ECUR200

First Nations Justice

Matthew Burgess mrb064

Unit Plan Template

Title of the Unit: First Nations Justice Length of Unit: 4 weeks and 1 day.
UNIT OVERVIEW First Nations Justice. Paying particular attention to First Nations 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

Grade 12 English

PRE-ASSESSMENT / PRIOR KNOWLEDGE

DIVERSITY ISSUES

Classroom full of predominantly white middle to upper-middle class students. There are 2 students of First Nations descent from the middle to upper-middle class. No major issues between students with regards to diversity.

ECUR200

First Nations Justice

Matthew Burgess mrb064

Unit Organizer
Topic 2 Dry Lips Oughta Move to Kapuskasing by Tomson Highway Topic 3: My Name is Seepeetza by Shirley Sterlin

Topic 1: Intro lesson David Ahenakew

First Nations Justice

Topic 4: Research Assignment

Topic 5: Independent novel study

ECUR200
Topics Outcomes & Indicators Activities

First Nations Justice

Materials

Matthew Burgess mrb064

Assessment Adaptations and Differentiations

Topic 1 Intro lesson David Ahenakew Ahenakew

Students will develop critical thinking through deeper understanding of events leading up to Ahenakews famous comments 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

Classroom discussion on racism and investigate Ahenakews life.

Internet access and projector

In class discussion

Topic 2 Dry Lips Oughta Move to Kapuskasing by Tomson Highway Kapuskasing by Tomson Highway

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 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. 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,

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 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

ECUR200
Topics Outcomes & Indicators Activities

First Nations Justice

Materials Assessment

Matthew Burgess mrb064

Adaptations and Differentiations

Topic 4: Research Assignment

1. Students will develop research skills through investigation into cultural and political struggles in Canada

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 2. Students will conflict. Discuss the develop objective details of the event(s) thinking skills through from the many voices analysis and perspective of those interpretation of First involved. To be Nations and presented to the class. Government One page written guide explaining presentation 3. Students will develop and improve 2. Individual role play: upon presentation You are a person skills through directly involved in the presentation of conflict you have conflicts researched. Given the circumstances of the 4. Students will event, write a 2-3 page develop and improve letter to a close family upon creative writing member explaining the through role playing situation from your or interpretive perspective. To be presentation written handed in. requirements. 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

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.

ECUR200 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 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

First Nations Justice Students will have class Internet access time to research and and projector 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.

Matthew Burgess mrb064 Students assessed on 5 page essay

ECUR200

First Nations Justice

Matthew Burgess mrb064

Lesson Plan
Unit: Aboriginal Justice Grade 12 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. Topic 1: Intro lesson David Ahenakew Time allotted: 1 class

PPG Goal Addressed 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

Cross Curriculum Competencies Lifelong Learners Self and Community Engaged Citizens Social Responsibility Literacies Identity/Interdependence Thinking

Outcomes/Indicators 1. Students will develop critical thinking through deeper understanding of events leading up to Ahenakews 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 Closure:

First Nations Justice

Matthew Burgess mrb064

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 Plan
Unit: Aboriginal Justice Grade 12 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 Competencies Lifelong Learners Self and Community Engaged Citizens Social Responsibility Literacies Identity/Interdependence Thinking Topic 2: Dry Lips Oughta Move to Kapuskasing by Tomson Highway Time allotted: 4-5 classes

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 others oral presentation

ECUR200 Introduction: Read Iroquois - Earth Diver creation story Introduce Bio of Tomson Highway

First Nations Justice Materials Internet access and projector Copies of Dry Lips Oughta Move to Kapuskasing by Tomson Highway

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.

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 Plan
Unit: Aboriginal Justice Topic 3: My Name is Seepeetza by Shirley Sterlin Grade 12 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 Addressed 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, Cross Curriculum Competencies Lifelong Learners Self and Community Engaged Citizens Social Responsibility Literacies Identity/Interdependence Thinking Time allotted: 4-5 classes

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 In-class silent reading 25 min followed by 25 min discussion Materials Internet access and projector Copies of My Name is Seepeetza by Shirley Sterlin

ECUR200 and analysis of text and themes One-pager response to each chapter in the novel: Choose two or more excerpt from the reading, and

First Nations Justice

Matthew Burgess mrb064

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 Plan
Unit: Aboriginal Justice Grade 12 Overview and Purpose Gain a more full understanding of historical events by exploring the many perspectives and interpretations of history. Topic 4: Research Assignment Time allotted: 4-5 classes

PPG Goal Addressed 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

Cross Curriculum Competencies Lifelong Learners Self and Community Engaged Citizens Social Responsibility Literacies Identity/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 Tradition and Culture, Assimilation, Justice or injustice, Many projector Perspectives. Library access Instructional Methods Students research historical instances of conflict between First Nations and the Government of Canada 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.

Matthew Burgess mrb064

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 Plan
Unit: Aboriginal Justice Grade 12 Overview and Purpose Students will now use the skills theyve learned to do their own independent study to compare and contrast with what theyve chosen and the material they have already studied. Topic 5: Independent novel study Time allotted: 4-5 classes

PPG Goal Addressed 1.1, 1.3, 2.1, 2.3, 3.1, 3.2, 3.4, 3.6, 5.1 ,5.2, 6.3, 6.5

Cross Curriculum Competencies Lifelong Learners Self and Community Engaged Citizens Social Responsibility Literacies Identity/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 contrasts works already covered in unit with a novel of their Materials Internet access and projector

ECUR200 choosing that involves themes already discussed. Closure:

First Nations Justice

Matthew Burgess mrb064

Adaptations/Differentiations: No Adaptations/Differentiations required Assessment of outcomes/objectives: Students assessed on 5 page essay Reflections: