ESSENTIAL QUESTION(S)

Name: _Danna Schoff_ Subject: Social studies Grade Level: 2

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind) What will students know, understand and be able to do?

1. OUTCOMES

TR3.1 Exploring Challenges and Opportunities in Treaty Making:

Examine the relationships between First Nation peoples and the land, before and after the signing of treaties.

Outcome DR2.4

Describe the influence of Treaty and First Nations people on the local community

2. CONCEPT (BIG IDEA)

See attached.

3. QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS)

1. How was the land used in the past? 2. How am I connected to the land?3. How can I take care of the land?

4. How can I show respect for the land ? 5. What is a treaty?

6. How are treaty promises being upheld today? 7. What happens if a promise is broken?

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FRAMEWORK FOR BACKWARDS DESIGN UNIT PLANNING

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)How will students & teachers know if the learning outcome has been achieved?

Outcomes (Students need to know)What a student is expected to know, understand and be

able to do.

Indicators (Students are able to do)Ways that students demonstrate their learning of an

outcome; think ‘verb’; tells the story of outcome.

1. Saskatchewan Curriculum Document:

Outcome DR2.4: Describe the influence of Treaty and First Nations people on the local community.

2. Treaty Education Outcome Document:

TR3.1 Examine the relationships between First Nations people and the land, before and after the signing of treaties.

A. Share stories of the heritage of the community

B. Investigate the relationship of tradition First Nations to the land.

C. Identify on a map the Treaty territory within which the local community is situated.

D. Describe the reasons for Treaty from the perspective of the First Nations and the government.

E. Trace the evolution of the Treaty relationship in the community

F. Present oral, visual, or other interpretation or representation of historical understanding gained through oral history.

Examine the impact of geography on the relationship between First Nations people and the land.

Describe the lifestyle changes of First Nations, prior to and after placement on reserves.

Discuss the worldviews associated with ownership of the land and consider the impact those views have on a person’s relationship to the land.

Teacher Resources Student Resources

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(reference materials to build background knowledge)

Treaty Education Outcomes and Indicators: Saskatchewan Ministry of Educationhttps://www.edonline.sk.ca/bbcswebdav/library/materials/english/docs/Treaty%20Education%20Outcomes%20%26%20Indicators%20-%20Feb%2021%202013.pdf

Saskatchewan Curriculum Document:https://curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp

Integrating First Nations and Metis Content and Perspectivehttps://www.spiritsd.ca/learningresources/FNM%20Resources/GR2%20Dynamic%20Relationships,Done%20June%2014.pdf

Office of the Treaty Commissioner http://www.otc.ca Treaties of Canada

https://www.youtube.com/watch?v=RQr9zpCWe5Q

The Numbered Treatieshttps://www.youtube.com/watch?v=Qft2KnHa4CM

First Nations Relationships with the Landhttps://www.ictinc.ca/blog/first-nation-relationship-to-the-land

Honoring the Truth, Reconciling for the Futurehttp://www.myrobust.com/websites/trcinstitution/File/Reports/Executive_Summary_English_Web.pdf

Truth and Reconciliation Commission of Canada: Calls to Actionhttp://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf

Smart Board Activitieshttp://otctreatyteacherwikispace.wikispaces.com/SMART+Board+Activities

The Learning Circle: Classroom Activities on First Nations in Canadawww.etfo.ca/Resources/ForTeachers/Documents/The%20Learning%20Circle%20-%20Classroom%20Activities%20on%20First%20Nations%20in%20Canada.pdf

What is an Aboriginal Medicine Wheel?https://www.ictinc.ca/blog/what-is-an-aboriginal-medicine-wheel

(books, websites, magazines, artifacts) When the Shadbush Blooms

By: Carla Messinger & Susan Katz A Promise is A Promise By: Michael

Kusugak & Rober Munsch A River Lost by Lynn Bragg Alego By: Ningeokuluk Teevee Legend of the Bluebonnet By: Tomie

DePaola Legend of the Indian Paintbrush by

Tomie DePaola Sitting Bull Remembers By Ann Turner Secret of the Dance by Andrea Spalding When I was Eight By Christy Jordan-

