The document discusses First Nations experiences in Canada during the 1920s and topics such as status and non-status Indians, treaty Indians, and residential schools. It also covers Prime Minister Harper's apology for residential schools, the effects of the schools, and whether Canada's residential school system constituted cultural genocide. Students engage in group activities to analyze the historical significance and lasting impacts of residential schools.

1. FIRST NATIONS
What was their experience during the 1920s?

2. WHAT DOTHESEWORDS MEANTO
YOU?
■ STATUS INDIANS
■ NON-STATUS INDIANS
■ TREATY INDIANS
– DOYOU KNOWTHE DIFFERENCE BETWEEN
THESETERMS?

3. WHAT DOESTHISWORD MEANTO
YOU?
■ RESIDENTIAL SCHOOL
– With someone near you, create aWEB in your notes with “ResidentialSchools” in
the middle and include ANY information on it that connects to your understanding
of this term

4. Is this what you were thinking?

5. RESIDENTIAL SCHOOL APOLOGY
■ DURING: In your own words, list 3 things Prime Minister Harper apologized for.
■ AFTER: In about 3 sentences, explain how the apology made you feel.

6. VISUALANALYSIS

7. HISTORICAL SIGNIFICANCE
■ GROUPSOFTHREE-FOUR
■ ASSIGN ROLES: READER,WRITER, SPOKESPERSON (DOUBLE UP ON
SPOKESPERSON IN GROUPSOF FOUR)
■ COMPLETE SECTIONOF CHART ONYOURASSIGNED EVENT

8. HISTORICAL SIGNIFICANCE – LOST
LASTING EFFECTS?

9. HISTORICAL SIGNIFICANCE –TRUTH
AND RECONCILIATION COMMISSION
FINAL REPORT

10. HISTORICAL SIGNIFICANCE –
CULTURAL GENOCIDE?
■ AfterViewing andAfter the Lesson QuickWrite: Do you agree with labeling Canada’s
residential school system/program “cultural genocide”?