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AFTER (CONSOLIDATING LEARNING): Teacher will facilitate a sharing circle - reflecting on our journey throughout this unit (i.e., what we have learned, feelings and emotions we experienced, as well as the meaning of truth and reconciliation. Teacher will invite the students to think about these topics and reflect. What does reconciliation look like? ASSESSMENT AND EVALUATION: Exit card - In your own words, what does reconciliation mean? TEACHER NOTES: This lesson leads our students into exploring the overarching critical challenge, “What does reconciliation look like? Take a meaningful step toward authentic reconciliation. 106
After gathering your information and evaluating the evidence, what are the top 5 important points about the Truth and Reconciliation of Canada’s role? Here is a place for you to gather your information about the Truth and Reconciliation: What are your 5 important points about the Truth and Reconciliation of Canada’s role? Point 1: Point 2: Point 3: Point 4: Point 5: 107
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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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3. Read the story aloud. Make sure
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4 1 NAME: DATE: SHI-SHI-ETKO: A GIR
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SUCCESS CRITERIA: • I can explain
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AFTER (CONSOLIDATING LEARNING): 15.
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Page 59 and 60: Sources: Indian Act, The Canadian E
Page 61 and 62: READING THE INDIAN ACT ORGANIZER NA
Page 63 and 64: NAME: DATE: THE INDIAN ACT OF 1876
Page 65 and 66: 33 INDIAN ACT, 1886 10 INDIAN ACT,
Page 67 and 68: BRIEF COLONIZATION TIMELINE 1492: C
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Page 73 and 74: COMPARING SCHOOL SCHEDULES Invite s
Page 75 and 76: COMPARING SCHOOL SCHEDULES TIME: SC
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
Page 83 and 84: That‘s why I don‘t view the exp
Page 85 and 86: ARTHUR FOURSTAR—PART 2 Birtle Ind
Page 87 and 88: TERRY LUSTY 21 St. Joseph’s Schoo
Page 89 and 90: EILEEN (St. Mary’s Mission 1961-1
Page 91 and 92: TC2 Lesson: Detect Propaganda - dis
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Page 95 and 96: Mr. Justin Trudeau, M.P. Leader, Li
Page 97 and 98: Teacher Guide TT Detect propaganda
Page 99 and 100: Detecting propaganda Identify propa
Page 103 and 104: DURING: 6. After discussing the con
Page 105 and 106: CAUSES SHORT-TERM CONSEQUENCES LONG
Page 107: LESSON PLAN BEFORE (ACTIVATION): Pa
Page 111 and 112: Bellegarde told the crowd he welcom
Page 113 and 114: Wilson's remarks were met with loud
Page 115 and 116: News Release - May 30, 2016 9:30 am
Page 117 and 118: UNCOVERING THE PAST: A JOURNEY FROM
Page 119 and 120: Name: __________________________ Da
Page 121 and 122: LITERATURE RESOURCE LIST A STRANGER
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