Grade 8: Residential Schools Unit

Grade 8
Unit History
Title/Topic/ Residential Schools
Description: This unit will introduce students to Residential schools and will be used to introduce students to
the struggles Indigenous families went throughout the duration of residential schools.
A1. Application: assess the impact of some key social, economic, and political factors,
including social, economic, and/or political inequality, on various Canadians between 1850
and 1890 as well as on the creation and expansion of the Dominion of Canada

A1.2 assess the impact that differences in legal status and in the distribution of rights and
privileges had on various groups and individuals in Canada between 1850 and 1890

A1.3 analyse some of the actions taken by various groups and/or individuals in Canada
between 1850 and 1890 to improve their lives
Overall
Expectation B1. Application analyse key similarities and differences between Canada in 1890-1914 and in
s: the present day, with reference to the experiences of and major challenges facing different
groups and/or individuals, and to some of the actions Canadians have taken to improve their
lives

B1.1 analyse key similarities and differences in the experiences of various groups and
communities in present-day Canada and the same groups in Canada between 1890 and
1914.

B1.2 analyse some of the challenges facing different individual, groups, and/or communities
in Canada between 1890 and 1914

1. What are Residential Schools?

Big Ideas/
2. Who were effected?
Questions?
3. What was/is the effect of Residential schools?

Culminating Honoring survivors of residential schools through feather wreath project.

Task: http://projectofheart.ca/ontario/step-3-create-a-gesture-of-reconciliation/

Considerati Due to the sensitivity of the topic of residential schools it would be advised to inform parents
ons: in advance about the topic.

Order Lesson Title/Focus

What is a Residential School?

Minds On: Students identify what they know about residential schools through a teacher lead
mind map on the board.
Action: Go through YouTube video “Residential Schools” by the Canadian Encyclopedia
which defines what residential schools are. URL:
https://www.youtube.com/watch?list=PLiE7YBxN9zmKzeQpzCIhNgQhxKkniUheI&time_continu
1.
e=2&v=9TeW4hW1QD0
After watching video have students discuss how the video made them feel. Have them
express their thoughts through a sharing circle. Explain how a sharing circle works.
Consolidation: Thank the students for their thoughts and conclude by posing a question via
an exit card that asks what they think the long lasting effects of residential schools have
been. These will help gage the upcoming lessons.

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 The Stories of the Survivors
Activity: If possible have an individual from the community come in to speak about their
experience at Residential Schools. If this is not available watch a video from Where are the
2.
Children. URL: http://wherearethechildren.ca/en/stories/
Consolidation: Have students pose questions and/or comments to the presenter or to the
teacher about the video.
The Stories of the Survivors Continued
Activity: Have students look at residential school’s survivor stories via graphic novels and
picture books. This presents these stories in a more digestible manner. Using a chart with
3. predetermined areas of focus have the students write down information about various stories.
Consolidation: Have students reflect upon how the stories are similar and different and then
have them write their similarities on one sticky note and their differences on another sticky
note, and place them on a group t-chart, so they can compare the two at a larger scale.
Truth and Reconciliation Commission
Minds On: Pose the question what is the truth and reconciliation commission? In small groups
write on white boards any ideas of what it is? What are they doing? Why is it important?
Activity: Have students watch video about residential schools that introduces the idea of
reconciliation “Namwayut: we are all one. Truth and reconciliation in Canada.” URL:
4. https://www.youtube.com/watch?v=2zuRQmwaREY
Then see if what information that video added changed their ideas of what the TRC are
doing? Have them read recent newspaper clippings to gain a better understanding of what
the TRC are doing and why they are important.
Consolidation: Have students develop individual mind maps about what the TRC is and what
they are doing, as well as any other information they deem to be critical.
Honoring Survivors
Minds On: Introduce culminating activity where students collect the information they have
covered in the previous classes and locate a particular story that stood out to them. They will
then receive a drawing of a feather and have to decorate it to honor an individual’s story.
This idea comes from Project of Heart and details can be found here:
http://projectofheart.ca/ontario/step-3-create-a-gesture-of-reconciliation/
5-6.
Activity: They will first create a plan on how they will decorate their feather and meet with the
teacher briefly and go over why they believe this is an appropriate way to honor that
individual. Then they will decorate their feathers.
Consolidation: They will write a paragraph explaining why they created the feather the way
they did and how it honors the individual story it was to represent. These shall go through a
peer evaluation process prior to being handed into the teacher.

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING - ORGANIZER