Fenton & Margret Pokiak-Fenton Not My Girl by Christy Jordan-Fenton and

Margeret Pokiak-Fenton As Long As the Rivers Flow By: Larry

Loyie& Constance Brissenden Carry me, Mama By: Monica Devine I am Raven: A story of Discover BY: David

Bouchard The Lost Teachings by: Michael James

Isaac Turtle Island by: Kevin Sherry We are All Treaty People Video:

https://www.youtube.com/watch?v=0HbAr5PC4pY

We are all Treaty People ( Claire Kreuger)https://www.youtube.com/watch?v=1E6xDhWT8y8

Community Resources(Elder visits, guest speakers, field trip guides, etc)

Communication with Elders. As a teacher, it is important to learn from elders and work together to teach our students.

Royal Saskatchewan Museum – We are all Treaty People Exhibit.

https://royalsaskmuseum.ca/rsm/visit/exhibits/first-nations-gallery/treaty-people

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As long as the Sun Shines – Treaties in Saskatchewanhttps://www.youtube.com/watch?v=VhwZQdaPdo0

Treaties and Cultural Change: What are the Treaties? Two Different Views

.http://firstpeoplesofcanada.com/fp_treaties/fp_treaties_two_views.html

Children of the Broken Treaty articlehttp://www.cbc.ca/news/indigenous/children-of-the-broken-treaty-eye-opening-read-for-canadians-1.3218232

Treaty 6 Education: We are All Treaty People https://treaty6education.lskysd.ca/sites/treaty6education.lskysd.ca/files/SOCIAL%20gr5.pdf

Depts to Pay: Treaty Rights and Broken Promiseshttps://makingpeace.wordpress.com/2009/10/22/debts-to-pay-treaty-rights-and-broken-promises/

Promise Activities: http://www.livestrong.com/article/1003731-promise-activities-kids/

Attawapiskat Firs Nationhttp://www.attawapiskat.org

Assessment

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Pre-Assessment:

In their social studies journals, I would have my students respond to a prompt that allows me to see what knowledge they have in regards to relationships with the land over long periods of time. Using this as a pre-assessment will allow me to get a feel for how much my students know. Depending on how much/how little my students share with me will allow me to know how I need to direct my teaching.

Summative Assessment

TaskInstructional Scaffolding & Formative

AssessmentChecklist:

Throughout this unit, I will use a checklist that has each students’ name on it. I will also include the indicators covered in this unit on the checklist. As we progress in each lesson, I will circulate the

classroom and communicate with my students, checking a mark if

they are able to accomplish the “I can statement or indicator we are

working on. See attached.

Rubric:

I have attached a rubric with tentative elements for marking the

final poster projects. This rubric will be used when the work is

done. Criteria is subject to change after having a discussion with

students about how they feel they want to be marked and what they

find essential to be included in their project. See attached.

Different ways I will communicate and understand if my students are meeting the indicators include

the following types of formative assessments:

1. Think- Pair-ShareThis form of assessment provides students with an opportunity to think independently, share their opinions and thoughts with peers and then to share with the class if they are comfortable doing so.

2. Thumb SignalsI would use this form of assessment to check in with my students during instruction to get an understanding of where they are at in their learning.

3. Journal EntriesIn their social studies journals, I would ask my students to compose an entry about their learning. This would be a chance for students to collect and share their thoughts, show their personal understanding of what has been taught, and to share what they find interesting or bothersome. This would be a way for me to collect evidence of my students’ learning. Some questions I would consider asking include the following:- What did you learn about today?- What do you want to learn about?

4. Exit Slips:Similar to journaling, I would give my student a piece of paper to write down what they have learned throughout the lesson.

5. 3-2-1 SheetsI would use this type of assessment when teaching a lesson planned for more than one class period. I would have students write down three things that they remember from the day before, two examples from their learning and one thing they are still wondering about. Using this sheet would be another way for me to collect evidence of my students’ learning. See attached

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worksheet created by me.6. 2 Stars and a Wish:

This is a tool for students to use their own work. Using this sheet, students will write down two things that they think they have done well in their work. The students will then reflect and write down one thing they could have done differently or things they feel need work. I believe that this form of assessment will allow students to be proud of their work, reflect on it, and set goals for themselves.

7. Sandwich Assessment:In this type of assessment, students will assess each other’s work. This method of assessment allows students to give each other feedback on their work. Students will begin by giving one comment to their peer about what they like about their work. Then, they will suggest one thing for their peer’s work. To end, they will add one more thing about their peers work that they liked or found interesting.I would use this assessment one of two ways. The first way I would use this would be by giving students a worksheet to fill out for their peers. The second way would be to write down the prompts from the board and simply have the students discuss them with a friend. See attached.

8. Conversations:Throughout the creation of their final project, I will constantly be having conversations with my students and having them converse with each other. We will have a conversation at the beginning of the project about how students feel they should be assessed and what types of elements should be included on the poster. During the creation of the poster, I will talk with students about the choices they are making in their work. I also will have periods of time for students to talk with each other about their pieces of work and the decisions they made in the process of making it.

9. Including students in the assessment process.

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2 Stars and a WishName: ______________Date: ______________What are two things you like about your work? 1._______________________________________________________

_____________________________________________

2.

_________________________________________________________

____________________________________________

What is one thing you could have done differently?______________________________________________________________________________________________________

Sandwich AssessmentTo: ___________________From: _________________

1. One thing I liked about your work was: _____________________________________________________________________________________________

2. One thing I would suggest for you is: 7

_____________________________________________________________________________________________

3. Something else I liked about your work was: _____________________________________________________________________________________________

3-2-1 SheetName: ____________Date:______________

1. What are three things that you remember:

______________________________________________________________________________

2. Tell me two examples of something you learned?

___________________________________________________________________________

3. What is one thing you are still wondering about?

_________________________________________________________________________________

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Making A Poster : Poster

Teacher Name:  Ms. Schoff 

Student Name:     ________________________________________

CATEGORY 4- Exceeding 3- Meeting 2-Progressing 1- Not meetingUse of Class Time Used time well during each

class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed.

Content - Accuracy At least 7 accurate facts are displayed on the poster.

5-6 accurate facts are displayed on the poster.

3-4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Mechanics Capitalization and punctuation are correct throughout the poster.

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

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STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION What are the learning experiences for all students to achieve outcomes? What will the learning environment look like? What will the students do?

Learning Tasks & Experiences(list of ideas for learning experiences & lesson plans to develop)

Instructional Strategies & Adaptations

(Adaptive Dimension, Differentiated Learning)

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Throughout this unit, there will be times where the subject matter is very heavy and serious. There is always a possibility that it will be too large for students to grasp or some elements may be too complex. It is my job as the teacher of this unit to distinguish what my students will be able to handle in regards to this context. It is also my job to ensure I am presenting this information in the best way possible for my students in a way they will understand.

This unit also has many opportunities for students to be curious. There may be instances where students become curious about something and share these curiosities with you. It is important to me that I take my questions curiosities and questions seriously. If a question comes up that is related to this unit, I believe it is important to take the time to address it. This may mean re-routing the direction of the learning path to ensure that no doors are being shut on student learning , growth, and curiosity.

1. Aboriginal Relationship to the Land:In this lesson, students will learn how First Nations people view and interacted with the land before the signing of treaties. In this lesson, we will discuss how First Nations peoples used plants for medicine. This lesson will also discusses traditional ceremonies that First Nations peoples carry out for various occasions ( pipe, song, dance,etc). This first lesson will also begin having students learn about the sacredness of the land and the respect and connectedness First Nations people have to it ( use of resources, etc.). For this lesson, I thought it would be ideal to collaborate with an elder to ensure that I am sharing the information with my students in the best way possible.

