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7. After the class has had enough think time, do a brief sharing for the purpose of making sure they have an accurate and broad sense of who holds power in their own lives. (E.g., list all of the authority groups that students identified on the SmartBoard). If you see large variety in the way students sort, or groups that are missing key authority groups, provide an opportunity to share/discuss/come to a common understanding before proceeding, and change their group sorts and post-it headings. Leave the cards/ post-its in place for the next stage. 8. Bring the class back together. Ask each student to think about: If we did this exercise again, but the child was Shi-shi-etko, would your sorting look different? Remind the students that Shi-shi-etko was taken from her home to school, even though we didn’t know too much about why from the story. Do not discuss reasons yet, but lead into explaining: DURING 9. Explain that you are going to read the class a story (based on a true situation) about a child their age that tells about a specific authority called an Indian Agent and the power he held over a group of people - the Elders of a group of the Kwakwa’ka’wakw Nation in the land we know as British Columbia. Their purpose is to listen and look for: What text clues can you find about the Indian Agent’s power? 10.Begin reading Secret of the Dance aloud to the class. Stop after the first page and ensure that everyone has a common, correct understanding of “defy”. Ask the students to predict: How might the family have defied the government? (This will activate their personal schema about ways people ‘defy’ authorities like governments, and be able to make connections as a comprehension strategy.) 11.Read the rest of the story, including the Historical Note at the end. Give students a chance to respond about how they feel. (either out loud or if you feel appropriate, in their Thinking Journals) 12.Give students a second set of Decision cards that are a different colour. Ask the students to sort these cards again text clue evidence they heard and saw, but this time using Watl-Kina as the child. What will stay the same? What will be different? This sort should take a short time; again, the teacher may want to photograph each group’s, or have students glue these categories on the chart paper they started above in step 6. 13.Ask each group to find two important differences between the two sorts i.e.: What are two important differences between the authorities in your lives and in Watl’Kina’s life? Record each idea on a post-it. 14.Bring the class back together. Have each group share their “important differences” in a round robin way, (referring to their chart paper for evidence if they glued their cards), and give them all a purpose for listening: What commonalities do you notice? (See SmartBoard slide with Venn diagram as possible recording tool.) It is likely that the class will notice that in Watl’kina’s life, the government controls the celebrations and religion, whereas in your life, you or your family control these. Encourage the students to ask wonder questions while listening. If someone asks: Why was it different in Watl’kina’s family? or a similar question, use this to segue into the last part of the lesson. If no one asks it, pose the question yourself: I’m wondering why the Canadian government had the authority to stop Watl’kina’s family from celebrating the Potlatch. Who else thinks this is an important question? 52
AFTER (CONSOLIDATING LEARNING): 15.Focus on the question: Why did the Indian Agent have the authority to stop Watl’kina’s family from celebrating the Potlatch? Why did the government control these families’ customs and way of life? 16.Point out to the students that we are asking a “cause and consequence” thinking question again (hooray). Have students think of two causes (e.g., events or beliefs) that might have happened between the government and the First Nations (Watl’kina’s family) before the story in the book started. (e.g., the government thought that the celebration was harmful; that the celebration was dangerous; that the celebration was too different; the government didn’t like the people and wanted to get back at them) 17.Collect these ideas for the next lesson’s launch (Lesson 3: The Indian Act). 18.Have students record their ideas in their Thinking Journals: How would you feel if a celebration you hold each year is taken away? ASSESSMENT AND EVALUATION: • Teacher observation of student participation towards the success criteria; or written exit card based on the success criteria. • Teacher should also reflect on whether every student had an opportunity to participate meaningfully and respond as needed. TEACHER NOTES: Collate and post the students’ ideas from Consolidation to be visible for the start of Lesson 3: The Indian Act. 53
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Title: Cree students at their desks
Page 4 and 5: ACKNOWLEDGEMENTS In order to addres
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Page 9 and 10: UNCOVERING THE PAST: A JOURNEY FROM
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CAUSES SHORT-TERM CONSEQUENCES LONG
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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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