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AFTER (CONSOLIDATING LEARNING): Provide students an opportunity reflect in their Thinking Journals. ASSESSMENT AND EVALUATION: Their step toward reconciliation needs to reflect their understanding of the definition of rec-onciliation, the big ideas from each line of inquiry, and the impacts on First Nation peoples (cause and consequence). TEACHER NOTES: Possible examples of responses to the overarching critical challenge: • Inviting an Elder into the school • Awareness Assembly • Letter writing campaign • Persuasive letter to Prime Minister Trudeau, template included. If there are any questions, please contact a member from the First Nation, Métis and Inuit team. 116
Name: __________________________ Date: _____________________________ DEAR PRIME MINISTER TRUDEAU Write a persuasive letter to Prime Minister Trudeau explaining to him why he needs to continue to work hard to make a genuine reconciliation to Canada’s First Nation People for the Canadian Government’s role in the <strong>Residential</strong> Schools. In your letter, you need to explain three reasons why he should continue to support the Canadian Governments reconciliation with First Nation Peoples. Be as creative as possible in the development of your letter and remember that you need to explain your ideas and perspectives clearly to your reader. Use the organization chart below to help you develop your persuasive letter. Introductory Paragraph: Why are you writing this letter to Prime Minister Trudeau? What are the main reasons why you feel it is important for him to continue to work towards reconciliation? Body Paragraphs: Why should Prime Minister Trudeau continue to support reconciliation with the First Nation. Remember to include details / proof / evidence to help convince your reader that you solutions will work. Reasons why he should continue to support reconciliation Details / Proof / Evidence 1. ___________________________________ _____________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. ___________________________________ _____________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. ___________________________________ _____________________________________ ___________________________________________________________________ ___________________________________________________________________ Concluding Paragraph: Conclude your persuasive letter with a short paragraph that sums up your main arguments. 117
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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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LESSON TITLE (LINE OF INQUIRY 2, C.
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Sources: Indian Act, The Canadian E
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READING THE INDIAN ACT ORGANIZER NA
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NAME: DATE: THE INDIAN ACT OF 1876
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33 INDIAN ACT, 1886 10 INDIAN ACT,
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Page 103 and 104: DURING: 6. After discussing the con
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Page 121 and 122: LITERATURE RESOURCE LIST A STRANGER
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