1. How Am I connected to the Land?’ In this lesson, I would hold a Talking Circle with my students. In this talking circle, we would share ways that we are connected with the land. As we do a talking circle, it is important to follow the guidelines of a talking circle and to make sure students know it is a very serious activity. I find it important to share with my students why this is such an important activity, and where it comes from. See attached document with Talking Circle Guidelines.https://firstnationspedagogy.ca/circletalks.html

2. How can I respect the Land?We will begin this lesson by having a class brainstorm. In this brainstorm, we will discuss ways that we can all respect the land and the environment. I will also show students various videos of the land today where it is not being taken care of (i.e. Liter in the sea, chemicals in water, chemicals in the air). We will then take a nature walk as a class where students will be encouraged to take in their surroundings ( what do you see, how does it smell, what do you hear, etc). When we come inside from the nature walk, students will write in their social studies journals one thing that they felt or found on their nature walk and self-reflect on how being in nature/ one with the environment made them feel.

3. What is a promise?In this lesson, students will have another opportunity to explore what a promise is. The lesson will begin by students being read the book “ A Promise is a Promise” by Michael Kusugak. Then, we will move on to have a class discussion about what we think a promise is. We will discuss times we have made promises, times they have been kept and times they have been broken. Consider sharing scenarios with students that have them explore

Direct Instruction:- structured overview- explicit teaching- compare and

contrast Interactive Instruction:

- Brainstorming- Discussion

Independent Instruction:- Reflective

Discussion Experiential Learning:

- Project Work- Field

observations( nature walk)

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the idea of a promise (ie: how would you feel if Ms. Schoff told everyone she would give you a prize today at the end of class and never did?). Students will then fill out a worksheet. This worksheet will have students write a promise they want to make and draw a picture of that promise.

4. What are treaties?Students will be introduced to treaties. In this lesson, we will be learning what a treaty is, how they were made in Canada, why they were made, who they were signed between and what life was like after the treaties were signed. After we have covered this information, we will come together as a class and make a classroom treaty.

5. Are treaty promises being kept?In this lesson, I will share times with the students where treaty promises have not been fulfilled with first nations peoples in Canada ( for example, education and living promises). One example that we will zero in on is the education and living condition crisis in Attawapiskat. This content is very heavy. I will share images with students of actually living conditions taking place there. I will also share with students the crisis in their education system. We will have a class discussion that gives students a chance to share how these images, videos, and stories make them feel.

Introduce Shannen’s dream to the students. As an activity, have students complete a worksheet where they write how learning about this subject makes them feel. On this worksheet, students will also write criteria/ elements they believe should be found in every school.

6. Poster ProjectTo wrap up this mini-unit, students will make a poster to demonstrate their learning. This poster will include information on how they are connected to the land, How the land was traditionally used, how promises are kept, what treaties are and who treaty people are.

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Unit Plan At-A-Glance

Lessons Overview Assessment

1Aboriginal Relationship to the Land:

In this lesson, students will learn how First Nations people view and interacted with the land before the signing of treaties. In this lesson, we will discuss how First Nations peoples used plants for medicine. This lesson will also discusses traditional ceremonies that First Nations peoples carry out for various occasions ( pipe, song, dance,etc). This first lesson will also begin having students learn about the sacredness of the land and the respect and connectedness First Nations people have to it ( use of resources, etc.). For this lesson, I thought it would be ideal to collaborate with an Elder to ensure that I am sharing the information with my students in the best way possible.

Materials:- Access to Elders- Tobacco if an Elder is presenting- Computer, projector, sound system

Formative:This lesson will use direct instruction as I will be sharing lots of detail and information with my students throughout this lesson. I would consider displaying a powerpoint presentation for the students to look at while I present the information. I think this would be a good tool to use for visual learners.

2How Am I connected to the Land?’

In this lesson, I would hold a Talking Circle with my students. In this talking circle, we would share ways that we are connected with the land. As we do a talking circle, it is important to follow the guidelines of a talking circle and to make sure students know it is a very serious activity. I find it important to share with my students why this is such an important activity, and where it comes from. See attached document with Talking Circle Guidelines.

https://firstnationspedagogy.ca/circletalks.html

Materials:- Symbolic item to use as a tool for the person

who is speaking

Summative:After the talking circle has taken place, I will turn to my indicators checklist and go through my students’. I will be giving a checkmark if students were able to contribute one fact to the discussion. If students do not share something in the talking circle, I would also consider sitting down with them or having a quick, informal chat to see if they could share something with me at a different time. When doing a talking circle, I need to consider that not all students will feel comfortable sharing out loud in front of others.

3 How can I respect the Land?Formative:Students will complete a 3-2-1 sheet after this lesson is over.

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We will begin this lesson by having a class brainstorm. In this brainstorm, we will discuss ways that we can all respect the land and the environment. I will also show students various videos of the land today where it is not being taken care of (i.e. Liter in the sea, chemicals in water, chemicals in the air). We will then take a nature walk as a class where students will be encouraged to take in their surroundings ( what do you see, how does it smell, what do you hear, etc). When we come inside from the nature walk, students will write in their social studies journals one thing that they felt or found on their nature walk and self-reflect on how being in nature/ one with the environment made them feel.

Videos I may consider showing students: Chealsea Yamase Takes Plastic Pollution:

Storytellers- contiki cares, powered by Treadright

https://www.youtube.com/watch?v=yLP_dU3zv4I

Air Pollution for Kidshttps://www.youtube.com/watch?v=sAKyhfxxr7s

Save Water to help the Earth

https://www.youtube.com/watch?v=rl0YiZjTqpw

Materials:- White board space, markers- Computer, projector, sound system- Outdoor clothing to suit the weather

They will share three things that they learned, two things that they found interesting and one thing they are still curious to know.

4What is a promise?

In this lesson, students will have another opportunity to explore what a promise is. The lesson will begin by students being read the book “ A Promise is a Promise” by Michael Kusugak. Then, we will move on to have a class discussion about what we think a promise is. We will discuss times we have made promises, times they have been kept and times they have been broken. Consider sharing scenarios with students that have them explore the idea of a promise (ie: how would you feel if Ms. Schoff told everyone she would give you a prize today at the end of class and never did?). Students will then fill out a worksheet. This worksheet will have

Formative:For assessing this lesson, I will have students work with a partner on another day to go over their promise worksheets. They will complete a sandwich assessment either by writing comments for a peer or by sharing them orally.

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students write a promise they want to make and draw a picture of that promise.

Materials:- A Promise is a Promise by Michael Kusugak- Worksheets for students- Colouring tools (optional)

5What are treaties?

Students will be introduced to treaties. In this lesson, we will be learning what a treaty is, how they were made in Canada, why they were made, who they were signed between and what life was like after the treaties were signed. After we have covered this information, we will come together as a class and make a classroom treaty.

Materials:- White board space, markers- Bristle board or chart paper- Feather templates to sign the treaty- Colouring tools

Summative:I will once more refer to my checklist for the assessment portion of this lesson.

Formative:I will also use thumb signals throughout this lesson, as this content is thick and could go over student’s heads if not explained thoroughly.

6Are treaty promises being kept?

In this lesson, I will share times with the students where treaty promises have not been fulfilled with first nations peoples in Canada ( for example, education and living promises). One example that we will zero in on is the education and living condition crisis in Attawapiskat. This content is very heavy. I will share images with students of actually living conditions taking place there. I will also share with students the crisis in their education system. We will have a class discussion that gives students a chance to share how these images, videos, and stories make them feel.

Introduce Shannen’s dream to the students. As an activity, have students complete a worksheet where they write how learning about this subject makes them feel. On this worksheet, students will also write criteria/ elements they believe should be found in every school.

Materials:- Computer, projector, sound system- Worksheet for students

Formative:Using the students responses on the worksheet, I will be able to understand whether the students were able to grasp the idea of what the treaties meant, and what actually took place in Canadian history. This can also be used towards the summative indicator checklist that is being used throughout the unit.

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7Poster Project

To wrap up this mini-unit, students will make a poster to demonstrate their learning. This poster will include information on how they are connected to the land, How the land was traditionally used, how promises are kept, what treaties are and who treaty people are.

Materials:- Poster paper- Computer access- Pencils, colouring tools

Summative:A poster rubric will be used to evaluate this project

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Backwards Design Lesson Plan

Name: Danna Schoff Date:___________________________________Subject:Social studies Grade: 2

Essential Question-How are treaty promises being upheld today?- What happens when a promise is broken?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

Outcome DR2.4: Describe the influence of Treaty and First Nations people on the local community.

Treaty Education Outcome Document:

TR3.1 Examine the relationships between First Nations people and the land, before and after the signing of treaties.

Indicators (Assessment Evidence): (What will students do to show what they have learned?)

A. Share stories of the heritage of the community

C. Identify on a map the Treaty territory within which the local community is situated.

D. Trace the evolution of the Treaty relationship in the community

E. Present oral, visual, or other interpretation or representation of historical understanding gained through oral history.

Describe the lifestyle changes of First Nations, prior to and after placement on reserves.

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Assessment Strategies:

Using the students responses on the worksheet, I will be able to understand whether the students were able to grasp the idea of what the treaties meant, and what actually took place in Canadian history. This can also be used towards the summative indicator checklist that is being used throughout the unit.

Instructional Strategies:

Direct Instruction: Questioning, Explicit teaching, Listening and ViewingInteractive Instruction: Brainstorming, DiscussingIndependent Study: Learning activity sheet

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

As I teach this content, I will need to be very aware of my learners. If I think particular areas of this content would be too much for my students to handle or understand, then I would definitely have to re-evaluate how and what I teach in this particular lesson. For example, I know for sure that teaching grade 2 students of the suicide crisis would be a very heavy part of this content. This would be an area I may consider leaving out in the teaching of this lesson. Instead, a focus will be placed on the education and living conditions at Attiwapiskat.

In the process of teaching this lesson, I will have many different elements included to keep my students engaged. Some elements that will be included in this lesson include me explaining details, showing pictures, and showing videos to the students.

As for the product of this lesson, I may consider assessing students in different ways depending on who they are as a learner. For example, if a student does not complete the worksheet but I feel like they would be able to answer the questions with detail, I may consider having a conversation with them to assess their understanding instead.

Materials Needed:

- I will need a computer to show pictures- I will need pictures and videos prepared to show the students- I will need copies of the worksheet ready for the students to use in class.

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Learning Experiences:

Set (10 min)

Begin this lesson by taking a moment to acknowledge that we are on Treaty 4 territory .

We will then begin talking about times that Treaty promises have not been fulfilled.Explain to students that in the making of the treaties, First Nations peoples were promised many things. Sadly, many of the things promised to First Nations peoples by the Canadian government have been broken.

1. Education:-In the making of the Treaties, it was decided that education would become the responsibility of Indian and Northern Affairs. Unfortunately, in the last twenty years there has been a cap on the amount of money in place for First Nations Education. There has been a growth in population and a lack of money to support the students growing up on reserve land.- In Saskatchewan there are 142 on-reserve schools. Out of all of these schools, only 20 of them are considered to be in “ good” condition. Ask students what they think it means for a school to be in “ good” condition. Once this is discussed, ask students to share with you how they feel knowing that not every student is receiving an education in a school that they would consider to be in “ good condition”.

2. Health Services:

In the making of the treaties, First Nation peoples were promised that health services were the responsibility of Health Canada. This promise has been broken. Since this promise was made, we have seen the infant mortality rate in First Nations babies become 1.5 times higher than the Canadian infant mortality rate.-Many First Nations peoples wait significantly longer for emergency supplies and protection in times of crisis. For example, when H1N1 was a major health concern, First Nations people of a reserve in northern Manitoba waited 17 days for supplies that would get on top of the illness and protect the people from becoming ill.- Ask students to share with you why they think Health Canada took so long to respond in this health crisis.

3.Housing:

There has been many times where the promise to have housing be the responsibility of Indian and Northern affairs was broken. On many reservations, it is normal to have houses be overcrowded with people living in one house. Many houses on reserves across the country are in need of major repairs or face the risk of being condemned (explain the word condemn to students, show pictures).

