Unit-y Plan: Metis and Inuit

Grade 6 Social Studies and Language Arts

Brittany Priddle and Natasha Weber

Curriculum Connections - Overall Expectations

Social Studies
A2. Inquiry: use the social studies inquiry process to investigate different perspectives on the
historical and/or contemporary experience of two or more distinct communities in Canada
A3. Understanding Context: demonstrate an understanding of significant experiences of, and
major changes and aspects of life in, various historical and contemporary communities in Canada

Language Arts
Writing
2. draft and revise their writing, using a variety of informational, literary and graphic forms and
stylistic elements appropriate for the purpose and audience;

Curriculum Connections - Specific Expectations

Social Studies
A2.2 gather and organize information from variety of primary and secondary sources using various
technologies that present different perspectives on the historical and/or contemporary experience
of two or more communities in Canada
A2.5 evaluate evidence and draw conclusions about perspectives on the historical and/or
contemporary experience of two or more distinct communities in Canada
A3.4 describe significant events or developments in the history of two or more communities in
Canada

Language
2.2 establish a distinctive voice in their writing appropriate to the subject and audience
2.5 identify their point of view and other possible points of view; determine, when appropriate, if
their own view is balanced and supported by the evidence; and adjust their thinking and expression
if appropriate
2.6 identify elements in their writing that need improvement, selectively using feedback from the
teacher and peers, with focus on supporting details and precise language

Big Ideas

Residential Schools

Location
Direct Impacts
Intergenerational Impact

Perspective

First Nations
European Settlers
Intergenerations

Student Connections

Unit Overview
Lesson One

Lesson Two

Lesson Three

Lesson Four

Lesson Five

Lesson Six

Introduction to
Residential
School

Arriving at
Residential
Schools

Negative
Impacts of
Residential
Schools

Intergeneration
al Impacts

Gaining
Perspective

Perspective
Writing

Perspective
Writing

Publishable Copy

Rough Draft
(peer review)

Lesson 1: Introduction to Residential School

Learning Goal
Students will be introduced to Residential Schools - 5 Ws (who, what, when, where, why). The class will complete a
KWL chart about what we know, what we want to know and at the end of the lesson what we learned.
See it
Watch Legacy of Residential Schools 0:00 - 4:04
Feel it

Students will reflect on how they felt watching clip from the video.
Know it
Share their feeling with a partner, ask them one question to further their thinking.
Do it
Write a short reflection about their initial feelings about Residential Schools and any questions that arose through
watching the clip.

Example KWL
What we know

What we want to know

First Nation and

other Aboriginal
groups (eat, live,
hunt)
Where the different
groups are found
Today there are
reserves
Residential schools
were a place for
Aboriginal people

Why Residential
Schools were created
Where were
Residential Schools
located
What were
experiences like at
Residential Schools

What we learned

Inuit - Relocation

Metis

The term Mtis comes from a Latin word, "miscere," which means to mix. Mtis people have
ancestors who are French, Mohawk, Algonquin and Ojibwa, among other nationalities. The area
around where Oka is today, near Montral, was a place of trade between Aboriginal groups and the
French. It was where many people from these different nations originally met.

Residential Schools in Canada

Lesson 2: Arriving at Residential Schools

Learning Goal
Students will become aware of how children ended up at Residential Schools.

See it
Visualization exercise

Feel it
View 5:45 minutes of Arthur Fourstar Part 1
http://wherearethechildren.ca/en/stories/#story_26

Know it
Read through quotes of other peoples recollections of first arriving at or being taken to Residential
School

Do it
Students write their own journal paragraph that describes scenario three from the "See it" section.
They should include as much detail as possible including the impact on family members.

Lesson 3: Negative Impacts of Residential School

Learning Goal
Students will review negative impacts of Residential Schools.

See it
Read Rita Joes poem, I lost my talk

Feel it
Students will take part in a carousel where they will Watch a video
presentation; Listen to an audio recording; Read a passage from a
survivor and Look at images all relating to the impact that Residential
Schools had on the people who attended them.

Do it
Students will create a list that represents how the negative aspects
of Residential School impacted all quadrants of the "holistic wheel."

Lesson 4: Intergenerational Impacts

Learning Goal
Students will understand how impacts of Residential School have reached beyond the survivors.
See it
Students will watch Sleeping Children Part 2. After watching the video, teacher will lead class in a discussion about how the
students felt when they watched the video, how they would feel if they were told they could not communicate with their siblings,
how it would affect how they behaved with adults, how they would interact with others, etc.
Feel it
Discuss what is meant by intergenerational impacts. Students, with the assistance of the teacher will examine each paragraph
of a text on intergenerational impacts in depth to clarify the meaning.
Know it
Students will work in pairs to create an organizational web that will link the various intergenerational impacts that have been
associated with the Residential School experience. Students must use at least 8 of the impacts listed on a sheet provided.
Students will present their webs to the class and why they made their choices and connections.
Do it
Students will suggest ways or strategies that could help Aboriginal people to move forward by researching websites such as
Aboriginal Healing Foundation and the Legacy of Hope. Students will create a short presentation outlining: Why the legacy of
Residential Schools matter to me?

Lesson 5: Gaining Perspective

Learning Goal
Students will demonstrate an understanding of points of view through perspective writing.
See it
Students will generate points of view from various groups about Residential Schools through a mind map, in small groups.
Feel it
Discuss how each group would feel about Residential Schools, discuss the implications on the surrounding community.
Know it
Students will work independently to complete a mind map to organize and clearly indicate their facts and support for their
culminating task. A perspective essay about Residential schools and how it impacted their life as a. (students pick the
perspective).
Do it
Students will use previous research and journal entries to assist with facts and information. After the rough draft is complete
students will conduct a peer review. This will meet language curriculum expectations but will enlighten a student on a new
perspective regarding Residential School.

Lesson 6: Culminating Task

Learning Goal
Students will demonstrate their knowledge of perspective essay writing.
Students will demonstrate their knowledge of the implications of residential schools.
See it
Students will be completing their publishable copy to display on the class website and on the bulletin board with the success
criteria displayed.
Feel it
Students will create words to convey the meaning of their essays to help bring the bulletin board together.
Know it
Students will work independently to convey their knowledge
Do it
Students will suggest ways or strategies that could help Aboriginal people to move forward by researching websites such as
Aboriginal Healing Foundation and the Legacy of Hope. Students will create a short presentation outlining: Why the legacy of
residential schools matter to me?

Resources
https://www.collectionscanada.gc.ca/settlement/kids
https://www.aadnc-aandc.gc.ca/eng (childrens colouring book)
Books:
Canadian Aboriginal Art and Culture Series
Native American History for Kids