In grade eight, the students take what they learn about historical events that include multiple cultures in Grade seven and apply that to other places in the world. This includes the Aztecs and their meeting with the Spanish, the Japanese and their closure to the world following interactions with Europeans, and the Renaissance. Simply put, grade eight is an international study of the same kinds of topics that are covered with Canada in grade seven.

Grade seven social studies is focused heavily upon multiculturalism in a historical narrative. Students spend grade seven learning about the history of Canada starting with Indigenous peoples that were first in Canada to the first settlers, expansion across Canada, conflicts on Canadian soil, confederation, and Canadian history afterwards up to the twentieth century. The study is meant to have students identify the multicultural perspectives that contributed to the creation of Canada and how that has lead to the identity we have today as Canadians.

7.S.5 could be used in conjunction with 7.1.5 and some other questions from 7.1.3 by having students assume the rolls of groups and individuals from the events being discussed to discuss possible solutions for the historical situations that we are analyzing.

7.S.3 would work well in conjunction with 7.2.5 as that content SLO is focused a lot on the expansion of Canada to the west and the immigration of various peoples to the west. This could be used effectively for lesson delivery and assessment of this SLO. Maps will have to be used a lot to help teach students about the subject and students designing their own maps to display what they know would be effective assessment.

7.S.1, 7.S.2, and 7.S.8 can be applied to 7.2.4. In this content SLO, the students will be learning about Louis Riel and the metis rebellions in Canada. 7.S.1 could be incorporated to have students work as a class to discuss the various different perspectives of the rebellions and which ones the students agree with. Students could also work in groups to look at material from the time that talks about the rebellion's to determine bias and add to the narratives for the different perspectives. Similarly, class discussion and group projects like posters could be used to have groups of students identify the patterns and connections of the rebellions and what lead to them happening. The use of posters or other written or visual assessments can be used to assess 7.S.8.

For 7.S.6 outcome, this is one that I would likely teach as its own thing. I would try to pair my class with another social studies class in another school and do a community support activity such as a food drive. I would want the classes to work together to create a united sense of community between the students and also give an opportunity for the students to ask one another what their school is like.

7.S.4 is a skill that I would pair with some of the questions from 7.1.6. Within 7.1.6, there are two sections that look to analyze the Quebec Act and the Royal Proclamation and to understand what they did for reaching compromise between multiple peoples. There is a lot of potential for group work where I would have the students make their own solutions. For example, with the Royal Proclamation, I would give the student group a sheet for reference that reminds what the context was that lead to the need for a compromise and then have the students debate about what compromise they would make for the English, the French, and the Indigenous peoples

7.S.7 is the skill SLO based on the use of research skills. I think there is a lot of potential to link this with the first few questions of 7.1.3 to achieve a good research project and also infuse FNMI material. The first few questions of 7.1.3 are asking the students to identify the political structures of Indigenous societies and how European contact affected those societies and economies of the Indigenous peoples. With an introduction lesson on conducting good research that is done with the full class; A great project could be done by the students in groups or by themselves to research an indigenous society to learn about how their societies were structured and what affects European contact had for those peoples. Resources to give the students is a list of societies and some good places to do research and then allow them to work and later present to the class what they found.

As far as the content GLO's go (7.1 and 7.2) I would do them in the same order as the way that they are outlined in the program of study. However, when looking at the SLO's for 7.1, I would teach from 7.1.3 - 7.1.6 in order. Before I started 7.1, I would have an introduction class that talks about 7.1.1 and 7.1.2 by posing them as the primary questions for the unit and as a brainstorming lesson on how we see diversity of English, French, and indigenous perspectives around us and how we see challenges to multiculturalism. I would continue to use these references to multiculturalism throughout teaching 7.1.3 - 7.1.6 as a topic question for the unit. For 7.2, I would use a similar strategy of having 7.2.1 - 7.2.3 as the questions to consider through out the unit and as an introduction class. I would then teach 7.2.4 - 7.2.7 in order with lesson being routed in answering 7.2.1 - 7.2.3. This strategy give a chance for students to be assessed multiple times on these SLO's and gives a base question to use when looking at the history content SLO's

7.S.9 is a skill SLO that would pair well with 7.2.7. This SLO is focused on the analysis of urbanization and has one specific question that asks to assess the impact of the SRC and CBC on Canadian identity. This is where questions in 7.S.9 such as "examine the values, lifestyles and points of view represented in a media message" can be used as the guiding lesson focus in a lesson where students are given CBC and SRC articles and will be tasked to identify the things that the articles value and then share that with the class. I also think 7.S.9 should be used in lesson where students compare news articles on the same idea to identify and predict the view points that the author has.