first nations justice unit plan
DESCRIPTION
First Nation’s Justice. Paying particular attention to First Nation’s writers and artists in discussing or describing social injustice and inequities. 1. Help students to see historical events from a variety of perspectives2. Build awareness of stereotyping, generalization, and racism.3. Foster critical and creative thinking4. Build personal and social values and skills5. Support independent learningTRANSCRIPT
ECUR200 First Nations Justice Matthew Burgess mrb064
Unit Plan TemplateTitle of the Unit: First Nation’s Justice Grade 12 English
Length of Unit: 4 weeks and 1 day.
UNIT OVERVIEW First Nation’s Justice. Paying particular attention to First Nation’s writers and artists in discussing or describing social injustice and inequities.
FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS Please refer to applicable/relevant Saskatchewan Ministry of Education curriculum documents. 1. Help students to see historical events from a variety of perspectives 2. Build awareness of stereotyping, generalization, and racism 3. Foster critical and creative thinking 4. Build personal and social values and skills 5. Support independent learning
PRE-ASSESSMENT / PRIOR KNOWLEDGE
DIVERSITY ISSUES
Classroom full of predominantly white middle to upper-middle class students. There are 2 students of First Nation’s descent from the middle to upper-middle class. No major issues between students with regards to diversity.
First Nation’s Justice
ECUR200 First Nations Justice Matthew Burgess mrb064
Unit Organizer
Topic 1: Intro lesson David
Ahenakew
Topic 2 “Dry Lips Oughta Move to Kapuskasing” by
Tomson Highway
Topic 5: Independent novel study
Topic 3: “My Name is
Seepeetza” by Shirley Sterlin
Topic 4: Research
Assignment
ECUR200 First Nations Justice Matthew Burgess mrb064
Topics Outcomes & Indicators
Activities Materials Assessment Adaptations and Differentiations
Topic 1 Intro lesson David Ahenakew
Students will develop critical thinking through deeper understanding of events leading up to Ahenakew’s famous comments
Classroom discussion on racism and investigate Ahenakews life.
Internet access and projector
In class discussion
PGG 1.1, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6, 5.2, 6.3, 6.7
Topic 2 “Dry Lips Oughta Move to Kapuskasing” by Tomson Highway
Tomson
1. Students will develop creative writing skills through short story activity
2. Students will develop oratory skills through presentation of stories to the class as in First Nations oral tradition.
3. Students will develop listening and comprehension skills as active participants in oral presentation
Reading of the play with participation from students who will read individual characters. Discuss themes as we progress through the play
Internet access and projector
Copies of “Dry Lips Oughta Move to Kapuskasing” by Tomson Highway
Students will be assessed on how well they included the short list of random items and “lesson to learn” or “moral”.
ECUR200 First Nations Justice Matthew Burgess mrb064
PGG
1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.6, 4.1, 4.5, 5.2, 6.3, 6.7
Topic 3: “My Name is Seepeetza” by Shirley Sterlin
1. Students will develop visual interpretation of text through discussions of themes
2. Students will develop literal and symbolic expression of ideas.
In-class silent reading 25 min followed by 25 min discussion and analysis of text and themes
One-pager response to each chapter in the novel:
Choose two or more excerpt from the reading, and
Create a graphic representation (must include drawings and/or photos that tie to the quotes that were chosen). Must also include a personal comment or response to what has been read.
Internet access and projector
Copies of “My Name is Seepeetza” by Shirley Sterlin
Students will be assessed on how well they follow criteria set out for their one pager assignments
PGG
1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 5.2, 6.3, 6.6, 6.7,
ECUR200 First Nations Justice Matthew Burgess mrb064
Topics Outcomes & Indicators
Activities Materials Assessment Adaptations and Differentiations
Topic 4: Research Assignment
1. Students will develop research skills through investigation into cultural and political struggles in Canada
2. Students will develop objective thinking skills through analysis and interpretation of First Nations and Government
3. Students will develop and improve upon presentation skills through presentation of conflicts
4. Students will develop and improve upon creative writing through role playing or interpretive presentation written requirements.
1. In groups of 2: Give an interpretive presentation of the events of the conflict. Create a visual timeline of events leading up to, during, and after the conflict. Discuss the details of the event(s) from the “many voices” perspective of those involved. To be presented to the class. One page written guide explaining presentation
2. Individual role play: You are a person directly involved in the conflict you have researched. Given the circumstances of the event, write a 2-3 page letter to a close family member explaining the situation from your perspective. To be handed in.
Internet access and projector
Library access
Assessed on research and presentation skills through 1 page written guide explaining presentation or the 2/3 page letter to close family member.
PGG
1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6, 5.2, 6.3, 6.6, 6.7
ECUR200 First Nations Justice Matthew Burgess mrb064
Topic 5: Independent novel study
1. Students will continue to develop creative writing skills and comprehension through essay assignment.
2. Students will continue to build on visual interpretation of text through comparing and contrasting recurring themes.
3.Students will use text interpretation skills as tools to better aid them in unifying, compartmentalizing, and prioritizing important ideas
Students will have class time to research and write an essay 5 pages in length that compares and contrasts works already covered in unit with a novel of their choosing that involves themes already discussed.
Internet access and projector
Students assessed on 5 page essay
PGG
1.1, 1.3, 2.1, 2.3, 3.1, 3.2, 3.4, 3.6, 5.1 ,5.2, 6.3, 6.5
ECUR200 First Nations Justice Matthew Burgess mrb064
Lesson PlanUnit: Aboriginal Justice Topic 1: Intro lesson David Ahenakew
Grade 12 Time allotted: 1 class
Overview and Purpose –
Learn to recognize that events occur for many different reasons and while racism is never acceptable, it can still be a very influential force.
PPG Goal Addressed1.1, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6, 5.2, 6.3, 6.7
Cross Curriculum CompetenciesLifelong Learners Self and Community
Engaged Citizens
Social Responsibility LiteraciesIdentity/Interdependence Thinking
Outcomes/Indicators
1. Students will develop critical thinking through deeper understanding of events leading up to Ahenakew’s famous comments
Introduction: Read Ahenakew article from the Saskatoon Star Phoenix
Instructional Methods
Classroom discussion on racism and learn more about Ahenakews life.
Materials
Internet access and projector
ECUR200 First Nations Justice Matthew Burgess mrb064
Closure:
Free speech: Douglas Christie, lawyer for David Ahenakew speaks about the February 2009 acquittal of his client on charges of promoting hatred.
http://www.youtube.com/watch?v=YPqOlgmNbus&feature=related
Adaptations/Differentiations: No Adaptations/Differentiations required
Assessment of outcomes/objectives:
Students assessed on class discussion
.
Reflections:
ECUR200 First Nations Justice Matthew Burgess mrb064
Lesson PlanUnit: Aboriginal Justice Topic 2: “Dry Lips Oughta Move to Kapuskasing” by Tomson Highway
Grade 12 Time allotted: 4-5 classes
Overview and Purpose –
-Develop an understanding of the kinds of problems facing First Nations communities as a result of colonization and government influence. -Explore First Nations folklore/mythology in the character of Nanabush.
PPG Goal Addressed
1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.6, 4.1, 4.5, 5.2, 6.3, 6.7
Cross Curriculum CompetenciesLifelong Learners Self and Community
Engaged Citizens
Social Responsibility LiteraciesIdentity/Interdependence Thinking
Outcomes/Indicators
1. Students will develop creative writing skills through short story or myth activity involving the character of the Nanabush, the trickster.
2. Students will develop oratory skills through presentation of stories to the class as in the First Nations oral tradition.
3. Students will develop listening and comprehension skills as active participants in each other’s oral presentation
Introduction:
Read Iroquois - Earth Diver creation story
Introduce Bio of Tomson Highway
Materials
Internet access and projector
ECUR200 First Nations Justice Matthew Burgess mrb064
Discuss themes explored in the play; Social Injustice, Violence and Abuse, Cultural Assimilation, Lost Tradition, Spirituality, Positivity Despite Adversity.
Instructional Methods
Reading of the play with participation from students who will read individual characters. Discuss themes as we progress through the play.
Copies of “Dry Lips Oughta Move to Kapuskasing” by Tomson Highway
Closure:
Write a short story or myth involving the character of the Nanabush, the trickster. Students will be given a short list of random items to incorporate into their story and it must have a “lesson to learn” or “moral”. Students will read the stories to the class as in the First Nations oral tradition.
Adaptations/Differentiations: No Adaptations/Differentiations required
Assessment of outcomes/objectives:
Students will be assessed on how well they included the short list of random items and “lesson to learn” or “moral”
Reflections:
ECUR200 First Nations Justice Matthew Burgess mrb064
Lesson PlanUnit: Aboriginal Justice Topic 3: “My Name is Seepeetza” by Shirley Sterlin
Grade 12 Time allotted: 4-5 classes
Overview and Purpose –
-Develop a greater understanding of the hardships First Nations faced in residential schools in Canada -Make the connection between what is happening to the characters and our society today.
