Curriculum Overview
Students must successfully complete the required social studies credits in Grade 9, Grade 10, and Grade 11, as listed in the following table.
| Grade 9 (Senior 1) |
Grade 10 * (Senior 2) |
Grade 11 * (Senior 3) |
Grade 12 * (Senior 4) |
|---|---|---|---|
| Canada in the Contemporary World (10G) | Geographic Issues of the 21st Century (20G) | Canadian History (30G or 30S) | Optional Courses |
* In Grade 10, American History is an optional course.
* In Grade 11, Agriculture and Physical Geography are optional
courses.
* In Grade 12, World Human Geography, Western Civilization
History, and Social Studies: World
Issues are optional courses.
Students may hold credit in any number of optional Social Studies courses.
Grade 9: The new Canada in the Contemporary World curriculum is scheduled for system-wide implementation in the 2008-2009 school year.
Grade 10: The new Geographic Issues of the 21st Century curriculum was implemented system-wide in the 2007-08 school year.
Grade 11: The new History of Canada curriculum is currently under development. Voluntary implementation is scheduled for 2009-2010, and system-wide implementation begins in 2010-2011.
Grade 12: The new curriculum is under development. Implementation TBA.
Further information about graduation requirements is available.
Social studies is the study of people in relation to each other and to the world in which they live. In Manitoba, social studies comprises the disciplines of history and geography, draws upon the social sciences, and integrates relevant content from the humanities. As a study of human beings in their physical, social, and cultural environments, social studies examines the past and present, and looks toward the future. Social studies helps students acquire the skills, knowledge, and values necessary to become active democratic citizens and contributing members of their communities, locally, nationally, and globally.
Canada in the Contemporary World (Required)
Grade 9 students explore Canada's contemporary opportunities and challenges. They examine Canadian demographics and political organization. They consider diverse perspectives related to Canadian political issues, Aboriginal self-government, francophone presence and influence, multiculturalism, media and popular culture, and the impact of the United States on Canadian culture. They explore cultural interaction in Canadian society and engage in the debate surrounding culture and identity in Canada. Through this inquiry, students develop understanding of the complexities of citizenship and identity in the Canadian context and enhance their ability to become informed, active, and responsible citizens.
Cluster 1: Diversity and Pluralism in Canada
Students examine elements of physical and human geography that affect the political, social, and cultural make-up of Canada. This study includes a focus on demography, human rights, citizenship, conflict resolution, cultural pluralism and diversity, influence of the media, and the contributions of people in the creation of a pluralistic society. Students examine the roles of various levels of government, government policies, the media, and cultural diversity as they affect the quality of life of Canadians.
Cluster 2: Democracy and Governance in Canada
Students examine the connections between people, government, and law. This study includes a focus on concepts related to parliamentary process, participation in the electoral process, the justice system, responsibilities and rights of citizens, and the influence of democratic ideals in the evolution of contemporary Canadian society.
Cluster 3: Canada in the Global Context
Students examine the dynamic relationship between having a national identity and being a global citizen in the industrialized world. This study includes a focus on evaluating the role of media in shaping individual or national perspectives relating to global issues, identifying nations and events where Canadian participation is expected for aid and military conflict resolution, assessing Canada’s role in global peace-keeping initiatives, and the implications of being a consumer in a globally connected industrialized society.
Cluster 4: Canada: Opportunities and Challenges
Students explore the demographic factors that have shaped Canada’s style of cultural diversity and citizenship from past to present, and into the future. This study includes a focus on the affects of social and technological change, societal changes due to the Canadian Charter of Rights and Freedoms, citizenship issues – past and present, reactions to social injustices, emerging relationships pertaining to Aboriginal Peoples, and the level of commitment of all Canadians towards environmental stewardship and sustainability.
