An example of a Social Studies 11 lesson using AFL and literacy strategies.

1. How is resiliency evident in First Nations
responses to challenges they faced
throughout the 20th Century?
How is one’s identity interwoven with
one’s history?

2. Where do our understandings /
images come from of others come
from?

Represented Images of
First Nations People

3. See, Wonder, Think

As you watch the following video,
1. Write down images you see that connect
to what you think about First Nations
culture.
2. Write down images of First Nations
culture that might surprise you.
3. Capture any questions or wonderings you
have.

4. See, Wonder, Think

After you watch the video,
1. Write down any new understandings or
thoughts you have about the
representation of First Nations culture.
2. Quick write: How were the images of First
Nations in the video similar or different to
your ideas before watching the video?

5. 
 Go to video at this link…
 http://www.youtube.com/watch?v=c3Y1PRB3S1k

6. See, Wonder, Think

After you watch the view,
1. Write down any new understandings or
thoughts you have about the
representation of First Nations culture.
2. Quick write: How were the images of First
Nations in the video similar or different to
your ideas before watching the video?

7. See, Wonder, Think

After you watch the view,
1. Something that surprised me in the video
was…
2. I didn’t realize…
3. The video made me think…
4. Quick write: How were the images of First
Nations in the video similar or different to
your ideas before watching the video?

8. How does one recover from
historical injustices?

Impacts of Colonization &
Assimilation

9. Colonization
Placemat: On your
placemat write down
words, phrases or ideas
that help you understand
what colonization is and
the effect it had on
Aboriginal life.

10.  I want to get rid of the
Indian problem.... Our
objective is to continue until
there is not a single Indian
in Canada that has not been
absorbed into the body
politic and there is no Indian
question, and no Indian
Department, that is the
whole object of this Bill.
- Duncan Campbell
Scott, Deputy Superintendent
of Indian Affairs, 1920 famous
quote about policy to make
attendance mandatory to
attend residential schools in
Canada for Indian children
ages 7 - 15 yrs. old ;
Assimilation
Placemat: On your
placemat write down
words, phrases or ideas
that help you understand
what assimilation is and
the effect it had on
Aboriginal life.

11.  Two primary objectives of
the residential schools
system were to remove and
isolate children from the
influence of their
homes, families, traditions
and cultures, and to
assimilate them into the
dominant culture.
 These objectives were based
on the assumption
aboriginal cultures and
spiritual beliefs were
inferior and unequal.
 Indeed, some sought, as it
was infamously said, "to kill
the Indian in the child.”
 Stephen Harper, PM
Assimilation
Placemat: On your
placemat write down
words, phrases or ideas
that help you understand
what assimilation is and
the effect it had on
Aboriginal life.

12. Cultural Implications

 Quick Write and Share:
1. How are colonization and assimilation
connected?
2. What were the implications of
assimilation and colonization on
Aboriginal people and their culture?

13. Learning Intention

 I can demonstrate knowledge of the challenges faced
by Aboriginal people in Canada during the 20th
century and their responses, with reference to
 − residential schools
 − reserves
 − self-government
 − treaty negotiations

14. Word Wall

Identify up to five words that can
be used to describe each of the
policies, events and government
actions faced by aboriginal people
in the 20th century.

15. Headlines

 For each of the policies, events and government
actions faced by aboriginal people in the 20th
century, create a news headline that clearly shows
your understanding of:
The struggle faced by aboriginal peoples.
and/or
The aboriginal people’s response and their resiliency.

16. Capture Their Thinking Sheets


17. Ticket Out / In the Door

 The Canadian Government, on behalf of the
Canadian people, has apologize for their policy of
assimilation.
 What is the responsibility of those in the present to
right the injustices of the past?
 or
 How does speaking with / interacting with our
histories transform the relationship of injustice?

18. Who exactly went to these schools?

•Every Aboriginal child between the ages of 5 to 15 years old.
•Over the decades, thousands of Aboriginal children across
Canada [First Nation, Métis and Inuit] passed through these
schools.

19. What did these children do there?
They learned “useful”
skills such as farming,
carpentry and domestic
skills.
The purpose?
To “teach” them white
British skills instead of
hunting and gathering.

21. 

22. Impact

 When the children were taken from their homes the
community was left in a state of shock and despair.
 Some turned to alcohol.
 Native children were deprived of normal family life
and did not learn how to be parents.
 Children were taken from their
home, culture, land, community…Their identity was
torn from them.
 Many children who went to Residential schools
never returned because they died from
disease, beatings, suicide, or failed escapes.

23. Official Apology

 Google search the Apology video

24. Reconciliation

In groups try to agree on a definition of
reconciliation?
What are some characteristics of
reconciliation?
What are some examples of reconciliation?
Is there a power balance in reconciliation?

25. Truth and Reconciliation

There is an emerging and compelling desire to put the
events of the past behind us so that we can work
towards a stronger and healthier future. The truth
telling and reconciliation process as part of an overall
holistic and comprehensive response to the Indian
Residential School legacy is a sincere indication and
acknowledgement of the injustices and harms
experienced by Aboriginal people and the need for
continued healing.

26. Truth and Reconciliation

This is a profound commitment to establishing new
relationships embedded in mutual recognition and
respect that will forge a brighter future. The truth of
our common experiences will help set our spirits free
and pave the way to reconciliation.

27. Royal Commission on
Aboriginal People

 “Canada is a test case for a grand notion — the notion that
dissimilar peoples can share lands, resources, power and dreams
while respecting and sustaining their differences. The story of
Canada is the story of many such peoples, trying and failing
and trying again, to live together in peace and harmony. But
there cannot be peace or harmony unless there is justice. It was
to help restore justice to the relationship between Aboriginal
and non-Aboriginal people in Canada, and to propose practical
solutions to stubborn problems, that the Royal Commission on
Aboriginal Peoples (RCAP) was established.” — page ix, A
Word From Commissioners

28. 

29. Resiliency

30. Education

How does education
help reconciliation
with Aboriginal
people?

31. Provincial Exam Preparation

How is resiliency evident in
First Nations responses to
challenges they faced
throughout the 20th Century?