VOLUME 45 • NO.

1 • SPRING 2021

MB Speaks
VOICE OF THE MANITOBA SOCIAL SCIENCE TEACHERS’ ASSOCIATION

Teaching in This Moment

Moving Beyond Stories of Normative

Indigenous Representatives of
Black History Resistance & Gender & Sexuality
Month Activism in the Media
 VOLUME 45 • SPRING 2021

MB Speaks
VOICE OF THE MANITOBA SOCIAL SCIENCE TEACHERS’ ASSOCIATION

on the cover

TREATY 2 TERRITORY
CLEAR LAKE, RIDING MOUNTAIN NATIONAL PARK
David Butler, Getty Images Pro
MSSTA Journal Team
Linda Connor
Alundra Elder

Photograph by Megan Maybroda

Jason Grant
Kevin Lopuck

Hecla Provincial Park, MB

Megan Maybroda
Calvin Moore
Shannon D.M. Moore
Keana Rellinger
Kara Wickstrom-Street

2021 MSSTA Executive Members

President Kevin Lopuck
Vice President Kara Wickstrom-Street
Past President John Thompson
Secretary Brienna Street
Treasurer Shannon Coté

Photograph by Megan Maybroda

BLM protests, Winnipeg, MB
MTS PD Day
Presenters John Thompson
Displayers Brienna Street
Displayers Angie Kuhnle
Registration Katie Williams
Registration Shannon Coté
Registration Christel Hildebrandt

Other Members
External Communications/Website Christel Hildebrandt
Social Media Angie Kuhnle
Journal/Manitoba Education Linda Connor
Early Years Representative Angie Kuhnle
Middle Years Representative Cam Sheppard
Photograph by Kara Wickstrom-Street

Senior Years Representative Kevin Lopuck

University of Winnipeg - Faculty Empty
University of Manitoba - Faculty Shannon Moore
Brandon University - Faculty Empty
U of W Student Representative Empty
U of M Student Representative Keana Rellinger
Member at Large Michael Benjamin
Member at Large Kerri Martin
Lac Du Bonnet, MB

Member at Large Alundra Elder

Member at Large Megan Maybroda
Member at Large Jason Grant
Member at Large Alison Calthorpe
Member at Large Calvin Moore
Table of Contents
2 President's Message
– Kevin Lopuck

4 Social Studies Educators' Network of Canada

– MSSTA

Pedagogy
5 This Moment
– Kevin Lopuck

13 Moving Beyond Black History Month

– Calvin Moore

Practice
17 What is Citizenship in Today's World?
– Harmoni Hoffman

19 Stories of Indigenous Resistance and Activism

– Ellen Bees

23 Unit Plan, Grade 5: Celebrating Indigenous Cultures & Ways of

Knowing
– Harmoni Hofman, Kylie Hoydalo, Meghan Sadowy and Karina Subedar Trimble

26 Lesson Plan: In This Moment

– Kelly Hiebert

33 Normative Representations of Gender and Sexuality in the

Media: A Critical Look at Two Gender Disruptive Children’s
Storybooks
– Nicole Trottier

37 Canadian High School Ethics Bowl: The Power of Critical

Dialogue
– Estelle Lamoureux

40 Artifacts Tell Our Stories, an Introduction to The Manitoba

Remote Learning Center Repository
– Linda Connor

Professional Development
43 Global Teachers Inquiry Project (GTIP): Challenges and
Successes of Remote Learning For Social Sciences
Educators
– Kara Wickstrom-Street

46 Professional Development Resources

48 Call for Submissions

– MSSTA
Photograph by Keana Rellinger

vol. 45 | 1
President's Message
Welcome to the relaunched MSSTA Journal,
“MB Speaks: Voice of the Manitoba Social Science Teachers’
Association”!

I’m incredibly proud of the work that went on behind the scenes by
members of our executive to give our journal a fresh start.
Importantly, I don’t think this reboot could come at a better time.
Teaching social studies in this moment is extremely challenging.
This moment is demanding something of us. Beyond a persistent
public health crisis and a global climate crisis, we are witnessing
increasing inequities and a citizenry with divergent realities. There are
countless political, social, and economic issues indicative of this
moment. As Social Studies educators, we must ask how/if our
curriculum and pedagogy have prepared us for this moment and
how/if our curriculum and pedagogy can move us beyond this
moment.

For this issue of MB Speaks, we asked educators across this province:

How is this moment revealing what we should be centering in Social
Studies education? The authors in this issue have responded to this
question in varied and compelling ways. Each author has made a plea
for what social studies classrooms need in this moment: more space
for conversation; Black history; complex discussions about citizenship;
media literacies; recognition of ongoing settler colonialism; Indigenous
ways of knowing; ethical discussions. MSSTA greatly appreciates that
the authors took the time to contribute as we recognize that this has
been a very difficult year for teachers, teaching during a pandemic has
stretched our emotional well-being, not to mention the added stress
of the educational review and subsequent Bill-64.

Throughout this issue, you will see connections to pedagogy, practice,

and professional development. We hope that the issue will spark some
reflection and discussions amongst you and your colleagues about
how we can meet the challenge of this moment.

We encourage you to stay up to date with MSSTA through our social

media streams. Please follow us:
Instagram: @mssta_
Twitter: @mssta_
Facebook: @manitobaSSTA

As always, please feel free to reach out to me anytime at

president@mssta.org.

Happy reading!
Kevin Lopuck
President - MSSTA

vol. 45 | 2
 this

moment

is

demanding

something

of

us
Photograph by Stewart Watson

vol. 45 | 3
 MSSTA IS PLEASED TO ANNOUNCE MEMBERSHIP IN THE

Social Studies Educators’

Network of Canada
Réseau pour l’enseignement des sciences sociales du Canada (SSENC-RESSC)

The Social Studies Educators’ Network of Canada - Réseau pour l’enseignement des sciences
sociales du Canada (SSENC-RESSC) was formed in November of 2019 after several years of
discussion with representatives from social studies teachers’ associations in every province. There
are also teacher representatives from the territories and those provinces where no social studies
teachers’ association exists.

SSENC-RESSC has three main objectives:

1. To advocate for social studies education across Canada
2. To facilitate networking and cooperation among social studies educators across Canada
3. To engage with public institutions, private interests, and non-government institutions in the
development and implementation of policies and/or resources related to social studies
education across Canada.

SSENC-RESSC’s membership structure is such that the provincial associations are members of
SSENC-RESSC, not individuals. Each member-association designates a representative to attend
bimonthly online meetings, and an annual meeting in-person when possible.

To date, SSENC-RESSC has been supported with funding from the Association for Canadian Studies
and the Canada’s History Society, who have also provided start-up funding for our communications,
logo design and web development. SSENC-RESSC believes the time has come for a national voice
for social studies education across Canada.

We believe that SSENC-RESSC will provide many benefits, not only to all our member-associations,
but also more broad benefits to history and social studies education in Canada.

We believe, now, more than ever that the time is right to raise the profile of social studies
education at the national level. With increasing threats to democracy, the need to educate all
Canadians about Truth amd Reconciliation with Indigenous peoples, and the rapid pace of
technological change, it is the right time to create a new
organization that will support social
studies teachers across Canada.

Your SSENC-RESSC executive at the November

2019 founding meeting in Gatineau, QC.
Standing: Jean-François Bertrand (AESHO), Kevin
Foster (NBSSEN), Lise Proulx (AQEUS), Ian Coffin
(PEISSTA), Wendy Driscoll (NSSSTA), John Tidswell
(ATASSC), Maureen McNamara (NSSSTA), James
Steeves (OESSTA), Leah Judd (BCSSTA), Senator
Yonah Martin
Seated: Secretary - Helen MacPhail (PEISSTA), Vice
President - Robert Jardine (SSS), President - Rachel
Collishaw (OHASSTA), Treasurer - Kevin Lopuck
(MSSTA)

vol. 45 | 4
MB Speaks
This Moment¹
On January 8, 2020, missiles fired from Iran
shot down a Ukrainian International flight,
killing all 176 people on board including 63
Canadians. In the same month, we learned that
33 people died and 110,000 sq km of the
Australian landscape had been destroyed by
massive bushfires, sparked in part by climate
change. In February 2020, hereditary leaders of
the Wet'suwet'en First Nation protested the
construction of the Coastal Gas-Link pipeline
through their unceded territory, leading to
solidarity protests across Canada. On May 25,
2020, George Floyd, a 46-year-old African
American man died after a Minneapolis police
officer pressed his knee on Floyd’s neck for
over eight minutes. Combined with the deaths
of other African Americans at the hands of law
enforcement officers (Breonna Taylor, Ahmaud
Arbery, Eric Garner, Michael Brown, Tamir Rice,
and Trayvon Martin), the spring and summer of
2020 became seasons of protest around the
world, including in Manitoba where a rally was
attended by thousands at the provincial
legislature. All these events of early 2020 were
taking place at the same time the world was
becoming exposed to the reality of the COVID-
19 pandemic, where mask-wearing and
lockdowns became the norm and where,
tragically, thousands of loved ones would be
lost, including my own grandmother.
vol. 45 | 5
Pedagogy Spring 2021
KEVIN LOPUCK
In these tumultuous times, I am constantly
reminded of what Globe and Mail journalist
Mark MacKinnon (2016) once wrote, “Rarely, it
seems, has the world spun so rapidly, have
events felt so out of control. The headlines blur
into one another, feeding the sense of a world
in chaos.” Though he wrote those words in
2016, the same can be said of the world of
post-2020. Now, more than ever, social science
teachers are perhaps the most important
resource in creating a citizenry that care about
issues from a local and global perspective, but
also a citizenry who are, according to
Westheimer and Kahne (2004), personally
responsible, participatory, and justice oriented.
So how do we, as social
BLM protests, Winnipeg MB
Photograph by Megan M
¹This article is based in large part on the author’s graduate research
entitled, “Transformative Curriculum: An Inquiry into the
Implementation of Manitoba’s Global Issues: Citizenship and
Sustainability Curriculum”. The thesis is available at:
https://mspace.lib.umanitoba.ca/xmlui/handle/1993/33259
MB Speaks
science educators seize this moment? How has
our curriculum and pedagogy prepared us for
this moment and how can they move us
beyond this moment?
To attempt to answer these questions, I need
to take a step back. In August 2011, the
Department of Education and Advanced
Learning of the Province of Manitoba put
together a team of teachers, including myself,
to pilot a new grade twelve social studies
curriculum. This new curriculum, entitled
“Global Issues: Citizenship and Sustainability”,
was to replace the older “World Issues”
curriculum. The new curriculum, its content,
and the method with which it was to be
delivered, would be a radical departure from
the old one. The new curriculum was student-
driven, and encouraged inquiry-based learning,
critical pedagogy and praxis. By using inquiry
and praxis as methodology, students were to
engage with the core concepts of citizenship
and sustainability, and to think critically about
the world around them while developing a
strong sense of empathy. In doing so, the
curriculum sought to help “students develop
competencies as citizens who are mindful of
their place in nature and in society and who are
willing to work together toward a sustainable
future” (Manitoba Education and Training,
2017, p.4).
However, if the goal of the curriculum was to
“help students develop competencies as
citizens who are mindful of their place in
vol. 45 | 6
Pedagogy Spring 2021
nature and in society and who are willing to
work together toward a sustainable future”
(Manitoba Education and Training, 2017, p.4),
what role did the teacher play in this
empowerment? The advice that I remember
most vividly from the first meeting of the
Global Issues Pilot Team in August 2011 was
that, in this course, teachers would no longer
be the ‘sage on the stage’, but more of the
‘guide on the side’. The implication was that
when teachers use traditional, direct, front-of-
the-class teaching methods, students might not
be as engaged or empowered in their learning
as we might wish.
My Global Issues Classroom
My Global Issues course is divided into three
main components. First, because the province
has provided ten areas of suggested inquiry for
the course, I use current affairs² to access these
areas of inquiry. In order for the students to
have some idea of each of the areas, I make
sure that I use a broad spectrum of current
affairs, spanning all inquiry areas and obtaining
them from diverse sources. The great
advantage to this is that most students can
identify an interest in at least one, if not many,
of the areas. Group dialogue on these current
affairs can range from 5 minutes up to an entire
hour-long class, depending on how many issues
we look at and the level of interest shown by
students. I make it a priority to engage the
students in these
²Parallel to bringing in current affairs into my classroom are
discussions around the news media in general and, more specifically,
objectivity, bias, who owns the news media, and who makes the
decisions as to what we see or hear.
MB Speaks
discussions and make sure I’m sitting down
with the students, instead of standing at the
head of the class. I believe that this visually
makes me appear less like what Paulo Freire
(1970/2012) would term a depositor of
information (p. 72) and more like a partner in
the learning process.
Secondly, I have the students complete two
inquiry projects. Each project follows, on
average, a 3-to-4-week process. Their first task
is to submit a proposal for their project. This
proposal includes the area of inquiry they are
pursuing, why they chose that area, how they
plan on presenting their inquiry to the class.
Additionally, and most importantly, students
decide upon an essential or guiding question
for their inquiry. In my experience, students
have not had much exposure to developing
essential questions, and for that reason I
designed a process that involves some direct
teaching as to what an essential question
encompasses. I have also designed lessons that
involve gallery walks and group sharing to help
students develop these essential questions.
Students also receive a guide to inquiry created
by the designers of the Global Issues
curriculum. The planning and execution of their
inquiry projects helps prepare the students for
the third and final part of the course, their Take
Action Project (TAP).
The TAP allows students, after careful inquiry,
to take action to conduct important social
vol. 45 | 7
Pedagogy Spring 2021
change through various means including raising
awareness, raising funds, and immersing
themselves into their community to take action
by using their time and talents. Students must
progress through a series of initial proposals,
action plans, and development of inquiry
questions to guide or inspire their action. Also,
as their projects begin to take shape, students
are granted the time to secure resources,
contact people and organizations to help in
their action, create video, or conduct surveys. I
now keep a running list of these TAPs, and am
consistently amazed at how many great things
my students have done for their communities.
Research
For the past ten years, I have had the pleasure
of teaching the “new” Global Issues curriculum.
Over those ten years, like any good teacher, I
have continued to change and adapt in order to
respond to the changing contexts and student
interests; however student interest in deep
discussions about global issues persists.
Consistently, students in my classroom engage
in often heated discussions about very complex
issues that range from politics and economics
to social justice. I am not sure I can sufficiently
describe these experiences, but I always felt
like this was it, this is what it means to
pedagogically seize the moment. I do not need
to test students to see that their engagement
was genuine, they listened intently and
participated voraciously in discussion with me
MB Speaks
and their peers. So, it was then that I decided I
wanted to explore in more detail the impact of
the new Global Issues curriculum on my
students and to do so I would undertake a
master’s degree in curriculum, teaching, and
learning.
Given that conducting any sort of research on
my current students would be ethically
challenging, I settled on recruiting former
students of mine to determine what impact my
teaching of the Global Issues course had on
them then and now. Using qualitative research
and a phenomenological approach I completed
interviews with 10 participants, all former
students who all took the course in their grade
12 year between 2011 and 2016. The results
of these interviews left impressions that
continue to influence my practice and should,
in my opinion, influence social studies
curriculum development. Though my thesis was
written in 2018, I believe that some of its
conclusions, which I share below, can prove to
be extremely important when reflecting on
teaching in this moment.
Conclusion 1 – “Just talking about things”
My hunch about the importance of discussion
of global issues appears to have been correct,
seven of the ten participants stated that the
discussion that happened during the class was
one of their favourite parts of the course,
though for differing reasons. For some, the
environment surrounding the discussion was
vol. 45 | 8
Pedagogy Spring 2021
important. One participant reflected that she,
…never really had the drive to really try for
school, like it was always a task for me, and
I think the class being based on discussion,
it made me much more comfortable, it
wasn’t a task, talking isn’t a task for me.
Another shared this sense of comfort stating
that, “… being able to read articles and hear
about current issues then talk about that
amongst peers in a safe environment was
something that was totally unique to me.”
Several participants highlighted the importance
of those discussions and the related benefits of
developing certain skills, including learning to
think critically, being able to listen and develop
and share their opinions, and collaboration.
These are undoubtedly skills we all need in this
moment. For others, the time for discussion
allowed them the time to learn to appreciate
other’s opinions and passions. One shared,
I think my favourite part was the beginning
where we would just discuss and debate
and it would get pretty heated sometimes
because it made me realize how passionate
everyone is. Like, even when I’m super sure
my opinion was right on something,
everyone else was equally sure that their
opinion was right, so that was my favourite
part.
Similarly, another participant conveyed that,
… it gave me different views on things …
MB Speaks
when you have one view on something,
unless you talk to people about it, you’re
not really going to know what other people
think so, it got me to see different views
and opinions on certain issues and gave me
a broader, holistic scope of peoples’ views
and what’s out there because, if you look at
something one way and I look at something
the other way and we don’t talk about it,
we’re going to have very narrow views of
what’s going on.
Perhaps my favourite anecdote came from a
participant who was very inspired and surprised
by others’ perspectives,
I think that was very uplifting because,
again, I was a very cynical kid … I remember
there was a few of the, what I would say is
the popular girls talking about women’s
image in media and I’m thinking, why are
you thinking about this, like, you’re a
popular girl, good looking girl … to me it’s
like, how could that ever bother you … why
would you think of that … but they did all
the time, and they were passionate about it
and they wanted to change it, wanted to do
something about it and it’s like, I guess it
made me think, you know you can’t judge a
book by its cover, right? You know, and
that was with everybody, with everyone in
that room there was something going on in
their head that you would never be able to
guess by just seeing them.
vol. 45 | 9
Pedagogy Spring 2021
Another impact of the discussions seemed to
be an increased impact in political awareness.
One participant stated that discussion
“definitely opened my eyes to the world of
politics even more. I didn’t realize how
interested I was in politics.” Another
appreciated “being able to talk politics and
knowing that there are some young people that
care, that you’re not the only one. It was great
because so many people, even today … they
have no idea, they don’t care and it’s really
upsetting.” One participant even spoke of the
way the discussions urged him to get involved
in politics, to ask questions, and to begin to
take action.
Conclusion 2 – “This course gave you the
opportunity to take these serious topics … and
do something about it”
Much of the discussion in the interviews
around the TAP centered on the openness of
the project, but also of the encouragement and
tools the students received to complete the
project. One participant “thought it was a really
great idea because it gave you the freedom to
do something” and he remembers “not wanting
to do something boring, like a bake-sale, like
wanting to go out of the box.” Another
observed that,
… it’s cool because it let you shoot for the
stars … I think it was a good learning
experience for the sense that it’s great for
you to blue sky dream, but at the same time
you need to build up to that and I think
that’s what the Take Action Project
MB Speaks
taught me. Something that I can take away
from the course after I took it was, you know,
building up to that goal. Like, it’s not just
necessarily you’re going to get here and you’re
going to get there, like, there’s steps for you to
get to point ‘B’.
For another student, the TAP was important
because it meant applying his learning, a
reflection of Freire’s (2012/1970) concept of
praxis, that there must be reflection and action,
… it’s very easy for you to sit in a classroom
and have someone tell you some awful
things going on in the world, like, there’s
history courses and you hear about war and
you hear about famine and you hear about
these things, right? And, they’re still going
on today … but you don’t really do anything
about them, right? This course gave you the
opportunity to take these serious topics or
these things that bother you or these things
that you felt you wanted to do something
about and it gave you the tools to do
something about them which is very, very
different … this course.
In one interview, a participant referred
specifically to the encouragement she received
as being instrumental,
I didn’t have to do something that big, I
could have done something much easier
and probably have had the same or better
marks for it but I felt encouraged, I felt
vol. 45 | 10
Pedagogy Spring 2021
supported, I felt like we had all these wild
ideas but you guys were going to help us
out … nothing was out of context, just
because we were high school students,
which was a big thing too.
Her last comment about “just being high school
students” was also a theme picked up on by
two other participants. One reflected that,
I think that I have come to find that people
will have a very interesting perspective on
the new generation and our capability, and
our laziness, and it was kind of nice to be in
charge of a project that really showed that
we are taking initiative and we are trying to
make change and there was no other class
that really allowed us to prove that.
Seizing this Moment
I believe that the lessons I learned through my
research can and should centre how we, as
social studies educators, respond to this
moment. First and foremost, we must engage
students in the discussions about the events
that shape our world in this moment. We must
not shy away from this engagement as students
want to talk about what they are seeing and
hearing. They appreciate their voices being
heard and respected in a safe environment. It is
therefore critically important that teachers
themselves stay as informed as possible but
equally important that teachers encourage
students to share
MB Speaks Pedagogy Spring 2021

their thoughts, to foster conversations about
sometimes contentious issues and model what
civil discourse should be. Secondly, it is not
sufficient enough to just encourage students to
talk about these issues, every effort must be
made to encourage students to take action, to
fulfil Freire’s notion of praxis, of combining
thoughtful reflection and action. Students who
are encouraged to take action will also often
feel respected by being intrusted with such an
important task as social change.
Though the Global Issues curriculum was
designed specifically for us to respond to this
moment and, by nature, other social science
curricula should seize the opportunities
This moment is demanding something of us and
of our pedagogy and curriculum. Though it
might be easier for teachers in the social
sciences to engage students in this moment, it
is a role that all teachers must play. Thankfully,
we know that students want to engage in the
moment, they want to have their voices heard
and they want to do something about it. Let’s
encourage them to do so.
About the Author
Kevin Lopuck is currently the department head
of Social Studies at Lord Selkirk Regional
Comprehensive Secondary School in Selkirk,
Manitoba. He received his B.Ed. in 2001 and
his M.Ed. in 2018, both from the University of

presented, educators in other subject areas Manitoba. He is the current president of the

should take the time to reflect about seizing Manitoba Social Science Teachers’ Association.

the moment themselves. In language arts,

students can be engaged in technical and
literary texts related to the pressing issues of
today. In mathematics, questions related to
mathematical concepts can be framed to
include these issues, which can allow students
to realize that these are not just issues for the
humanities to explore. Science classes and
curricula should also engage students where
they can, especially when it comes to the
technological challenges related to issues such
as climate change and artificial intelligence,
while not shying away from the ethical issues
surrounding the same.

vol. 45 | 11
 it is not
sufficient
enough to just
encourage
students to talk
about these
issues, every
effort must be
made to
encourage
students to take
action

References
Freire, P. (2012). Pedagogy of the oppressed. New York, NY: Bloomsbury Academic. (Original work published 1970).

Manitoba Education and Training. (2017). Global Issues: Citizenship and Sustainability. Retrieved from:
http://www.edu.gov.mb.ca/k12/cur/socstud/global_issues/full_doc.pdf
Photograph by Stephan Mller

MacKinnon, M, (2016, July 22). Munich, Nice, Turkey, Brexit, Trump: It's all connected. Retrieved from
https://www.theglobeandmail.com/news/world/munich-nice-turkey-brexit-trump-its-all-connected/article31084101/

Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational
Research Journal, 41 (2), 237-269.

vol. 45 | 12
MB Speaks
Moving beyond
Black History Month
Black History Month is over. I have never felt
so uncomfortable throughout a month as I have
this past February. Throughout this short
month there have been numerous postings of
unrecognized Black people, those who have
been regularly ignored, trivialized and devalued
in Canadian history. Who are the people
featured in the postings, and why have we not
known of their achievements until now? Why
are they important? How has our treatment of
black history impacted black folks in current
Canadian society? These are all questions we
must ask ourselves. There is no shame in not
recognizing these faces, the shame comes from
finding out it took so long for people to hear
about them in the first place.
Throughout my forty plus years living in
Canada (even though I was born and raised
here, I have been asked where I’m from too
many times), I have had to deal with the stigma
of not knowing about the lived experiences and
histories of Black Canadians. I just assumed
that every Black person followed the same life
as me, or something similar. That is, they went
to public school, surrounded by
vol. 45 | 13
Pedagogy Spring 2021
CALVIN MOORE
predominantly white students, and learned
about math, science and history.
After completing my formal education, I went
on to a post-secondary institution where I
hoped to see more people who looked like me.
Nope. Then I graduated, as a teacher, not a
“physical education teacher” (another
assumption I have faced), but a teacher who
majored in History. Subsequently, I got a job in
our provincial school system and worked to
spread the message of our Canadian
forefathers to our Canadian youth. Our
forefathers, of course, were White men named
John, William, Pierre or Louis.
This is not to diminish the significance of their
achievements. Many guided us through wars,
built our institutions, or helped develop a
government system that still stands today.
More importantly, they were visionaries and
idealists that wanted the best for this country.
However, their story is not the complete story
of our country and the people that exist in it.
As a student, I always felt this disconnect.
Where were the Black people? Where am I in
the curriculum? You’re telling me that we
MB Speaks Pedagogy Spring 2021

don’t have a story to tell. These are important Our history books, stories and lessons no
stories to tell, beyond the month of February. longer should be limited to one month. That is
the problem I have with Black History Month. I
As a teacher, not just a Black teacher, I want all do not have a problem with Black History
of our students to hear the significant stories of Month as a month for recognition. I simply
our Black forefathers and mothers. want it to be a part of the story told every
Black history is month, like it is for
Canadian history. As our white brethren.
much as the incessant Black History Month
social media posts is a start and I am glad
frustrated me this that it is a first step.
past February, they However, I hope
also pointed to a shift subsequent
in mindset towards generations recognize
inclusion. People the contributions
began to openly hear made by Black,
about Mary Ann Indigenous and
Shadd, Anderson people of colour
Abbott, Austin Clarke, because we have
or Dr. William Pearly changed history.
Oliver, to name a few.
These people, among Currently, Black
many others, people do not feel like
contributed to the they are on the same
advancement of our level as White people
society-- because we are
contributions that ignored in history and
inspire and have face stereotypes in
Photo: A. Rose by Calvin Moore, Winnipeg MB
society. While we
pushed our society forward. This is a special are recognized as athletes, we are missing
time, a unique moment in our history to grab stories about Black inventors; few people know
the torch that carries the flame to transform that Black people invented streets lights, or
the previous way we have taught history. As a improved our refrigeration systems. Black
society we owe it to ourselves to recognize all people have earned doctorates (a strong
of our people. Not just once a year. emphasis is on the word earned), practiced

vol. 45 | 14
MB Speaks
law, advanced civil rights, or risen as key
political figures that challenge injustice, and
they should be known and celebrated.
We are amidst a moment. It is a moment that
includes a video of George Floyd’s murder and
the power of the Black Lives Matter
movement. In this moment we are confronted
with the consequences of dehumanizing and
devaluing Black people. We should recognize
the demands of this moment, and make the
necessary changes for a more equitable future.
This future requires we change and broaden
the way we tell history.
BLM protests, Winnipeg MB
Photograph by Megan M
I don’t want to speak for all Black people, but
while I have my soapbox to stand on, I want us
to know there is still work to be done. I
recently watched the MTC production of “The
Mountaintop” about Martin Luther King’s last
night alive. It was a wonderful production and
truly gave me a better understanding of one of
our greatest people. I am thankful that I have
come to know more about this man than
vol. 45 | 15
Pedagogy Spring 2021
what I have learned in school. The opportunity
to change how we teach our history and who
we speak about is upon us. Reading and
learning about people who are similar to you, or
who you relate to, makes learning about them
fun and interesting; it also makes people feel
recognized, legitimized, and humanized. For
these same reasons it is important to ensure
there is more representation in our schools.
In my current school division, there has been
significant improvement in the hiring of people
who have been historically marginalized;
however, there is still room for
improvement. In particular, there
needs to be more BIPOC (Black
Indigenous People of Colour) at
the senior administrative level.
The impact of hiring educators
of colour for the students is
huge. Not only for the black
students but for all of our
students. If every student can
say, without
hesitation, that they were taught by BIPOC
teachers throughout their school life, that is a
win. Our school system needs to reflect the
diversity that we see in our country every day.
It has taken me years to find the courage to
write this paper. I have felt I am one voice in an
ocean of many. I was never sure if I was being
heard or if anyone would want to hear
MB Speaks Pedagogy Spring 2021

me. I have bit my tongue throughout most of Professional Development Resource

my life, for fear of being branded a
troublemaker. I feared being a Black man with a
voice and an opinion. My opinion on this
matter is clear. We need more colour in our
system. I want to do more and I need to do
more to push the needle forward. Writing this
was a necessary first step.

About the Author

Calvin Moore is an educator in the River East
Transcona School Division. In his 24 years as a
teacher, he has taught in Japan, taught in all
three streams and a variety of subjects.
Needless to say, he loves teaching. He is also
a member of the MSSTA executive. The Skin We're In:
A Year of Black Resistance and Power
National Bestseller & Winner of the 2020 Toronto Book Award

A bracing, provocative, and perspective-shifting

book from one of Canada's most celebrated and
uncompromising writers, Desmond Cole. The Skin
We're In will spark a national conversation,
influence policy, and inspire activists.

Puncturing the bubble of Canadian smugness and

naive assumptions of a post-racial nation, Cole
chronicles just one year—2017—in the struggle
against racism in this country. It was a year that
saw calls for tighter borders when Black refugees
braved frigid temperatures to cross into Manitoba
from the States, Indigenous land and water
protectors resisting the celebration of Canada’s
150th birthday, police across the country rallying
around an officer accused of murder, and more.

vol. 45 | 16
MB Speaks Practice Spring 2021

What is
in Today's World?
HARMONI HOFFMAN
Compromise where you can. Where you can't, don't. Even if everyone is telling you that
something wrong is something right. Even if the whole world is telling you to move, it is
your duty to plant yourself like a tree, look them in the eye, and say 'No, you move'.”
― Christopher Markus (Marvel) Civil War Comics, 2006

The above quote is one I use in both my teaching philosophy and diversity statement. It speaks to me
in so many ways, and is applicable to the discussions of citizenship that anchor the Manitoba social
studies curriculum. The quote can be applied to the three visions of citizenship offered by Joel
Westheimer and Joseph Kahne (2004): the personally responsible citizen, the participatory citizen,
and the justice oriented citizen. A personally responsible citizen tries to ensure that their own tree
roots are solid. A participatory citizen wants to help others, to make a difference in their community--
to plant a few trees. The justice oriented citizen looks at the root systems, and sometimes demands a
few things in the forest are moved, need more light, or are cut down. Before we can ask students to
enact citizenship, we need to explore what we each mean by the term.

Activating Strategy
In his 2004 publication, Challenges and Prospects for Canadian Social Studies, Alan Sears focuses on
ways we can actively engage in debate surrounding citizenship. Sears suggests that students write a
job advertisement for the “Ideal Canadian” citizen. In turn, students are asked to articulate the
qualities and criteria necessary to be a ‘good’ citizen. These varied conceptions can lead to important
discussions: Does loving hockey make you an active democratic citizen in Canada? Does one need to
be bilingual? Does citizenship mean following or challenging the laws? Do we have shared
conceptions of citizenship? Do our understandings of citizenship exclude? Does the current global
and technological landscape impact Canadian conceptions of citizenship? By asking students to write
down their thoughts in this way, and then to share their ideas in small groups, students engage with
the meaning of the term, the varied interpretations, and the ways it intersects with the social studies
curriculum. This opening activity begins with student understanding, and does not impose or assume
any one shared definition.

vol. 45 | 17
 MB Speaks Practice Spring 2021

Follow Up
Ask students to consider if the criteria they have created for an ideal citizen fits within the
personally responsible, participatory or justice oriented definitions.
Ask student groups to consider the pros and cons of each conception.

Conclusion
It is important to begin our courses discussing the very conception that anchors our curriculum.
While I may be comfortable tearing up the roots, it is important that each of our students is invited
to consider how they want to enact citizenship.

Readings on Citizenship
Osborne, K. (2005). Political Education and Citizenship: Teaching for Civic Engagement.
Education Canada.

Sears, A. (2004). In Search of Good Citizens: Citizenship Education and Social Studies in
Canada. In I.Wright & A.Sears (Eds.), Challenges & Prospects for Canadian Social
Studies (pp. 90-106). Pacific Educational Press.

Westheimer, J., & Kahne, J. (2004). Educating the “Good” Citizen: Political Choices and
Pedagogical Goals. Political Science and Politics, 37(02), 241–247.

About the Author

With a background in research and development, Harmoni Hoffman is completing her B.Ed this May.
Becoming a middle years teacher is going to be her greatest adventure.
Photograph by MarcoRof

vol. 45 | 18
 MB Speaks Practice Spring 2021
Photograph by Mike Fisher

Stories of Indigenous
Resistance and Activism ELLEN BEES
The Truth and Reconciliation Commission calls for the education system to teach about residential
schools in Canada. Teachers have taken up this call, commemorating Orange Shirt day in September
and teaching about residential schools and their impact on survivors and their families. While this is
an important start, we [educators] need to extend these conversations further, to focus on the
broader legacy of residential schools and the persistence of settler colonialism in Canadian society.
Teachers do not always feel comfortable broaching current discussions of colonialism, sometimes
deeming it too political or not knowing where to start. However, if we are serious about
reconciliation, it is necessary to learn and teach about settler colonialism in Canada’s past and
present.

Many recent resources amplify Indigenous voices and can help teach about the impact of settler
colonialism on Indigenous communities. Below are three recommendations of graphic novels and
picture books that use compelling visuals to hook students’ attention and delve into these important
topics. Each book centers Indigenous experiences, focusing on stories of Indigenous resistance,
resilience, and activism.

vol. 45 | 19
MB Speaks Practice Spring 2021

This Place: 150 Years Retold is a graphic

novel compilation that retells Canadian
history from an Indigenous perspective.
Numerous Indigenous creators contributed
stories that act to unsettle dominant settler
narratives and reveal how the colonial state
has impacted Indigenous communities
throughout Canada’s history. Topics such as
the Sixties Scoop, the Mackenzie Valley
Pipeline, the Salmon Wars, and the Oka
Resistance reframe Indigenous history in
Canada as an ongoing struggle where
Indigenous people stand up for their rights.
This is a necessary text for high school social
studies classes.

We Are Water Protectors, written by Carole Lindstrom and illustrated by Michaela Goade,
is a winner of the Caldecott Award and a beautiful picture book with strong environmental
themes. It tells the story of a young water protector who takes a stand to
protect her community’s water
when it is threatened by a
black snake. This book can be
used with younger students to
discuss the role of Indigenous
people as water protectors.
With older students, it can
promote discussions of
Indigenous resistance and
pipeline protests. This versatile
book about Indigenous
activism will enrich classrooms
from elementary to high
school.

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MB Speaks Practice Spring 2021

Surviving the City, written by Tasha Spillett and illustrated by Natasha Donovan, is a graphic novel
series about two Indigenous teens who are trying to survive growing up in Winnipeg. The first
volume focuses on missing and murdered Indigenous women and girls, as one character goes missing,
causing her friend to recall her mother’s disappearance. The second volume, Surviving the City: From
the Roots Up, revisits these characters, one of whom explores her identity as a Two-Spirited person
and how it connects to her cultural heritage. Both volumes remind the reader of what it takes to
survive as an Indigenous teen in Winnipeg, as characters encounter racism, racial profiling, the foster
system and more, while connecting and getting strength from their Indigenous community. This
series is an excellent way to promote discussion in middle school and high school about
contemporary examples of systemic racism.

About the Author

Ellen Bees is a middle school teacher who is passionate about social justice and sustainability. For
more book recommendations, check out her blog at https://teacherbees.ca/ .

vol. 45 | 21
 MB Speaks Practice Spring 2021

Professional Development Resource

Sisters & Brothers
A film from Kent Monkman

In a pounding critique of Canada's colonial history,

this short film draws parallels between the
annihilation of the bison in the 1890s and the
devastation inflicted on the Indigenous population
by the residential school system.

This film is part of Souvenir, a series of four films

addressing Indigenous identity and representation
by reworking material in the NFB's archives.

Free steaming on NFB.ca

Running time: 3 mins

Hope and resiliency. These are

your greatest strengths. We can
work together. Sisters and
brothers, all of one human
family. Your generation and
mine.
LEONARD PELTIER
Photograph byKichigin

vol. 45 | 22
MB Speaks Practice Spring 2021

Grade 5 Unit Plan

Celebrating Indigenous
Cultures & Ways of Knowing
HARMONI HOFMAN, KYLIE HOYDALO, MEGHAN SADOWY AND KARINA SUBEDAR TRIMBLE

Unit Description
Canada has been a nation attempting to reconcile the long history of generational trauma and
systemic oppression of Indigenous peoples and communities. However, any attempt to create an
inclusive historical understanding of Canada and Indigenous peoples is often narrated through a
colonial/western lens. Indigenous history is often understood in relation to white colonial settlers and
their role/perspectives in history. Indigenous peoples are often portrayed as victims, and traditional
Indigenous knowledge and achievement are spoken of in the past tense. This unit plan was created
to develop the foundations of celebrating Indigenous peoples and cultures in our classroom. As
Madden (2019) asserts, the stories that we tell in our classrooms should not perpetuate singular
victim narratives, instead our teaching should include stories of resistance, refusal, resilience and
resurgence. Rather than centering everything in relation to European contact, our teaching needs to
recognize the rich, complex societies and peoples that existed prior to contact, and that persist today.
We have created a unit that celebrates and brings to light the amazing achievements of the peoples
that were present well before contact. In doing so we hope to encourage our students to be deep
critical thinkers, to challenge the status quo and to be open and understanding of the past and future
needs of Canada as a nation.

Unit Goals
Develop an interconnected and land-based pedagogy to nurture the students’ understanding of the
world around them. This unit will give students the tools to grow and explore their identities and will
challenge them to think outside their own perspective. This unit uncovers values, knowledge and
skills already outlined in the Grade 5 Curriculum.

vol. 45 | 23
MB Speaks Practice Spring 2021

Curricular Connections
VH-008 Value oral tradition as an important source of knowledge about
First Peoples.
VP-014 Value diverse approaches to leadership.
VE-015 Be willing to consider diverse approaches to resource and land
use.
VL-007 Appreciate the significance of the land and natural resources in the
development of Canada

KI-004 Describe First Peoples’ stories of their origins, as well as current

theories of migration to the North American continent.
KL-017 7 Describe practices and beliefs that reflected First Peoples’
connections with the land and the natural environment.
KE-050 Describe various ways in which First Peoples communities
interacted with each other.
KI-005 Describe characteristics of diverse First Peoples cultures before
contact with Europeans.
KH-024 Relate First Peoples’ stories of their pre-contact and early contact
with Europeans.
KP-046 Compare types of leadership in diverse First Peoples communities

5-S-200 Select information from oral, visual, material, print, or electronic

sources. Examples: maps, atlases, art, songs, artifacts, narratives, legends,
biographies, hi
5-S-100 Collaborate with others to establish and carry out group goals and
responsibilities
5-S-103 Make decisions that reflect care, concern, and responsibility for
the environment.
5-S-208 Orient themselves by observing the landscape, using traditional
knowledge, or using a compass or other tools and technologies.
5-S-106 Treat places and objects of historical significance with respect.
Examples: burial grounds, memorials, artifacts...
5-S-400 Listen to others to understand their perspectives

vol. 45 | 24
MB Speaks Practice Spring 2021

Rationale
Through this unit, we hope to unsettle pervasive cultural ideals, such as the reign of individualism and
disconnection with the land. This unit recognizes that there are different ways to organize society.
This unit plan embraces ideas of land-based learning and presents the accomplishments, traditions,
and celebrations of the Indigenous peoples without the shadow of colonialism.