Go to Grade 9 Social Studies Curriculum
Geographic Issues of the 21st Century (Required)
Grade 10 students focus on geographic issues of the contemporary world. They explore the nature of geography and develop skills related to geographical thinking. Students use the tools of geography, including geographic information systems to examine issues and problems. They study concepts related to ownership and development of natural resources, production and distribution of food, development of industry and trade, and increasing urbanization. Students consider these issues in the context of Canada, North America and the world. Through their study, students become aware of the importance of the environment, stewardship, and sustainable development, as well as the social, political, and economic implications of their personal choices.
Cluster 1: Geographic Literacy
This cluster has five Learning Experiences. It provides students opportunities to become familiar with the discipline of geography and to understand why it is important. Students define the term geography, identify its various fields, make connections between place and identity, investigate global environmental types, and consider the complexity of the global environment and the importance of stewardship in the preservation of this environment.
Cluster 2: Natural Resources
This cluster has three Learning Experiences. It focuses on the variety and locations of the world’s natural resources, which influences where people live as well as their economic activities. Students identify where the major natural resources are located, consider diverse perspectives towards ownership and development, and examine issues related to sustainability of resource extraction and consumption, including the implications of their personal consumer choices.
Cluster 3: Food From the Land
This cluster has four Learning Experiences and focuses on the production and acquisition of the basic human necessity of food. Students identify the location of major food production areas around the world and consider physical and human factors that influence food production. Students describe the impact of agricultural practices on the physical environment and show how food production has changed over time, specifically in the Canadian prairies. Students also consider issues related to fresh and saltwater food resources, the impact of climate change, and concerns regarding genetic manipulation and modification. Students identify the stages involved in food production as well as issues related to scarcity and distribution of food.
Cluster 4: Industry and Trade
This cluster has three Learning Experiences and focuses on industry and trade in Canada, North America, and the World. Students become familiar with terminology related to industry and trade, examine the different levels of industry, and identify the factors that determine the location of industries. Students identify the geographic locations of the major manufacturing regions in North America and the World, as well as Canada’s major trading partners and the major trade products. Students also explore current industry and trade developments, including the increasing involvement of Aboriginal peoples in Canadian business and industry. Students identify current issues related to industry, trade, and globalization, and consider the economic, social and environmental impacts of their consumer choices.
Cluster 5: Urban Places
This cluster has four Learning Experiences and focuses on urbanization and related issues in Canada and around the World. Students become familiar with the terminology related to urbanization and consider the merits of living in rural, remote and urban places. Students investigate factors that influence the location of cities, the various functions of urban places, and identify the factors leading to the emergence of mega cities around the World. Students consider major environmental, economic and social issues facing modern urban centres. Students also consider the importance of urban planning and are encouraged to value the social diversity of urban centres.
American History (Optional)
The primary intent of the American History course is to create a greater understanding of significant events that shaped the history of the United States. It is a survey course with a focus on those historical developments that have influenced the world, especially Canada. The course will help students explore and better understand the impact that American history has had on shaping American society and influencing other areas of the world
This course provides opportunities for students to identify individuals who helped shape American history and to examine their contributions.
Major Topics
The course is divided into five units:
- Unit I: Colonization, Revolution, and Constitution
- Unit II: Territorial Expansion, Civil War and Reconstruction
- Unit III: Economic, Social and Political Developments, from 1865 – 1919
- Unit IV: Foreign Policy and Domestic Changes from 1895 – 1945
- Unit V: The United States since World War II
Go to Grade 10 Social Studies Curriculum
Canada: A Social and Political History (Required)
Note: To be replaced by a new History of Canada in 2009-2010 (see below).
Grade 11 Social Studies focuses on the historical development of Canada. Students explore a variety of issues, including challenges faced by Aboriginal peoples, cultural diversity and immigration, English-French relations, and regionalism. Students also examine the evolution of government in Canada from the British parliamentary model to the contemporary party system, as well as their roles, responsibilities, and rights as Canadian citizens.
Grade 11 students are required to achieve one credit in either Grade 11 (Senior 3) Social Studies (30G) or Grade 11 (Senior 3) Social Studies (30S).
