Canada c3 Learning Module Wright

Canada C3 Learning Module - Wright
CANADA C3 LEARNING MODULE TEMPLATE

Name of Designer(s)/Contributor(s): Paige Wright
Name of Department, Faculty and University: Department of Education, University of Prince Edward
Island
TITLE: Secret Path and the story of Chanie Wenjack
Grade(s)/Division: High School (Grades 10-12)
Subject(s)/Course(s): Social Studies and English
Time: Three 75 minute classes
Learning Module Topic & Description
The exploration of the history of the residential schools through the story of Chanie Wenjack and the
development of a youth voice in support of reconciliation.
Essential QUESTION
What role can we, as students of today and the leaders of tomorrow, play in the Canadian movement
towards reconciliation?
Key Canada C3 Theme(s) being Explored
Reconciliation, Youth Engagement
Stage 1: Desired Results

Learning Objective(s)/Goal(s):
The learning objective for this project is for students to learn about the story of Chanie Wenjack. Through
this multi-modal unit plan, students will learn his story and have the opportunity to see the world through
Chanies eyes. This process will enable students to develop a stronger awareness of the history of Canadas
Indigenous people. It is through creating this awareness and opening up the dialogue to this conversation
that Canadian students will nurture empathy for Chanies story and the many others like it and gather their
own voices to speak out against these injustices.
The goals of this project are to engage youth in our country in the history of our Indigenous people through
the use of popular culture and to invoke passion and discover methods of speaking out through social media
as active citizens. Secret Path is a project that was started a number of years ago and is being released this
October. The intention is to use momentum from the release of this film, album, and graphic novel and Gord
Downies tour this past summer with The Tragically Hip to capture the inspiration and motivation of
Canadas youth and put this massive amount of energy and love towards creating awareness in
reconciliation.
Essential Concepts/Knowledge/Skills to be Learned/Applied:
Learned:
The knowledge of the residential schools and the personal story of one student.
What a critical commentary is and what a social commentary is.
Applied:
How to personally reflect on learned knowledge.
How to explore and appreciate the lyrics to a song.
How to be a productive member of a group.
How to effectively present to your peers.
How to write a critical commentary and/or a social commentary for a target audience.
Curriculum Connections/Big Ideas:
English:
Grade 10 Writing (Writing 421A)
GCO 1 Students will be expected to write, both independently and collaboratively, for a variety of audiences
and purposes.
1.3. Select appropriate form, style, language, and content for the specific audience and purpose. (p. 34)
Grade 10 Language Arts (ELA10)
SCO 1: Justify understanding of an idea, issue, or text through effective communication. (p. 24)
SCO 6: Evaluate how identity and culture are portrayed in a variety of texts. (p. 34)
SCO 10: Enhance personal text based on self, peer, and/or teacher critical feedback. (p. 42)
SCO 2: Create a defence for a critical audience. (p. 22)
SCO 5: Evaluate the effectiveness of literary devices within literature, media, and various forms of
representing. (p. 28)
Social Studies:
Grade 10 Canadian Studies (CAS401A)
10-3-5 Explain significant factors and possible outcomes surrounding a current issue in Aboriginal societies.
(p. 50)
10-3-6 Demonstrate an understanding of Aboriginal peoples unique status. (p. 50)
10-6-3 Analyse ways that popular culture contributes to Canadian culture. (p. 68)
10-6-4 Assess the impact of popular culture on traditional cultures. (p. 68)
Grade 10 Social Studies (GEO421A)
4.2 Analyze how natural and human systems change over time and from place to place. (p. 58)
4.2.1 Describe factors that have contributed to current Aboriginal demographics. (p. 58)
7.1 Engage in an active citizenship project that is based upon a Canadian geographic inquiry. (p. 84)
GCO 3: Analyse patterns of interdependence between humans and their environments.
3.7 Articulate an understanding of perspective in relation to people living in cultural regions that are
different from their own. (p. 72)
3.8 Engage in an active citizenship project. (p. 74)
Grade 11 Social Studies (LAW521A)
1.2.2 Demonstrate an understanding of issues related to Aboriginal self-government within Canada (p. 40)
1.3.2 Analyse the impact of past and present legislation concerning Aboriginal peoples (p. 48)
1.6 demonstrate an understanding of active citizenship (p. 40)
3.1 develop and carry out a plan of action that demonstrates active citizenship related to a local or global
issue (p. 64)
Grade 12 Social Studies (HIS621A)
S3 Analyze the struggles of First Nations to re-establish sovereignty (p. 126)
J5 Analyze the evolution of the struggle to achieve rights and freedoms (p. 142)
Teacher Goals:
To engage students in active citizenship using current media and popular culture.
Stage 2: Planning Learning Experience and Instructional Process

