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NAME: DATE: DEAR MR. HARPER If you could write a letter to Former Prime Minister Stephen Harper about <strong>Residential</strong> Schools what would you say to him? What should he know? What would you like him to do? 34
LESSON TITLE (LINE OF INQUIRY 1): READ ALOUD “ONKWEHONWE-NEHA” BACKGROUND KNOWLEDGE FOR TEACHERS/BOOK SUMMARY: Onkwehonwe-Neha is written by Skonaganleh:ra (Sylvia Maracle), she is Wolf Clan of the Mohawk Nation. • The book begins by explaining some of the terminology around the words: 9 Onkwehonwe, explaining that the first part of the word references the Mohawk name for “the original people”. SISTER VISION PRESS, 1994 9 refers to the Haudenosaunee way of life, the cultural traditions and teachings, and all life that is part of the circle of life made by Creator. Mohawk people along with all Indigenous Peoples were provided with “Original Instructions” that outlined our relationships to the earth and other people. These Original Instructions were kept in this “bundle.” • When the first Europeans arrived the Iroquois Nations made a treaty with the Dutch traders. This first agreement is known still as the Two Row Wampum. This treaty showed the Indigenous People and the Europeans travelling down the river (and through life) in our own boats, always running parallel and never crossing paths. Neither group will interfere or try to steer the other's boat, never attempt to ruin the other’s lives. • The book is written highlighting chronological events in history: 9 The impact and reasons for the Canadian government’s legislation known as the Indian Act of 1867 and 1951. 9 Other legislation aimed at First Nations - 1946 Ontario Education Act. 9 Promotion of self-government. 9 Control of education. • Despite the fact that many First Nations have forgotten their Original Instructions many communities are working to return to their original teachings and adapting these to the 21st century. Onkwehonwe (Oh-gway-ho-way) - Mohawk word meaning “the original people”. Onkwehonwe-neha (Oh-gway-ho-way nay-ha) refers to the Haudenosaunee way of life, the cultural traditions and teachings, and all life that is part of the circle of life made by Creator. Mohawk people along with all Indigenous Peoples were provided with “Original Instructions” that outlined our relationships to the earth and other people. These Original Instructions were kept in this “bundle.” Haudenosaunee (Ho-den-oh-show-nee) - translates as “People of the Longhouse” and refers to the Six Nation people: Onondaga, Oneida, Mohawk, Cayuga, Seneca, Tuscarora. Turtle Island - Turtle Island is the name that many Indigenous Nations use when referring to North America. In several creation stories it is told that earth was formed on the back of a turtle. MATERIALS: Copy of book Onkwehonwe-Neha Copies of Blackline Master #1 for each student Copies of the cards from Blackline Master #2 “What is in your bundle?” template 35
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
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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: EXIT CARD NAME: DATE: STEPHEN HARPE
Page 39 and 40: AFTER (CONSOLIDATING LEARNING): Dis
Page 41 and 42: IMPORTANT AND UNIMPORTANT EVENTS (B
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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 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
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TERRY LUSTY 21 St. Joseph’s Schoo
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EILEEN (St. Mary’s Mission 1961-1
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TC2 Lesson: Detect Propaganda - dis
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DURING: Unfold the Critical Challen
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Mr. Justin Trudeau, M.P. Leader, Li
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Teacher Guide TT Detect propaganda
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Detecting propaganda Identify propa
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LESSON TITLE (LINE OF INQUIRY 4, C.
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DURING: 6. After discussing the con
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CAUSES SHORT-TERM CONSEQUENCES LONG
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LESSON PLAN BEFORE (ACTIVATION): Pa
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After gathering your information an
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Bellegarde told the crowd he welcom
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Wilson's remarks were met with loud
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News Release - May 30, 2016 9:30 am
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UNCOVERING THE PAST: A JOURNEY FROM
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Name: __________________________ Da
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LITERATURE RESOURCE LIST A STRANGER
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