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Manitoba Social Studies

The CTRL- F: Verification Skills learning outcomes link explicitly to Manitoba’s Social Studies program. The relevant curricular outcomes are listed by grade level and subject below.

Last updated August 13, 2025.

 

GRADE 7

People and Places in the World

Managing Information and Ideas

  • S-200 – Select information from a variety of oral, visual, material, print, or electronic sources.
  • S-202 – Interpret primary and secondary information sources for research. 

Critical and Creative Thinking

  • S-302 – Draw conclusions based on research and evidence
  • S-303 – Evaluate personal assumptions based on new information and ideas.
  • S-304 – Distinguish fact from opinion and interpretation.
  • S-305 – Observe and analyze material and visual evidence for research.
  • S-306 – Assess the validity of information sources. Examples: purpose, context, authenticity, origin, objectivity, evidence, reliability…
  • S-308 – Compare diverse perspectives in the media and other information sources. 
  • S-309 – Interpret information and ideas in a variety of media. Examples: art, music, historical fiction, drama, primary sources… 
  • S-311 – Analyze prejudice, racism, stereotyping, or other forms of bias in the media and other information sources.

 

GRADE 8

World History: Societies of the Past

Managing Information and Ideas

  • S-200 – Select information from a variety of oral, visual, material, print, or electronic sources.
  • S-202 – Interpret primary and secondary information sources for research. 

Critical and Creative Thinking

  • S-301 – Consider the context of events, accounts, ideas, and interpretations. 
  • S-302 – Draw conclusions based on research and evidence. 
  • S-303 – Evaluate personal assumptions based on new information and ideas.
  • S-304 – Distinguish fact from opinion and interpretation. 
  • S-306 – Assess the validity of information sources. Examples: purpose, context, authenticity, origin, objectivity, evidence, reliability… 
  • S-308 – Compare diverse perspectives in the media and other information sources.
  • S-309 – Interpret information and ideas in a variety of media. 
  • S-311 – Analyze prejudice, racism, stereotyping, or other forms of bias in the media and other information sources.

 

GRADE 9

Canada in the Contemporary World

Skills for Active Democratic Citizenship

  • S-107 – Make decisions that reflect social responsibility.

Skills for Managing Information and Ideas

  • S-200 – Select information from a variety of oral, visual, material, print, or electronic sources, including primary and secondary.

Critical and Creative Thinking Skills

  • S-301 – Analyze the context of events, accounts, ideas, and interpretations. 
  • S-302 – Draw conclusions and make decisions based on research and various types of evidence. 
  • S-303 – Reconsider personal assumptions based on new information and ideas. 
  • S-304 – Analyze material and visual evidence during research. 
  • S-305 – Compare diverse perspectives and interpretations in the media and other information sources. 
  • S-306 – Analyze prejudice, racism, stereotyping, and other forms of bias in the media and in other information sources
  • S-308 – Evaluate information from a variety of sources to determine reliability, validity, authenticity, and perspective. Include: student-gathered data. 

Communication Skills

  • S-402 – Express informed and reasoned opinions.

Identity, Culture, and Community

  • KI-020 – Evaluate the influence of mass media and pop culture on individuals, groups, and communities.
  • KG-037 – Compare media portrayals of current issues. Include: local, national, international sources.

 

GRADE 10

Geographic Issues of the 21st Century

Skills for Active Democratic Citizenship

  • S-107 – Make decisions that reflect social responsibility.

Skills for Managing Information and Ideas

  • S-200 – Select information from a variety of oral, visual, material, print, or electronic sources, including primary and secondary.

Critical and Creative Thinking Skills

  • S-301 – Analyze the context of events, accounts, ideas, and interpretations. 
  • S-302 – Draw conclusions and make decisions based on research and various types of evidence. 
  • S-303 – Reconsider personal assumptions based on new information and ideas. 
  • S-304 – Analyze material and visual evidence during research. 
  • S-305 – Compare diverse perspectives and interpretations in the media and other information sources. 
  • S-306 – Analyze prejudice, racism, stereotyping, and other forms of bias in the media and in other information sources
  • S-308 – Evaluate information from a variety of sources to determine reliability, validity, authenticity, and perspective. Include: student-gathered data. 