Student Groupings (e.g., whole class, small, pairs,
independent work):
Assuming 30 students:
10 groups of 3 students each
Materials/Resources (e.g., equipment, PowerPoint

sides, manipulatives, hand-outs, games, assessment
tool):
30 copies of the article The Lonely Death of
Chanie Wenjack by Ian Adam in MacLeans
Magazine, February 6th, 1967
Pair work
Independent work
Instructional Strategies (e.g. direct instruction,
10 copies of the Graphic Novel Secret Path by

Gord Downie and Jeff Lemire (88 pages)
Digital Album: Secret Path by Gord Downie
10 Lyric Posters: Secret Path by Gord Downie
Animated Film Adaptation: Secret Path by Gord
Downie and Jeff Lemire
Presentation assessment rubric
Social Media Statement assessment rubric
Power Point presentation: Slides for the project
description, the introduction of the residential
schools and Chanie Wenjack, and a video
compilation of Gord Downie and The Tragically
Hip.
30 copies of an English hand-out on how to
write an effective critical commentary.
30 copies of an English hand-out on how to
write an effective social commentary.
30 sets of headphones for listening to the
album songs.
30 Chrome books for students to use to post
their social media critical statements.
Considerations (e.g., contingency plans re: technology
demonstration, simulation, role-playing, guest speaker, failure or student absences and groupings, or guest
etc.):
speaker cancellations or safety concerns):
Direct Instruction: Provide the
instructions for the unit and provide a
brief history of the story of Chanie
Wenjack and Gord Downie and Jeff Lemire.
Direct Instruction: Teach students how to
write an effective statement sentence.
Silent Reading: Have students read,
individually, the 1967 MacLeans article
Audio-visual: Show the film adaptation of
the graphic novel
Audio: Have the students listen to the
songs on the album Secret Path
Group work
Presentation
Social media statement from each student
via Instagram, Facebook, Twitter, etc
Have the digital copies of the

film and the album on a USB
drive in the case that access to
the internet is down.
In the case of technology
failure where the projector
screen is down, have the
students read the graphic
novel in lieu of watching the
film.
Talk to the guidance office in
advance so that they are
prepared should any students
struggle with the material and
need someone to talk to.
Have blank lined paper on
hand for students to handwrite their statements should
online access not be available.
They can they be posted online
at a later date.
Accommodations and differentiation strategy (to address different needs and preferences of students,
including those with exceptionalities)

Students can learn the story of Chanie by either watching the film or reading the graphic novel.
Having these options provides the opportunity for students with visual or audio impairments to
learn through similar contexts.
Obtain a version of the film with closed captioning for students with audio impairments.
Should a student have an exceptionality that might prevent them from being able to complete the
critical media statement on their own, they will be allowed to work in pairs with another
classmate.
Provide the students with a choice of either a critical commentary of Secret Path or a social
commentary of the issues brought up in the film/book/album.
Assessment For Learning, Checking for Understanding, Success Criteria & Feedback
Formative Assessment:
Pre-assessment of students prior knowledge on reconciliation and residential schools.
Full class debrief after watching the film to get students initial reactions.
How the groups and pairs work together.
Exits slips that students will complete after watching the film on Day 1, after the song presentation
on Day 2, and after the social media posts on Day 3.
Continuous monitoring by the teacher over the three days to check for student
questions/concerns.
Summative Assessment:
Student responses to the 3 questions provided prior to the film.
Student responses to the 2 questions provided at the end of the third class.
Group presentation of their song.
Individual social media statements.