A Brief Snapshot of the Unit

Understanding Oral Introducing Turtle Medicinal Plants and Indigenous Inventions
Traditions Island & Indigenous Healing Practices
Place Names
Agriculture & Gender and Governance & Ceremonies, Symbols
Sustainability: The Two-Spirit Identity Matriarchal and Art
Three Sisters Structures

Activity Idea
Make a medicine bag: In addition to tobacco, sweet grass, sage and cedar, what special item would
you add to your bag?

Resource
Learn more about the story of Turtle Island shared by Jacob (Mowegan) Wawatie:
https://www.youtube.com/watch?v=u88mfQIhTig

About the Authors

With a background in research and development, Harmoni Hoffman is completing her B.Ed this May.
Becoming a middle years teacher is going to be her greatest adventure.

Kylie Hoydalo is a community arts educator with a passion for harm reduction, student wellness and
anti-racist education. She received her B.Ed from the University of Manitoba in Spring 2020 and is
pursuing a PBDE in Guidance Counselling at the University of Winnipeg in Fall 2021.

Meghan Sadowy is graduating from the University of Manitoba Education Program this coming May.
She belongs to the Middle Years stream and is excited to begin her career as a teacher. She hopes to
inspire students to think outside the box and find passion in their learning.

Karina Subedar Trimble is a teacher candidate at the University of Manitoba. She has had experience
teaching children, young adults, homeschooling her own sons, and she aspires to dedicate her life to
the education field.

vol. 45 | 25
MB Speaks
Lesson Plan
In This Moment
There is an ever-increasing importance to
include teaching and learning about the
Holocaust in schools today. A comprehensive
national study conducted in 2019, revealed
significant knowledge gaps (Azrieli Foundation,
2019). It recorded that 22% of the millennial
demographic had never heard of, or were
uncertain if they had heard of, the Holocaust.
They found that only 49% of Canadians could
name one concentration camp and were
oblivious to the approximate 40-45,000 camps
that existed in Germany and in occupied
territories (Azrieli Foundation, 2020). While I
recognize that there are far more significant
learnings about the Holocaust than the recall of
historical names and dates, the participants also
lacked knowledge of exclusionary immigration
policies in Canada, policies that reflected the
antisemtism that was rampant during the
1903s and 1940s. Many study participants
believed that Canada had an open policy
towards immigration. F.C. Blair, the head of
immigration in Canada through WWII, only
permitted 5,000 Jewish refugees into the
country, reflecting the policy of “none is too
many” (CBC Radio Canada, 1982). Other than
the lack of knowledge about the Holocaust and
the complicity of the
vol. 45 | 26
Practice Spring 2021
KELLY HIEBERT
Canadian government, the data also showed
that 57% of the people surveyed seem to care
less about the Holocaust. Beyond my concerns
about the prevalence of ahistorical views of/in
the current context, these survey results
demonstrate a lack of engagement with the
ethical dimensions of history; those that ask
students to consider what injustices impose on
us today, and what responsibilities citizens
today hold. Moreover, this lack of historical
knowledge makes the spread of disinformation,
denial and antisemitism more likely.
B’Nai Brith conducts an annual audit each year
with statistics that they receive from Statistics
Canada concerning the amount of hate crimes
that occur annually in Canada. These crimes
can range from vandalism, harassment, and
violence. The year 2019 marked the fourth
consecutive record-setting year for
antisemitism in Canada, with 2,207 total
recorded incidents (B’Nai Brith, 2019, pg. 4).
These statistics demonstrate that there is a
growing problem; these issues need to be
discussed in schools today. It is through social
studies that we can combat the rise of hate and
antisemitism. There are many established
MB Speaks
programs available to assist educators with
Holocaust education¹; however, in the current
moment, combating the spread of antisemitism
and denialism requires engagement with critical
media literacies.
Many students are getting their online
information from sources like Twitter,
Instagram, Tik-Tok, and Snapchat; this is very
problematic as many do not know how to
deconstruct messages that could be misleading,
and in essence, could lead to more confusion
and distortion of facts. Social studies teachers
can, and should, include more media literacies
directed at detecting and debunking online
tactics to disseminate propaganda. One of the
most important lessons that I include in my
grade nine Social Studies classes is teaching
students how to analyze the codes and tactics
of propaganda, using the Holocaust as a case
study. I focus on four key pedagogical practices
that allow students to think critically about the
information put before them. I briefly review
antisemtism and Nazi ideology, as these will be
the foundation to the messages being
deconstructed. One of the main points I bring
up with my students regarding the history of
antisemitism include the roots in ancient
history of Jews being blamed for the killing of .
The second phase of the evolution of
antisemitism comes in the Middle Ages where
¹IIHRA (International Holocaust Remembrance Alliance),
Yad Vashem, United States Holocaust Memorial Museum,
USC Shoah Foundation, Echoes and Reflections, Facing
Our History, and many other organizations that have
created great unit and lesson plans that can be
implemented from grades 6-12 (recommended by the
USHMM).
vol. 45 | 27
Practice Spring 2021
Jews were blamed for the Bubonic Plague.
Beyond this, we explore the myth of the “blood
libels'' where Jews were accused of killing
Christians—especially kidnapping Christian
children--using the child’s blood as an
ingredient in Passover matzah soup. This would
often lead to mass violence or pogroms on
Jewish villages. It should be noted that Jews
follow the Hebrew’s Bibles law where they are
not permitted to consume any blood, this can
be found in the book of Leviticus
(Antidefamation League, 2021). Lastly, we look
at the third phase of Social Darwinism, a
societal phenomenon where scientists believed
that through biology, they could root out any
undesirable behaviours. Furthermore, this
coincides with the eugenics movement in the
19th century, where the idea of a Jewish
conspiracy to take over the world was created
and developed. Jews were viewed by many as
microbes, racially inferior, and were labelled by
the Nazis as Untermensch or “subhuman”.
In order to demonstrate how particular
propaganda tactics are used to mobilize
antisemitism, I use Ernest Hemmer’s, The
Poisonous Mushroom (1938) [Appendix A].
Echoes and Reflections uses four key
techniques to decode propaganda which gives
students a framework to begin understanding
how to decode these messages. These four
techniques include getting students to answer
the following questions: How does the image
being viewed evoke strong emotions? How
does it respond to the audience's needs and
MB Speaks
values or connect with people’s emotion,
values, hopes, and fears of the time? How does
the image simplify information and ideas? Are
there any trigger words that may be associated
with other things? How does the image reduce
complexity through bypassing critical thinking?
Lastly, who is being attacked in the image?
How would this impact the thoughts of the
audience viewing it? After students have
applied the methods to decode the samples, I
make sure to include survivor testimony from
the USC Shoah Foundation to show the impact
that propaganda had on them during this time
(See Esther Clifford and Edith Coliver USC
Shoah Foundation). This allows students to see
multiple perspectives and observe how
propaganda can impact the choices of ordinary
people.
Below are samples that I use with my classes.
Sample 1
vol. 45 | 28
Practice Spring 2021
Sample 1 caricature of a Jewish man with
Aryan children. (Echoes and Reflections
Teacher Guide)
Excerpt: Taken from the children’s book, The
Poisonous Mushroom, the caption in this picture
reads: “Here my little one, you get something very
sweet, but as a reward you both must come with
me.” This caricature portrays an elderly Jew
trying to tempt small children with candy. It
relies on one of the basic fears of all parents
and the common instruction to little children
not to take candy from a stranger. There are
links made between “a stranger,” “danger,”
“poison,” and “a Jew.” The Jew is portrayed as a
dark, evil, threatening, manipulative stranger, as
opposed to the innocent, pure, naïve Aryan
children.
Discussion questions used to analyse each of
the sources. These questions do connect back
to the four techniques used in composing
propaganda online.
1. Who is the author and what is the purpose?
2. What techniques are used to attract and
hold your attention? Connect back to the 4
themes.
3. What lifestyle values and views are
presented? What is the antisemitic idea that is
being expressed here?
4. How might different people think and feel
about the information? How is landing on the
Jewish community vs non-Jewish community
5. What is omitted? How does this change our
understanding?
MB Speaks
Here is another sample that I use to get
students critically thinking about propaganda
(Translation) How to Tell a Jew: "The Jewish nose
is bent. It looks like the number six..."
Again, here I would employ the four key
techniques discussed above and the 5 media
literacy questions that allow students to
decode the message(s).
1. What propaganda techniques are being
used? (See 4 Key Techniques)
2. What lifestyles, values, or P.O.V are being
represented?
3. What is the antisemitic message being
communicated here? (stranger/danger,
pedophile, scary, etc)
4. How might different people think and feel
about the message?
vol. 45 | 29
Practice Spring 2021
After we have gone through a couple of
examples as a class, and have answered the
questions that were used to focus on specific
themes, we then consider the impact of
propaganda that ordinary Germans viewed
regularly. Students will then have a chance to
read and interact with photos that Der Stürmer
published in their newspaper. Der Stürmer”
(The Storm Trooper Paper) was published by
Julius Streicher who labelled himself as the
“number one Jew baiter.” This paper was made
available to the masses. I use two photos
(below) to demonstrate how accessible it was
to all ages and genders. After decoding and
discussing the photos, I incorporate survivor
testimony to get the sense of how this
impacted them. One survivor that I use in my
teaching is the testimony of Esther Clifford.
She did not experience life in the ghetto and
was able to escape and survive the Holocaust.
The key questions I have students focus on
with her testimony is how does her testimony
assess the success of the propagandist intent
and change people’s sense of reality? I have
students assess her testimony regarding the
success of the newspaper in developing the big
lie to create the illusion of truth. This is clearly
illustrated by Propaganda Minister Joseph
Goebbels as he states, “If you tell a lie big
enough and keep repeating it, people will
eventually come to believe it. The lie can be
maintained only for such time as the State can
shield the people from the political, economic
and/or military consequences of the lie. It thus
MB Speaks Practice Spring 2021

becomes vitally important for the State to use all of its powers to repress dissent, for the truth is the
mortal enemy of the lie, and thus by extension, the truth is the greatest enemy of the State" (Jewish
Virtual Library, 2021).
Photo 1 : Outdoor display of the antisemitic newspaper Der Stürme

A German couple reads an outdoor display of the antisemitic newspaper Der Stürmer (The Attacker).
Germany, 1935. Nederlands Instituut voor Oorlogsdocumentatie

Photo 2: Young boys looking at copies of Der Stürmer in the streets

“Young Germans Viewing Der Stürmer and Other Nazi Propaganda.” Facing History and Ourselves.
Accessed March 3, 2021. https://www.facinghistory.org/resource-library/image/young-germans-
viewing-der-st-rmer-and-other-nazi-propaganda.

vol. 45 | 30
MB Speaks Practice Spring 2021

References About the Author

Azrieli Foundation. (2020). Canadian Holocaust Kelly Hiebert is a Social Studies educator in the
Knowledge and Awareness Study.
SJASD division. Over his 14-year career, he
https://azrielifoundation.org/canadian-holocaust-
maintained a commitment to teaching about
knowledge-and-awareness-study/
the Holocaust and antisemitism through digital
Bauer, Y. (2020). Creating a “Usable” Past: On Holocaust literacy where students learn how to
denial and distortion. Israel Journal of
deconstruct and disseminate primary sources
Foreign Affairs, 1–19.
from the Nazi era and current online social

CBC/Radio Canada. (1982, October 6). Jews not welcome
in wartime Canada - CBC Archives. CBCnews.
https://www.cbc.ca/archives/entry/auschwitz-jews-not-
welcome-in-wartime-canada
media posts. He also worked with many
organizations in the city such as B’Nai Brith, the
Jewish Heritage Center of Western Canada,
Museum for Human Rights, Freeman Family

Facing History and Ourselves. Young Germans Viewing Der Foundation Holocaust Education Centre, and
Stürmer and Other Nazi Propaganda. Facing History and the Jewish Foundation of Manitoba.
Ourselves. https://www.facinghistory.org/resource-
library/image/young-germans-viewing-der-st-rmer-and-
other-nazi-propaganda

Nazi propaganda caricature of a Jew with Aaryan children.

Echoes & Reflections. (2021, February 19).
https://echoesandreflections.org/unit-2-antisemitism/?
state=open&image

United States Holocaust Memorial Museum. United

States Holocaust Memorial Museum.
https://encyclopedia.ushmm.org/content/en/photo/outd
oor-display-of-the-antisemitic-newspaper-der-stuermer?
parent=en%2F81

What Americans Know About the Holocaust. (2020,

January 22). Pew Research Center’s
Religion & Public Life Project: Pew Research Center’s
Religion & Public Life Project.
https://www.pewforum.org/2020/01/22/what-
americans-know-about-the-holocaust/

vol. 45 | 31
 MB Speaks Practice Spring 2021

Professional Development Resource

Liberation75
Global gathering of Holocaust survivors descendants,
educators & friends

Liberation75 is the world's largest international

event to mark the 75th anniversary of liberation
from the Holocaust.

Join thousands of others as we commit to fighting

antisemitism and continuing Holocaust education
and remembrance.

Join for their virtual, worldwide event May 4-9,

2021 or explore their past programs such as
Beyond All Memories: The Semer Ensemble and
the Rescued Treasure of Jewish Musical Life in
Nazi Berlin, Black Honey: The Poetic Life of
Abraham Sutzkever, and The Tattooed Torah.
Photograph by Suket Dedhia

vol. 45 | 32
MB Speaks
Normative Representations of
Gender and Sexuality in the
A Critical Look at Two Gender Disruptive Children’s Storybooks
We live in a time where the word feminist
seems outdated, or as Lucinda McKnight posits,
is “a dirty word” (2018, p. 220). Many feel
women have achieved equality, and the new
language in feminist research is “benevolent
sexism” (van Breen et al., 2018, p. 1648), and
“subliminal sexism” (Hideg and Shen, 2019, p.
287). In my research, I wondered how the
automotive sector, which has long been
re(asserted) as a masculine domain, had
evolved and was positioning gender in their
advertising. How they represent gender in their
advertising matters as the Canadian automotive
sector spent 710 million dollars on advertising
in 2017, placing automobiles as the second
most advertised product in Canada (Statistica,
2021).
My findings were not anticipated and were
contrary to the new sexisms mentioned above.
I found archaic, hostile, and overt
re(presentations) of gender in the sedan
commercials. This moment in our history has
made irrefutably apparent the inequities of our
social fabric, and car manufacturers are
complicit in re(creating) the dominant gender
narratives which uphold both the superiority
vol. 45 | 33
Practice Spring 2021
NICOLE TROTTIER
of hegemonic masculinity and the relegation of
all others to supportive or submissive roles. We
too are complicit in re(creating) these
discourses if we do not notice, question, or
challenge them in our everyday avid
consumption of media. What we fail to notice
or question contributes to the biases we bring
into our classroom, both in ourselves and our
resources.
The automotive sector’s perpetuation of and
(re)presentation of the dominant gender
discourses are exemplary of the existence of
still-harmful discourses in the media; be it
video, audio, or print. The dominant gender
narratives continue to shut out women from
leadership roles and decision-making roles,
while also furthering women’s irrefutable
divergent realities of this moment.
Teachers are not powerless. Teachers can work
at broadening and disrupting children’s
constructions of gender and sexual identities
through a continual critical assessment and
presentation of the literature they share in their
classroom. I will present a critical analysis of
two early years texts which supports a
MB Speaks
broadening and disruption of children’s
normative constructions of gender and
sexuality in the classroom.
A challenging concept to grasp is that children
are actively constructing their gender and
sexual identities in early years classrooms
(Davies, 2003; Kehily, 2004). It is often felt that
early years children are too young to be doing
so. However, when children sway too far from
the expectations and/or actions of their
gender, or from the expectations of their
gender’s sexual orientation, their classmates
will call them out through teasing, exclusion,
name calling, or even violence. This is how they
police and uphold the dominant gender and
sexuality discourses.
Malins (2015) argued that teachers have
influential power over children to shape their
gender and sexual identities. Bartholomaeus
(2016) concluded that a sustained effort on the
part of classroom teachers to disrupt the
entrenched gender norms and
heteronormativity can broaden children’s
constructs of these identities. One way that
teachers can influence and disrupt the
dominant discourses is through their selection
of print media, or rather, literature, and how
they engage their students in the text.
The first story is Iggy Peck Architect by Andrea
Beaty (2007). This book is about a young boy
named Iggy Peck who loves to build towers,
structures, and statues. His stereotypical
vol. 45 | 34
Practice Spring 2021
female grade two teacher is unimpressed with
his passion to build and forbids him to do so in
the classroom. One day, Iggy’s teacher takes
the class on a field trip to the park. They cross a
footbridge to reach a picnic area and as the last
child crosses the bridge, the bridge tumbles
into the water. The teacher faints and Iggy
saves the day by directing his classmates in the
construction of a bridge using only their
shoelaces and tree branches found on the
ground.
I posit that this book can begin to disrupt
hegemonic masculine gender constructions.
Iggy is creative, intelligent, respectful, and
collaborative. Where the book falls short is
with the illustrator’s stereotypical depiction of
the female teacher. Also, the female teacher is
only given agency in the classroom, and Iggy is
given agency outside in the park. These are
very traditional gendered spheres for the sexes.
Beaty (2007) also relies on the traditional fairy
tale storyline of a damsel in distress waiting
helplessly to be saved by a male.
I would invite children to think about the
following questions in an effort to value Iggy’s
non-hegemonic masculinity.
How did Iggy save the day?
How are you like Iggy?
How would Iggy be a good friend to have?
The next book I would read is Interstellar
Cinderella by Deborah Underwood (2015).
MB Speaks
Underwood has authored a gender disruptive
fairy tale based on the story of Cinderella. In
this retelling, Cinderella is a budding mechanic
who lives on an unnamed planet where people
commute in spacecrafts as opposed to cars.
Cinderella’s evil stepsisters steal her toolbox,
which she needs to fix her broken spacecraft,
thus ensuring Cinderella has no transportation
to the royal parade. A fairy “godrobot” comes
to Cinderella’s aid and gifts her a special power
gem to fix her craft and attend the parade.
Once at the parade, the prince’s craft catches
fire and Cinderella is able to repair it. Cinderella
attends the ball at his behest, and they talk all
night. Midnight strikes and Cinderella must run
off as the magic gem powering her craft will
stop working. In her haste, she leaves her
wrench. The prince spends the next day visiting
each home looking for Cinderella by seeing
which girl can fix his craft with the wrench.
When the prince finds Cinderella, he asks her
to marry him. She declines but says that she
would like to be his chief mechanic.
This story is a successful gender disruptive text.
It depicts gender fluidity as Cinderella changes
from traditional feminine attire into more
masculine work attire when she is in her
mechanic role. This story also challenges the
presumption of heterosexuality, and/or the
normative discourse of marriage. Underwood
(2015) has however incorporated some
elements in her text that serve to weaken the
gender disrupting message. The most harmful
vol. 45 | 35
Practice Spring 2021
is that Cinderella resorts to magic to solve her
mechanical problems to get her craft flying in
time for the parade, as opposed to her own
agency. Also, while Cinderella denies the
prince’s marriage proposal, she does still end up
under his purview as his employee.
I would invite children to think about the
following question in an effort to have the
children identify with Cinderella and her
gender-fluid, gender-disruptive character.
How are you like Cinderella in this story?
I would then invite the children to think about
this next question as a way to equate the
achievements of a male protagonist with a
female protagonist.
How are Iggy Peck and Interstellar
Cinderella similar?
Through critically looking at and inviting a
critical dialogue of media in their classroom,
teachers can disrupt the construction of
harmful normative discourses. These narratives
perpetuate a supremacy of hegemonic
masculinity which shuts out women and other
marginalized people from leadership roles and
decision-making roles. This moment of
reckoning with the past to address inequitable
realities necessitates critical reflection. We
must all be critical consumers of media in our
personal lives and in our classrooms.
MB Speaks Practice Spring 2021

