Unit Plan

Title of the Unit: First Nations Justice Length of Unit (# of Hours or Weeks): 4 weeks 1 day
UNIT OVERVIEW

Grade (s) Level: 12 English Teacher: Matthew Burgess

First Nations Justice. Paying particular attention to First Nations writers and artists in discussing or describing social injustice and inequality.

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.

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.

Unit Organizer

First Nations Justice

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

Topics

Outcomes & Indicators

Activities

Materials

Assessment

Adaptations and Differentiations

Topic 1 Intro lesson David 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

Topics

Outcomes & Indicators

Activities

Materials

Assessment

Adaptations and Differentiations

Topic 2 Dry Lips Oughta Move to 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 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

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.

Topics

Outcomes & Indicators 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,

Activities 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.

Materials Internet access and projector Copies of My Name is Seepeetza by Shirley Sterlin

Assessment Students will be assessed on how well they follow criteria set out for their one pager assignments

Adaptations and Differentiations

Topic 3 My Name is Seepeetza by Shirley Sterlin

Topics

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. 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

Activities 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 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 2. 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 a close family member explaining the situation from your perspective. To be handed in.

Materials Internet access and projector Library access

Assessment Assessed on research and presentation skills through 1 page written guide explaining presentation or the 2/3 page letter to close family member.

Adaptations and Differentiations

Topic 4 Research Assignment

Topics

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 PGP 1.1, 1.3, 2.1, 2.3, 3.1, 3.2, 3.4, 3.6, 5.1 ,5.2, 6.3, 6.5

Activities 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 choosing that involves themes already discussed.

Materials Internet access and projector

Assessment Students assessed on 5 page essay

Adaptations and Differentiations

Topic 5 Independent novel study

Lesson Plan
Title of the Unit: First Nations Justice Topic 1: Intro lesson David Ahenakew
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 forces. Cross Curriculum Competencies Lifelong Learners, Self and Community. Engaged Citizens Social Responsibility Literacies, Identity/Interdependence Thinking 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 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. Closure: 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 Materials: Internet access and projector Adaptations/Differentiations: No Adaptations/Differentiations required Assessment of outcomes/objectives: Students assessed on class discussion. Reflections:

Grade (s) Level: 12 English Time allotted: 1 hour

Lesson Plan
Title of the Unit: First Nations Justice Topic 2: Dry Lips Oughta Move to Kapuskasing by Tomson Highway
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. Cross Curriculum Competencies Lifelong Learners, Self and Community. Engaged Citizens Social Responsibility Literacies, Identity/Interdependence Thinking 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 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. Introduction: Read Iroquois - Earth Diver creation story. Introduce Bio of Tomson Highway. 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. Materials: Internet access and projector Copies of Dry Lips Oughta Move to Kapuskasing by Tomson Highway

Grade (s) Level: 12 English Time allotted: 4-5 classes

Adaptations/Differentiations: Copies of Dry Lips Oughta Move to Kapuskasing by Tomson Highway were not available, so I substituted Where the Blood Mixes by Kevin Loring, All activities would then be modified toward Lorings play. 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:

Lesson Plan
Title of the Unit: First Nations Justice Topic 3: My Name is Seepeetza by Shirley Sterlin
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. Cross Curriculum Competencies Lifelong Learners, Self and Community. Engaged Citizens Social Responsibility Literacies, Identity/Interdependence Thinking 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 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 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 you have read. Closure: Materials: Internet access and projector Copies of My Name is Seepeetza by Shirley Sterlin

Grade (s) Level: 12 English Time allotted: 4-5 classes

 Adaptations/Differentiations: In the interest of time, we used the short story The Thing that Grows in the Gasoline Tank by Brian Brett instead of Shirley Sterlins book. The shorter text made for a shorter length of time spent on the reading and assignment. Assessment of outcomes/objectives: Students will be assessed on how well they follow criteria set out for their one pager assignments. Reflections:

Lesson Plan
Title of the Unit: First Nations Justice Topic 4: Research Assignment
Overview and Purpose Gain a more full understanding of historical events by exploring the many perspectives and interpretations of history.

Grade (s) Level: 12 English Time allotted: 4-5 classes

Cross Curriculum Competencies Lifelong Learners, Self and Community. Engaged Citizens Social Responsibility Literacies, Identity/Interdependence Thinking 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 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; Tradition and Culture, Assimilation, Justice or injustice, Many Perspectives. 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.

Materials: Internet access and projector Library access. 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:

Lesson Plan
Title of the Unit: First Nations Justice Topic 5: Independent novel study
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. Cross Curriculum Competencies Lifelong Learners, Self and Community. Engaged Citizens Social Responsibility Literacies, Identity/Interdependence Thinking 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 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 choosing that involves themes already discussed. Closure: Materials: Internet access and projector Adaptations/Differentiations: No Adaptations/Differentiations required. Assessment of outcomes/objectives: Students assessed on 5 page essay.

Grade (s) Level: 12 English Time allotted: 4-5 classes

Reflections: