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Residential School Inquiry Project based on: The Secret Path by Gord Downie

English Language Arts 10

Grade: 10Subject: English Language Arts

Big Idea (What will your students understand):#1The Exploration of text and story deepens our understanding of diverse, complex ideas about identity, others and the world.

Driving Questions (What is the big idea that your students will understand at the end):

How have residential schools impacted both Aboriginal and non-Aboriginal peoples in Canada?

Curricular Competencies (What will your students be able to do?):2, 6, 12, 13, 18, 21

Content Standards (What will your students know):3, 5, 8, 10, 13

Core Competencies (What can your students say about these?):

Positive Personal and Cultural IdentityCritical Thinking

First Peoples Principles of Learning (Which principles are woven into this unit):-Learning involves generational roles and responsibilities-Learning is holistic, reflexive, reflective, experiential and relational-Learning is embedded in memory, history and story

ADST (Applied Design, Skills and Technology & Computational Thinking)

NO

Lesson Sequence/ Student Learning Intentions (What is the sequence of skills and concepts that your students are going to be learning about in this unit?):

Intro:1.

- Google Lesson: set up folders and core competencies- Sequence: chrome, explore, make folders, drag and drop word, make a copy

**Students create a Google File on Residential Schools for project. Student share folder with teachers. All activities and assignments throughout this project- students will make a copy and put in “Residential School Folder”

- KWL sheet : Do first 2 now and the last column at the end of project. Teacher uses: What do you know about Residential School sheet from the Indian Residential Schools and Reconciliation Teacher Guide. Pg. 22 as prompts to fill in the KWL columns.

- Pre-Reading Vocabulary worksheet- students complete matching exercise to familiarize themselves with common vocabulary that will be used throughout the unit

2. Learn about Gord Downey:- Gord Downie Song Depiction Assignment (see handout): Listen to the following songs

and discuss meaning of the song, emotions, images and create a visual to depict it: Songs: “Wheat Kings” & “Courage”

- Gord Downie Biography: (see handout) Students will use the discovery prompts listed to research and write a biography on Gord Downie- rubric attached

3. Celebrating Culture Lesson: this lesson is meant to celebrate and provide background information on Chanie Wanjack’s culture/life

- Sensory activities: eat/ make bannock, read Anishinabe creation story, listen to cultural music [not Gord Downey])

- Art: Two adult students from Loni’s FN Grad program will come and teach students how to make a dreamcatcher and the significance of it. (generational/experiential teaching)

- Supplies Needed: Leather/suede, rings, sinew, feathers, beads

4. Intro to Residential Schools Video: 8th Fire- “Its Time” (Episode 2)- Group discussion after the video and students will complete complete critical

thinking/viewing questions after viewing the film. (attached worksheet)

5. Start Reading Secret Path: Sequence:- Intro: Fact and Inference Lesson, using cover and page 1.

- 9 Songs: Read Song to class- following along with graphic novel- while reading each song, discuss meaning, point out literary term examples,images, tone. After reading- listen to the actual song (YouTube).

- Students to complete after each song: Reflective journal prompt and literary terms (definition and example from song) (see attached)

- Songs:● The Stranger:● Swing Set:● Seven Matches● I will not be stuck● Son:● Secret Path:● Don’t Let This Touch You● Haunt Them, Haunt Them● The Only Place to Be:

6. - Complete KWL chart “L”- students will fill in everything they learned/answer the questions they asked on their KWL chart

- Watch: Reconciliation Video- Murray Sinclair

7. Alex Nelson- Aboriginal Role Model Presenter- Alex will discuss his Residential school experience with students-Alex ends his

presentation with a hopeful messages for students

8. Exit Interview (assessment):Students will show me and tell what they learned while working on :KWL, Gord Downie Bio, 8th Fire, Literary Terms, and the Journal Prompts.

- What do you still wonder about?

- What made the biggest impact on you personally during this inquiry?

- What can you do in your life to deepen your own and your communities understanding around Aboriginal issues?