References van Breen, J., Spears, R., Kuppens, T., & de Lemus, S.

Bartholomaeus, C. (2016). ‘Girls can like boy toys’: Junior (2018). Subliminal gender stereotypes: Who

primary school children’s can resist? Personality & Social Psychology Bulletin,

understandings of feminist picture books. Gender and 44(12), 1648–1663.

Education, 28(7), 935-950.

About the Author
Beaty, A. (2007). Iggy Peck architect. New York, NY: Nicole Trottier is a grade 2 teacher in the Seven
Abrams Books for Young Readers.
Oaks School Division. She is currently a
Davies, B. (2003). Frogs and snails and feminist tales:
Preschool children and gender. Cresskill,
graduate student at the University of Manitoba
NJ: Hampton Press. writing her thesis on disrupting the normative
gender and sexual identity constructions of
Hideg, I., & Shen, W. (2019). Why still so few? A
children in early years classrooms.
theoretical model of the role of benevolent
sexism and career support in the continued
underrepresentation of women in leadership
positions. Journal of Leadership & Organizational Studies,
26(3), 287–303.

Kehily, M. J. (2004). Boys and girls: Sexuality as

performance in the primary school. Education,
3(13), 65-72.

Malins, P. (2016). How inclusive is “inclusive education” in

the Ontario elementary classroom?:
Teachers talk about addressing diverse gender and sexual
identities. Teaching and Teacher
Education, 54, 128-138.

McKnight, L. (2018). A bit of a dirty word: “feminism” and

female teachers identifying as
feminist. Journal of Gender Studies, 27(2), 220–230.

Statista. (2021, January 26). Largest advertising industries

in Canada 2017. Statista.
Photograph by MethodShop

https://www.statista.com/statistics/320699/largest-
advertising-categories-canada/

Underwood, D. (2015). Interstellar Cinderella. San

Francisco, CA: Chronicle Books LLC.

vol. 45 | 36
MB Speaks
Canadian High School Ethics Bowl:
The power of critical dialogue
Health care professionals have encountered
overwhelming ethical conundrums through this
pandemic. Members of government have faced
complex decisions about the health of citizens
and the economy, and about the
in/compatibility of these terms. Beyond that,
citizens are confronted daily with our ethical
obligations to one another. This moment has
revealed the need to center ethical discussions
in our classrooms and in our schools.
The Ethics Bowl
In 2014 Manitoba Association for Rights and
Liberties (MARL), University of Manitoba
Centre for Applied Ethics, Université de Saint-
Boniface and the Manitoba Department of
Education launched the Manitoba High School
Ethics Bowl (MHSEB), and inspiring
connections across our country, and
internationally, have been occurring ever since.
This year, not to be deterred by the pandemic:
Manitoba hosted the 7th Annual MHSEB
Simon Fraser University has hosted their
3rd Ethics Bowl
University of Toronto held their 2nd Ethics
Bowl
vol. 45 | 37
Practice Spring 2021
ESTELLE LAMOUREUX
University of Alberta joined the team and
held their 1st Ethics Bowl.
Regrettably the Coupe éthique des écoles
secondaires manitobaines was postponed for
one year. The expansion of Ethics Bowls across
Canada has exceeded our expectations and can
be credited to the enthusiasm of all our
partners, volunteers, teachers and, most of all,
our students. Our society needs them to have
open minds, and to be receptive to new ideas
that might challenge the very status quo they
are currently living in. It is a skill that will serve
them well in all aspects of their lives to advance
their future society.
Our partners, Canadian Commission for
UNESCO and Canadian Museum for Human
Rights, readily supported the initiative for the
very reasons that we, as educators, believe in
creating opportunities for all our students to
learn how to think and not what to think. The
Ethics Bowl experience provides students with
a platform to: share ideas; compare and
contrast different opinions; and, create
friendships beyond their school walls. It has
dramatically changed many of them personally,
and made them eager for more intellectually
stimulating conversation within a
MB Speaks
respectful environment. But, there is more.
An Ethics Bowl is dependent on attracting and
training numerous volunteers as moderators
and judges as well as committee members.
These very volunteers are now our greatest
advocates in the community on how well our
students are prepared by our schools and
teachers. Each year, the volunteers expressed
how the dialogue between the students has
reached a new heightened level of intellectual
awareness, giving them a renewed respect for
our education system and our teachers. They
also stated that, at times, the global turmoil has
caused them to lose hope but their faith in
humanity is renewed after spending a day with
the students. Powerful for sure, but that is not
all.
Without the dedicated teachers giving of their
time, which they have precious little to spare,
the Ethics Bowl would not happen at all, and
yet they do. Many educators have adapted the
Ethics Bowl learning strategies within their
classrooms, exposing their students to societal
issues with moral and ethical implications.
Social Studies teachers recognize the need to
continue engaging our youth in critical dialogue
and are consistently implementing skills in the
classroom that encourage our students to think
ethically. Teachers have expressed that using
this approach allows students to critically
receive and share information in a respectful
manner. But, it does not end here. The real
change is with the students.
After seven years, we have students that are
vol. 45 | 38
Practice Spring 2021
now volunteering as moderators and
committee members not only here in Manitoba
but at other universities in Canada. Some are
also organizing events such as Ethics Cafés or
on regional committees. Many have expressed
it was the most powerful and important extra-
curricular they experienced in high school. It
also influenced their career path and increased
their notion on how to live ethically. They now
know how to use their voices for
understanding and, if need be, to advance
change. Now, that is powerful!
Is there more to come? We are confident that
more provinces will join us and, in time, we will
offer national events in both official languages.
We are also examining ways to engage our
students on the international level in a non-
competitive manner. After all, they are just one
Zoom connection away from making a new
international friend. Building bridges, one voice
at a time.
If you are interested in learning more about
High School Ethics Bowl please visit Canadian
High School Ethics Bowl | Manitoba Education
(gov.mb.ca) or Canadian High School Ethics
Bowl
About the Author
Estelle Lamoureux is the former principal of
Collège Pierre-Elliott Trudeau. She is currently
the Chair of Education for Canadian
Commission for UNESCO, Manitoba
Association for Rights and Liberties and one of
the leads for the expansion of the Canadian
High School Ethics Bowl across Canada.
MB Speaks Practice Spring 2021

Canadian High School Ethics Bowl:

2021 Regional Sample Case: Vaccine distribution

Global manufacturers of Covid-19 vaccines may be compelled by international agreement or pressure

to distribute vaccines affordably and equitably. Yet they could also simply distribute vaccines to the
highest bidders, allowing rich nations to hoard supplies. “Vaccine nationalism” could disrupt global
distribution, as powerful nations try to meet the demands of their own citizenry before sharing with
others. The World Health Organization in collaboration with the Vaccine Alliance and the Coalition
for Epidemic Preparedness Innovations have urged globally fair distribution, but there is little
agreement on what equity actually requires, and it is unclear who could enforce the relevant
regulations. Once we have the vaccine, how should it be distributed? It seems to make sense to treat
health care workers first, then other vulnerable groups, then others. Will health care workers be
required to vaccinate? Will schools only admit those students who can show they have received
vaccinations?

Case Resources
https://www.scientificamerican.com/article/how-to-decide-who-should-get-a-covid-19-vaccine-first/
https://www.ctvnews.ca/health/coronavirus/ethical-dilemma-who-should-get-a-covid-19-vaccine-first-
1.4977914
Photograph by Worawoot Sukasem

vol. 45 | 39
MB Speaks Practice Spring 2021

Artifacts Tell Our

an Introduction to The Manitoba
Remote Learning Center Repository
LINDA CONNOR

The Manitoba Remote Learning Support Centre Repository connects educators to ready-to-
implement, comprehensive K-8 learning resources, as well as instructions for educators interested in
contributing resources to the Centre.

Of particular interest is the new interdisciplinary learning experience, ARTIFACTS TELL OUR
STORIES. While it is placed in the Grade 8 Repository, it could be used at any grade level to engage
students in the study of history “from the ground up”. The learning experience features a suitcase
which is on display at the MB Museum’s Winnipeg Gallery, and ties into the story featured in the
opening chapter of the Grade 9 textbook, Canada in the Contemporary World (Emond Montgomery
Press).