In Grade 11, the six units of study are:
- The Peopling of Canada
- New Societies to 1867
- Government, Federalism, and Politics
- Social and Economic Changes in Canada Since 1850
- Western Canada
- Canada's External Relations
The new History of Canada curriculum is currently under development. Voluntary implementation is scheduled for 2009-2010, and system-wide implementation begins in 2010-2011.
The new Grade 11 History of Canada curriculum supports citizenship as a core concept and engages students in historical inquiry. Guided by essential questions, students focus on the history of Canada from pre-contact times to the present. Through this process students become historically literate and better able to understand the Canada of today.
Historical thinking concepts, based on the work of Dr. Peter Seixas at the Centre for Historical Consciousness at the University of British Columbia, are embedded throughout this curriculum and provide the foundation for historical inquiry. The curriculum also identifies historical literacy skills, including historical inquiry, critical historical thinking and communication.
This curriculum is organized around five themes. Enduring Understandings are identified under each theme. The Enduring Understandings also serve as broadly stated learning outcomes. The themes are
- First Nations, Metis and Inuit Peoples
- French-English Relations
- Identity, Diversity and Citizenship
- Governance and Economics
- Canada and the World
The curriculum is also presented in five clusters that are based on chronological time periods. Each cluster includes Learning Experiences for activating, acquiring and applying student learning. Supports will be provided in this curriculum for teachers to use either a thematic or a chronological approach to teaching history, or a combination of both approaches.
Agriculture: A Cornerstone Industry (Optional)
This course is designed to give the student an idea of the important role agriculture plays in the community, province, on the national scene, and around the world. The aim of the course is to make students aware of the main issues in agriculture and to ask key questions about those issues. Students will see the relevance of agriculture in politics, economics, and social system. Students will gain an appreciation of some of the ethical and environmental choices the industry faces in production, marketing, and research.
Agriculture: A Cornerstone Industry explores many issues not dealt with in detail in any other school curricula. Even for those who do not choose a career in agriculture, the course can provide new insights about the changes taking place in one of the pillars of the world economy.
Major Topics
The study is divided into seven units: (Units V – VII require teacher development)
- Unit I: Agriculture: A Necessity for Life
- Unit II: Process from Production through to Consumption
- Unit III: Agricultural Trends: Changes Resulting from Technology
- Unit IV: Agriculture and the Environment
- Unit V: Current Issues in Local, National and International Agriculture
- Unit VI: Career Opportunities in Agriculture
- Unit VII: Student Research in Agriculture
Physical Geography (Optional)
Physical Geography is a survey course, providing an introduction to the broad field of physical geography. The contemporary approach to physical geography education emphasizes the nature of earth systems and their interactions with each other and with humans, ecological patterns, environmental issues, and the limitations that the physical world places on human activities and, in turn, the impact of human activities on the physical world. When considered within this new approach, the study of physical geography is both timely and relevant in view of the global challenges facing humankind on Planet Earth.
Major Topics
- Unit 1: The Earth: A Vibrant Planet
- Unit 2: The Ground Beneath our Feet: Understanding the Lithosphere
- Unit 3: The Water all Around: Understanding the Hydrosphere
- Unit 4: The Air Above: Understanding the Atmosphere
- Unit 5: All That is Living: Understanding the Biosphere
World Human Geography (Optional)
The Grade 12 (Senior 4) World Human Geography curriculum deals with locations, patterns, distribution, and interrelationships between the physical and human environments in a constantly changing world.
