EDCP 331/ 102 Nicole Choi, Glen Schwarzfeld, JeeHyun (Jackie) Lim, Yetong (Joanne) Li

Unit Plan Goals

Grade 4 / Year Theme: Reconciling Canadian History: Aboriginal Cultures and Conflict
Unit 4: Settlement and Residential Schools
This is the final unit of study. Students will have already developed an understanding about the various aboriginal groups in British Columbia: specifically their culture, values and history. Students have also learned about the initial stages of European colonialism: the reasons for European exploration and the relationships that developed between traders and local indigenous people.
Unit Critical Questions: / What were the Canadian Aboriginal people’s perspectives on colonization and settlement?
How did settlers interact with local Aboriginal people and what were the effects of early settlement on Aboriginal people and their rights?
What were residential schools and how did they impact Aboriginal people’s lives in BC?
Where are we on our pathway to reconciliation in Canada and what historical resources are available to us?
Unit Rationale: / Students need to be knowledgeable about the motivations of early European settlement in Canada and the conflicts between Aboriginal communities and the settlers. Students should take alternative perspectives to understand that history is written subjectively, and be able to recognize how the dominant narrative of Canadian history marginalizes Aboriginal people. Students will gain a critical awareness of how Aboriginal governance structures and cultures were affected by European settlers. Students will build knowledge and understanding in regards to what residential schools were and their intended purpose. They should reflect on the impact the residential schools have had on past generations and also on future generations of Aboriginals in order to create positive changes in the future.
Unit Goals / Students will learn about:
  • The impact of early European settlement and how it has shaped B.C. and Canada today
  • The residual effects of the contact between Aboriginal and Europeans
  • The social justice implications of Residential schools in Canada
  • Critically examining historical resources and placing themselves in time relative to history

Unit Objectives / Students will be able to:
  • Apply critical thinking skills - including comparing, imagining, inferring, identifying patterns, and summarizing Europeans’ settlement in North America
  • Identify alternative perspectives on early European settlement
  • Identify effects of early contact between Aboriginal societies and European explorers and settlers
  • Compare governance in Aboriginal cultures with governance in early European settlement and Canada
  • Identify the impact of Canadian governance on Aboriginal people’s rights
  • Analyze factors that influenced early European exploration of North America

Unit Content: /
  • Settlers: What kind of people came? Where did they settle? Why did they settle?
  • How did settlers interact with local aboriginal people?
  • Effects of early settlement on the local aboriginal people.
    -disease
    -loss of culture & language
    -reserves
    -exclusion from government
  • Residential schools: What was their purpose? How did they work? How did/has this impacted aboriginal people in British Columbia?
    -stories and primary sources showing what life was like in residential schools.

Unit PLOs: / A1: Apply critical thinking skills - including comparing, imagining, inferring, identifying patterns, and summarizing - to selected problems or issues
A4:identify alternative perspectives on a selected event or issue
B3: Identify effects of early contact between Aboriginal societies and European explorers and settlers
C1: Compare governance in Aboriginal cultures with governance in early European settlement and Canada
C2: Identify the impact of Canadian governance on Aboriginal people’s rights
D3: Analyze factors that influenced early European exploration of North America
Unit Skills /
  • Alternative Perspectives on Issues: Students will distinguish between the different kinds of settlers that came to Canada (i.e., traders, missionaries, colonial officials). Students will discuss the various motivations that settlers might have had for immigrating to Canada and then predict how aboriginal people might have felt about the arrival of European settlers.
  • Use of timelines, graphs and maps: Students will use these visual tools to explore and understand the locations of settlements and residential schools across British Columbia.
  • Critical Thinking Skills: Students will discuss the criteria for what makes a safe and respectful school and then use these criteria to evaluate the residential school system in British Columbia.

Unit Plan Grid

Grade 4 / Year Theme: Reconciling Canadian History: Aboriginal Cultures and Conflict
Unit 4: Settlement and Residential Schools
Lesson 1: (Yetong Li)
Unit Introduction (Geographical thinking, Critical thinking)
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
What do we know about European settlement and colonization in Canada? / The students will be able to
  • Demonstrate knowledge of European settlement and colonization from Aboriginals’ perspective (A4)
  • Gather information from a story book and a video clip to create a presentation (A3, A5)
  • Apply critical thinking skills to compare, imagine, and infer to make connections between texts (A1)
  • Apply geographical thinking to identify the effects of early contact between Aboriginal societies and European explorers and settlers (B3)
/ Hook: Four pictures one word
Activity:
1)Think, Pair, Share: What does colonization remind you of knowledge we have learned from the previous unit?
2)Story: Students will read The Rabbit by John Marsden & Shann Tan. In groups, they will work on the place mats and reflect the story according to the five themes of geography.
3)Video: Students will watch The History of Canada. They will make connections between the story and the video. Then, they will integrate the knowledge from these two sources to complete the place mats.
Conclusion:
Students will reflect on the content they have learned from this lesson and write a small paragraph on the impact of colonization and European settlement on Aboriginals and their land. Students present their place mats to the class. /
  • Book: The Rabbit by John Marsden & Shann Tan
  • Video clip: The History of Canada
(
  • 12 letters of “Colonization”
  • Tape
  • A small status
  • Place mat
/ Formative (assessment for learning):
  • Observing students whether they are engaged in discussion, group activities, story and video.
  • Observing students whether they have difficulties completing the place mat
  • Taking notes during students’ presentations to see if they understand the concept and present their ideas clearly
  • Collect the Exit Slips

Lesson 2:Yetong Li
Unit introduction part2 (Critical thinking)
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
What were Aboriginals’ points of views on colonization? How did their perspectives differ from Europeans’? Whose perspectives were presented to public? / The objective of this lesson is
  • accessing students’ prior knowledge about the conflict between European settlers and Aboriginals
  • encouraging students to take alternative perspectives on the issues
  • introducing the contents which will be covered in this unit
A1, A4 / Hook: Showing a 3-minute Pocahontas trailer to student
Activity:
1)I wonder…: Students will pretend that they are movie critics. In groups they will discuss a) What was the story? b) What happened at the end of the story? c) Based on what you have learned so far, what connections could you make with the story? d) Who made the movie? e) Why did the movie producers present the history in this way? f) Which part(s) of the story surprise(s) you? Students will write their comment on post-it and take a gallery walk.
2)Read aloud: Read students This land is my land by Littlechild, George.
3)Think, Pair, Share: With their partners students will brain storm according to the book a) What was the real story behind European settlement? b) How did settlers interact with local Aboriginal people? c) What was the impact of early settlement on the local aboriginal people?
4)KWL: Each student will complete a KWL graphic organizer. The purpose of this activity is for students to make connections to what they have learned from previous chapters and reflect on what they already know about European Settlement and what they want to learn in this chapter.
5)Unit Overview: Move the space shuttle alone the timeline and stop at 1600s. Tell students that we are going to travel back in time to take a look at what was happening at that time form Aboriginals point of view. Ask students to open the “envelopes from the past” (which are hidden under their tables) to read out the unit critical questions found in these envelopes.
Conclusion:
Students will write exit slips on what they want to learn in the following lessons. /
  • Pocahontas movie trailer (
  • This land is my land by Littlechild, George
  • KWL charts
  • A computer, a SMART board or a projector
  • Envelopes
  • Printed questions
  • Tape
/ Formative (assessment for learning):
  • KWL
  • Observations of students’ participation in group discussions