- What were you surprised about?- How can you take action and contribute to reconciliation?

Mark out of 35. They will then give themselves a mark out of 15, based on how they did during the assessment, totally 50 in the end.

Additional Lessons:1. Picture Book “I am Not a Number” , table talk/ write: what are you thinking & What are you wondering? Then digital journal entry- writing prompt from story.

2. Use: Indian Residential Schools and Reconciliation Teacher Guide. 2 Case studies, Case Study 1: Student Protest Running Away Section, there are 6. Teacher choose 2 to read. Students do a reflection in Google Folder.

Additional ResourcesVideos:

- 8th Fire- Episode 2- YouTube: Secret Path https://www.youtube.com/watch?v=yGd764YU9yc- Reconcilation: http://www.trc.ca/websites/reconciliation/index.php?p=312

Field Trips: n/a

Website links:http://www.mbteach.org/mtscms/2017/04/26/secret-path-lesson-plans/http://secretpath.ca/YouTube: Secret Path https://www.youtube.com/watch?v=yGd764YU9ycReconcilation: http://www.trc.ca/websites/reconciliation/index.php?p=312

Guest presenters: Alex Nelson (Role Model, Residential Schools)

Formative Assessments

Co-constructing Criteria:- Rubric for Gord Downie Bio Project

Descriptive Feedback:

Peer Assessment/ Feedback:

Self Assessment:

- Self assess interview at the end

Summative Assessments:- Exit Interview ( based on all work through and learning- out of 35)

Name ____________________________________________ Date _______________________

KWL ChartBefore you begin your inquiry, list what you know and what you’d like to know in the first two columns. You should come back to this chart a few times over your inquiry, adding to your knowledge base, answering questions you asked, and creating more questions that come up. At the end of this inquiry, using this

document as a reference, we will have an interview together. During this interview, we will discuss what you’ve learned in this process and any questions that came up that you were not able to find the answers to.

Topic ______Residential School in Canada___________________________________________

What I Know What I Want to Know What I Learned

The Secret Path:Pre-Reading Vocabulary Matching Assignment

Please match the following vocabulary terms with their proper definition by writing the letter of the definition in the blank space next to the term. If you do not know what a term is, please refer to a dictionary or look up on the internet to help you match it with the correct definition.

Term Definition

1. Aboriginal: ________ A. Unjust actions that are caused

By a particular mindset or Prejudice. A means of

treating people negatively because of their group identity.

2. Assimilation: _______ B. The feelings, ideas, or Demands of an individual or Group of people are not recognized or allowed to be Expressed by authorities such As the government.

3. Civil Rights: _______ C. Aboriginal people who reside In the Canadian arctic.

4. Culture: ______ D. Property set aside by the Crown for Aboriginal peoples.

5. Discrimination: ______ E. French word, meaning “mixed” Aboriginal people of mixed Heritage, typically of Aboriginal and European.

6. First Nation: _______ F. The culture of a minority or Immigrant group becomes lost Within another, more Dominant culture.

7. Inuit: ______ G. The customs, traditions, and Values of a country or its People.

8. Metis: ________ H. An attitude, usually negative, Directed toward a person or Group of people based on Wrong information

9. Oppression: _______ I. The basic privileges that Come with being a member

Of society in a certain country.10.Prejudice: _______ J. People inhabiting or existing in

a land from the earliest time11.Racism: _________ K. agreement between two

Parties.12.Reserve: _______ L. Aboriginal Canadians who are

Neither Metis nor Inuit.13.Segregation: ______ M. A belief that one race is

Superior to another. People Are not treated as equals Because of their cultural or Ethnic differences.

