Manitoba Curricular Connections:
The specific expectations from the Manitoba Curricula that are addressed in this lesson are as follows:
Connections to the Manitoba Curriculum
The Manitoba Social Studies curriculum supports the continued development of the multicultural, multiracial, and pluralistic democracy that is Canada. The events that take place in our classrooms shape, and are shaped by, larger social currents that define who we are and where we are headed as a society. To be successful, schools in general, and social studies classrooms in particular, must be guided by democratic social goals and values that affirm our human diversity and dignity, and that demonstrate a quest for greater equity in our institutions and in society as a whole.
There are specific grade levels and elements of the Manitoba Social Studies curriculum that are particularly relevant to the Holodomor, the history of Ukraine, and the history of Ukrainian-Canadians. These are:
- Grade 6 – Canada: A Country of Change: LE 1.5 Immigration
- Grade 11 – Canada: A Social and Political History (soon to be replaced): Unit 1 – The Peopling of Canada
- Grade 11 – History of Canada (new curriculum): LE 3.2 Immigration; LE 4.1 Economic Security and Social Justice
- Grade 12 – World Issues: Unit 3 Topic 2: Quality of Life in the USSR: Unit 4 Topic 2 – The Famine in the Ukraine 1932 – 1933.
Grade 10: Geographic Issues in the 21st Century
|10-KI-004||Identify Aboriginal perspectives and rights regarding natural resources and their use. Examples: land claims, fishing and hunting rights, mineral rights…|
Grade 11: History of Canada – Enduring Understandings
Governance and Economics
- Canada’s parliamentary system is based on the rule of law, representative democracy, and constitutional monarchy.
Canada and the World
- Global interdependence challenges Canadians to examine and redefine the responsibilities of citizenship.
Grade 12: Global Issues: Sustainability and Citizenship
Development of this course continues. Human rights will receive significant emphasis in this optional course.
“The overall purpose of this study is not to instil fear in the next generation, nor to make students feel guilty for problems which are the cumulative legacy of many generations of mistakes, recklessness, and, in some cases, deliberate neglect or exploitation. Rather, the intent is to help students understand that human societies and institutions can and should be renewed, beginning with matters of personal
lifestyle, and extending through to collective, large-scale social change. The role of education in this change is vital, hence the importance of this course both as an instrument of critical understanding – seeking the truth – and as an instrument of hope – seeking to create a better future.” http://www.edu.gov.mb.ca/k12/cur/socstud/global_issues/course_rationale.pdf
Middle Years Human Ecology
Goal 6:Goal 6: Demonstrate understanding of sustainability.
GLO 6.1: GLO 6.1: Explore food security and availability issues as they relate to food.
| 126.96.36.199 Identify the components of food security (e.g., availability, accessibility, adequacy,
|188.8.131.52 Investigate how to access and/or contribute towards local programs for food security.|
| GLO 6.2: Explore social justice and human rights issues as they relate to food.
184.108.40.206 Explain how food has been used to control people (e.g., death by starvation like
Holodomor, child labour, gender inequity).
220.127.116.11 Describe behaviours that show respect for the rights and feelings of others
(e.g., volunteering or supporting free trade).
English Language Arts
GLO 1: Students will listen, speak, read, write, view, and respond to explore thoughts,
feelings, and experiences
GLO 2: Students will listen, speak, read, write, view, and represent to comprehend and
personally and critically to oral, literary, and media texts.
| GLO 3: Students will listen, speak, read, write, view, and represent to manage ideas and
3.1.1 Use personal knowledge – Examine personal knowledge of and experiences related to
a topic to determine
3.1.2 Ask questions – Formulate a variety of relevant questions on a topic to establish a
purpose for seeking information
3.1.3 Contribute to group inquiry – Contribute ideas, knowledge, and questions to help
establish group inquiry and research focuses and purposes
3.2.1 Identify personal and peer knowledge – Select and organize personal and peer
Knowledge of a topic to establish an information base for inquiry or research
3.2.4 Access information – Expand and use a repertoire of skills (including visual and
auditory) to access Information and ideas from a variety of sources (including
formal interviews, surveys, almanacs, documentaries, and broadcasts).
3.2.5 Make sense of information – Determine literal and implied meaning of oral, visual,
and written texts using a variety of strategies, and cues, (including headings,
subheadings, topic sentences, summaries, camera angle, staging and pacing, and
screening our irrelevant information.
3.3.4 Develop new understanding – Organize new information and connect it to prior
knowledge, reflect on the impact of new information on the inquiry process.
GLO 5: Celebrate and build community
5.1. 2 Compare ways in which oral, literary, and media texts from a variety of cultures
explore similar ideas.
5.1.3 Appreciate diversity – Compare the choices and behaviours of individuals presented
in oral, literary, and media texts with personal choices, values, and behaviours;
discuss personal participation in communities in relation to past, present, and future
| Physical Education/Health Education
SLO 5 – Healthy Lifestyle Practices – Strand 3 Nutrition
K 5.6.C.1b Demonstrate an understanding of the combined benefit of daily healthy
food choices and physical activity of a healthy body (i.e. for bone development
K5.S2.c.1b Explain the importance of daily food choices for health promotion at
various life stages (e.g. foetal development, childhood, adolescence, senior
years…) and for the prevention of chronic disease (e.g. heart disease, cancer,
diabetes type 11, osteoporosis…)
GLO – Analyze a case study of data collection, and identify potential problems related
to bias, use of language, ethics, cost, privacy, or cultural sensitivity, time and timing.
-Provide examples to illustrate how bias, use of language, ethics, cost,
privacy, or cultural sensitivity, time and timing, may influence the data.
Science – Cluster 1 -Grade 5 – maintaining a healthy body
5-1-15 Explain how human health may be affected by lifestyle choices and natural- and
human-caused environmental factors.
Arts – Grades 9 – 12
Visual – Connecting (VA-C)
The learner develops understandings about the significance of visual arts by
connecting art to diverse contexts.
|VA – C1 The learner develops understandings about people, practices, and perspectives from the world of visual arts in various times, places, social groups, and cultures.
VA– C2 The learner develops understandings about relationships between visual arts and multiple contexts past and present
The learner develops understandings about the roles, purposes, and meanings of visual arts for self and others.
Music – Connecting (M-C)
The learner develops understandings about the significance of music
connecting music to diverse contexts.
|M – C1
The learner develops understandings about people, practices, and perspectives from the world of music in various times, places, social groups, and cultures.
M – C2 The learner develops understandings about relationships between music and multiple contexts past and present.
M – C3
The learner develops understandings about the roles, purposes, and meanings of music for self an