Residential Residential

Recommendations

Info

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
Page 2 and 3:
Title: Cree students at their desks
Page 4 and 5:
ACKNOWLEDGEMENTS In order to addres
Page 6 and 7:
MESSAGE FROM THE DIRECTOR, WARREN H
Page 9 and 10:
UNCOVERING THE PAST: A JOURNEY FROM
Page 11 and 12:
OVERVIEW OF LESSONS LINE OF INQUIRY
Page 13 and 14:
CC 1.3 CC 2.3 CC 3.3 CC 4.3 What ar
Page 15 and 16:
GRADE 6 - LANGUAGE EXPECTATIONS: OR
Page 17 and 18:
TEACHER RECOMMENDATIONS 1. DEALING
Page 19 and 20:
EXAMPLE LETTER TO BE SENT HOME Dear
Page 21 and 22:
Giving Thanks: A Native American Go
Page 23 and 24:
Practice sharing by discussing Litt
Page 25 and 26:
USING A THINKING JOURNAL A Thinking
Page 27 and 28:
25
Page 29 and 30:
CHAPTER 3 • Do you like haircuts?
Page 31 and 32:
CHAPTER 7 • Do you think it is im
Page 33 and 34:
OVERARCHING INQUIRY LAUNCH LESSON T
Page 35 and 36:
EXIT CARD NAME: DATE: STEPHEN HARPE
Page 37 and 38:
LESSON TITLE (LINE OF INQUIRY 1): R
Page 39 and 40:
AFTER (CONSOLIDATING LEARNING): Dis
Page 41 and 42:
IMPORTANT AND UNIMPORTANT EVENTS (B
Page 43 and 44:
AFTER (CONSOLIDATING LEARNING): In
Page 45 and 46:
8 1 NAME: DATE: WHAT IS IN YOUR BUN
Page 47 and 48:
LESSON TITLE (LINE OF INQUIRY 2, C.
Page 49 and 50:
3. Read the story aloud. Make sure
Page 51 and 52:
4 1 NAME: DATE: SHI-SHI-ETKO: A GIR
Page 53 and 54:
SUCCESS CRITERIA: • I can explain
Page 55 and 56:
AFTER (CONSOLIDATING LEARNING): 15.
Page 57 and 58:
LESSON TITLE (LINE OF INQUIRY 2, C.
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
Page 69 and 70: LESSON TITLE (LINE OF INQUIRY 3, C.
Page 71 and 72: DURING: 4. Gather the class so they
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
Page 93 and 94: DURING: Unfold the Critical Challen
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 101 and 102: LESSON TITLE (LINE OF INQUIRY 4, C.
Page 103 and 104: DURING: 6. After discussing the con
Page 105 and 106: CAUSES SHORT-TERM CONSEQUENCES LONG
Page 107 and 108: LESSON PLAN BEFORE (ACTIVATION): Pa
Page 109 and 110: After gathering your information an
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: UNCOVERING THE PAST: A JOURNEY FROM
Page 121 and 122: LITERATURE RESOURCE LIST A STRANGER
show all

Residential Residential

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?