introduction - Manitoba · Social studies is conducive to a variety of teaching styles. Given the nature of social studies topics, a teacher’s personal beliefs and convictions influence

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Introduction Kindergarten to Grade 8 Social Studies

Purpose of the Framework

Kindergarten to Grade 8 Social Studies: ManitobaCurriculum Framework of Outcomes (hereafter referredto as the Framework) provides the basis for social studieslearning, teaching, and assessment in Manitoba. TheFramework describes the structure, content, andlearning outcomes for social studies and provides afoundation for the development of curriculumimplementation documents for Kindergarten to Grade 8.It is intended to assist administrators and educationalpartners with their initial implementation andprofessional development planning processes.

This document contains an overview of backgroundinformation pertaining to social studies, presents goalsand guiding principles for social studies learning,teaching, and assessment, and identifies the general andspecific learning outcomes for Kindergarten to Grade 8.

Background

The Manitoba Framework has been adapted from TheCommon Curriculum Framework for Social Studies,Kindergarten to Grade 9 (2002), an inter-jurisdictionalproject initiated under the Western Canadian Protocol(WCP) for Collaboration in Basic Education.* Theadaptations reflect Manitoba’s educational priorities andthe needs of Manitoba students.

The Framework is the result of the collaboration of twodivisions of Manitoba Education and Youth: SchoolPrograms Division and the Bureau de l’éducation

française. The Framework development team consisted ofteachers from English, French, and French ImmersionPrograms, Aboriginal teachers and consultants, anduniversity advisors in history, geography, and education.

The Framework was reviewed by the Manitoba FirstNation Education Resource Centre and the ManitobaMétis Federation. The Framework was also reviewed by aCultural Advisory Team, including representatives ofethnocultural communities and groups in Manitoba, andthe Social Studies Steering Committee, consisting ofrepresentatives from Manitoba educational organizations.

Content

This document contains the following sections:• Introduction: The introduction describes the

purpose, background, and content of the Manitobasocial studies Framework.

• Overview: This section outlines the vision, goals, andguiding principles of social studies learning, teaching,and assessment.

• Citizenship As a Core Concept in Social Studies:The core concept of citizenship provides a focus forsocial studies learning across all grades. This sectionaddresses various aspects of citizenship:— Role of Citizenship in Social Studies— Rationale for Citizenship Education— Active Democratic Citizenship in Canada— Canadian Citizenship for the Future— Citizenship in the Global Context— Environmental Citizenship

Introduction

* In November 2002 the name was changed to the Western and NorthernCanadian Protocol (WNCP) for Collaboration in Basic Education.

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Kindergarten to Grade 8 Social Studies Introduction

• General Learning Outcomes: The general learningoutcomes are the basis for the specific learningoutcomes and provide a conceptual structure for socialstudies. Six general learning outcomes are identifiedfor all grades:— Identity, Culture, and Community— The Land: Places and People— Historical Connections — Global Interdependence— Power and Authority— Economics and Resources

• Social Studies Skills: The skills learning outcomesfor each grade are grouped in four skill categories: — Active Democratic Citizenship— Managing Ideas and Information— Critical and Creative Thinking— Communication

• Framework Components and Structure: Thissection illustrates the components upon which theManitoba social studies curriculum is based andoutlines how the learning outcomes are identified andorganized within this document.

• Kindergarten to Grade 8 Social Studies: StudentLearning Outcomes: This section identifies specificlearning outcomes for each grade from Kindergarten toGrade 8. The contents for each grade are presented inthe following order: grade overview, cluster overview,social studies skills outcomes, and knowledge andvalues outcomes (organized by clusters).

The grade-specific titles are:— Kindergarten: Being Together— Grade 1: Connecting and Belonging— Grade 2: Communities in Canada— Grade 3: Communities of the World — Grade 4: Manitoba, Canada, and the North: Places

and Stories — Grade 5: Peoples and Stories of Canada to 1867 — Grade 6: Canada: A Country of Change (1867 to

Present) — Grade 7: People and Places in the World — Grade 8: World History: Societies of the Past

• Cumulative Skills Charts: These charts present acontinuum of social studies skills for Kindergarten toGrade 4 and for Grades 5 to 8.

• Glossary: The glossary clarifies the meaning of wordsand expressions used in this document.

• Bibliography: The bibliography lists the resourcesused in the development of the Framework.