Stage 3: Learning Experience Day 1
Motivational Hook (process for grabbing and focusing students attention) Time (mins): 6
Show the class a short video. This video is a four minute compilation of CBCs broadcast of The Tragically Hips
final Kingston concert, including footage of fans, messages of support through social media, and the shout out by
Gord Downie to Prime Minister Trudeau about Reconciliation and fighting for Indigenous rights.
Open (process for signal direction of lesson and agenda) Time (mins): 4
Assessment of prior knowledge (3 mins):
Ask the students what they know about the residential schools and the Truth and Reconciliation
Commission.
Before showing the film, hand out (1 min):
Questions for students to consider while watching the film.
Exit slips for students to write any questions and/or comments that might arise. They will leave these
with the teacher at the end of the class.
Mention to students that if at any point during the film they are upset by the film they are welcome to
leave the class for a few minutes and that the guidance office is open should anyone want to talk to
someone about feelings that arise during the next three days of classes.
Body (main instructional and learning processes to build understanding, skills, attitudes) Time (mins): 55
Show the film adaptation Secret Path by Gord Downie. (Film is 60 minutes in length but we will skip the
credits in order to have time for a short debrief.)
Consolidation (processes for application and practice of knowledge, skills, attitudes) Time (mins): 8
Open the class up for debriefing by asking if anyone wanted to share their thoughts or feelings on
what they just watched.
Ask students if they have any questions and/or comments.
Ask the students to fill out their exit slips to leave with the teacher at the end of class.
Remind students that the school has a guidance office and that you, as a teacher, are also available to
talk to should a student want to talk about their thoughts and feelings in more depth.
Closure (processes for recapping, looking ahead) Time (mins): 2
Remind students to answer the hand-out questions and bring them to the following class.
Ask students to think of their favourite song overnight and why they are so drawn to it.
Stage 4: Reflection and Extension
Student Reflection of Learning critical thinking questions
Question 1: What are three things that you have taken away from this film?
Question 2: There are 3,200 deaths of residential school students on record but the number might be as
10
high as 30,000, according to Senator Murray Sinclair. What do you think the publics reaction might have
been to this if it were 3,200 or 30,000 deaths of young Caucasian boys that had run away from their
privately-funded boarding schools?
Question 3: As a Canadian youth, what is something that you could do to make a difference in the healing
and reconciliation process of our Indigenous people?
Extension Ideas & Additional Resources
Offer students the option to bring home the graphic novel Secret Path to read overnight.
Teacher Reflection (e.g., next time notes)
Ask the students to share their favourite song and why they are so drawn to it.
Divide the class in 10 groups of 3 students.
Have each group choose a song from the album Secret Path (there are 10 songs).
Provide each group with the lyric poster for their song.
Explain the activity to the class.
Body (main instructional and learning processes to build understanding, skills, attitudes) Time (mins): 57
11
Initial reading of the lyrics (5 min):

