Social Studies Curriculum (2003) Connections
 For K-8 School Programs
at the Mennonite Heritage Village
Kindergarten:
Being Together
“Students will…”
Skills:
0-S-200 Gather information from oral, visual, material, or print sources.
0-S-300 Use comparison in investigations.
0-S-400 Listen actively to others.
Cluster 1: “Me”
0-KE-025 Give examples of basic needs.
(Examples: food, clothing, shelter…)
Cluster 2: “The People around Me”
0-KH-018 Distinguish between yesterday, today, and tomorrow.
0-KH-019 Recognize that they can learn from stories of the past.
Cluster 3: “The World around Me”
0-KG-020 Recognize that people all over the world have the same basic needs.
(Examples: food, clothing, shelter…)
Values:
0-VH-004 Demonstrate interest in stories of the past.
Grade 1:
Connecting and Belonging
“Students will…”
Skills: 
1-S-200 Gather information from oral, visual, material, print, or electronic sources.
1-S-300 Use comparison in investigations
1-S-302

Use information or observation to form opinions.
1-S-400 Listen actively to others.
Cluster 1: “I Belong”
1-KH-017 Give examples of traditions and celebrations that connect them to the past.
Cluster 2: “My Environment”
1-KE-027 Give examples to distinguish needs from wants.
Cluster 3: “Connecting with Other”
1-KI-010 Give examples of diverse ways in which people live and express themselves.
(Examples: language, clothing, food, art, celebrations…)
Values:
1-VI-003 Respect the stories, traditions, and celebrations of others.
1-VI-009 Value stories of the past as an important way to learn about the present.

Grade 2:
Communities in Canada
“Students will…”
Skills: 
2-S-200 Select information from oral, visual, material, print, or electronic sources.
2-S-300

Formulate questions for research.
2-S-400 Listen actively to others.
Cluster 1: “Our Local Community”

This cluster is especially applicable to local areas schools. Most, if not all, of the SLO’s in this cluster will come to life with a visit to the museum. However, all Manitoba schools can benefit from a field trip to the museum by drawing comparisons with general immigration and early settlement patterns in their own area and also by contrasting their own community’s history, heritage and culture with that of southern Manitoba.
2-KI-004 Identify the defining characteristics of communities.
2-KI-005 Describe characteristics of their local communities.
2-KI-006 Identify cultural groups in their local communities
2-KI-007 Give examples of factors that shape who they are.
2-KI-008 Recognize that stories of their elders, groups, and communities help shape who they are.
2-KI-009 Describe groups with which they identify.
2-KI-010 Identify their heritage and culture.
2-KH-025 Relate stories of significant events and people in their local community’s past.
Cluster 2: “Communities in Canada”
2-KH-026 Identify ways in which life in Canadian communities has changed over time.
2-KH-028 Recognize that many people came to Canada from other parts of the world to establish communities.
Cluster 3: “The Canadian Community”
2-KI-011 Recognize the diversity that characterizes Canada.
2-KG-032 Give examples of connections linking Canada to other countries.
(Example: … immigration…)
Values:
2-VH-008 Value personal connections to stories of their community’s past.
2-VI-009 Value oral history as a way to learn about the land.
2-VI-004 Be willing to consider diverse points of view.
Grade 3:
Communities of the World
“Students will…”
Skills:
3-S-202 Use appropriate terms or expressions to describe periods of time.
3-S-302

Draw conclusions based on information and evidence.
3-S-400 Listen actively to others to understand their perspectives.
Cluster 1: “Connecting with Canadians”
3-KI-007 Identify factors that may influence their identities.
(Examples: culture and language, time and place, groups and communities…)
Cluster 2: “Exploring the World”
3-KG-030 Describe similarities and connections between communities around the world.
Cluster 3: “Communities of the World”
(As this cluster focuses on contemporary communities of the world, indirect connections may be drawn, giving students a broader understanding of cultures influenced by time.)
3-KI-009 Define the elements that constitute a culture.
(Include: ways of life, language, art, clothing, beliefs.)
Cluster 4: “Exploring an Ancient Society”
(Although the connection is not directly to an “ancient society” an exploration of pioneer culture helps students to bridge the gap between our post-modern society and an ancient culture.)
3-KH-021

Recognize the continuity of cultures, traditions, and practices over time
3-KH-022 Recognize that communities change over time
Values:
3-VI-004 Express interest in the ways of life of diverse cultures and communities
3-VH-007

Express interest in and curiosity about people, events, and ways of life in the past.

Grade 4:
Manitoba, Canada, and the North: Places and Stories

“Students will…”
Skills:
4-S-202 Use appropriate terms or expressions to describe periods of time.
4-S-400 Listen actively to others to understand their perspectives.
Cluster 2: “Living in Canada"
Cluster 3: “Living in Manitoba”
4-KI-005 Identify cultural communities in Manitoba.
4-KI-009 Describe the influence of various factors on their identities.
Cluster 4: “History of Manitoba”
4-KI-010

Give examples of the contributions of diverse ethnic and cultural communities to the history of Manitoba.
4-KH-033 Relate stories of people and events that shaped Manitoba.
4-KH-035 Describe ways in which life in Manitoba has changed over time.
 (Examples: housing, food, hunting and fishing, clothing, recreation, languages, education, agriculture, transportation.)
Values:
4-VI-003 Value ethnic and cultural diversity in Manitoba.
4-VH-008 Value oral tradition as an important way to learn history.
4-VH-009 Appreciate the significance of history in their lives.