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Overview Kindergarten to Grade 8 Social Studies

Definition

Social studies is the study of people in relation to eachother and to the world in which they live. In Manitoba,social studies comprises the disciplines of history andgeography, draws upon the social sciences, and integratesrelevant content from the humanities. As a study ofhuman beings in their physical, social, and culturalenvironments, social studies examines the past andpresent and looks toward the future. Social studies helpsstudents acquire the skills, knowledge, and valuesnecessary to become active democratic citizens andcontributing members of their communities, locally,nationally, and globally.

Vision

Social studies has at its foundation the concepts ofcitizenship and identity in the Canadian and globalcontexts. Intended to reflect the many voices and storiesthat comprise the Canadian experience past and present,the Framework is inclusive of Aboriginal, francophone,and diverse cultural perspectives. Social studies engages students in the continuing debateconcerning citizenship and identity in Canada and theworld. Through social studies, students are encouraged toparticipate actively as citizens and members ofcommunities and to make informed and ethical choiceswhen faced with the challenges of living in a pluralisticdemocratic society.

Goals of Social Studies

Social studies enables students to acquire the skills,knowledge, and values necessary to understand Canadaand the world in which they live, to engage in activedemocratic citizenship, and to contribute to thebetterment of society. The goals of social studies learning in Manitoba fromKindergarten to Senior 4 are divided into the followingcategories: Canada, The World, The Environment,Democracy, and General Skills and Competencies.

CanadaWith respect to Canada, social studies enables studentsto• acquire knowledge and understanding of Canadian

history and geography• appreciate the achievements of previous generations

whose efforts contributed to the building of Canada • critically understand Canadian political structures and

processes and the institutions of Canadian society• fulfill their responsibilities and understand their

rights as Canadian citizens• understand and respect the principles of Canadian

democracy, including social justice, federalism,bilingualism, and pluralism

• analyze Canadian public issues and take rationallyand morally defensible positions

• develop a sense of belonging to their communities andto Canadian society

Overview

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Kindergarten to Grade 8 Social Studies Overview

• respect Aboriginal perspectives, francophoneperspectives, and the perspectives of the manycultural groups that have shaped Canada, past andpresent

The WorldWith respect to the world, social studies enablesstudents to• acquire knowledge and understanding of world history

and geography• respect the world’s peoples and cultures through a

commitment to human rights, equity, and the dignityof all persons

• develop global awareness and a sense of globalcitizenship

• understand and appreciate the role of internationalorganizations

• analyze global issues and take rationally and morallydefensible positions

• develop a commitment to social justice and quality oflife for all the world’s peoples

• assess questions of national self-interest and theinterests of other countries and the world as a whole

The EnvironmentWith respect to the environment, social studies enablesstudents to• acquire and apply geographic skills, knowledge, and

understanding • recognize that a sustainable natural environment is

essential to human life• assess the impact of human interaction with the

environment

• propose possible solutions to environmental problems • live in ways that respect principles of environmental

stewardship and sustainability

DemocracyWith respect to democracy, social studies enablesstudents to• critically understand the history, nature, and

implications of democracy • assess alternatives to democracy, past and present• understand the history and foundations of

parliamentary democracy in Canada• demonstrate a commitment to democratic ideals and

principles, including respect for human rights,principles of social justice, equity, freedom, dissent,and differences, and willingness to take action for thepublic good

• participate in public affairs in accordance withdemocratic principles

• critically understand the role of various institutions incivil society

• recognize that democracy involves negotiation andthat political and social problems do not always havesimple solutions

• identify ways in which Canadian democracy could beimproved, and work to improve it

• participate as informed citizens in the ongoing debatesthat characterize democracy in Canada and the world

• take a stand on matters of fundamental principle orindividual conscience

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General Skills and CompetenciesWith respect to general skills and competencies,social studies enables students to• engage in disciplined inquiry, applying research skills,

critical thinking, and decision making • think historically and geographically • critically analyze and research social issues, including

controversial issues • work collaboratively and effectively with others• solve problems and address conflicts in creative,

ethical, and non-violent ways• develop openness to new ideas and think beyond the

limits of conventional wisdom• apply effective communication skills and enhance

media literacy • use and manage information and communication

technologies

Guiding Principles for Social Studies Learning,

Teaching, and Assessment

The Learning ProcessLearning is the active process of constructing meaning. Itinvolves the interaction of prior knowledge, motivationand purpose, and new experiences. The learning processvaries from one individual to another, and is influencedby many personal, social, and cultural factors. Learningis more meaningful when individual backgrounds areacknowledged and valued, when learners are providedwith opportunities to reflect critically on their own views,and when students are encouraged to broaden theirperspectives through informed and focused interactionwith others.

Social Studies LearningSkills, knowledge, and values are interdependent aspectsof learning, and are intended to be integrated in thesocial studies classroom. Meaningful social studieslearning requires both depth and breadth ofunderstanding. This includes the incorporation of basicgeneral knowledge, as well as opportunities for moreintensive study of selected topics.

Instructional StrategiesSocial studies learning is enhanced by the use of avariety of settings and flexible student groupings. Well-balanced social studies programming includes individual,collaborative, and teacher-directed learning experiences,and provides students with a variety of conceptual toolsand advance organizers. Effective social studies teachinginvolves the use of strategies that promote studentinquiry and interaction, such as cooperative and peerlearning, interviews, project-based learning, structuredcontroversy or debate, teacher- and student-initiatedinquiry and research, role-play, and sharing circles.These types of strategies make learning meaningful byencouraging critical reflection, questioning, and theconsideration of diverse points of view. Meaningful learning activities engage students in “doing”social studies through resource-based and experientiallearning, including on-the-land experiences, field studies,guided tours, and participation in diverse culturalactivities. Social studies teaching offers the idealopportunity to integrate literature and the arts, and touse information and communication technologies. Bestpractices in social studies actively engage students indemocratic processes through learning experiences suchas consensus building, collective decision making,student government, class meetings, student-generated

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topics of study, and school event planning. As well, socialstudies incorporates authentic opportunities for homeand community involvement.

Role of the Social Studies TeacherSocial studies is conducive to a variety of teaching styles.Given the nature of social studies topics, a teacher’spersonal beliefs and convictions influence thepresentation of content, as well as the selection ofteaching strategies. Complete neutrality is not alwayspossible in the classroom; however, teachers need to beaware of the implications of presenting their own beliefsand perspectives as fact rather than opinion. Social studies is rich in opportunities to detect andanalyze bias through the critical exploration of diversepoints of view. When a classroom climate is open andfair, teachers and students together will establish alearning culture that integrates democratic principlesand encourages active citizenship. Finally, it is criticalthat teachers be well informed about social studiescontent and issues, and that they be prepared to providestudents with guidance in selecting reliable informationsources.

Dealing with Controversial IssuesA fundamental aspect of social studies learning andteaching is the consideration of controversial issues thatinvolve ethical principles, beliefs, and values. Teachersshould not avoid controversial issues. Diversity ofperspectives, beliefs and values, disagreement, anddissension are part of living in a democratic society.Furthermore, discussion and debate concerning ethical orexistential questions serve to motivate students andmake learning more personally meaningful.

The following guidelines will assist teachers in dealingwith controversial issues in the classroom:• approach all issues with sensitivity • clearly define the issues• establish a clear purpose for discussions • establish parameters for discussions• ensure that the issues do not become personalized or

directed at individual students• protect the interests of individual students by finding

out in advance whether any student would bepersonally affected by the discussion

• exercise flexibility by permitting students to choosealternative assignments

• accept that there may not be a single “right answer” toa question or issue

• respect everyone’s right to voice opinions orperspectives

• help students clarify the distinction between informedopinion and bias

• help students seek sufficient and reliable informationto support the various perspectives

• allow time to present all relevant perspectives fairlyand to reflect upon their validity

Assessment StrategiesAn important component of learning is the assessmentand evaluation of student progress and achievement. Theskills, knowledge, and values learning outcomesidentified in this Framework are intended to beobservable and measurable. Just as diverse instructionalstrategies are important, so too are various strategies forthe ongoing assessment of social studies learning. These

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strategies include portfolios, interviews, individual andgroup inquiry and research, journals, role-play and oralpresentations, tests, hands-on projects, teacherobservation checklists, peer assessment, and self-assessment. Effective assessment and evaluation givestudents opportunities to synthesize their learning, tosolve problems, and to apply their learning in situationsthat are as authentic as possible. A significant aspect of this Framework is thedevelopment of values outcomes related to activedemocratic citizenship. Values are not always assessableor measurable in the same way as knowledge or skillsoutcomes are measurable. Furthermore, activedemocratic citizenship does not apply solely within theconfines of the classroom: certain social studies outcomesrefer to student behaviour in groups and communitiesbeyond the school. In this case, assessment may includestudent self-assessment and self-reporting. Theassessment of many social studies learning outcomesrequires ongoing teacher observation and the use ofbehavioural indicators as expressions of student values.