Have each group read the lyrics to their chosen song.
Have them then discuss their initial thoughts/feelings on what they think the song is about.
Initial listening of the songs (5 min):
Have each group listen to their song.
Have them share their reactions to the music.
Second reading of the lyrics (10 min):
Have the groups re-read the lyrics.
Have each group discuss the two presentation questions.
o What is the song about?
o What is the take-away message/meaning from this song?
Have each group present their song to the class (27 min):
These presentations should be 2 minutes in length/group.
They should answer the two questions provided above and a final thought on what they thought
about the song. Did they like it? Dislike it?
Allow for questions between presentations should they arise.
Individually, have the students write a short one sentence reflection describing which song or
message from a song they were drawn to the most and why. (To be handed in before leaving the class)
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Ask students if they have any questions.
Ask students to think of a pop culture icon or public figure that they care about and how that person
communicates through social media to their followers.
Presentation Question 1: What is the song about?
Presentation Question 2: What is the take-away message/meaning from this song?
If students are interested, allow them the opportunity to write lyrics to their own song on
residential schools and reconciliation. This could be in place of a future assignment or an extra
credit assignment. The perspective for the song could be open so that the student feels that they
have an opportunity to have their voice heard.
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Have the students share the public figure that they admire or are interested in. On the smartboard,
bring up the social media pages of three of their favourites and have them take turns reading aloud
posts that have been made by these figures. (e.g. Twitter feed of Ellen Degeneris, Instagram account of
Selena Gomez, etc) This lesson will be most successful if the teacher chooses at least one public figure
that is trying to make some kind of political, global, or social statement.
Have the class divide into their same ten groups from the day before.
Have them answer, as a group, the following questions for each of the three public figures just shown:
o What message were they trying to get across to their followers?
o Who is their target audience?
o Were they successful? If they were trying to be funny, did you laugh? If they were trying to make
a social commentary, were they effective?
While in their groups, explain to the class that the intention for the day is to start a dialogue on social
media regarding reconciliation. At the end of the day, the goal is to have every student in the class
post on a social media site either a critical commentary of Secret Path or a social commentary of their
own personal thoughts and feelings on something that they have learned or experienced during the
last two days of classes.
Body (main instructional and learning processes to build understanding, skills, attitudes) Time
(mins): 50
Direct instruction (5 min):
Teach the class what a critical commentary is.
14
Teach the class what a social commentary is.

Project direction (5 min):
Have students decide, individually, which style of commentary they would like to do.
Then have them pair up with another student that is working on the same style of commentary.
Have each student then determine what social media site they will be posting on.
Have available on the smartboard, a list of specific criteria for each social media app (e.g. Twitter has a
maximum of 140 characters).
Individual Writing (5 min):
With their target audience in mind, have students write a draft sentence or two.
Quiet discussions between partners on ideas/strategies are not discouraged at this stage in the
writing.
First Peer Revision (5 min):
Have students read their partners draft writing and provide feedback on it.
First Revision (5 min):
With their peers comments under consideration, have students revise their statements.
Second Peer Revision (5 min):
Have students switch up partners and read a new classmates writing and provide feedback on it.
This feedback can be both oral and/or written.
Final Revision (5 min):
Have students polish up and finalize their commentaries.
15
Posting on Social Media (15 min):

Have students post their commentary on social media.
Ensure that students post a link to their site on the Google Classrooms forum so that it is accessible to
everyone in the class, including the teacher. This will allow for students to learn from one another and
provide the opportunity for scaffolding.
If a student finishes early, have them assist a classmate that may be less familiar with the technology.
While students are finishing up, bring up one of the students sites on the smartboard so that the class
has a live view of the post to see if there is any immediate response from the global online community.
Ask students if they have any questions.
Ask the students to fill out their exit slips with questions/comments to leave with the teacher at the
end of class.
Give them two questions to answer at home and bring to the following class.
Bring the class together and thank them for being so open and for enabling the classroom to be a safe
space over the past three days so that they could, as a group, come together and make a change for the
future of their country.
Let them know that for change and healing to be effective, it needs to start with the youth. And that
today, this class has started something important.
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Question 1: Is social media an effective medium for youth to engage in active citizenship? If yes, what is one
thing that could be done the next time, to improve this experience? If not, what is something else that might
be engaging/interesting to a student of a similar age?
Question 2: How have you changed through doing this project?
Over the next several classes, the teacher could ask for updates from the students on their social
media sites.
Ask if any students have received comments or new followers.
Ask if any students have begun to be more aware and/or notice other posts on this issue
anywhere on social media.
Teacher Reflection (e.g., next time notes)
Note: Please attach to the template any appendices (e.g., content notes, assessments, student activities
pages, etc.)
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CANADA C3 LEARNING MODULE TEMPLATE