Communication Skills

  • S-402 – Express informed and reasoned opinions

 

GRADE 11

History of Canada

Core Concept of Citizenship – The study of history contributes to active democracy citizenship by supporting: 

  • Informed engagement in civic discourse and the democratic process
  • Commitment to the principles and ideals of democracy and human rights

Skills to Support Historical Thinking:

  • Consider the purpose and validity of historical sources
  • Interpret, analyze, and record information from primary and secondary sources

EQ 11.1.0–  What is history, and why do we study it? (Using Primary Source Evidence)

  • Who created this source and for what purpose? In what context (time, place circumstances) was it created?
  • Is this an authentic source? How do you know?
  • How reliable is this source of information?
  • What factors make sources more (or less) reliable?
  • What is missing or omitted from this source? Does this source conflict with evidence from other sources? 
  • Does this source reveal any bias or judgment? 

Historical Thinking Concepts (Guide to Writing a Historical Essay)

  • Confirm sources with questions and comparisons
  • Distinguish fact from opinion

 

GRADE 12

Global Issues: Citizenship and Sustainability

Skills for Managing Information and Ideas:

  • Understand the media do not provide neutral reflections of reality; they affect our decisions and actions.
  • Evaluate the purposes of media, critically question information sources and our responses to media, and make decisions accordingly.
  • Support democratic citizenship and be vigilant about political decisions that affect social, economic, and environmental conditions

Guidelines for Student Inquiry

  • Encourage students to consult a variety of sources, to consider diverse perspectives, and to use critical-thinking skills in the selection and interpretation of information.
  • Expose students to multiple and contradictory viewpoints, and encourage them to seek their own position based on reliable information. 

Area of Inquiry: Media 

  • agenda (profit, power, propaganda, social engineering)
  • bias in media 
  • critical analysis of media
  • How does media literacy help us to become critical thinkers and responsible citizens?

Current Topics in First Nations, Métis and Inuit Studies

Dealing with Controversial Issues in the Classroom:

  • Help students clarify the distinction between informed opinion and bias
  • Help students seek sufficient and reliable information to support various perspectives

Guidelines for student inquiry:

  • How reliable are the sources and the evidence?
  • What are the various perspectives on this issue?

Cinema as a Witness to Modern History

Social Studies Curriculum and Critical Media Literacy

  • Enable students to be media literate, not mere consumers of media products
  • Help students become aware of their own values and of the many influences that shape their values, including mass media they are exposed to, respond to, and create.

Dealing with Controversial and Sensitive Issues

  • Guide students to clarify the distinction between informed opinion and bias.
  • Facilitate students’ quests for sufficient and reliable information to support various perspectives on an issue.

References:

Manitoba Education, Citizenship and Youth. (2006). Social Studies: People and Places in the World: A Foundation for Implementation (Grade 7). Social Studies. https://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr7/index.html

Manitoba Education, Citizenship and Youth. (2006). Social Studies: World History: Societies of the Past: A Foundation for Implementation (Grade 8). https://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr8/document.pdf

Manitoba Education, Citizenship and Youth. (2007). Social Studies: Canada in the Contemporary World: A Foundation for Implementation (Grade 9). Social Studies.
https://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr9/index.html

Manitoba Education, Citizenship and Youth. (2006). Social Studies: Geographic Issues of the 21st Century: Manitoba Curriculum Framework of Outcomes and A Foundation for Implementation (Grade 10). Social Studies.
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/index.html

Manitoba Education and Advanced Learning. (2014). History of Canada: A Foundation for Implementation (Grade 11). Social Studies.
https://www.edu.gov.mb.ca/k12/cur/socstud/history_gr11/index.html

Manitoba Education and Training. (2017). Global Issues: Citizenship and Sustainability (Grade 12). Social Studies.
https://www.edu.gov.mb.ca/k12/cur/socstud/global_issues/index.html

Manitoba Education. (2011). Current Topics in First Nations, Métis and Inuit Studies (Grade 12).
https://www.edu.gov.mb.ca/k12/abedu/foundation_gr12/full_doc.pdf

Manitoba Education and Advanced Learning. (2015). Cinema as a Witness to Modern History (Grade 12).
https://www.edu.gov.mb.ca/k12/cur/socstud/cinema_gr12/full_doc.pdf