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INTRODUCTION


OTHER RESOURCES


The Canadian prairies: a history by Gerald Friesen.T
Toronto: University of Toronto Press, 1984.

Forging the Prairie West by John Herd Thompson.
Toronto: Oxford University Press, 1998.

Manitoba: a history by W. L. Morton.
Toronto: University of Toronto Press, 1957


Lessons > Introduction -- Lesson plans for Grades 4, 6 and Senior 3

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Introduction -- Lesson plans for Grades 4, 6 and Senior 3

The following curriculum lessons are divided into Grades 4, 6 and Senior 3. The lessons focus on six themes that reflect the growth of our province. The lessons aim to present key knowledge, skills, and suggested instructional strategies that require and encourage active student participation. Please note that the Senior 3 lessons follow the present curriculum, as a new curriculum has not yet been written for Manitoba. The outcomes for the grade 4 and 6 levels follow the new social studies curriculum framework.

Each lesson includes an overview that identifies the lesson's purpose, key learning outcomes- where possibly more than one outcome from more than one cluster can be achieved. This is followed by suggested instructional strategies (Applying), documents that may be integrated with each lesson, suggested methods of assessment, further resources and activities that may be useful in further extending the theme. Teachers are encouraged to use a variety of learning strategies and planning techniques from the Manitoba document, "Success for All Learners". Assessment activities can also be found within the new implementation documents.

In reference to the use of language, Vocabulary lists have been included with each lesson. Teachers may use the presented vocabulary in various ways such as: word splash, word cycle, sort and predict, three-point approach, etc. in preparing students for active learning.

Timeline Patterns are useful as students go through the lessons. By working with a specific section of time, students will have further opportunity to focus on events, etc., that are particular to the time period being studied. Use the Timeline for reference and historical perspective on the many events, people, changes and trends throughout the themes. Do not have students memorize dates off the timeline. Dates should only be used to place events in context.

Remember the over-all historical context is important for students to understand. Some dates are approximate and may encompass a several year time period. The exact historical date is not always critical, as interpretations vary depending on resources used. What is critical, is the understanding of the basic sequence and perspective of events.

These lessons may be adapted to social studies programming at the specified grade levels, and to assist students in making connections with transfer of learning between academic subject areas, the real world, and personal experience wherever possible. The suggestions for instruction include both direction topics and activities.

This section has been left open-ended to inspire the teacher to choose how he or she will have their students participate with the presented text information.

The length of time required for each of these lessons depends on the nature and individual needs of the students. For this reason no time frames have been prescribed.


Digital Resources on Manitoba History