Lesson 3: Glen Schwarzfeld
A Culture Change
(Critical thinking, Art/Drama, Cooperative Learning, Historical Thinking, Multiple Modalities)
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
How did Aboriginal cultures change as a result of European Settlement?
What new challenges do they face? / A1: Apply critical thinking skills – including comparing, imagining, inferring, identifying patterns, and summarizing – to selected problems
B2: Demonstrate knowldedge of early European exploration of BC and Canada
D5: Describe economic and technological exchanges between explorers and Aboriginal People
E3: Describe Aboriginals peoples’ relationship with the land and natural resources. / Hook: In a classroom discussion format, students are asked to think about what changes in culture or society have occurred since their parents were children.
Activity:
1) Read aloud:
With the students following along in their textbook, the teacher reads out page 173 of the texbook Our Beginnings
2) Cause and Effect:
Students are presented a C & E chart.
-In pairs, students are asked to evaluate the changes brought on by three major changes that occurred to Aboringal Peoples (Diseases, Missionaries, Settlers) and to fill in the C & E chart.
3a) Sketch Exercise:
In same pairs, students will draw a sketch that illustrates the topic they chose.
3b) Skit:
An alternative to 3a, students work in pairs to act out the causes and effects that they uncovered in their chart.
Conclusion: Students either present or describe their illustrations or they present their skit. / -Textbook Our Beginnings by Sharon Sterling
-Cause and Effect Chart
-Markers/Blank Paper / Formative Assessment:
-Of group interactions
-Of Cause and Effect chart.
-Of illustration or skit.
-Of level of sincerity and effort put forth.
Lesson 4: Glen Schwarzfeld
Fight or Negotiate?
(Cooperative Learning, Social Justice, Critical Thinking)
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
Upon realization that European settlement was causing problems for their culture, how did Aboriginal Peoples react?
What were the results of the Aboriginal People’s reactions?
What choice of action was more advisable? / A1: Apply critical thinking skills – including comparing, imagining, inferring, identifying patterns, and summarizing – to selected problems
B3: Identify effects of early contact between Aboriginal societies and European settlers / Hook: Begin a discussion with the classroom with prompting questions such as “Can you imagine any scenario when you think that fighting is an acceptable response?”
-Counter by encouraging the class to consider ways in which negotiating would create different results. (Important to ensure that the discussion remains respectful.
Activity:
1) Students are told to take on the perspective of either the Aboriginal People or European Settlers.
Students must write or illustrate from that side’s perspective and explain what kind of action they took (fighting or negotiating) and why?
2) Students exchange letters with those who had different perspectives in order to see another side.
Conclusion: In pairs, students discuss possible alternatives. / -Textbook Our Beginnings by Sharon Sterling
-Lined Paper/Pencils
-Blank paper/Markers / Formative Assessment:
-Of classroom discussion.
-Of level of respect to others.
-Of paired interactions.
Lesson 5: Glen Schwarzfeld
Governance and Land Claims
(Critical Thinking, Cooperative Learning, Social Justice)
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
What conditions led to there being a dispute about land claims?
In what ways have the Canadian government and the Aboriginal People tried to change the unfair laws of the past? / A2: Use maps and timelines gather and represent information
A3: Gather information from a variety of sources
C2: Identify the impact of Canadian governance on Aboriginal people’s rights. / Hook: Using the smartboard, students make a list of cultural events/celebrations that are important to them. Discuss how they would feel/react were they not able to continue those traditions.
Activity:
1) Students consider two challenges: Land Claims and Self-Government.
-Students read textbook on these issues and then as a class, using the smart board, students put their initial feelings
about the issues and discuss what is fair.
2) In groups of 3-4, students create a timeline showing the dates that highlight land claim issues
3) Class discusses in what ways the Canadian government has attempted to change unfair laws (as described in textbook) / -Smartboard
-Textbook Our Beginnings by Sharon Sterling
-Posters/Markers / Formative Assessment:
-Of participation
-Of created timeline
-Of group intereactions
Lesson 6 Nicole:
“Just another school?”
Multiple Intelligences/Modalities
Critical Thinking
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
  • What do residential schools look like? How is this similar or different to our idea of school today?
/ A1 Apply critical thinking skills - including comparing, imagining, inferring, identifying patterns, and summarizing - to selected problems or issues
  • Students will critically engage with residential schools through analysing images.
/ Hook: Carousel of pictures from residential schools
Activity: begin KWL about residential schools
Conclusion: Students write a reflection about how the pictures of the
schools are similar or different to their school. /
  • Images from Indian Residential School Resources website
  • KWL graphic organizer
/ Formative:
  • Teacher will look at students’ KWL chart to assess prior knowledge and interest. (Assessment as and for learning).
Summative:
  • Teacher will read reflections to assess student’s critical thinking skills in regard to the images
(Assessment as and forlearning).
Lesson 7 Nicole:
Where were the children?
Cooperative Learning
Critical Thinking
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
  • How and why did aboriginal students attend residential schools? How did these schools run?
/ A1 Apply critical thinking skills - including comparing, imagining, inferring, identifying patterns, and summarizing - to selected problems or issues
C2: Identify the impact of Canadian governance on Aboriginal people’s rights
  • Students will learn about the experience of leaving for residential school.
  • Students will be able to gather and report information about residential schools and discuss the roles of the government and churches in Canada in relation to them.
/ Hook: Watch trailer for Shi-shi-etko
Activities:
- Read aloud with the book “Shi-shi-etko”
-Students work in expert groups to each research one residential school in B.C. (Who ran the school? When did it open? How many students were there? When did it close? Etc.) Then move to jigsaw groups to compare the information
Conclusion:
Students think/pair share: what was the relationship between churches, government, and aboriginal people? /
  • Book: Shi-shi-etko
  • Map showing locations of the residential schools in B.C.
  • ipads for expert group research.
  • Graphic organizer to record information
/ Formative:
  • Teacher observes the expert/jigsaw groups listening for comprehension and cooperation (uses checklist to record)
    (Assessment for learning).
  • Teacher makes note of responses to think/pair/share to assess critical thinking. (Assessment for learning).

Lesson 8 Nicole:
“Look What They Done”
Historical Thinking
Multiple Modalities
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
  • How did residential schools effect aboriginal families?
/ A4:identify alternative perspectives on a selected event or issue
  • Students will develop empathy and consider the perspective of aboriginal parents and children towards residential schools.
/ Hook: Students listen and watch song “Look what they Done” written by residential school survivor Elmer Crane

Activities
Students consider the effect that residential schools had on students then, and now. Students take the perspective of different people involved: aboriginal parents, students and residential school administrators and write a letter expressing how these schools have affected them.
Conclusion: students share letters. /
  • Computer with speakers and projector
  • Envelopes and paper for letters
/ Formative:
  • Teacher will ask students questions after listening to the song to assess their comprehension. (Assessment for learning).

Summative
  • Teacher will collect letters after they have been written and exchanged to assess whether students incorporated any of the 6 elements of historical thinking into their letters. (Assessment as and of learning).

Lesson 9 Nicole:
Ribbons of Reconciliation
Art/Drama
Social Justice/Diversity
Critical Question(s): / PLOs and Objectives: / Overview/Activities: / Resources: / Assessment Strategies:
  • What is the responsibility of the Canadian government towards residential school survivors now? How can we all build reconciliation as a community?
/ C2: Identify the impact of Canadian governance on Aboriginal people’s rights