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Notes

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Citizenship As a Core Concept in Social Studies Kindergarten to Grade 8 Social Studies

Role of Citizenship in Social Studies

Citizenship is the core concept that provides the learningfocus for social studies at all grades. To identify theskills, knowledge, and values that students will need asactive democratic citizens, social studies must take intoaccount the society in which students live and anticipatethe challenges they will face in the future. Citizenship isa fluid concept that changes over time: its meaning isoften contested, and it is subject to interpretation andcontinuing debate. Achievement of the learning outcomes identified in thisFramework will prepare students to participate in thepublic dialogue that characterizes any democracy andthat plays an important role in Canadian society. Asstudents engage in this dialogue, they will enhance theirunderstanding of citizenship in Canada and the world,and will be better prepared to become active participantsin their communities, locally, nationally, and globally.

Rationale for Citizenship Education

Citizenship education is fundamental to living in ademocratic society. The concept of citizenship takes onmeaning in specific contexts and is determined by timeand place. Diverse notions of citizenship have been usedin the past and are being used in the present, for bothgood and ill. Throughout much of history, citizenship hasbeen exclusionary, class-based, racist, and sexist. InCanada, for instance, First Nations parents were forcedto send their children to residential schools in theinterests of citizenship. The concept of citizenship must be considered within thecontext of democracy, human rights, and public debate.Social studies provides opportunities for students toexplore the complexities of citizenship.

Active Democratic Citizenship in Canada

Since citizenship issues are rooted in the past, Canadianhistory occupies an important place in the social studiescurriculum. Canada is regionally diverse andgeographically expansive. It is organized as a federalparliamentary monarchy, with a mixed, although largelycapitalist, economy. It is a bilingual and multiculturalcountry committed to pluralism, human rights, anddemocracy. Canada is regarded as one of the mostprosperous, peaceful, and democratic countries in theworld, although it still has its share of economic andsocial injustices and inequities. Canada is a complex country that requires specialqualities in its citizens. These citizenship qualitiesinclude:• knowledge of Canadian history and geography • understanding of the distinctive nature of Canadian

society, the Canadian state, and its institutions• the ability to approach public issues critically,

rationally, and democratically • informed involvement in public affairs• respect for human rights and democratic ideals and

principles • commitment to freedom, equality, and social justice • the ability to work through conflicts and contradictions

that can arise among citizens • willingness to live with ambiguity and uncertainty • civility and tolerance for dissension and disagreement • willingness to balance the pursuit of private interests

with concern for the public good

Citizenship As a Core Concept in Social Studies

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Kindergarten to Grade 8 Social Studies Citizenship As a Core Concept in Social Studies

• the ability to balance personal claims of conscienceand principle against the similar claims of others

• a sense of shared identity as Canadians, combinedwith a realization that Canadian identity is multi-faceted, open to debate, and not exclusive of otheridentities

Canadian Citizenship for the Future

For the foreseeable future, Canadian citizens will likelycontinue to face issues such as• balancing the jurisdictional claims of the provinces

and the federal government • redressing past and present injustices inflicted on

Aboriginal peoples and other groups in Canada • coming to terms with the complexities of Québec’s

place in Canada• balancing regional and cultural diversity with national

unity • protecting Canadian identity and sovereignty• assuring access to social services and quality of life for

all • eliminating inequalities related to race, gender, age,

class, and ethnicity• protecting the environment • ensuring the successful functioning of the economy

Citizenship in the Global Context

Canada does not exist in isolation; it is part of a globalcommunity that is becoming increasingly interconnectedand interdependent. Many of the most serious problemsfacing the world must be dealt with on a global basis.The nation-state—including Canada—is under increasingchallenge, externally from the forces of globalization, andinternally from demands for more local or regionalautonomy. The world also continues to be characterizedby severe disparities between rich and poor countries.This disparity violates the basic principles of socialjustice and human dignity, and, at the same time, givesrise to dangerous tensions and rivalries. War andviolence continue to be a common means of addressinginternal and international disputes, and, because ofdevelopments in weapons technology, are becoming evermore destructive. In these circumstances, Canadiancitizens need to think and act globally as well asnationally.