14.Treaty: _______ N. The Policy or practice of Separating people of different Races, classes or ethnic Groups, especially as a form Of discrimination

The Creation Story Retrieved from: http://www.pipekeepers.org/uploads/3/1/3/0/31306445/the_creation_story.pdf

Turtle Island For the Ojibway/Anishinabe people, the legend is as follows. Long ago, after the Great Mystery, or Kitchi-Manitou, first peopled the earth, the Anishinabe, or Original People, strayed from their harmonious ways and began to argue and fight with one another. Brother turned against brother and soon the Anishinabe were killing one another over hunting grounds and others disagreements. Seeing that harmony, brotherhood, sisterhood, and respect for all living things no longer prevailed on Earth, Kitchi-Manitou decided to purify the Earth. He did this with water. The water came in the form of a great flood, or mush-ko'-be-wun', upon the Earth destroying the Anishinabe people and most of the animals as well. Only Nanaboozhoo, the central figure in many of the Anishinabe oral traditions, was able to survive the flood, along with a few animals and birds who managed to swim and fly. Nanaboozhoo floated on a huge log searching for land, but none was to be found as the Earth was now covered by the great flood. Nanaboozhoo allowed the remaining animals and birds to take turns resting on the log as well. Finally, Nanaboozhoo spoke. "I am going to do something," he

said. "I am going to swim to the bottom of this water and grab a handful of earth. With this small bit of Earth, I believe we can create a new land for us to live on with the help of the Four Winds and Kitchi-Manitou." So Nanaboozhoo dived into the water and was gone for a long time. Finally he surfaced, and short of breath told the animals that the water is too deep for him to swim to the bottom. All were silent. Finally, Mahng, the Loon spoke up. "I can dive under the water for a long way, that is how I catch my food. I will try to make it to the bottom and return with some Earth in my beak." The Loon disappeared and was gone for a very long time. Surely, thought the others, the Loon must have drowned. Then they saw him float to the surface, weak and nearly unconscious. "I couldn't make it, there must be no bottom to this water," he gasped. Then Zhing-gi-biss, the helldiver came forward and said "I will try next, everyone knows I can dive great distances." So the helldiver went under. Again, a very long time passed and the others thought he was surely drowned. At last he too floated to the surface. He was unconscious, and not till he came to could he relate to the others that he too was unable to fetch the Earth from the bottom. Many more animals tried but failed, including Zhon-gwayzh', the mink, and even Mi- zhee-kay", the turtle. All failed and it seemed as though there was no way to get the much needed Earth from the bottom. Then a soft muffled voice was heard. "I can do it," it spoke softly. At first no one could see who it was that spoke up. Then, the little Wa- zhushk", muskrat stepped forward. "I'll try," he repeated. Some of the other, bigger, more powerful animals laughed at muskrat. Nanaboozhoo spoke up. "Only Kitchi-Manitou can place judgment on others. If muskrat wants to try, he should be allowed to." So, muskrat dove into the water. He was gone much longer than any of the others who tried to reach the bottom. After a while Nanaboozhoo and the other animals were certain that muskrat had give his life trying to reach the bottom. Far below the water's surface, muskrat, had in fact reached the bottom. Very weak from lack of air, he grabbed some Earth in his paw and with all the energy he could muster began to swim for the surface. One of the animals spotted muskrat as he floated to the surface. Nanaboozhoo pulled him up onto the log. "Brothers and sisters," Nanaboozhoo said,"muskrat went too long without air, he is dead." A song of mourning and praise was heard across the water as muskrat's spirit passed on to the spirit world. Suddenly Nanaboozhoo exclaimed, "Look, there is something in his paw!" Nanaboozhoo carefully opened the tiny paw. All the animals gathered close to see what was held so tightly there. Muskrat's paw opened and revealed a small ball of Earth. The animals all shouted with joy. Muskrat sacrificed his life so that life on Earth could begin anew. Nanaboozhoo took the piece of Earth from Muskrat's paw. Just then, the turtle swam forward and said, "Use my back to bear the weight of this piece of Earth. With the help of Kitchi-Manitou, we can make a new Earth." Nanaboozhoo put the piece of Earth on the turtle's back. Suddenly, the wind blew from each of the Four Directions, The tiny piece of Earth on the turtle's back began to grow. It grew and grew and grew until it formed a mi- ni-si', or island in the water. The island grew larger and larger, but still the turtle bore the weight of the Earth on his back. Nanaboozhoo and the animals all sang and danced in a widening circle on the growing island. After a while, the Four Winds ceased to blow and the waters became still. A huge island sat in the middle of the water, and today that island is known as North America. Traditional Indian people, including the Ojibway, hold special reverence for the turtle who sacrificed his life and made life possible for the Earth's second people. To this day, the muskrat has been given a good life. No matter that marshes have been drained and their homes destroyed in the name of progress, the muskrat continues to survive and multiply. The muskrats do their part today in remembering the great flood; they build their homes in the shape of the little ball of Earth and the island that was formed from it. http://www.gct3.net/wp-cont…/uploads/…/01/creation_story.pdf

Gord Downie Song Depiction

In this assignment, you will read and pick one of the two songs listed below and depict it visually. In order to depict the song, you must first try and understand it. You can start by brainstorming ideas about the meaning of the song, the story it is trying to tell, and the images and emotions that it evokes. Then, you can draw a rough sketch of it. Use this sheet for your planning. Once completed, take a picture of your work and save it in your Residential School file.

You may create it using materials of your choice: mixed media, watercolours, acrylic, black and white drawing, charcoal, clay, etc.

Song Title:

What is the meaning of the song? What story is it trying to tell?

What emotions and images are evoked?

Rough Visual plan/sketch

Song Choice #1

"Wheat Kings"

Sundown in the Paris of the prairiesWheat kings have all treasures buriedAnd all you hear are the rusty breezesPushing around the weathervane Jesus

In his Zippo lighter he sees the killer's faceMaybe it's someone standing in a killer's place

Twenty years for nothing, well, that's nothing newBesides, no one's interested in something you didn't do

Wheat kings and pretty thingsLet's just see what the morning brings

There's a dream he dreams where the high school's dead and starkIt's a museum and we're all locked up in it after darkWhere the walls are lined all yellow, grey and sinister

Hung with pictures of our parents' prime ministers

Wheat kings and pretty thingsWait and see what tomorrow brings

Late breaking story on the CBCA nation whispers, "We always knew that he'd go free"

They add, "You can't be fond of living in the past'Cause if you are then there's no way that you're going to last"

Wheat kings and pretty thingsLet's just see what tomorrow brings

Wheat kings and pretty thingsOh that's what tomorrow brings

Writer(s): Gordon Sinclair, Robert Baker, Johnny Fay, Paul Langlois, Gordon Downie

Song Choice #2

"Courage (For Hugh Maclennan)"

Watch the band through a bunch of dancersQuickly, follow the unknown

With something more familiarQuickly, something familiar

Courage, my wordIt didn't come, it doesn't matter

Sleepwalk, so fast asleepIn a motel that has the lay of homeAnd piss on all of your backgroundAnd piss on all your surroundings


Courage, your wordIt didn't come, it doesn't matter


Courage, it couldn't come at a worse time

There's no simpleExplanation

For anything importantAny of us do

And, yeah, the humanTragedy

Consists inThe necessityOf living with

The consequencesUnder pressureUnder pressure


Courage, your wordIt didn't come, it doesn't matter


Courage, it couldn't come at a worse time

It couldn't come at a worse timeNo

It couldn't come at a worse time

Courage

Writer(s): Gordon Downie, Johnny Fay, Joseph Paul Langlois, Robert Baker, Gordon Sinclair, Robert Gordon Sinclair, Paul Langlois

Gord Downie Biography: Secret Path Inquiry

Discovery Prompts:

1) Early life, including nationality, birth, age, siblings, marriage, and children2) Acting history3) Singing history4) Albums5) Environmental work

6) The Great Moon Gathering7) Cancer diagnosis8) Philanthropy, including Secret Path summary9) The Tragically Hip history

Include a variety of images, video, and audio clips throughout the biography. You must use a combination of resources. A single source biography will not be assessed. Try looking on Wikipedia, his Facebook page, website, and read articles written about him from a variety of authors. Once done, please copy into your Residential School folder.

The “givens” for this assignment include:

1. Proper grammar, spelling, etc.2. Variety of sources used (please do not copy/paste - quote and source appropriately)3. Name, title, and approved format followed (essay with links available, slide show, poster with

computer to backup audio/video, etc.,)4. Each of the discovery prompts addressed5. Video, audio, and images used6. One full page or more in length for essay, ten page slide show, and/or standard poster size filled7. Rubric understood and used as a guide

Gord Downie Biography RubricPoints scored Ideas & Content

Writing is lively, interesting,and memorable, the writing keeps the reader's attention, and the ideas are supported by details.

Organization Introduction is inviting, ideas and important details and paragraphs fit where placed, the transitions are used effectively between ideas & paragraphs, and the ending is effective.

VoiceThe reader feels the author's emotions and the writing sounds real and has personality.

Word Choice Writer uses appropriate descriptive vocabulary.

Sentence FluencyThe writing flows and the writer uses different beginnings and lengths for sentences.

Conventions The writer shows a clear understanding of capitalization, punctuation, spelling, and grammar.

4 points

Exceeds the standard

•Writer knows topic really well• Early life, significant events,

•Carefully organized with varied transitions

•Writer's personality comes through in a

•Has a variety of strong words •Words create vivid

•Has creative sentences of different kinds and

•Has FEW or NO errors in capitalization, punctuation,

contributions, char. traits and conclusion all included.•Many interesting details

•Lead grabs reader's attention •Conclusion works well •Details and paragraphs are in right order

special way •Writer's voice is lively & confident

pictures in reader's mind

lengths •Sentences flow, making the writing enjoyable to read

spelling, and grammar •Writing is easy to read

3 points

Meets the standard

• Early life, significant events, contributions, char. traits and conclusion all included•Writer knows the topic•Most details fit and are interesting

•Has some transitions•Most parts of paper fit together.•Most details & paragraphs are in right order

• Most of the time the writer's voice and personality show up in the writing.

•Writing has some strong words•Some words create pictures in the reader's mind

•Sentences are different lengths •Sentences have varied beginnings •Sentences fit together well

•Has FEW errors in capitalization, punctuation, spelling, and grammar •Sounds correct when read aloud

2 points

In Process

•Missing ONE or more of the following: early life, significant events, contributions, char. traits and conclusion •Writer doesn’t know enough about the topic •Needs more details

•Few transitions used•Too many details are out of order

•Sometimes the writer's voice comes through •Writing does not draw the reader in

•Too many dull, ordinary words •Some words just don't fit

•Sentences are too short or too long•Same beginnings used over and over •Reader is confused and has to re-read for meaning

•Too many errors in capitalization, punctuation, spelling, and grammar make the writing difficult to read •Editing needed

1 point

More effort, please

•Missing TWO or more of the following: early life, significant events, contributions, char. traits and conclusion•Writer doesn't know topic•Details lacking•Ideas missing or don't make sense

•Paragraphs and/or transitions missing•Too many details are out of order

•Writing is flat •Writer's voice does not come through at all

• Words don't show the writer's meaning •Reader is confused by the writer's choice of words

•Not enough complete sentences •Writing does not make sense

•Capitalization, punctuation, spelling, and grammar mistakes make the writing impossible to read and understanding. •Major editing needed

Secret Path Journal Prompts

Each journal response should be in paragraph form, using the conventions of grammar and spelling, answer each of the questions posed for each poem, and should be packed full with vibrant and spicy school and audience appropriate language that expresses why you feel the way you do about each section of Gord Downie’s Secret Path.

The StrangerPlease write a reflection that tells me what “I am the Stranger” means, what and where is the “Secret Path”, who is “not gonna stop”, and what does “Please, just let me catch my breath” mean?

Swing SetWho was Chanie speaking with, what was he waiting for, why did he look behind him, and what emotions did the image of the swing “dancing wildly where it was” give you?

