Connection Hints: - · Web viewWhat internal (beliefs, interests, likes, dislikes, appearance) and external forces (environment, family, friends, labels) constitute the creation of

ELA 20/A30 Social Issues (FNMI Focus) Unit Overview

Unit Focus and Overview: Essential Questions:

Overview: The Grade 11’s have been focusing on self. They have taken a look at identity from childhood through various poems and creative writing assignments. The Grade 12’s have begun to discuss what constitutes the Canadian identity. This unit will focus on identity of self and Canada. Students will explore residential schools and Canada’s history of racism, answering the question: How is the Canadian identity different or similar for First Nations individuals? The graphic novel Sugar Falls will be used as a springboard for discussion and brief overview of the history. Sugar Falls is a residential school story based off of the experiences of Betty Ross, an Elder from Cross Lake First Nation. In the graphic text, Daniel has to interview a residential school survive. From childhood abandonment, to adoption, to abuse and indignity, to survival and strength, Sugar Falls deals with many complex and pertinent themes.

Rational: The purpose of this unit is to focus on First Nations peoples of Canada, as this is a requirement in Saskatchewan. The goal of this unit is to bring some understanding and awareness to students; hopefully, awareness of complex topics will combat some resistant behaviors towards First Nations peoples and cultures that are prevalent in our Saskatchewan communities. This unit starts

Understandings:

Through viewing and reading a variety of texts/mediums, students will understand that...

- What internal (beliefs, interests, likes, dislikes, appearance) and external forces (environment, family, friends, labels) constitute the creation of self?

- What are stereotypes/labels?- Is it harder for people in minorities to

discover or be who they are?- Do we allow enough diversity in the

Canadian identity?

Essential Questions:

FNMI, multicultural, cross-curricular…

- Who are we and what makes us the way we are?

- Do our personal perceptions of ourselves match how others see us? What happens when these perspectives do not align?

- Is identity stagnant or changing and why?

- Does the outside environment effect who you are?

- Do your friends, family, relationships effect who you are?

- What role do our individual choices

with beginning mastery thinking and expands to high degree of mastery topics and explorations.

have on our identity?- How might your life experiences shape

your identity?- How does a label change identity? How

do we treat people with different labels?

- Should the majority identity have an influence on the minority identity? Why or why not?

- How do we stay true to our identities?

Related Misconceptions/Possible Issues…

- Students may have preconceived notions about minority groups.

- Students who are not FN could disconnect from the content and FN students may feel subjected or “on the spot.”

- This unit could turn into an ‘us’ vs. ‘them’ or a quilt trip if not done appropriately.

BALs: CCCs:

Lifelong Learners – Graphic novels promote lifelong learning due to the appeal they have with EAL students, those with disabilities, reluctant readers, and most 21st century learners. This unit aims to strike student curiosity about real issues. They will learn about “other ways of knowing the world.” This will help them “appreciate… Indigenous worldviews and learning about, with, and from others.” The assignments and explorations deal with self and others and rely on inquiry and high degree mastery thinking. The questions of this unit are broad and open-ended and by no means will be completely addressed within this one unit. In reality,

Developing Thinking – Students will explore factual, conceptual, procedural, and metacognitive knowledge to “come to know and understand the world around them.” Students will apply prior knowledge of what their identity is and what the Canadian identity means to them and their community. Through this exploration students can “analyze connections or relationships.” Furthermore, students can identity how the parts, or people, “influence each other and create a whole.” This will especially be relevant when considering the effect of the majority identity on the minority identity. Students will get a chance to “explore norms, concepts, situations, and experiences from several perspectives, theoretical frameworks,

these explorations should continue throughout their studies and the rests of their lives; this is simply the framework in which to work.

Sense of Self, Community, and Place –. Students have been discussing identity (self or Canadian). Students have mainly focused on internal factors to identity. The idea of identity will expand through external considerations: multicultural, gendered, labeled and FNMI identities within the Canadian identity.