Environmental Citizenship

Underlying both national and global realities, and theresponsibilities they impose on citizens, is the increasingfragility of the natural environment. Quality of lifedepends upon the sustainability of the environment. Thisplaces a particularly important responsibility on citizens,who must ultimately balance the demands of economicgrowth and high living standards against respect for theenvironment and the needs of future generations.

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General Learning Outcomes Kindergarten to Grade 8 Social Studies

Identity, Culture, and Community

Students will explore concepts of identity, culture, andcommunity in relation to individuals, societies, and nations.

Many factors influence identity and life in communities,including culture, language, history, and shared beliefsand values. Identity is subject to time and place, and isshaped by a multiplicity of personal, social, and economicfactors. A critical consideration of identity, culture, andcommunity provides students with opportunities toexplore the symbols and expressions of their own andothers’ cultural and social groups. Through a study of theways in which people live together and expressthemselves in communities, societies, and nations,students enhance their understanding of diverseperspectives and develop their competencies as socialbeings. This process enables them to reflect upon theirroles as individuals and citizens so as to becomecontributing members of their groups and communities. The specific learning outcomes within Identity, Culture,and Community include concepts such as humaninteraction and interdependence, cultural diversity,national identities, and pluralism.

The Land: Places and People

Students will explore the dynamic relationships of peoplewith the land, places, and environments.

People exist in dynamic relationships with the land. Theexploration of people’s relationships with places andenvironments creates an understanding of humandependence and impact upon the natural environment.Students explore how spatial and physical characteristicsof the environment affect human life, cultures, andsocieties. They consider how connections to the landinfluence their identities and define their roles andresponsibilities as citizens, locally, nationally, andglobally. The specific learning outcomes within The Land: Placesand People focus on geographic understanding and skills,and concepts such as sustainability, stewardship, and therelationship between people and the land.

General Learning Outcomes

The following six general learning outcomes provide the conceptual structure for social studies from Kindergarten throughGrade 8. They are the basis for the specific learning outcomes for each grade.

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Kindergarten to Grade 8 Social Studies General Learning Outcomes

Historical Connections

Students will explore how people, events, and ideas of thepast shape the present and influence the future.

The past shapes who we are. An exploration of Canadianand world history enables students to acquire knowledgeand appreciation of the past, to understand the present,and to live with regard for the future. An importantaspect of this process is the disciplined investigation andinterpretation of history. Students learn to thinkhistorically as they explore people, events, ideas, andevidence of the past. As they reflect upon diverseperspectives, personal narratives, parallel accounts, andoral and social histories, students develop the historicalunderstanding that provides a foundation for activedemocratic citizenship. The specific learning outcomes within HistoricalConnections enable students to develop an interest in thepast, and focus on chronological thinking, historicalunderstanding, and concepts such as progress, decline,continuity, and change.

Global Interdependence

Students will explore the global interdependence of people,communities, societies, nations, and environments.

People, communities, societies, nations, andenvironments are interdependent. An exploration of thisinterdependence enhances students’ global consciousnessand helps them develop empathy with respect to thehuman condition. Students critically consider diverseperspectives as they examine the connections that linklocal, national, and global communities. Consideration ofglobal connections enables students to expand theirknowledge of the world in which they live and to engagein active democratic citizenship. The specific learning outcomes within GlobalInterdependence focus on human rights andresponsibilities, diversity and commonality, quality of lifeand equity, globalization, international cooperation andconflict, and global environmental concerns.

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General Learning Outcomes Kindergarten to Grade 8 Social Studies

Power and Authority

Students will explore the processes and structures of powerand authority, and their implications for individuals,relationships, communities, and nations.

Power and authority influence all human relationships.Students critically examine the distribution, exercise,and implications of power and authority in everyday lifeand in formal settings. They consider diverse forms ofgovernance and leadership, and inquire into issues offairness and equity. This exploration helps studentsdevelop a sense of personal empowerment as activedemocratic citizens. The specific learning outcomes within Power andAuthority include concepts such as political structuresand decision making, governance, justice, rules and laws,conflict and conflict resolution, and war and peace.

Economics and Resources

Students will explore the distribution of resources andwealth in relation to individuals, communities, and nations.