Grade 5:
Peoples and Stories of Canada to 1867

“Students will…”
Skills: 
5-S-106 Treat places and objects of historical significance with respect.
5-S-202 Distinguish between primary and secondary information sources for research.
5-S-302 Draw conclusions based on research and evidence.
5-S-305 Observe and analyze material or visual evidence for research.
5-S-400 Listen to others to understand their perspectives.
Cluster 1: “First Peoples”
Cluster 2: “Early European Colonization (1600 to 1763)
Cluster 3: “Fur Trade”
Cluster 4: “From British Colony to Confederation (1763-1867)”
5-KG-045 Identify global factors that influenced immigration to Canada.
(Examples: political and social issues…)
Values:
5-VI-006 Appreciate the historical roots of the multicultural nature of Canada.
Grade 6:
Canada: A Country of Change (1867 to Present)

“Students will…”
Skills:
6-S-106 Treat places and objects of historical significance with respect.
6-S-202 Distinguish between primary and secondary information sources for research.
6-S-302 Draw conclusions based on research and evidence.
6-S-305 Observe and analyze material or visual evidence for research.
6-S-400 Listen to others to understand their perspectives.
Cluster 1: “Building a Nation (1867 to 1914)”
6-KI-008 Identify various groups that immigrated to Canada in the late nineteenth and early twentieth centuries and give reasons for their emigration.
(Examples: Eastern Europeans…)
6-KI-009

Describe ways in which immigration was encouraged by and important to the Canadian government from 1867 to 1914.
6-KI-010 Describe various challenges faced by new immigrants to Canada.
 (Examples: language, climate and environment, differing laws and customs, discrimination, physical and cultural isolation…)
6-KI-011 Describe daily life on a prairie homestead between 1890 and 1914.
(Examples: survey system, role of women, challenges facing early settlers, education…)
Cluster 2: “An Emerging Nation (1914 to 1945)
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian individuals and communities.
Cluster 3:

“Shaping Contemporary Canada (1945 to Present)”
Cluster 4: “Canada Today: Democracy, Diversity, and the Influence of the Past”
6-KI-016 Describe factors that shape personal and national identities and explain how they may coexist.
(Examples: social, cultural linguistic…)
Values:
6-VI-005 Appreciate the importance of immigration in the development of Canada.
6-VL-010 Appreciate the efforts of people in early Canada to overcome environmental hardships.
6-VH-012 Value the diverse stories and perspectives that comprise the history of Canada.
6-VC-003 Appreciate the struggles and achievements of past generations in shaping Canada.
Grade 7:
People and Places in the World

“Students will…”
Skills:
7-S-106 Treat places and objects of historical significance with respect.
7-S-305 Observe and analyze material or visual evidence for research.
7-S-400 Listen to others to understand their perspectives.
Cluster 1: “World Geography”
7-KL-019 Identify factors that influence the movement of people around the world.
 (Examples: environmental, economic, political, social…)
Cluster 2: “Global Quality of Life”
7-KG-033

Identify reasons why people emigrate.
7-KG-039 Give examples of government decisions that affect quality of life.
Cluster 4: “Human Impact in Europe or the Americas
7-KH-031 Identify historical events that continue to affect a society of the Americas.
 (i.e. technological change…)

Grade 8:          World History: Societies of the Past

“Students will…”
Skills:
8-S-106 Treat places and objects of historical significance with respect.
8-S-305 Observe and analyze material and visual evidence for research.
 (Examples: artifacts, photographs, works of art…)
8-S-400 Listen to others to understand their perspectives.
Cluster 1: “Understanding Societies Past and Present”
8-KI-006 Describe influences that create differences in world views.
(Examples: culture, time, place, cross-cultural interactions, media, governance…)
8-KI-008 Give reasons why societies may stay the same or change over time.
 (Examples: culture, education, trade, power, war…)
8-KI-009 Describe ways in which societies organize, maintain, and perpetuate themselves.
(Examples: physical survival, education, culture…)
8-KH-027 Identify various sources of historical evidence and information and explain how each enhances understanding of the past,
8-KH-028 Explain the importance of knowing the past and understanding history.
Cluster 4:

“Transition to the Modern World (Circa 500 to 1400)”
8-KG-041

Describe the significance of the spread of ideas and technologies between societies from the fifth to fifteenth centuries. (The invention of print and the spread of ideas—Reformation—movable print.)

 For additional information or
to make a reservation, please contact: 

Erin Plett, Program Director
Phone 326-9661   Fax 326-5046 

** Preference will be given to early booking **

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