Subject/Grade: 11 Lesson/Date: FNMI integration Time: 90 minutes

Social Context ED 3603 Jan 24, 2018

Roberts/Birch/Li

FNMI Integration Lesson Plan

Rationale:
In the 19th Century, the Canadian government, along with certain Christian denominations,
began a process of “aggressive assimilation” where Indigenous children were forcibly removed
from their families and taken to Residential Schools across the country with the purpose of
removing all culture and tradition from their way of life. While at these schools, students were
subjected to unspeakable trauma, including mental, emotional, and physical abuses - trauma
which is still being felt in the generations of today. In light of an unforgivable past, artists from
different disciplines have come together to reclaim the self-determination of Indigenous peoples.
Drama, music and art seek to reveal truth, and in exploring such mediums, the fine arts give
Indigenous peoples a voice and autonomy over their own actions, thoughts, and beliefs. The
intergenerational trauma that has been left behind by residential schools also calls for teachers to
support the autonomy of their students in the classroom. It is our responsibility as future
teachers to encourage all students in fostering empathy and a spirit of reconciliation towards
Indigenous peoples. Commented [U1]: Very well articulated!!

Music is a fantastic medium that reaches across cultural and language barriers and has the ability
to inspire change. We intend to use Secret Path, a graphic novel by Canadian artist Jeff Lemire, Commented [U2]: This is an excellent resource!
set to music by Gord Downie, to promote an empathetic analysis of the Residential School
System in Canada. The story follows an Anishinaabe boy from the Marten Falls First Nation in
Northern Ontario as he attempts to return home after escaping a residential school. This
particular choir 20 class will begin at the end of the previous class - students will be given a
KWL chart and will be asked to describe what they know of Residential Schools, what they want
to know, and at the end of the next lesson, what they have learned. The following class will
begin in a group discussion format, where the teacher will pose thought provoking questions to
introduce the topic of Residential Schools. Based on the student’s’ familiarity with the topic, the
teacher can go into greater depth and higher thinking, fostering a respectful group discussion that
sets up the tone for viewing the Secret Path video. The teacher will then move on to physically Commented [U3]: It is important to carefully consider the
showing a copy of the Secret Path and discussing how this project, through describing the trauma questions that will be posed to guide this deeper
understanding.
and death of one Residential School boy, tells the story of the trauma of an entire people. The
students will then observe on the Smart Board a video of the Secret Path where the graphic novel
is animated to the musical album. While they are observing the video, the students will respond
to questions created by the teacher and write their responses in reflection journals. These
reflection journals will be a tool for the students to actively contemplate the impact of the
Residential School system, how these impacts are being felt today, and how we all need to
extend a hand of empathy and reconciliation to our Indigenous community. Commented [U4]: Very well written rationale!
Subject/Grade: 11 Lesson/Date: FNMI integration Time: 90 minutes

Stage 1: Desired Results

GLEs: Students will:

 Value
• understand, evaluate and appreciate a variety of music.

 Research
• be aware of the history of music and the implications of music in our
society.

SLEs: Students will:

• Interpretation and Synthesis
The student will:
 grow in the appreciation, understanding and enjoyment of music as a source
of personal fulfillment and cultural expression through the amalgamation of
the program components
 become aware of the history of music and the implications of music in
society with respect to music careers, and avocational and leisure uses.

Learning Students will: demonstrate thoughtful reflection on FNMI issues from the past
Objectives
Students will: articulate the value of music in understanding, empathizing with and
reconciling FNMI issues Commented [U5]: Well crafted objectives!

Stage 2: Assessment Evidence

Formative  Student reflection journal Summative

Assessment  Ongoing in-class discussions Assessment

Stage 3: Learning Experience

Prior  Students will be assigned the residential school Resources  Technology for
to topic and will be required to complete a KWL to Bring: video and
Lesson: chart prior to today’s lesson sound

 Students will formulate questions prior to  The Secret

coming to class Path book
Subject/Grade: 11 Lesson/Date: FNMI integration Time: 90 minutes

Time Content/ Description Notes/ Assessment

20 mins Introduction: Prior to today’s class,

 Students will bring in their KWL charts and share what students will have a
they have learned and wish to learn about residential preliminary understanding ofCommented [U6]: Typically it is phrased as ‘what they
schools residential schools. In the know.’
 Reintroduce residential schools introduction, residential
 Who, what, when, where, why? schools will again be Commented [U7]: Will you be posing these questions to
 Prompting questions prior to video: reintroduced, engaging in students or providing the answers? What will you be basing
your responses on?
 What effect would attending a residential school prior knowledge.
have on you?
 How do you think we might be able to apologize
as a nation? What has been done? Commented [U8]: It may be useful to show a video to
provide some background about residential schools.
50 mins Body: The purpose of the body of
 Describe book, meaning behind project, and importance our lesson is to allow students
of Gord Downie and Jeff Lemire to connect what happened in
 The Secret Path Gord Downie Video the past to the present. In
 https://www.youtube.com/watch?v=yGd764YU9yc exploring such a complex
 Students watch the Secret Path video while writing in subject, we hope to build a
their Reflection Journals: questions - How did the sense of empathy within the
Residential Schools harm students’ sense of self-worth? community of the classroom.Commented [U10]: Excellent!
How did Residential Schools affect students’ sense of
identity? How would the trauma the students feel from
leaving all they knew behind affect their attitude toward
learning? . How does the music help to evoke the boy’s
sense of loss, anger, loneliness? How does the music
help to cross cultural barriers? Commented [U9]: Well crafted questions. It would be
useful to go over them with students prior to playing the
video to ensure they understand what is expected of them.
20 mins Closure: Reflection Journal at home
 Rearrange class to form a sharing circle assignment: students will be
 How does music help to foster empathy? asked to take their journals
 Was listening to the music with the visuals make it a home and write a reflection on
powerful experience? how the music coupled with
 What did you take out of this? What images or ideas the images helped to enhance
stayed with you? their understanding of the
 Give journal assignment: need for reconciliation and
 What resonateds with you throughout this why it is important to show
experience? empathy and inclusion to
Indigenous people. Commented [U11]: This is a very worthwhile journal
reflection! It would be fascinating to read students’
responses.

Connection to next class:

Find a choral arrangement of one (or more) of the songs on the
album and learn it as a class Commented [U12]: This is an excellent lesson! One thing
missing is an explicit expression of positionality.
Subject/Grade: 11 Lesson/Date: FNMI integration Time: 90 minutes

Stage 4: Reflection

I. Detailed description of the actual lesson as-taught: includes students’ response to instruction and
any changes from the lesson plan:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. Summary of Peer Feedback and your thoughts on this:

5. What must be addressed to improve this plan?

6. How I have grown from this assignment/teaching experience:

Assessment Criteria

Poor Satisfactory Excellent

0 1 2 3 4 5
Rationale
 Have the historical origins and significance of the FNMI content been thoroughly
researched and clearly articulated?
 Has the value of the integration been clearly demonstrated in the construction of the
lesson?
 Has positionality been addressed in a significant manner?

Poor Satisfactory Excellent

0 1 2 3 4 5
Integration
 Does the lesson attend to reconciliation and/or the presentation of Indigenous ways of
knowing and being in a manner to promote substantial learning?
 Has the FNMI content been seamlessly integrated into the subject specific lesson?

Total: 9 /10

Excellent Work Erinn, Coral, and Rachel!

Subject/Grade: 11 Lesson/Date: FNMI integration Time: 90 minutes

Canadian Residential Schools

What I know What I want to know What I have learned

Subject/Grade: 11 Lesson/Date: FNMI integration Time: 90 minutes