The management and distribution of resources andwealth have a direct impact on human societies andquality of life. Students explore the effects of economicinterdependence on individuals, communities, andnations in the global context. They examine economicfactors that affect decision making, the use of resources,and the development of technologies. As students explorediverse perspectives regarding human needs, wants, andquality of life, they critically consider the social andenvironmental implications of the distribution ofresources and technologies, locally, nationally, andglobally. The specific learning outcomes within Economics andResources include concepts such as trade, commerce, andindustry, access to resources, economic disparities,economic systems, and globalization.

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Kindergarten to Grade 8 Social Studies General Learning Outcomes

Notes

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Social Studies Skills Kindergarten to Grade 8 Social Studies

Social studies skills for Kindergarten to Grade 8 aregrouped under four categories:• Skills for Active Democratic Citizenship• Skills for Managing Ideas and Information• Critical and Creative Thinking Skills• Communication Skills

Skills for Active Democratic Citizenship

Citizenship skills enable students to develop goodrelations with others, to work in cooperative ways towardachieving common goals, and to collaborate with othersfor the well-being of their communities. Theseinterpersonal skills focus on cooperation, conflictresolution, taking responsibility, accepting differences,building consensus, negotiation, collaborative decisionmaking, and learning to deal with dissent anddisagreement.

Skills for Managing Information and Ideas

Information-management skills enable students toaccess, select, organize, and record information and ideasusing a variety of sources, tools, and technologies. Theseskills include inquiry and research skills that enhancehistorical and geographical thinking.

Critical and Creative Thinking Skills

Critical and creative thinking skills enable students tomake observations and decisions, to solve problems, andto devise forward-thinking strategies. These skillsinvolve making connections among concepts and applyinga variety of tools. Critical thinking involves the use ofcriteria and evidence to make reasoned judgements.These judgements include distinguishing fact fromopinion and interpretation, evaluating information andideas, identifying perspectives and bias, and consideringthe consequences of decisions and actions. Creativethinking emphasizes divergent thinking, the generationof ideas and possibilities, and the exploration of diverseapproaches to questions.

Communication Skills

Communication skills enable students to interpret andexpress ideas clearly and purposefully using a variety ofmedia. These skills include the development of oral,visual, print, and media literacy, and the use ofinformation and communication technologies for theexchange of information and ideas.

Social Studies Skills

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Kindergarten to Grade 8 Social Studies Social Studies Skills

Notes

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Framework Components and Structure Kindergarten to Grade 8 Social Studies

Framework Components

Framework Components and Structure

Foundation Skills to Be

Integrated into Manitoba

Curricula

• Information Technology• Problem Solving• Human Relations• Literacy and

Communication


Specific Learning Outcomes

Skills Knowledge and Values

• Skills for Active Democratic Citizenship (Organized into Clusters)• Skills for Managing Ideas and Information• Critical and Creative Thinking Skills• Communication Skills

Essential Elements to Be

Integrated into Manitoba

Curricula

• Sustainable Development• Aboriginal Perspectives• Resource-Based Learning• Differentiated Instruction• Gender Fairness• Subject-Area Connections• Age-Appropriate Portrayals• Human Diversity• Anti-Racist/Anti-Bias Education

Conceptual Map of the Framework

The student learning outcomes presented in this Framework address the foundation skill areas and other essential elementscommon to all Manitoba curricula (A Foundation for Excellence). The following conceptual map illustrates these and other keycomponents upon which Manitoba social studies curricula are based.

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Kindergarten to Grade 8 Social Studies Framework Components and Structure

Core Concept

As illustrated in the preceding Conceptual Map of theFramework, the core concept of citizenship provides afocus for social studies learning for all grades. In thisdocument, citizenship learning outcomes are incorporatedinto the knowledge and values outcomes (clusters) foreach grade.

Diverse Perspectives

The concept of diversity is integrated throughout theFramework. Learning outcomes are inclusive of diverseperspectives and encourage critical consideration ofdiffering points of view as students engage in purposefuldialogue with others.


The six general learning outcomes are broad statementsthat provide a conceptual structure for social studies: • Identity, Culture, and Community: Students will

explore concepts of identity, culture, and community inrelation to individuals, societies, and nations.

• The Land: Places and People: Students will explorethe dynamic relationships of people with the land,places, and environments.

• Historical Connections: Students will explore howpeople, events, and ideas of the past shape the presentand influence the future.

• Global Interdependence: Students will explore theglobal interdependence of people, communities,societies, nations, and environments.

• Power and Authority: Students will explore theprocesses and structures of power and authority, andtheir implications for individuals, relationships,communities, and nations.

• Economics and Resources: Students will explorethe distribution of resources and wealth in relation toindividuals, communities, and nations.

The general learning outcomes are the basis for thespecific learning outcomes in each grade.

Specific Learning Outcomes

Specific learning outcomes are statements that describethe skills, knowledge, and values that students areexpected to achieve in each grade. Although these threetypes of learning outcomes are presented separately inthe Framework, they are interdependent in the learningprocess and are intended to be integrated in the socialstudies classroom. • Skills Learning Outcomes: Social studies involves

the development of discipline-related skills, includinginquiry and research skills and methods, historicalthinking, and geographic thinking. Social studies alsoprovides students with opportunities to refine theskills and competencies developed in other subjectareas, such as skills in communication and medialiteracy, collaboration and cooperation, critical andcreative thinking, problem solving, and decisionmaking. As students apply these skills to complexsocial studies problems that may or may not havesolutions, they develop competencies integral to activedemocratic citizenship. The Framework organizes skills learning outcomes infour categories: — Skills for Active Democratic Citizenship — Skills for Managing Information and Ideas — Critical and Creative Thinking Skills— Communication Skills

In this document, skills learning outcomes appear atthe beginning of each grade. The social studies skillsare not integrated within clusters, as they areintended to be integrated across the content for eachgrade. A cumulative chart presenting a continuum of socialstudies skills for Kindergarten to Grade 4 and Grades5 to 8 is included at the end of this Framework.

• Knowledge and Values Learning Outcomes:Knowledge learning outcomes and values learningoutcomes complement one another. Both types oflearning outcomes are presented under clusterheadings for each grade.

• Distinctive Learning Outcomes: Some specificlearning outcomes are designated as distinctivelearning outcomes for Aboriginal (First Nations, Inuit,and Métis) or francophone students. Distinctivelearning outcomes complement the specific learningoutcomes. They are intended to enhance thedevelopment of language, identity, culture, andcommunity for Aboriginal and francophone students. — Distinctive learning outcomes for Aboriginal

students are intended for First Nations, Inuit, orMétis students in educational settings that includelocally controlled First Nations schools, or settingswhere there are Aboriginal students, and where theschool or school division has agreed that thedistinctive learning outcomes be addressed. It isadvisable that teachers selected to address thedistinctive learning outcomes have a background inAboriginal culture.

— Distinctive learning outcomes for francophonestudents are intended for students enrolled inschools where francophone programming has beendeveloped within the context of Section 23 of theCharter of Rights and Freedoms.

Framework Structure

This Framework presents specific learning outcomes(SLOs) for each individual grade from Kindergarten toGrade 8. Each grade contains the following components:• Grade Overview: A brief description of the content

and focus of a given grade is presented in the gradeoverview.

• Cluster Overview: The knowledge and valueslearning outcomes are organized into groups referredto as clusters. The focus of each cluster is brieflydescribed in the cluster overview for each grade, aswell as on the respective pages where the cluster-specific learning outcomes are presented.

• Specific Learning Outcomes: Within each grade,specific learning outcomes are presented in thefollowing order: — Social Studies Skills: The skills learning

outcomes are intended to be integrated across thegrades. They are organized into four categories:Skills for Active Democratic Citizenship; Skills forManaging Information and Ideas; Critical andCreative Thinking Skills; and CommunicationSkills.

— Knowledge and Values: The knowledge andvalues outcomes are grouped thematically intoclusters to facilitate instructional planning in eachgrade. Each grade contains three to five clusters.The specific learning outcomes for the core conceptof citizenship are integrated into the clusters.

The skill categories and cluster titles for Kindergarten toGrade 8 are identified in the following table.