PPG Goal Addressed1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 5.2, 6.3, 6.6, 6.7,
Cross Curriculum CompetenciesLifelong Learners Self and Community
Engaged Citizens
Social Responsibility LiteraciesIdentity/Interdependence Thinking
Outcomes/Indicators
1. Students will develop visual interpretation of text through discussions on themes
2. Students will develop literal and symbolic expression of ideas.
Introduction:
Introduce Bio of Shirley Sterling
Discuss themes explored in the play; Residential schools, Catholicism, Persecution, Power of Family, Home is Best, Loneliness, Compassion, Bullying
Instructional Methods
Materials
Internet access and projector
Copies of “My Name is Seepeetza” by Shirley Sterlin
ECUR200 First Nations Justice Matthew Burgess mrb064
In-class silent reading 25 min followed by 25 min discussion and analysis of text and themes
One-pager response to each chapter in the novel:
Choose two or more excerpt from the reading, and
Create a graphic representation (must include drawings and/or photos that tie to the quotes that were chosen). Must also include a personal comment or response to what you have read.
Closure:
Adaptations/Differentiations: No Adaptations/Differentiations required
Assessment of outcomes/objectives:
Students will be assessed on how well they follow criteria set out for their one pager assignments
Reflections:
ECUR200 First Nations Justice Matthew Burgess mrb064
Lesson PlanUnit: Aboriginal Justice Topic 4: Research Assignment
Grade 12 Time allotted: 4-5 classes
Overview and Purpose –
Gain a more full understanding of historical events by exploring the many perspectives and interpretations of history.
PPG Goal Addressed1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6, 5.2, 6.3, 6.6, 6.7
Cross Curriculum CompetenciesLifelong Learners Self and Community
Engaged Citizens
Social Responsibility LiteraciesIdentity/Interdependence Thinking
Outcomes/Indicators
1. Students will develop research skills through investigation into cultural and political struggles in Canada
2. Students will develop objective thinking skills through analysis and interpretation of First Nations and Government
3. Students will develop and improve upon presentation skills through presentation of conflicts
4. Students will develop and improve upon creative writing through role playing or interpretive presentation written requirements.
Introduction:
Discuss themes prevalent in society postcolonial to present;
Materials
Internet access and
ECUR200 First Nations Justice Matthew Burgess mrb064
Tradition and Culture, Assimilation, Justice or injustice, Many Perspectives.
Instructional Methods
Students research historical instances of conflict between First Nations and the Government of Canada
projector
Library access
Closure:
In groups of 2: Give an interpretive presentation of the events of the conflict. Create a visual timeline of events leading up to, during, and after the conflict. Discuss the details of the event(s) from the “many voices” perspective of those involved. To be presented to the class. One page written guide explaining presentation.
or
Individual role play: You are a person directly involved in the conflict you have researched. Given the circumstances of the event, write a 2-3 page letter to close family member explaining the situation from your perspective. To be handed in.
Adaptations/Differentiations: No Adaptations/Differentiations required
Assessment of outcomes/objectives:
Assessed on research and presentation skills through 1 page written guide explaining presentation or the 2/3 page letter to close family member.
Reflections:
ECUR200 First Nations Justice Matthew Burgess mrb064
Lesson PlanUnit: Aboriginal Justice Topic 5: Independent novel study
Grade 12 Time allotted: 4-5 classes
Overview and Purpose –
Students will now use the skills they’ve learned to do their own independent study to compare and contrast with what they’ve chosen and the material they have already studied.
PPG Goal Addressed1.1, 1.3, 2.1, 2.3, 3.1, 3.2, 3.4, 3.6, 5.1 ,5.2, 6.3, 6.5
Cross Curriculum CompetenciesLifelong Learners Self and Community
Engaged Citizens
Social Responsibility LiteraciesIdentity/Interdependence Thinking
Outcomes/Indicators
1. Students will continue to develop creative writing skills and comprehension through essay assignment.
2. Students will continue to build on visual interpretation of text through comparing and contrasting recurring themes.
3. Students will use text interpretation skills as tools to better aid them in unifying, compartmentalizing, and prioritizing important ideas
Introduction: Reflection discussion on previous assignments including theme revision
Instructional Methods: Students will have class time to research and write an essay 5 pages in length that compares and
Materials
Internet access and projector
ECUR200 First Nations Justice Matthew Burgess mrb064
contrasts works already covered in unit with a novel of their choosing that involves themes already discussed.
Closure:
Adaptations/Differentiations: No Adaptations/Differentiations required
Assessment of outcomes/objectives:
Students assessed on 5 page essay
Reflections: