab conquests in the Middle East, North Africa, India, and southern Europe in the seventh and eighth centuries.
8-KP-050 Locate on a map and describe the impact of the Viking invasions on Europe from the ninth to twelfth centuries.
8-KP-051 Locate on a map and describe the expansion of the Mongol Empire into China, Europe, and the Middle East in the thirteenth century.
8-KP-052 Describe the influence of the Catholic Church in medieval Europe (e.g., education, art, political and social stability, suppression of ideas, attitudes to other faiths).
8-KP-053 Locate on a map and describe the nature of the Ottoman Empire and its expansion into the Middle East, North Africa, India, and Europe from the fourteenth to sixteenth centuries.
8-KE-057 Identify how work and education were organized in medieval Europe (e.g., guilds and apprenticeships, universities, military training, religious training).
8-KE-058 Describe the impact of technological developments from the fifth to fifteenth centuries (e.g., wind power, gunpowder, stirrups, catapults, longbows, armour).
Values Learning Outcomes
8-VH-012 Appreciate the contributions of all societies to the development of the modern world.
8-VG-014 Appreciate the enduring qualities of art, architecture, literature, and science of the fifth to fifteenth centuries.
8-VG-015 Appreciate the importance of world history in understanding the contemporary world.
Knowledge Learning Outcomes
8-KC-004 Identify the origins and significance of the rule of law. Include transition from absolute monarchy to representative government.
8-KI-020 Give examples of the expression of the Renaissance in its art, architecture, philosophy, literature, science, or technology from the fourteenth to sixteenth centuries.
8-KI-021 Give examples of the impact of interactions between Europeans and indigenous peoples of Africa, Asia, Australasia, and the Americas from the fifteenth to nineteenth centuries (e.g., slavery, diseases, missionaries, intermarriage, adoption of indigenous practices).
8-KL-026 Illustrate on a world map the voyages of European explorers during the fifteenth to eighteenth centuries (e.g., Christopher Columbus, Giovanni Caboto, Vasco da Gama, Ferdinand Magellan, James Cook).
8-KH-036 Identify individuals and ideas of the Renaissance, and describe the historical significance of this period.
8-KH-037 Identify individuals and ideas of the Protestant Reformation during the sixteenth century, and describe the historical significance of this movement. Include shift in power from church to state.
8-KG-043 Identify major events in Europe, Africa, Asia, Australasia, and the Americas during the fifteenth to eighteenth centuries.
8-KG-044 Explain the motivations for and the impact of global exploration and territorial expansion from the fifteenth to eighteenth centuries.
8-KE-059 Describe the impact of advances in science and technology on societies from the fifteenth to nineteenth centuries (e.g., printing press, compass, telescope, guns, steam engine).
8-KE-060 Describe the impact of the Industrial Revolution on individuals and societies (e.g., work and living conditions, urbanization, education).
8-KE-061 Give examples of the continuing influence of ideas and technologies of past societies.
Values Learning Outcomes
8-VC-002 Appreciate the enduring significance of the rule of law.
8-VC-003 Appreciate the struggles of past societies for their importance in shaping the modern world.
8-VI-007 Value the enduring qualities of art, architecture, ideas, literature, and science of the fifteenth to eighteenth centuries.
8-VH-013 Appreciate the contributions of past societies to the shaping of the modern world.
8-VE-018 Appreciate the benefits afforded to the modern world by ideas and technologies of past societies.
Skills for Active Democratic Citizenship
8-S-100 Collaborate with others to establish and carry out group goals and responsibilities.
8-S-101 Use a variety of strategies to resolve conflicts peacefully and fairly (e.g., clarification, negotiation, compromise).
8-S-102 Make decisions that reflect fairness and equality in their interactions with others.
8-S-103 Make decisions that reflect principles of environmental stewardship and sustainability.
8-S-104 Negotiate constructively with others to build consensus and solve problems.
8-S-105 Recognize bias and discrimination (e.g., racism, ageism, heterosexism), and propose solutions.
8-S-106 Treat places and objects of historical significance with respect (e.g., burial grounds, memorials, artifacts).
Skills for Managing Information and Ideas
8-S-200 Select information from a variety of oral, visual, material, print, or electronic sources (e.g., maps, atlases, art, songs, artifacts, narratives, legends, biographies, historical fiction).
8-S-201 Organize and record information in a variety of formats (e.g., maps, charts, outlines, concept maps), and reference sources appropriately.
8-S-202 Interpret primary and secondary information sources for research.
8-S-203 Select and use appropriate tools and technologies to accomplish tasks.
8-S-204 Create timelines and other visual organizers to sequence and represent historical periods, figures, relationships, or chronological events.
8-S-205 Construct maps that include a title, legend, compass rose, scale, and latitude and longitude.
8-S-206 Select, use, and interpret various types of maps for specific purposes (e.g., historical maps and atlases).
8-S-207 Use latitude and longitude to locate and describe places on maps and globes.
8-S-207A Use Traditional Knowledge to read the land.
8-S-208 Orient themselves by observing the landscape, using Traditional Knowledge, or using a compass or other tools and technologies.
Skills for Critical and Creative Thinking
8-S-300 Plan topics, goals, and methods for historical inquiry and research.
8-S-301 Consider the context of events, accounts, ideas, and interpretations.
8-S-302 Draw conclusions based on research and evidence.
8-S-303 Evaluate personal assumptions based on new information and ideas.
8-S-304 Distinguish fact from opinion and interpretation.
8-S-305 Observe and analyze material and visual evidence for research (e.g., artifacts, photographs, works of art).
8-S-306 Assess the validity of information sources (e.g., purpose, context, authenticity, origin, objectivity, evidence, reliability).
8-S-307 Compare differing accounts of historical events.
8-S-308 Compare diverse perspectives in the media and other information sources.
8-S-309 Interpret information and ideas in a variety of media (e.g., art, music, historical fiction, drama, primary sources).
8-S-310 Recognize that interpretations of history are subject to change as new information is uncovered or acknowledged.
8-S-311 Analyze prejudice, racism, stereotyping, or other forms of bias in the media and in other information sources.
Skills for Communication
8-S-400 Listen to others to understand their perspectives.
8-S-401 Use language that is respectful of human diversity.
8-S-402 Persuasively express differing viewpoints regarding an issue.
8-S-403 Present information and ideas orally, visually, concretely, or electronically.
8-S-404 Elicit and clarify questions and ideas in discussions.
8-S-405 Articulate their beliefs and perspectives on issues.
Grade 8 - Curriculum Implementation Resources: Web Pages