Seven MatchesHow and why did the woman hurt Chanie’s feeling and what is the significance of the countdown of matches he has left? Pick one image from this section and tell me what it’s significance is to Chanie and what emotions it evokes in you.

I Will Not Be StruckWhy does Chanie think back about his father while he is on the run on the Secret Path, what are the meanings behind being struck (literal and figurative), and what is the meaning of,

“I am staring into spaceForever or else

Enter the wilderness

And we only have ourselves”?

SonWhat is the significance for Chanie when the song says, “Son, when you dance, I’ll be on your shoulder, And you’ll feel it”? What does it mean “When something occurs in your heart And there isn’t a next sentence”? Pick one image from this section and tell me what it’s significance is to Chanie and what emotions it evokes in you.

Secret PathSecret Path tells the story of Chanie Wenjack, a 12-year-old Anishinaabe boy who died in 1966 when he tried to run away from the Cecilia Jeffrey Indian Residential School. He was trying to return home, which was 400 kilometres away.

The theme of ‘returning home’, or ‘coming home’, is prevalent throughout the story. Do you have a story about going home? For example, it could be returning home after a vacation, or even after a day of school. What emotions or feelings are involved in coming home? What imagery do you see on the way home? Once arriving home?

You may write a narrative short story, a newspaper-style article, an oral storytelling piece, or a poem of your stylistic choice.

Don’t Let This Touch YouUsing a Google Doc, create a collage that fill the page with images and words that express the emotions elicited in this poem.

Haunt Them, Haunt Them, Haunt ThemThe raven is prevalent in the Secret Path. You will find him in many of the images following Chanie’s journey until the very end of the Secret Path. Why is the raven telling Chanie to haunt them, why did he wish Chanie a “plain Ordinary death”, and what is Chanie’s ultimate choice about how he wants to end his life? Pick one image from this section and tell me what it’s significance is to Chanie and what emotions it evokes in you.

The Only Place To BeAs Chanie is dying, he says that the wolf, the raven, the sun, and the wind will have him in the end? What does this mean? Tell me what he also means when he says that,

“I’ll just close my eyesI’ll just catch my breath

This is the only place to be”. Pick one image from this section and tell me what it’s significance is to Chanie and what emotions it evokes in you.

Secret Path Final EntryChanie Wenjack haunts us. His true story is a painful reminder of a very dark part in Canadian history. Chanie’s story, brought to the forefront by Gord Downie, has touched millions of hearts here in Canada and abroad. His story, along with many others, is protected at The National Centre for Truth and Reconciliation (NCTR) at the University of Manitoba. There they work tirelessly to preserve, reveal, and move Canada forward on the path of reconciliation. For your final entry, I would like you to reflect on what you’ve learned about residential schooling, Chanie or another person’s journey, and in what way you can honour the memory of what happened right here at home in Canada.

Gord Downie’s Secret Path Literary Terms Assignment

In this assignment, you will define the literary terms linked to each of the nine Secret Path songs Gord Downie wrote. After you have defined each literary term, you will quote an example of that literary term and paste an image that goes along with it. Please find below a list of the songs and the terms:

The Stranger1) First Person Point of View:

a) Definition:

b) Example from song:

2) Imagery - a) Definition:


Swing Set1) Personification -

a) Definition:


2) Onomatopoeia - a) Definition:


Seven Matches1) Suspense

a) Definition:


2) Plot a) Definition:

b) Example from song: I Will Not Be Struck

1) Allusion - a) Definition:


2) Allegory - a) Definition:


Son1) Ambiguity -

a) Definition:


2) Figurative Meaning - a) Definition:


Secret Path

1) Literal Meaning - a) Definition:


2) Narrative Poem - a) Definition:


Don’t Let This Touch You1) Metaphor -

a) Definition:


2) Tone - a) Definition:


Haunt Them, Haunt Them, Haunt Them1) Dilemma -

a) Definition:


2) Paradox - a) Definition:


The Only Place To Be1) Protagonist -

a) Definition:


2) Antagonist - a) Definition:


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