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Assessing the techniques Rubric Identification of techniques Excellent Very Good Competent Basic Not Yet Able Correctly identifies all of the techniques used. Correctly identifies some of the techniques used. Correctly identifies half of the techniques used. Correctly identifies very few of the techniques used. Evidence: Supporting examples Excellent Very Good Competent Basic Not Yet Able Illustrates each technique with two examples, quotes or references, and evidence is convincing. Illustrates most of the techniques with two examples, quotes or references, and most evidence is convincing. Illustrates some techniques with two examples, quotes or references, and evidence is somewhat convincing. Illustrates very few techniques with convincing examples, quotes or references. Evidence: 98 © The Critical Thinking Consortium
LESSON TITLE (LINE OF INQUIRY 4, C.C. 3): KOOKUM’S RED SHOES Recommendation: Introduce mentor text in language. BACKGROUND KNOWLEDGE FOR TEACHERS/BOOK SUMMARY: Kookum is a nurturing Elder who takes bannock across the street to the First Nation children at their school. Every time she goes to the school, she remembers her own painful experience at residential school, which centres around the memories of a pair of red shoes that her parents bought her before she was removed. Allusions to the Wizard of Oz help students picture Kookum’s experiences; ultimately, she was resilient and used her unfortunate childhood experiences to share empathy and kindness with the children at the school. PEMMICAN PUBLICATIONS INC., 2011 Kookum - (kôhkom) means “grandmother” Note: Illustrations in the book depict the nuns as rather mean and harsh looking, all looking the same; it is a good book to discuss point of view. MATERIALS: • Students’ Thinking Journals • Student copies of Cause and Consequence organizer • Copy of Kookum’s Red Shoes by Peter Eyvindson • A stress ball • Paper for exit cards (or students could use a writing notebook) LESSON GOAL: STUDENTS WILL: • Apply their understanding of cause and consequence to actual residential survivors’ testimony. • Understand what resilience means and how survivors were resilient. SUCCESS CRITERIA: • I can identify short-term and long-term consequences (impacts) on First Nation's individuals and communities from <strong>Residential</strong> Schools, based on evidence. • I can explain what resilience means and give examples of how Kookum was resilient. 99
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Title: Cree students at their desks
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ACKNOWLEDGEMENTS In order to addres
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MESSAGE FROM THE DIRECTOR, WARREN H
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UNCOVERING THE PAST: A JOURNEY FROM
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OVERVIEW OF LESSONS LINE OF INQUIRY
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CC 1.3 CC 2.3 CC 3.3 CC 4.3 What ar
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GRADE 6 - LANGUAGE EXPECTATIONS: OR
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TEACHER RECOMMENDATIONS 1. DEALING
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EXAMPLE LETTER TO BE SENT HOME Dear
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Giving Thanks: A Native American Go
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Practice sharing by discussing Litt
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USING A THINKING JOURNAL A Thinking
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CHAPTER 3 • Do you like haircuts?
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CHAPTER 7 • Do you think it is im
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OVERARCHING INQUIRY LAUNCH LESSON T
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EXIT CARD NAME: DATE: STEPHEN HARPE
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LESSON TITLE (LINE OF INQUIRY 1): R
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AFTER (CONSOLIDATING LEARNING): Dis
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IMPORTANT AND UNIMPORTANT EVENTS (B
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AFTER (CONSOLIDATING LEARNING): In
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8 1 NAME: DATE: WHAT IS IN YOUR BUN
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LESSON TITLE (LINE OF INQUIRY 2, C.
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Page 63 and 64: NAME: DATE: THE INDIAN ACT OF 1876
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Page 73 and 74: COMPARING SCHOOL SCHEDULES Invite s
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Page 77 and 78: RESIDENTIAL SCHOOL VS SCHOOL TODAY
Page 79 and 80: ASSESSMENT AND EVALUATION: Thinking
Page 81 and 82: INGRID ARNAULT MACKAY INDIAN RESIDE
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Page 91 and 92: TC2 Lesson: Detect Propaganda - dis
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Page 111 and 112: Bellegarde told the crowd he welcom
Page 113 and 114: Wilson's remarks were met with loud
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Page 117 and 118: UNCOVERING THE PAST: A JOURNEY FROM
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Page 121 and 122: LITERATURE RESOURCE LIST A STRANGER
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