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Development ( ___min)

Closure ( ___ min)

Development: 20 minutes

Talking About Living Conditions:

- Share with students that there are many First Nations across the country that live in broken promises but today we will be zeroing in on one community in particular,

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Attiwapiskat. The Attawapiskat First nation is located in Northern Ontario on the Attawapiskat First River on James Bay ( Show a map of the country that gives students a perspective of how far this reserve is from Regina). There are about 2100 people who live on this reserve. Explain to students that in 2011 there were only 340 houses on the reserve to meet the needs of everyone who lived there (this is a reason for overcrowding of homes).

- In 2011, a State of Emergency was issued. This meant that living conditions on the reserve were so bad that help from outside sources had to be brought in. When this state of emergency happened, the following things were occurring on the reserve:

- - 5 Families were living in non insulated tents- - 19 families living in makeshift sheds without access to water or electricity- - 87 buildings fit for condemnations that were still being used by 120 families on

the reserve. - - 35 families living in houses needing serious repair.

- Ask the students to share how these images and statistics make them feel.

- Ask students to ponder why living conditions are so severe on this particular reserve.

- Teacher may consider showing the following video to students. This video shows actual footage on the Attiwapiskat First Nations and the living conditions that the people living on that reserve call home.

https://www.youtube.com/watch?v=6abZ0LFT5CQ

Talking about Education at Attawapiskat:

- Explain to students that the school on Attawapiskat First nation faced harsh conditions that were not safe and healthy for students and teachers to be learning in. Share with students that there used to be a school standing on the reserve but because of chemicals that were coming in through the ventilation, the school had to be torn down. To replace the school, portables were set into rows to make do and this was the school. These portables were not healthy living spaces for students and staff. - In these portables, students and staff had to live with the following conditions in their school:

- Small, overcrowded classrooms.

- Shifting Doors that cause the snow drifts and air from outside to come into the school and causes students and staff to be very cold all day long.

- Mice and rodents that come through the holes in the floor.

- Cracked walls -Bathrooms in the classroom lack of privacy.

-Mold and other germs that grow in the school.

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-High Carbon Dioxide levels

Consider the showing the following video for students to see that shows footage of the makeshift portable school that was found in Attawapiskat not many years ago.

Title: Students of Attawapiskat Plead to Minister Chuck Strahl

https://www.youtube.com/watch?v=LJNpMHyZPus&t=179s

Shannen’s Dream:

-Share with students that we will be learning about a very important young woman from the Attawapiskat First nation who was a youth education advocate. She was a student at the school on the reserve. -Her dream was to have safe and comfy schools and culturally based education for First Nations children and youth. - Shannen devoted her life to trying to convince the Federal government to give First Nations children a proper education. Her dream eventually came true on June 22, 2012 when construction on a new school in Attawapiskat began. - Share with students that Shannen Koostachin was only fifteen years old at the time and her dream still came true. Make it clear to students that no matter what they want to accomplish in life that they can do it with hard work, perseverance and advocacy.

-Show many videos of Shannen Koostachin, other students of Attawapiskat, and students all over the country fighting for equal education for youth. This is another way students will be able to see examples of youth advocacy. Some of the videos I may consider showing to students include the following:

Shannen’s Dream ( student march video): https://www.youtube.com/watch?v=-n6V42a8E-s

Shannen and Serene Koostachin Nov. 2009

https://www.youtube.com/watch?v=NQNvOp6sZDg&t=294s

Shannen’s Dream Day of Action – April 27th 2011

https://www.youtube.com/watch?v=GcgWXdp0U1E

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Closure ( 15 minutes)

Students will fill out a worksheet inspired by Shannen’s Dream that was created by me. In this activity, students will write down criteria and elements they feel should be included in big, comfy, safe schools that every child should have the access to. Students will also be asked to write why they think this and to then draw a picture of their own big comfy school. See attached work sheet.

Assessment:

Formative:Using the students responses on the worksheet, I will be able to understand whether the students were able to grasp the idea of what the treaties meant, and what actually took place in Canadian history. This can also be used towards the summative indicator checklist that is being used throughout the unit.

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Making My Own School! Name:___________________________Date: ____________________________

What makes a school comfortable and safe for the people in it? Explain why.____________________________________________________________

____________________________________________________________

____________________________________________________________

Draw your very own big, safe, comfy, school:

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