Overview
In Grade 8 geography, students will build on what they have learned in earlier grades about Earth’s physical features and processes in order to explore the relationship between these features/processes and human settlement patterns around the world. They will focus on where people live and why they live there, and on the impact of human settlement and land use on the environment. They will enhance their ability to apply a geographic perspective to their investigation of issues, including issues related to human settlement and sustainability and to global development and quality of life. In addition, students will study factors that affect economic development and quality of life on a global scale and will examine responses to global inequalities. Students will be introduced to new types of maps and graphs, including choropleth maps, scatter graphs, and population pyramids, and, at the same time, will continue to develop their ability to use a variety of sources, tools, and spatial technologies to study various geographic issues.
The Grade 8 geography expectations provide opportunities for students to explore a number of concepts connected to the citizenship education framework, including democracy, equity, freedom, perspective, power and authority, relationships, rights and responsibilities, and stewardship.
The following two-part chart presents an overview of Grade 8 geography, and is meant to provide a starting point for planning instruction. For each overall expectation (listed in the first column), it identifies a related concept (or concepts) of geographic thinking and a big idea (see an explanation of big ideas and the concepts of disciplinary thinking and definitions of the concepts of geographic thinking). General framing questions are provided for each strand to stimulate students’ curiosity and critical thinking and to heighten the relevance of what they are studying. These broad and often open-ended questions can be used to frame a set of expectations, a strand, or a cross-disciplinary unit. The final column suggests ways in which spatial skills can be introduced and/or developed at this grade level, and indicates specific expectations with which they can be used (see a description of spatial skills).
Strand A. Global Settlement: Patterns and Sustainability
Overall Expectations | Related Concepts of Geographic Thinking | Big Ideas | Framing Questions | Sample Spatial Skills/Activities to Be Introduced/Developed |
A1. analyse some significant interrelationships between Earth’s physical features and processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future | Interrelationships | We need to develop sustainable communities that function within the limits of our physical environment. |
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Maps* and Globes
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A2. use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective | Geographic Perspective; Interrelationships |
Human settlement can cause social, environmental, and economic problems. | ||
A3. demonstrate an understanding of significant patterns and trends related to human settlement and of ways in which human settlement affects the environment | Patterns and Trends; Spatial Significance |
Human settlement patterns are affected by the natural environment and also affect the natural environment. |
Strand B. Global Inequalities: Economic Development and Quality of Life
Overall Expectations | Related Concepts of Geographic Thinking | Big Ideas | Framing Questions | Sample Spatial Skills/Activities to Be Introduced/Developed |
B1. analyse some interrelationships among factors that contribute to global inequalities, with a focus on inequalities in quality of life, and assess various responses to these inequalities | Interrelationships | Quality of life and economic development around the world are influenced by various factors. |
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Graphs
Maps* and Globes
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B2. use the geographic inquiry process to investigate issues related to global development and quality of life from a geographic perspective | Geographic Perspective | Issues related to inequalities in global development and quality of life can have social, environmental, political, and/or economic implications. | ||
B3. demonstrate an understanding of significant patterns in and factors affecting economic development and quality of life in different regions of the world | Spatial Significance; Patterns and Trends |
We can use measurable indicators to help us understand spatial patterns of wealth and development around the world. |
* The term map refers to print, digital, and interactive maps. Students may analyse and create maps on paper or using mapping programs.