The letter was written to me (Gail Smith) as a result of interview questions I sent to a dear family friend. I grew up with Elsie Coocum's children, and Elsie and her husband remain good friends with my parents. Growing up, we spent many holidays, celebrations and special times together. While growing up, it was never mentioned that this family was Aboriginal, Cree, Métis or any other culture. My parents had friends of every nationality and I truly believed I grew up in a home free of prejudice. It wasn't until years later that I realized the family were of Aboriginal/Cree descent. A copy of the original letter is in the attachments. In order to make reading the letter easier, I have edited it and typed out the contents of the letter. A handout for students is provided at the end of the letter with questions and a culminating activity -- writing a letter to Elsie -- for them to complete. Part 6 - Reflection Activity/Final Assessment (Optional) 13. As a final reflection exercise in a full class discussion, review with the students what they have learned about Indian Residential schools in regard to: a. Continuity and Change b. Historical evidence (primary and secondary source documents) After the discussion, students are to complete a response in the form of a paragraph/essay, telling what they learned in regards to Indian Residential Schools. Sample rubric criteria is included with these lessons. Outcomes Historical Thinking Objectives 1. Students will "Demonstrate how an event, person or development (Residential Schools in Canada) is significant by showing how it sheds light on an enduring and emerging issue in Canada." Students will also explain how and why historical significance varies over time and from group to group. 2. Students will use primary and secondary sources to construct an original account of a historical event. 3. Students will explain elements of continuity and change in a period of history. They will identify changes over time in aspects of life that we ordinarily assume to be static; and identify continuities in aspects of life we ordinarily assume to have changed over time. They will understand that periodization and judgments of progress and decline can vary depending upon purpose and perspective.
The letter was written to me (Gail Smith) as a result of interview questions I sent to a dear family friend. I grew up with Elsie Coocum's children, and Elsie and her husband remain good friends with my parents. Growing up, we spent many holidays, celebrations and special times together. While growing up, it was never mentioned that this family was Aboriginal, Cree, Métis or any other culture. My parents had friends of every nationality and I truly believed I grew up in a home free of prejudice. It wasn't until years later that I realized the family were of Aboriginal/Cree descent. A copy of the original letter is in the attachments. In order to make reading the letter easier, I have edited it and typed out the contents of the letter. A handout for students is provided at the end of the letter with questions and a culminating activity -- writing a letter to Elsie -- for them to complete. Part 6 - Reflection Activity/Final Assessment (Optional) 13. As a final reflection exercise in a full class discussion, review with the students what they have learned about Indian Residential schools in regard to: a. Continuity and Change b. Historical evidence (primary and secondary source documents) After the discussion, students are to complete a response in the form of a paragraph/essay, telling what they learned in regards to Indian Residential Schools. Sample rubric criteria is included with these lessons. Outcomes Historical Thinking Objectives 1. Students will "Demonstrate how an event, person or development (Residential Schools in Canada) is significant by showing how it sheds light on an enduring and emerging issue in Canada." Students will also explain how and why historical significance varies over time and from group to group. 2. Students will use primary and secondary sources to construct an original account of a historical event. 3. Students will explain elements of continuity and change in a period of history. They will identify changes over time in aspects of life that we ordinarily assume to be static; and identify continuities in aspects of life we ordinarily assume to have changed over time. They will understand that periodization and judgments of progress and decline can vary depending upon purpose and perspective.
Indian-Residential-Schools-Lesson.docx