Curriculum Connections

Grade Eight: Victorian Life

The following are some the curriculum expectations that connect to our programming. These will either be covered through our on-site program or the Suggested Post-Visit Activities for your grade level:

SOCIAL STUDIES – Canada, 1890-1914: A Changing Society

B1. Application: analyse key similarities and differences between Canada in 1890–1914 and in the present day, with reference to the experiences of and major challenges facing different groups and/or individuals, and to some of the actions Canadians have taken to improve their lives
B2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914

SPECIFIC EXPECTATIONS:

Application: Canada – Past and Present
B1.1 analyse key similarities and differences in the experiences of various groups and communities in present-day Canada and the same groups in Canada between 1890 and 1914
B1.2 analyse some of the challenges facing different individual, groups, and/or communities in Canada between 1890 and 1914 and compare some of these challenges with those facing present-day Canadians

Inquiry: Perspectives on a Changing Society

B2.1 formulate questions to guide investigations into perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914
B2.2 gather and organize information and evidence about perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, using a variety of primary sources
B2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools
B2.5 evaluate evidence and draw conclusions about perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians during this period
B2.6 communicate the results of their inquiries using appropriate vocabulary

LANGUAGE – Writing

OVERALL EXPECTATIONS

1. Generate, gather, and organize ideas and information to write for an intended purpose and audience
2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
3. use editing, proofreading, and publishing skills and strategies, and knowledge of

SPECIFIC EXPECTATIONS

1.1 identify the topic, purpose, and audience for more complex writing forms
1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a summary, a debate, or a report of several paragraphs, using a variety of strategies
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more planning and research if necessary
2.2 establish a distinctive voice in their writing appropriate to the subject and audience
2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
2.5 identify their point of view and other possible points of view, evaluate other points of view, and find ways to respond to other points of view, if appropriate
3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
3.4 use punctuation appropriately to communicate their intended meaning in more complex writing forms, including forms specific to different subjects across the curriculum, with a focus on the use of: commas to separate introductory phrases from the main part of a sentence and to separate words, phrases, and clauses in a series; quotation marks to distinguish words being discussed as words and to indicate titles; ellipses (…) and dashes to indicate sentence breaks, ambiguities, or parenthetical statements

THE ARTS – Drama

OVERALL EXPECTATIONS

B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the
development of drama works, using the elements and conventions of drama to communicate feelings,
ideas, and multiple perspectives;

SPECIFIC EXPECTATIONS

B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives and possible outcomes related to complex issues, themes, and relationships from a wide variety of sources and diverse communities
B1.2 demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
B1.3 plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role

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