ARTIFACTS TELL OUR STORIES

English Language Arts and Social Studies
https://www.mbremotelearning.ca/k-8-learning-resources?grade=Grade%208
This learning experience draws on concepts of artifactual literacy. Students investigate how artifacts
tell our stories and deepen our understandings of ourselves, others, and our relationship to history.
Students have opportunities to explore multiple forms of texts including visual objects and artifacts
that embody lived experiences, values, identities, and cultures. They are introduced to the role of
artifacts in history to tell the stories of the past and how multiple perspectives enrich our shared
histories. Students are challenged to gather a collection of personal artifacts that represent them,
investigate the story of each artifact, and share their findings in an exhibit. This learning experience
can be done online synchronously or asynchronously, or a combination of both.

vol. 45 | 40
MB Speaks Practice Spring 2021

vol. 45 | 41
MB Speaks Practice Spring 2021

vol. 45 | 42
MB Speaks Professional Development
Global Teachers Inquiry Project (GTIP):
Challenges and Successes of Remote
Learning For Educators
The Global Teachers Inquiry Project was
established in the winter of 2012-13 as an
opportunity for a group of Social Sciences
teachers to participate in a professional
learning community focused upon dialoguing
and reflecting upon the collective experiences
of teaching the inquiry and action based Global
Issues curriculum that was in its infancy at the
time. An additional focus of the group was for
teachers to engage in action research projects
in order to find ways to gauge the effectiveness
of teaching and learning strategies and thus
improve student outcomes. In the 2015-16
year, the GTIP group expanded in order to
include other Social Sciences courses, and
other content areas (such as Math and Science)
and have since implemented similar programs
based upon this model. Teachers involved in
this group have presented the findings of their
action research at numerous MTRC (Manitoba
Teacher Research Collective- formerly MERN)
forums and have been published in the MERN
(maybe define MERN first) and MTRC journals.
vol. 45 | 43
Spring 2021
KARA WICKSTROM-STREET
Due to the global COVID-19 pandemic, the
2020 and 2021 MTRC Spring Forums have
been cancelled, however several of the Teacher
Inquiry Project groups have continued to meet
because professional dialogue and supports are
needed more than ever during these trying
times. The GTIP group this year consists of
eighteen Social Science educators and
representatives from a variety of private and
public schools as well as the Canadian Museum
For Human Rights, Manitoba Education, the
University of Winnipeg and the University of
Manitoba. When meeting virtually in
November, the GTIP group decided that the
theme for this year would be centred around
the guiding question of How can GTIP support
you in the classroom during this pandemic?
Each virtual meeting consists of a whole group
check in and resource sharing as well as smaller
break out groups where a particular topic is
discussed. Collectively, the group decided upon
the following topics as the most relevant for
their professional development needs this year;
Remote Learning (Challenges, Media Literacy,
Equity, Technology/Platforms),
MB Speaks Professional Development
Student Engagement, Assessment and Ethics,
and “How Can Teaching During a Global
Pandemic Inform Our Future Practice?”
The first topic the group decided to discuss this
year was remote learning as this is something
that all educators in Manitoba have
experienced. It was apparent from these
discussions that this experience has had far
more challenges than successes, however there
were several insights gained from this
experience that can be used to improve
teaching and learning in the future both
remotely and in a classroom setting. The
following is a summary of some of the key
findings from the GTIP discussions:
Daily contact is imperative for making
remote learning work- relationships are at
the core of the educational experience and
maintaining them even when you are not
face to face is challenging but essential for
student success. (awkward sentence)
Try to find ways to build community
between the students by assigning
collaborative tasks and using things like
virtual break-out rooms.
Taking the mental health of our students
into account is essential- the consequences
of the pandemic have been extremely
detrimental to their emotional, physical and
social well-being. Share mental health
resources with your students, be authentic
about where you are at (this is a tough time
for everyone, and it is okay to share that),
build in time
vol. 45 | 44
Spring 2021
to talk and to check in with students and
ensure that they have regular breaks away
from their screens.
Remote learning has exposed inequities in
the classroom and has been particularly
difficult for students that lack access to
technology, resources and supportive home
environments. It is important to consider
accessibility such as storage space in
devices, allowance of Internet providers for
downloading apps and files, type of device
students have etc.
Pedagogy and what is best for students has
often been taking a backseat to ease of
logistics such as cohorting and scheduling.
The students who usually thrive from
electives, are not getting from school the
very thing they benefit from as many
schools have decided to focus on core
subjects. Teaching is essential work and
teachers are experts at what they do but
their voices have frequently been
overlooked when determining what works
and what does not regarding remote
learning.
Content is important in Social Sciences
however it is impossible to teach
everything- the focus needs to be on the
knowledge and skills needed to sift,
understand and assess the quality of
information- teaching critical thinking skills
is imperative.
Focus on providing diverse opportunities
for both formative and summative
assessments- the online format lends itself
MB Speaks Professional Development Spring 2021

more easily to written communication but it
is important to ensure there are still
opportunities for students to communicate
orally.
Preparation & organization are essential-
students appreciate routine during this
uncertain time as well as the clear
articulation of expectations, course
materials, assignments, readings etc.
Look for opportunities to collaborate with
other teachers to design assignments that
are interdisciplinary in nature.
Take advantage of the technology- some
apps that have been useful in Social
Sciences include, Flip Grid, Padlet, Together
Tube, My Circle TV, Google Jamboard and
Mural.
If you are interested in finding out more about
GTIP or getting involved please email Linda
Connor Manitoba Education Social Studies
consultant at linda.connor@gov.mb.ca
About to Author
Kara Wickstrom-Street is a Social Sciences
teacher and Department Head at Miles
Macdonell Collegiate in the River East
Transcona School Division. In addition to
having nineteen years experience in the
classroom, she is also the current Vice
President of the Manitoba Social Sciences
Teachers Association and is a Co-Chair for the
Global Teachers Inquiry Project.

This has undoubtedly been a trying time for

educators in Manitoba. Having the opportunity
to take part in a teacher-centred professional
development group such as GTIP has enabled
Social Sciences educators to dialogue about the
lessons learned as well as best practices to help
navigate this unprecedented event. As we
continue to adapt to the current realities in the
educational system while focusing on
rebuilding the social structures that have been
altered over the past year, it is important to
know that groups such as GTIP exist to help
foster a sense of community and togetherness
amongst educators.

vol. 45 | 45
 MB Speaks Professional Development Spring 2021

Professional Development Resources

Learning for a Sustainable Future - Youth Forum

At LSF's Youth Forums, students are inspired to take

action through keynotes and workshops delivered by
local experts who are making change in their
communities. They will leave empowered with
innovative ideas, skills, and confidence to undertake
their own projects. Educators also learn to support
student action projects while meeting curriculum
requirements using transformative learning strategies.
A fun and inspiring day for students and teachers
alike!

If you have missed the 2021 forums, be sure to check

out LSF's resources for educators such as their
pedagogical resources and a variety of peer-reviewed,
curriculum-matched resources, lessons, videos and
more.

Education for Sustainable Development Padlet

Curated by Manitoba Education's Social Studies

Consultant, Linda Connor, this Padlet features
multiple resources for the classroom that focus on
education for sustainable development and the
United Nation's 17 Sustainable Development
Photograph by Narcisa Aciko

Goals.

vol. 45 | 46
MB Speaks Professional Development Spring 2021

Professional Development

Voices Into Action

This free online educational program meets requirements of Canadian secondary school curricula. Explore
social justice issues - both past and current. Become empowered to speak out and take action against
hatred and all forms of discrimination!

Choose Your Voice offers free online teaching resources and tools, curriculum-based for grades 6, 7 and
8, to help students speak out against racism, antisemitism and intolerance.

Dancing Backwards
The program focuses on the contributions of Canadian women in political leadership and Aboriginal
women in governance. Students delve into the fascinating, important lives of these women and share
their discoveries through short videos to complete the picture of Canada’s political history. Her Story
+ History = Our Story

Explore the Museum from Home

Join our guides on video tours of the Museum’s galleries and architecture. Check out Museum exhibits and
stories about human rights defenders and history. Discover our many special online experiences.

vol. 45 | 47
MB Speaks Professional Development Spring 2021

Call for Submissions

MB Speaks FALL 2021 ISSUE
Greetings!

You are invited to submit to the Fall Issue of the Manitoba Social Studies Teachers’ Association
(MSSTA) Journal.

Social studies educators are increasingly looking for ways to take their teaching outdoors. At the
most basic level, teaching outside permits social distancing and provides time away from screens.
However, more social studies educators are hoping to increase student connection with the land.

Following research done by the David Suzuki foundation, time outside can reduce stress, increase
concentration and curiosity, and boost immunity. Beyond that, increased time outside builds
connections to, and empathy for, the natural environment. Following Indigenous ways of knowing,
this helps encourage understandings of interconnectedness. Many teachers are drawing on theories
of place-based and/or land-based education. Through this issue, we hope to explore the ways in
which social studies educators in Manitoba are using land and place to learn.

Educators can submit to any section of the journal:

1. Pedagogy: scholarly writing connected to the issue theme. Writers should aim for 5-7 double-
spaced pages. Submissions accepted in this section will serve as the anchor essay for the entire
issue.
2. Practice: class activities, lessons and/or unit plans.
3. Professional Development: events, learning resources, books, podcasts, organizations including
student groups
4. Photos: If you have any photographs of Manitoba that you would like featured in the issue, we
would love to include them.

Submissions should be sent to msstajournal@gmail.com no later than August 15.

Please send your submissions as word documents.

vol. 45 | 48
 VOLUME 45 • NO. 1 • SPRING 2021

MB Speaks
VOICE OF THE MANITOBA SOCIAL SCIENCE TEACHERS’ ASSOCIATION