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Kindergarten to Grade 8 Social Studies: Skill Categories and Cluster Titles

Grade Kindergarten

BeingTogether

Grade 1

Connectingand Belonging

Grade 2

Communitiesin Canada

Grade 3

Communitiesof the World

Grade 4

Manitoba,Canada, and

the North:Places and

Stories

Grade 5

Peoples andStories ofCanada to

1867

Grade 6

Canada: ACountry of

Change (1867to Present)

Grade 7

People andPlaces in the

World

Grade 8

World History:Societies of

the Past

SkillsOutcomes

Active Democratic Citizenship Managing Information and Ideas Critical and Creative Thinking Communication

Knowledgeand ValuesOutcomes

Organized by Clusters

Include the Core Concept of Citizenship

Cluster 1 Me I Belong Our LocalCommunity

Connectingwith Canadians

Geography ofCanada

First Peoples Building aNation

(1867-1914)

WorldGeography

UnderstandingSocieties Pastand Present

Cluster 2 The Peoplearound Me

MyEnvironment

Communities inCanada

Exploring theWorld

Living inCanada

Early EuropeanColonization

(1600 to 1763)

An EmergingNation

(1914 to 1945)

Global Qualityof Life

Early Societiesof

Mesopotamia,Egypt, or theIndus Valley

Cluster 3 The Worldaround Me

Connectingwith Others

The CanadianCommunity

Communities ofthe World

Living inManitoba

Fur Trade ShapingContemporaryCanada (1945

to Present)

Ways of Life inAsia, Africa, or

Australasia

AncientSocieties ofGreece and

Rome

Cluster 4 Exploring anAncient Society

History ofManitoba

From BritishColony to

Confederation(1763 to 1867)

Canada Today:Democracy,

Diversity, andthe Influence of

the Past

Human Impactin Europe orthe Americas

Transition tothe ModernWorld (Circa500 to 1400)

Cluster 5 Canada’s North Shaping theModern World(Circa 1400 to

1850)

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Guide to Reading the Learning Outcome Code

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Cluster Format Guide

Kindergarten to Grade 8 Social Studies

Cluster 2: An Emerging Nation (1914 to 1945)

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6-KC-003 Recognize Remembrance Day as a

commemoration of Canadian participation in

world conflicts.

6-KI-012 Identify contributions of First Nations, Inuit,

and Métis peoples to Canada’s war efforts.

6-KL-024 Give examples of the influence of the natural

environment on daily life for various groups

during the Depression.

6-KH-035 Describe the causes, main events, and results of

the 1919 Winnipeg General Strike.

6-KH-036 Identify the prime ministers of Canada from

1914 to 1945 and give examples of their

achievements.

6-KH-037 Describe changing roles for women in Canada

from 1914 to 1945.

6-KG-039 Identify major causes and events of the First

World War.

6-KG-040 Describe Canada’s involvement in the First

World War and identify its impact on Canadian

individuals and communities.

Include: internment of ethnocultural groups.

6-KG-041 Identify major causes and events of the Second

World War.

6-KG-042 Describe Canada’s involvement in the Second

World War and identify its impact on Canadian

individuals and communities.

Include: internment of ethnocultural groups;the Holocaust.

6-KP-046 Describe the struggle for and identify

individuals involved in women’s suffrage in

Manitoba and Canada.

Include: Famous Five (Emily Murphy,Henrietta Muir Edwards, Louise McKinney,Nellie McClung, and Irene Parlby).

6-KE-056 Relate stories of the Depression and describe

its impact on Canada.

Examples: changes in agricultural practices,development of the social safety net, newpolitical parties...

6-KE-057 Give examples of the impact of technological

development on life in Canada from 1914 to

1945.

Examples: electricity, telecommunication,transportation, medicine, industrialization...

Cluster 2

Students examine Canada

as a newly emerging nation.

This study includes a focus

on the Winnipeg General

Strike, the Depression, the

causes and events of the

two World Wars, and

Canada’s involvement in

these wars. Students

explore social, political, and

economic changes that

occurred during this period,

such as women’s suffrage,

urbanization, and

technological developments.

Knowledge

Values

Students will...

6GRADE

2CLUSTER

6-VI-006 Value the contributions of various groups to the

development of Canada.

Examples: suffragettes, trade unions...

6-VH-013 Appreciate the struggles of past generations in

achieving the rights that people in Canada

enjoy today.

6-VG-014 Appreciate the sacrifices that soldiers and other

Canadians made during the World Wars.

Grade Number

Cluster Title

Cluster Overview

World

6-KG-040 Describ

World

Learning

Outcome Code

Knowledge Learning

Outcomes

Values

Learning Outcomes

Cluster Number

Documents

introduction - Manitoba · Social studies is conducive to a variety of teaching styles. Given the nature of social studies topics, a teacher’s personal beliefs and convictions influence