The goal will be for students to not only develop a positive identity about themselves, but also of others. This relates to BAofL document that states that students will “appreciate diverse beliefs, languages, and practices from the First Peoples of Saskatchewan” and other cultures “in our province.” Through Sugar Falls students will explore how place and community effects identity. This resource should evoke empathy and “intellectual, emotional, physical, and spiritual dimensions” and comparisons will be incorporated.

Engaged Citizens – Students will start each class by journaling about a topic in the graphic novel. Students will focus on audience and purpose. Residential schools and other First Nations issues are current events that need to be discussed to be an engaged Canadian citizen. These issues need to be discussed so we do not make the same mistakes and so that students can understand one another. The importance of diversity and Treaty 4 relations will be stressed.

and worldviews” through the variety of lenses applied to identity and the various identities within a single class. Students will be able to critique events, such as the Indian Act or Residential schools. They will “distinguish among facts, opinions, beliefs, and preferences” about others and their identities/cultures. Lastly, they will analyze their assumptions about themselves and others, as well as, larger societal assumptions.

Developing Identity and Interdependence – Students look at identity through labels, class, race, stereotypes, etc. They will analyze the impact of their families, communities, friends, and significant others on their own identity. Through a variety of texts and in-class explorations, students will “demonstrate openmindedness toward, and respect for, all.” They will show this openmindedness when learning about other perspectives, identities, worldviews, and cultures.

Developing Literacies – The journal writes and connections to current events will relate to “literacies in everyday life” and give students a chance to “critically evaluate information sources,” such as audience and purpose. Students will get chances to present, discuss/debate, listen, speak, write, read, view, and represent, utilizing many different ways of communicating knowledge and growth. Many mediums will be explored and access to technology will be utilized. Students will critically evaluate current events, treaties and other documents and their effect on Canadian identity. Students are expected to complete all assignments using grammatically correct English.

Developing Social Responsibility – Students will “evaluate the possible consequences” of Residential schools, the Indian Act, various perspectives about identity, not matching the majority view of the Canadian Identity, Treaties, etc. Through this exploration students will develop a “respect for all” and an understanding of differences and the importance of diversity. Students will examine how their “values and principles,” as well as those of their families, communities, and peers, “guide conduct and behavior.”

ELA 20

Outcomes and Indicators Student Learning Outcomes

From Saskatchewan Curriculum: https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?view=outcomes&lang=en&subj=english_language_arts&level=20

CR 20.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address:

o identity (e.g., Relationships with Family and Others);

o social responsibility (e.g., Evolving Roles and Responsibilities); and

o social action (agency) (e.g., The Past and the Present).

b. View, listen to, and read First Nations, Métis, Saskatchewan, Canadian, and international texts that reflect diverse personal identities, world views, traditions, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, language).

CR20.1 – I can view, listen to, read, comprehend and respond to First Nations, Metis, Saskatchewan, Canada, and international texts that address:

- Identity- Social responsibility- Social action

b. I can view, listen to, and read about diverse identities, worldviews, traditions, cultures, backgrounds, etc.

c. I can connect ideas, opinions, and emotions to understand a text.

d. I can analyze, compare, and evaluate First Nations’ and Metis’ viewpoints to my own.

c. Connect ideas, observations, opinions, and emotions to understand texts.

d. Analyze, compare, and evaluate interpretations and viewpoints when responding to First Nations and Métis texts and themes.

e. Make connections between personal experiences and prior knowledge of traditions, genres, and a variety of texts.

f. Respond personally and critically to themes, values, and beliefs presented in a variety of First Nations and Métis texts.

CC 20.1 Create a range of visual, multimedia, oral, and written texts to explore:

o identity (e.g., Relationships with Family and Others);

o social responsibility (e.g., Evolving Roles and Responsibilities); and

o social action (agency) (e.g., The Past and the Present).

a. Connect ideas, observations, opinions, and emotions to respond to and create texts.

b. Create spoken, written, multimedia, and other representations that include:

o a clear thesiso accurate, appropriate, and

convincing details to support the thesis

o a style, voice, and format that is audience and purpose appropriate

o unity, coherence, and emphasis in a logical progression and with logical support for ideas/thesis

o effective and clear organization patterns

o a valid and justifiable conclusion.

AR 20.1 Assess own ability to view, listen,

e. I can make personal connections as I read texts.

f. I can respond personally and critically to themes, values, and beliefs presented in First Nations and Metis texts.

CC 20.1 I can create a range of visual, multimedia, oral, and written texts to explore identity, social responsibility, and social action.

a. I can connect ideas, observations, opinions, and emotions to respond and create.

b. I can create spoken, written, and other representations that include:

- a clear thesis

- supporting details (from self and text)

- consideration for audience and purpose

- logical order and organization (use of writing process)

- a valid and reasonable conclusion

CC 20.2 I can view, comprehend, and develop coherent interpretations of First Nations, Metis, Saskatchewan, and Canadian informational and literary texts that use illustrations, photographs, art works, maps, charts, and graphs.

a. I can view, interpret, and demonstrate comprehension of visual texts that address identity, social responsibility, and social action.

d. I can demonstrate viewing behaviors:

- determining the message and purpose

read, speak, write, and use other forms of representing effectively.

c. Evaluate own contributions to the group process and seek support where needed.

Treaty Essential Learning #4: Worldviews

Students will view, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations and Metis texts that address the various worldviews specific to Saskatchewan groups (Dene, Cree, British/Newcomers, Dakota, Nakota, Lakota and Saulteaux). Students will explore various aspects of worldview associated with these groups:

- Circle- Spirituality- Values- Knowledge- Culture- Language- Oral Traditions- Governance- Natural World

Treaty Essential Learning #6: Contemporary Treaty Issues

Students will view, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations and Metis texts that address contemporary treaty issues, specific to Saskatchewan:

- Canadian Constitution Act, 1982- Racism- Education- Reparations for Past Injustices –

Residential Schools- The Status Issue- Indian Act and Citizenship

of the text- identifying and analyzing how the text

was constructed- identify features and organizational

structure in the text- identifying the audience and point of

view in the text- identifying and analyzing the

assumptions, interests, beliefs, and values embedded in the text, and the credibility, purpose, tone, attitude, and bias of the author

- evaluating and critiquing the persuasive techniques

f. I can use charts, diagrams, and timelines.

h. I can view, compare, and analyze different presentations of the same ideas and issues.

AR 20.1 – I can assess my own ability to view, listen, read, speak, write, etc.

c. I can evaluate my contributions to the group.

TEL #4 – I can explore First Nations and Metis texts that explore worldview specific to Saskatchewan groups.

I can explore the importance of the circle, spirituality, values, knowledge, culture, language, oral traditions, governance, natural world, etc.

TEL #6 – I can explore First Nations and Metis text that discuss treaty issues in Saskatchewan.

I can explore the Canadian Constitution Act, 1982, racism, education, residential schools, status, Indian Act and Citizenship, economic conditions, economic development, justice

- Economic Conditions/Development- First Nations Peoples: Justice System- The Way Forward

system, the way forward to positive change.

A30

Outcomes and Indicators Student Learning Outcomes

From Saskatchewan Curriculum: https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?lang=en&subj=english_language_arts&level=30

CR A30.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, and Canadian texts that address:

o identity (e.g., Define the Individual, Negotiate the Community)

o social responsibility (e.g., Shift Centers, Blur Margins), and

o social action (agency) (e.g., Understand Beliefs, Initiate Action).

a. Explore topics and contemporary and traditional visual, oral, multimedia (including digital) and written First Nations, Métis, Saskatchewan, and Canadian texts that present different viewpoints and perspectives including those that reflect the diversity of Canada and its citizens’ diverse personal identities, worldviews, and backgrounds (e.g., community, culture, values, spirituality, socio-economic status, language, ability, age, gender, appearance).

c. Analyze First Nations, Métis, Saskatchewan, and Canadian texts to identify particular perspectives presented, and the forms and stylistic means used to communicate those perspectives.

f. Respond personally and critically to

CR A30.1 – I can view, listen to, read, comprehend and respond to First Nations, Metis, Saskatchewan, Canada, and international texts that address:

- Identity- Social Responsibility- Social Action

a. I can explore First Nations, Metis, Saskatchewan, and Canadian texts that present different viewpoints and perspectives about diversity of Canada and its’ citizens diverse personal identities, worldviews, and backgrounds (spirituality, culture, values, language, appearance, ability, etc.)

c. I can analyze First Nations, Metis, Saskatchewan, and Canadian texts to identify the perspectives presented and the form used to communicate those ideas.

d. I can respond critically to perspectives and styles of a variety of First Nations, Metis, Saskatchewan, and Canadian texts and focus on how those texts enhance my understanding of self, others, and the Canadian identity.

h. I can identify various elements of style used

https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?lang=en&subj=english_language_arts&level=30


perspectives and styles of a variety of First Nations, Métis, Saskatchewan, and Canadian texts and explain how the study of those texts enhances understanding of self, others, and Canadian identity.

h. Identify the various elements of style used in First Nations, Métis, Saskatchewan, and Canadian texts, and explain how the elements help communicate meaning and enhance the effectiveness of the texts.

i. Explain how First Nations, Métis, Saskatchewan, and Canadian texts raise awareness about a variety of regional issues, ideas, cultures, events, and people, and promote social and personal change.

CC A 30.1 Create a range of visual, multimedia, oral, and written texts that explore:

o identity (e.g., Define the Individual, Negotiate the Community),

o social responsibility (e.g., Shift Centres, Blur Margins), and

o social action (agency) (e.g., Understand Beliefs, Initiate Action).

a. Create a range of visual, oral, multimedia, and written texts that include the following:

o A clear thesis or main ideao Details that logically and

effectively support the thesis or main idea

o Style, voice, format, and organizational pattern appropriate to purpose and audience

o Unity, coherence, and emphasiso A plausible and effective

conclusion.

in First Nations, Metis, Saskatchewan, and Canadian texts, and explain how the elements help communicate meaning effectively.

i. I can explain how First Nations, Metis, Saskatchwean, and Canadian texts raise awareness about regional issues, cultures, events, and people, and promote social and personal change.

CC A 30.1 Create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action:

a. I can create spoken, written, and other representations that include:

- a clear thesis

- supporting details (from self and text)

- consideration for audience and purpose through style, voice, organization, and format

- logical order and organization (use of writing process)

- unity, emphasis, and coherence

- a valid and reasonable conclusion


a. I can view, interpret, and demonstrate comprehension of visual texts that address

Treaty Essential Learning #4: Worldviews

Students will view, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations and Metis texts that address the various worldviews specific to Saskatchewan groups (Dene, Cree, British/Newcomers, Dakota, Nakota, Lakota and Saulteaux). Students will explore various aspects of worldview associated with these groups:

o Circleo Spiritualityo Valueso Knowledgeo Cultureo Languageo Oral Traditionso Governanceo Natural World

Treaty Essential Learning #6: Contemporary Treaty Issues

Students will view, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations and Metis texts that address contemporary treaty issues, specific to Saskatchewan:

o Canadian Constitution Act, 1982o Racismo Educationo Reparations for Past Injustices –

Residential Schoolso The Status Issueo Indian Act and Citizenshipo Economic Conditions/Developmento First Nations Peoples: Justice Systemo The Way Forward

identity, social responsibility, and social action.

d. I can demonstrate viewing behaviors:

- determining the message and purpose of the text

- identifying and analyzing how the text was constructed

- identify features and organizational structure in the text

- identifying the audience and point of view in the text

- identifying and analyzing the assumptions, interests, beliefs, and values embedded in the text, and the credibility, purpose, tone, attitude, and bias of the author

- evaluating and critiquing the persuasive techniques

f. I can use charts, diagrams, and timelines.

h. I can view, compare, and analyze different presentations of the same ideas and issues.

TEL #4 – I can explore First Nations and Metis texts that explore worldview specific to Saskatchewan groups.

I can explore the importance of the circle, spirituality, values, knowledge, culture, language, oral traditions, governance, natural world, etc.


I can explore the Canadian Constitution Act, 1982, racism, education, residential schools, status, Indian Act and Citizenship, economic conditions, economic development, justice system, the way forward to positive change.

Resources

Teacher Resource:

- Davies, A. (2011). Making classroom assessment work. (3rd Ed.). Courtenay, British Columbia: Connections Publishing.

- Office of the Treaty Commissioner. (2014). We are all treaty people. Retrieved from: www.otc.ca

- The Canadian Encyclopedia. (2013) Residential schools. Retrieved from: http://www.thecanadianencyclopedia.com/en/article/residential-schools/

- Truth and Reconciliation Commission of Canada. (2013). Retrieved from: http://www.trc.ca/websites/trcinstitution/index.php?p=9

- Saskatchewan Curriculum: https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?view=outcomes&lang=en&subj=english_language_arts&level=20

- From Saskatchewan Curriculum: https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?lang=en&subj=english_language_arts&level=30

- Teacher’s Guide: The Life of Helen Betty Osborne: A Graphic Novel- NCTE: National Council of Teachers of English

http://www.ncte.org/magazine/archives/122031- Scholastic http://www.scholastic.ca/graphix/Scholastic_BoneDiscussion.pdf- Saskatchewan Curriculum Supplemental Resources:

https://aned.sd61.bc.ca/edsrvs/ANED/educationalResources/Miscellaneous/Aboriginal_Definitions_Talking_Circle_Guidelines.pdf

Core Resources:

- Roberston, D. & Henderson, S. (2012). Sugar falls. Canada: HighWater Press.- Roberston, A. (2008). The life of Helen Betty Osbourne. Canada: HighWater Press.- Office of the Treaty Commissioner. (2008). Treaty essential learnings: We are all treaty

people. Retrieved from: http://www.otc.ca/siteimages/TELS.pdf - Deakin Review of Children’s Literature by Heather Dunn:

http://ejournals.library.ualberta.ca/index.php/deakinreview/article/view/18696- David Alexander Robertson’s Webpage: http://www.darobertson.ca/biography/- Graphic Novels PowerPoint by www.jessicaabel.com and www.dw-wp.com - Sugar Falls article from CBC Manitoba:

http://www.cbc.ca/manitoba/scene/books/2012/01/26/winnipeg-author-examines-residential-school-experience-through-graphic-novel/#igImgId_28814

- Missing and Murdered Aboriginal Women in Manitoba: http://www.winnipegfreepress.com/local/grim-number-jumps-in-study-241776001.html

http://www.winnipegfreepress.com/local/grim-number-jumps-in-study-241776001.html




http://www.dw-wp.com/

http://www.jessicaabel.com/

http://www.darobertson.ca/biography/

http://ejournals.library.ualberta.ca/index.php/deakinreview/article/view/18696

http://www.otc.ca/siteimages/TELS.pdf



http://www.scholastic.ca/graphix/Scholastic_BoneDiscussion.pdf

http://www.ncte.org/magazine/archives/122031



http://www.trc.ca/websites/trcinstitution/index.php?p=9

http://www.thecanadianencyclopedia.com/en/article/residential-schools/

http://www.otc.ca/

- We Are the Children Residential School Survivor Stories: http://www.winnipegfreepress.com/local/grim-number-jumps-in-study-241776001.html

- Timeline of events: http://wherearethechildren.ca/timeline/research/

Journal Resources:

- Erdrich, L. (1999). The bingo van. In Chase, T., Mitchell, K. & Trussler, M. (Eds.), The wascana anthology of short fiction. (pp. 102-113). Regina: Canadian Plains Research Center.

- King, T. (1999). A seat in the garden. In Chase, T., Mitchell, K. & Trussler, M. (Eds.), The wascana anthology of short fiction. (pp. 238-235). Regina: Canadian Plains Research Center.

- Cuthland, B. (1996). Four songs for the fifth generation. In Harney, R. (Ed.), The wascana poetry anthology. (pp. 228). Regina: Canadian Plains Research Center.

- Halfe, L. (1996). The way to the heart. In Harney, R. (Ed.), The wascana poetry anthology. (pp. 237). Regina: Canadian Plains Research Center.

- Erdrich, L. (1996). “Indian boarding school: the runaways.” The wascana poetry anthology, pg. 239.

- Baker, M. A. (1996). “Pretty tough skin woman.” The wascana poetry anthology, pg. 217.- Peequaquat, G. We missed the bus. Retrieved from:

http://thomcollegiate.rbe.sk.ca/sites/thom/files/Missed%20Bus,%20Red%20Face.pdf - The Report of Aboriginal Justice Inquiry: http://www.ajic.mb.ca/volumell/toc.html- Missing and Murdered Aboriginal Women: A National Operational Overview by RCMP:

http://www.rcmp-grc.gc.ca/pubs/mmaw-faapd-eng.pdf- CBC News. “Canada accused of ignoring violence against aboriginal women.” Oct. 2004.

From: http://www.cbc.ca/news/canada/canada-accused-of-ignoring-violence-against-aboriginal-women-1.492095

- Armstrong, Jeannette. Native Poetry in Canada: A Contemporary Anthology. Peterborough: Broadview Press, 2001.

Other Resources:

- National Congress of American Indians. (2014). Youtube: Proud to be. Retrieved from: http://www.youtube.com/watch?v=mR-tbOxlhvE

- Axelrod, J. (2014). The 5 stages of loss and grief. PsychCentral: Learn, share, grow. Retrieved from: http://psychcentral.com/lib/the-5-stages-of-loss-and-grief/000617

- Sorting People PBS: http://www.pbs.org/race/002_SortingPeople/002_00-home.htm

http://www.pbs.org/race/002_SortingPeople/002_00-home.htm

http://psychcentral.com/lib/the-5-stages-of-loss-and-grief/000617

http://www.youtube.com/watch?v=mR-tbOxlhvE

http://www.cbc.ca/news/canada/canada-accused-of-ignoring-violence-against-aboriginal-women-1.492095

http://www.cbc.ca/news/canada/canada-accused-of-ignoring-violence-against-aboriginal-women-1.492095

http://www.rcmp-grc.gc.ca/pubs/mmaw-faapd-eng.pdf

http://www.ajic.mb.ca/volumell/toc.html

http://thomcollegiate.rbe.sk.ca/sites/thom/files/Missed%20Bus,%20Red%20Face.pdf

http://wherearethechildren.ca/timeline/research/



Connection Hints: Sugar Falls

Pages 1 to 3 (throughout novel) – see Timelines, “To Maintain Schools,” and “Duck Lake Residential School”

Pages 4-5 – see worldview PowerPoint

Pages 6-8 - see Timelines, “To Maintain Schools,” and “Duck Lake Residential School”

Pages 10-13 – see “Four Songs for the Fifth Generation”

Pages 14-16 – see “We Missed the Bus”

Pages 18-20 – see “He didn’t intend to be a Cowboy” and “We Didn’t Learn Anything”

Pages 21-24 – see “Boarding School Life,” “We Said a lot of Prayers,” “The New God,” and “Typical School Day”

Pages 25-27 – see “Indian School Runaways,” “Nowhere to Run,” and “Running Away”

Pages 27-29 – see “The Hurting,” and “Stages of Grief”

Pages 30-33 - see “Indian School Runaways,” “Nowhere to Run,” and “Running Away”

Pages 34-38 – see “We Just Went Home”

Pages 38-40 – see “Stages of Grief,” “The Hurting,” and “A Brief History”

Connection Hints: Betty Osborne Pages 1-6 (and throughout) – see Timelines, “Seat in Garden,” and “To Maintain Schools”

Pages 7-9 = see “Helen Betty Osborne,” “Report on Justice Inquiry,” “Missing and Murdered Women: A National Overview,” and “Canada Accused of Ignoring Violence Against Aboriginal Women”

Pages 10-15 – see “To Maintain Our Schools,” and Timelines

Pages 16-18 – see “Seat in Garden,” “Helen Betty Osborne,” “Report on Justice Inquiry,” “Missing and Murdered Women: A National Overview,” and “Canada Accused of Ignoring Violence Against Aboriginal Women”

Pages 26-29 – see above and “The Hurting,” “Stages of Grief,” and “A Brief History”

Weekly Plans

Nov. 3rd

ELA 20 ELA A30

Today’s SLO:TEL #6 – I can explore First Nations and Metis texts that discuss treaty issues in Saskatchewan.

Today’s Language Strands:View, Read, Write, Speak, Listen

Assessment/Evaluation:Exit Slip(s); Friar Diagram

Before: Classroom expectations/unit overview and handouts Treaties Friar Diagram

During: Treaty Information Treaty Trivia Social Issues Brainstorm

After: Exit Slip(s)

Social Issues

You/Community

-

Province

-

-

Global

=

Nov. 5 and 13th

ELA 20 ELA A30

Today’s SLO:TEL #6 – I can explore First Nations and Metis text that discuss treaty issues in Saskatchewan.

CC 20.2/CC A30.2 I can view, comprehend, and develop coherent interpretations of First Nations, Metis, Saskatchewan, and Canadian informational and literary texts that use illustrations, photographs, art works, maps, charts, and graphs.

Today’s Language Strands:Speak, Write, Read, Listen, View

Assessment/Evaluation:Exit Slip

Before: Review exit slips

During: Unit Introduction Graphic Novels PP Before Reading – Map Location Residential School Map: Anticipation Guide Before Reading Column

After: Exit Slip Graphic Novels

1. Exit Slip:

Current FMNI Issues

1

1

1

1

2.3. Prejudice – preconceived opinion that is not based on reason, knowledge, or actual experience

Stereotypes – a widely held but fixed and oversimplified image or idea of a particular type of person

Racism – a belief that inherent differences among the various human races determine cultural or individual achievement, usually involving the idea that one's own race is superior and has the right to rule others.

Sexism – discrimination or devaluation based on a person's sex, as in restricted job opportunities; especially, such discrimination directed against women.

Discrimination – treatment or consideration of, or making a distinction in favor of or against, a person or thing based on the group, class, or category to which that person or thing belongs rather than on individual merit

Labels – to put people in a certain class; classify based on one characteristic or stereotype; usually negative

What does discrimination mean to you? How does it affect you?

- Not being included- Treating people poorly- Being different- Being a female

Provide 3-5 examples of labels:- Nerd- Jock- Loser- Fat- Ugly- Stupid- Slut- Criminal

Racism-Sexism-Discrimination – hold something against someone; individual has no control; judge person based on race or sex stereotypes rather than own merit

Legal Justice – ethics, law, moral rightness

http://dictionary.reference.com/browse/sex

Moral Justice – goodwill and feelings of a person; acting kind

Who determines what is just? Some groups of people (majority often) because of the law!

Does everyone get treated with the same respect/justice? No. Based on class, race, sex, etc. Ex. Rich people can get away with more. More First Nations people in jail.

Indian Act 1876 to present (amended) –

Canadian Statute that concerns registered Indians, their bands (614 in Saskatchewan), and Indian reserves. Various interpretations, amendments and controversies.

The Act includes: governance, land use, healthcare, education, and reserves.

It does two main things:1. Tells how reserves and bands can operate (rules for governing powers

and how bands can be created)2. Defines who is (and therefore, who is not) and “Indian” (become

registered or status and others are denied band membership)

Federal policy based on Section 91(24) of Constitution Act, 1867. These are not a treaty or part of treaty making.

ELA 20 - Nov. 17, 19, 21st ELA A30 - Nov. 17, 19, 21st

Today’s SLO:CR 20.1 – I can view, listen to, read, comprehend and respond to First Nations, Metis, Saskatchewan, Canada, and international texts that address:


CC 20.1 Create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action.


Today’s Language Strands: read, write

Assessment/Evaluation: double-entry journal

Before: Double-Entry Journals and During Reading

Assignment

During: Read: “5 Stages of Loss and Grief” Read pages 1-17 and answer the questions Worldview PowerPoint Read 1 of the timelines in your package:

Timeline of Events, TRC timeline, or “Canadian Aboriginal Art at the Senate”

Read 2 of the following: “4 Songs for 5th Generation,” “We Missed the Bus,” “To

Today’s SLO:CR A30.1 – I can view, listen to, read, comprehend and respond to First Nations, Metis, Saskatchewan, Canada, and international texts that address:


CC A 30.1 Create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action.

CC A30.2 I can view, comprehend, and develop coherent interpretations of First Nations, Metis, Saskatchewan, and Canadian informational and literary texts that use illustrations, photographs, art works, maps, charts, and graphs.


Assessment/Evaluation: double-entry journal

Before: Double-Entry Journals and During Reading

Assignment

During: Read: “5 Stages of Loss and Grief” Read pages 1-14 and answer the questions Read 1 of the timelines in your package: Timeline of Events, TRC timeline, or

“Canadian Aboriginal Art at the Senate” Read: “To Maintain Schools” Read 1 of the following: “Report of

Aboriginal Justice Inquiry,” “Missing and

Maintain Schools, and “Duck Lake Boarding School”

After: Writing: 2 Double Entry Journals

Murdered Aboriginal Women: A National Operational Overview by RCMP,” “Canada Accused of Ignoring Violence Against Aboriginal Women”

After: Writing: 2 Double Entry Journals

ELA 20 - Nov. 25th, 27th ELA A30 - Nov. 25th, 27th



CC 20.1 Create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action



Assessment/Evaluation: journal

Before/During/After: Read pages 18-31 and answer the

questions Read 1 of the following: “He Didn’t Intend

to be a Cowboy” or “We Didn’t Learn Anything”

Read 2 of the following: “Boarding School Life,” “We Said a lot of Prayers,” “The New God,” and “A Typical School Day”

Writing: 1 journal entry



CC A 30.1 Create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action



Assessment/Evaluation: journal


questions Read “Seat in the Garden” Writing: 1 journal entry

ELA 20 – Dec. 1, 3, 5 ELA A30 – Dec. 1, 3, 5





Today’s Language Strands: speaking, writing, reading, listening

Assessment/Evaluation: journal and questions; talking circle and PMI


questions Read 1 of the following: “Indian School

Runaways,” “Nowhere to Run,” and “Running Away”

Read “The Hurting” Writing: 2 journal entries (1 normal one

and 1 to answer your final question in the package)

Questions due! Fill out columns 3 and 4 of anticipation

guide and hand in Current Issues Brainstorm Talking Circle





Today’s Language Strands: speaking, listening, writing, reading

Assessment/Evaluation: journal and questions; talking circle and PMI

Before/During/After: Read pages 26-29 and answer the questions Read “Helen Betty Osborne” poem Read “The Hurting” Writing: 2 journal entries (1 normal one and

1 to answer your final question in the package)

Questions due! Fill out columns 3 and 4 of anticipation guide

and hand in Current Issues Brainstorm Talking Circle PMI

PMI

ELA 20 – Dec. 9, 11, 15, 17, 19 ELA A30 – Dec. 9, 11, 15, 17, 19





Today’s Language Strands: speaking, writing, reading, listening, representing, viewing

Assessment/Evaluation: final presentation

Before/During/After: Introduction to assignment Go over good/bad presentation Work time with computers Presentation time http://wherearethechildren.ca/en/

stories/





Today’s Language Strands: speaking, listening, writing, reading, representing, viewing

Assessment/Evaluation: final presentation

Before/During/After: Introduction to assignment Go over good/bad presentation Work time with computers

Presentation time http://www.winnipegfreepress.com/local/

grim-number-jumps-in-study-241776001.html




http://wherearethechildren.ca/en/stories/

http://wherearethechildren.ca/en/stories/

Documents

Connection Hints: - · Web viewWhat internal (beliefs, interests, likes, dislikes, appearance) and external forces (environment, family, friends, labels) constitute the creation of