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ASSESSMENT AND EVALUATION: • Check students’ Rating Scale pages to see if they are providing plausible examples that show evidence of “cause and consequence” thinking; if not, the teacher may choose to build students’ thinking by using the TC2 Cause and Consequence lesson. • To measure the first and second success criteria, use a quick oral/written “entry card” at the start of the next lesson and observe/listen for any students whose understanding you haven’t yet gauged (e.g., “Why was the Indian Act created? Identify a couple of laws in the Indian Act.”). • To measure the second success criteria, check students’ ideas recorded on the Reading the Indian Act organizer. Throughout this Line of Inquiry, the teacher is collecting and assessing students’ thinking informally. We are also building students’ background knowledge. Students’ thinking should change and deepen throughout the strand and the Thinking Journal will reflect their ongoing thinking. Students’ thinking can be formally assessed in Line 3 through the optional debate. Here, at the end of Line 2, the teacher may choose to ask summary reflection questions based on the overarching questions and collect students’ written responses: • Who held the power to control the lives of First Nation people? • How did the government disrupt First Nation society? When and why was the Indian Act created? • Why were First Nation children forced to attend Indian <strong>Residential</strong> Schools? TEACHER NOTES: In order to encourage students to take a stance as to the impact of <strong>Residential</strong> Schools on the children, we have not included a neutral option in the rating scale. 58
READING THE INDIAN ACT ORGANIZER NAME: DATE: WHO IS THIS ABOUT? WHAT IS THE ACT SAYING? WHAT IS THE LAW? WHAT IS THE PUNISHMENT FOR BREAKING THE LAW? 59
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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
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 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 59: Sources: Indian Act, The Canadian E
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 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 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
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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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