Major Topics:
- Unit I World Geography Overview
- Unit II World Population: Characteristics, Distribution, and Growth
- Unit III World Food Supply: Production and Distribution
- Unit IV World Resources, Energy, and Environment
- Unit V World Industrialization and Urbanization
- Unit VI World Interdependence
The major goals of the Senior 4 World Geography curriculum are to help students explore and better understand the following ideas with reference to a world view:
- roles, purposes, concepts, and skills related to of geography
- major features of the physical and human environments
- characteristics of developed and developing nations
- population characteristics, distribution, growth, and challenges
- environmental management and protection, and economic growth in the context of
- sustainable development
- the status of and challenges confronting Aboriginal peoples in contemporary society
- food production and distribution
- the status of industrialization and urbanization
- interdependence of the developed and developing nations
Western Civilization History (Optional)
The Grade 12 (Senior 4) Western Civilization curriculum is designed to help students understand that Canadian society and other Western societies evolved and were shaped by complex movements and events.
Major Topics:
- Unit I: An Introduction to Western Civilization
- Unit II: Pre-Modern Western Civilization
- Unit III: The Renaissance, The Reformation, and Absolutism versus Representative Government
- Unit IV: The Age of Reason, and the Political, Agricultural, and Industrial Revolutions
- Unit V: Major Movements and Events of the Nineteenth Century (1815 to 1919)
- Unit VI: The Twentieth Century
The Grade 12 (Senior 4) Western Civilization curriculum is organized around the following six major concepts: religion, ideology, humanism, individualism, secularism, and scepticism. The major goal of the Senior 4 Western Civilization curriculum is to help students explore and better understand:
- how and why Western civilization societies evolved
- how the six major concepts identified above apply to the development of Western civilization during different periods of time
- how Greece and Rome, Judeo-Christian thought, medieval religious and social institutions contributed to the development of Western societies
- how the Renaissance, the Reformation, absolutism, and representative government contributed to the development of Western societies
- how the Age of Reason, and the political, agricultural, and industrial revolutions influenced the development of Western societies
- how major events of the nineteenth century influenced Western society (the reactionary and reform movements, the 1815 Congress of Vienna, the revolutions of 1848)
- how World Wars I and II, the Cold War, and the collapse of the Soviet Union changed the world balance of power, and the ideological responses to these events
- how technology has influenced society
- why sustainable development should be considered an ideological direction for the future
World Issues (Optional)
The Grade 12 (Senior 4) World Issues course is intended to help students:
- develop a greater understanding of world issues
- examine the historical, current, and future implications of world issues
- analyze the effects of world issues on quality of life within different political, social, and economic systems
- explore various perspectives on world issues
- gain informed opinions on world issues
Major Topics:
- Unit I: The Role of Media in World Issues
- Unit II: Global Organization: East-West and North-South
- Unit III: Quality of Life Perceptions
- Unit IV: World Issues
- Unit V: The World of the Future
The major goals of the Grade 12 (Senior 4) World Issues curriculum are to help students gain a better understanding of quality of life in various parts of the world in terms of:
- the interdependence of societies that subscribe to different political and social systems (e.g., east-west) and societies that are at different levels of development (e.g., north-south)
- the major geo-political organizations of the world and the potential of major conflict among them
- the relationship of nations to international organizations promoting cooperation and peaceful solutions
- the role of the media in shaping the perceptions of people
- the differing perceptions of basic human rights in various parts of the world
- the conflict between the struggle for peace and the threat of war resulting from the growth of militarism and the presence of nuclear weapons in the world
- the use of terrorism by groups to achieve certain goals
- the conflicts that nationalism and imperialism create in the struggle for world unity and peace
- the role and effect of major religions on world issues
- the effect of an increasing world population on adequate diet, demography, governments, and individuals in various parts of the world
- the ever-increasing demand for resources and energy and the resulting pressures on the environment and the economy in all parts of the world
- the increasing pressures that industrialization and urbanization place on governments, groups, and individuals to meet the demands for an adequate quality of life
- the conflicts challenging the nations of the world in establishing management and ownership of the seas and of space
- the effect of world trade, foreign aid, and international organizations on the economic and social gap between the rich and poor countries of the world
- the effect of technological changes on the way people live
- the implications for the future if present trends continue (sustainability)
- alternatives to present trends
