Lesson Related Issue 2 - Chapter 7 - Residential

Date
Title/Focus Schools Timeline
Subject/ Time
Social Studies 10-1, 10-2, levels 60 Min
Grade Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning Students will assess the impacts of historical globalization on Indigenous and non-Indigenous peoples.
Outcomes:
Specific 2.6 examine impacts of cultural contact between Indigenous and non-Indigenous peoples (exchange of
Learning goods and technologies, depopulation, influences on government and social institutions)
Outcomes: 2.8 explore the relationship between historical globalization and imperialism
2.9 examine multiple perspectives on the political, economic and social impacts of historical
globalization and imperialism
2.10 examine imperialist policies and practices that affected Indigenous peoples (British rule in India,
British and French rule in Canada, post-colonial governments in Canada)
2.11 analyze contemporary global issues that have origins in policies and practices of post-colonial governments in
Canada and other locations (consequences of residential schools, social impact on Indigenous peoples, loss of
Indigenous languages, civil strife)
2.13 examine legacies of historical globalization and imperialism that continue to influence globalization
LEARNING OBJECTIVES
Students will:
1. examine the effects of colonization on Indigenous people through completing worksheet notes and their "100 years of loss"
activity and worksheet
ASSESSMENTS (How I will know students have achieved the objective(s))
 Completing notes and workbook
 completing 100 years of loss worksheet
 whiteboard review
Prior to the Lesson MATERIALS AND EQUIPMENT
 print 100 years of loss survivor testimonies  Slides
 print 100 years of loss worksheets  Printed assignments


PROCEDURE
Introduction Time
Welcome
-Greet students
-Start on time. Make sure phones on desk

Really easy whiteboard questions recap

-What is at least one disease that affected Indigenous peoples?
-What animal's pelt was one of the main drivers of colonization?
-The depopulation of what animal led to a lack of food for many indigenous people?
-What law instituted in 1876 strictly controlled the lives of indigenous peoples and is still in place today?
-What was the main purpose of residential schools? hint: 1 word starts with A
-Until the government took them over in 1969, what was responsible for running many of the residential 4 min
schools?

Recap past classes and introduce today's activities

-"so we've been talking about the effects of colonization on indigenous people and things like small pox, the
numbered treaties, and the indian act"

Introduce today's activities

-Today we're going to continue our residential school timeline and then do a day in the life of residential
schools activity
Body Time

1
Recap the past class' information 3 mins
Continue Going through slides and timeline 15 mins
-watch videos until it gets to the long video slide

After residential school timeline, do 100 years of loss activity

-its ok if not all questions done. they're for people that rush through questions. Just make sure you're taking 30 mins
your time and engaging with the material
-circulate. prompt, redirect

-review and discuss their answers near the end of class 8 min
Closure Time
Review and Summarize information
-we covered the residential school timeline, their creation, the government policy of assimilation, and their
eventual end. We also went through these stories from survivors and answered questions about them

Question to ponder
3 mins
-not an exit slip question that you'd have to write down, but a question to ponder from your worksheet
-Based on what we've learned about residential schools so far, What are some of the impacts of residential
schools on the Indigenous community?

Sponge Activity/Activities More time to complete questions, more whiteboard review at end of class

Reflections: