Outcome Chart - Manitoba - Social Studies 6
This outcome chart contains media-related learning outcomes from the Manitoba, Grade 6 Social Studies curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Manitoba, Grade 6 Social Studies curriculum, with links to supporting resources on the MediaSmarts site.
Overall Expectations
Demonstrate an understanding of the concepts of habitat and community and identify some factors that could affect habitats and communities of plants and animals;
Describe ways in which humans can change habitats and the effects of these changes on the plants and animals within the habitats.
Specific Expectations
Overall Expectations
Analyze the strategies Saskatchewan people have developed to meet the challenges presented by the natural environment.
Specific Expectations
Research past and present technologies used to withstand the Saskatchewan climate.
Graph the typical energy consumption in Saskatchewan for an average year, and investigate energy efficient technologies being developed in Saskatchewan.
MediaSmarts Resources
Media speaks volumes about what is important in a society. What we see in media can have an impact on how we see other groups and how we see ourselves.
Independent events (SP2)
That’s why it’s important to talk to kids about casual prejudice which is the use of words or phrases that are negative towards a particular group - and help them learn how to push back in situations where they’re not sure if the person meant to be hurtful.
Here are some tips on how to help your kids respond to casual prejudice online:
2SLGBTQ+ people have been involved in producing their own media for as long as alternative media has existed, but with the advent of the electronic age and cheaper and more accessible electronic devices for production, there has been an explosion of 2SLGBTQ+-produced media of all kinds. The following section explores the ways that 2SLGBTQ+ people have sought to claim space for themselves within media and culture.
When discussing media representation of various groups, especially those we consider marginalized, stereotypes are often a primary concern. But sometimes, breaking a stereotype doesn’t go quite far enough, and the issue can be a little more complicated than merely determining whether or not a character is represented in a positive or negative way. The section that follows explores different approaches to queer content by analyzing various ways that popular media have used characterized LGBTQ people.
In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle Three,
In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle One,