Activity Ideas

Classroom Contract Creation

Create a classroom contract which recognizes that difficult conversations may result from the content in this unit and always agrees to the importance of respect. The contract should outline the interactions and responsibilities of educator to students, students to educator, and students to students. Refer to your classroom’s contract prior to each lesson.

Clauses

• I understand that I will be learning about the history of First Nations peoples and how it contributes to their current realities.
• My conduct will remain respectful, appropriate, and honourable when visitors are welcomed into the classroom, as they will help me further understand and appreciate the realities of First Nations people.

Knowledge Keeper or Elder Guest

Invite a local Knowledge Keeper or Elder to discuss emotional well-being when being presented with historical truths. Visit here to review guidelines for inviting a Knowledge Keeper/Elder into your classroom, read Plain Talk 8: Cultural Competency, or contact your local First Nation organization to learn appropriate protocols.

Culminating Activity Overview

Provide an overview of the culminating activity options and the rubric or assessment tool. Offer an opportunity for questions.

Brief Overview of the Unit Books

1. Divide students into five groups and provide each group with either the Impacts of Contact, Treaties, Indian Act, Residential Schools, or Cultural Competency book.
2. Give students about 5 minutes to briefly review the book (Virtual Adaptation: Create Zoom Breakout Rooms).
3. Choose or have students choose one scriber and one speaker for each group.
4. The scriber writes down what is discussed in the group and the speaker presents to the classroom what the group discussed.
5. Gather the classroom together to share what was learned from each book.
6. Write down their responses and thoughts. This can be referred to when the unit is complete and expanded upon as students’ learnings and thoughts change throughout the unit.

Activity Ideas

• Exploring the Vocabulary of Impacts of Contact
  • Define the following words with students: capture, vanquish, subdue, and invade.
  • Create a mind-map and brainstorm with students what feelings come to mind when they consider the four words.
  • Create another mind-map and ask students what actions come to mind when they consider the four words.
  • Have students consider the following scenario: You are going to meet a group of people and, upon meeting them, must use the four words in the conversation.
  • Have students discuss how they would interact with the new group if they had to communicate the concepts of capturing, vanquishing, subduing, and invading. Then ask them if peace and respect are possible if the groups’ order is to capture, vanquish, subdue, and invade the other group.
  • Inform the students that these four words were used to guide the colonizers when interacting with the Indigenous Peoples of Canada.
• Diagram of Opposing Ideas
  • Create a T-chart diagram. On one side list the words: capture, vanquish, subdue, and invade. On the other side list the words: freedom, cooperate, strengthen, and invite.
  • Discuss how the colonizers had the concepts of capture, vanquish, subdue, and invade in mind upon meeting the Indigenous Peoples, and how the Indigenous Peoples were hopeful of freedom, cooperation, strength, and hospitality upon meeting the Europeans.
  • Invite students to think of a word (e.g., confusing, difficult, strange, anxious, fear) that describes the interaction between the two groups with opposing views.
  • Consider how these words likely described the impact of the colonizers during first contact.
• Exploring Areas Impacted by Contact
  • Divide students into twelve groups and give each group a short section from the book, Plain Talk 3: Impacts of Contact.
    • Indian Act and Its Amendments.
    • Quality of Life.
    • Cultural Assimilation.
    • Governance.
    • Land Relationship.
    • Suppression and Banning of Traditional Customs.
    • Cultural Appropriation.
    • Denial of Advocacy.
    • Spirituality; Discrimination.
    • Racism and Stereotypes.
    • Treaty Abuses.
    • Health.
  • Have each group read their section and write down at least one aspect they learned, and one question they have.
  • Have each group present what they learned and their question.
  • Ask the students how they can go about answering their questions. Write down their responses.

Culminating Activity

Presentation/Essay/Video Expectations:

• Students will select four of the thirteen headings in this section of the Plans Talk 3: Impacts of Contact book to expand upon.
• Students will show, using examples from the text, how First Nations’ practices, language and culture, quality of life and health was affected by initial contact and then by prolonged contact over centuries.
• Students will specifically analyze and explain how and why First Nations’ ways were changed by European contact.

Art Piece (e.g., song, poem, painting/drawing, dance, etc.) Expectations:

• Students will use a creative expression piece to demonstrate the impacts of contact on First Nations peoples.
• Students will provide a written explanation to expand on their expression piece and its connection to impacts of contact.

Activity Ideas

Differing Worldviews

• Discuss the meaning of worldview.
• Divide the class into two groups. Give one group the words “owning” and “conqueror”. Give the other group the words “sharing” and “equal”.
• Instruct students to draw a picture that symbolizes the words or to think of a song or movie that reminds them of the words.
• Have the students share their insights and explain the reasons for the representation.
• Ask students what they think would occur if the two worldviews met.
• Encourage class discussion. Highlight how the differing worldviews were apparent during Treaty-making.
• Refer to Plain Talk 4: Treaties (see especially pp. 50ff) and other sources to draw out the differing views on meaning and symbolism, form and process, relationships, scope, and language.

Treaty Research

• Provide students with resources to research Treaties that are local, near their area, or that mentioned in the book.
• Instruct students to find the date, commissioners, location/geographical area, and other aspects that are important from the Treaty.
• Engage the class in discussion on why it is important to understand and honour the Treaties.

We Are All Treaty People

• Refer to the classroom contract created at the beginning of the unit and how it guides the interactions between the students and educator.
• Explain that this is how the Treaties work: they guide the interactions between the First Nations and the government, along with the citizens of Canada in the same way the classroom contract guides educator-to-student and student-to-student interactions.
• Read to students the story told by AFN National Chief Atleo on page 55 of Plain Talk 4: Treaties.
• Ask the students to discuss with a peer how the story connects to the Treaty. Have students share their thoughts.

Culminating Activity

Presentation/Essay/Video Expectations:

• Explain the First Nation’s view of a Treaty, how it works, and how it is to be interpreted, then explain how the First Nation would interpret that section of the Treaty.
• Explain the Canadian Government’s view of a treaty, how it works, and how it is to be interpreted, then explain how the Canadian Government would interpret that section of the Treaty.
• Explain what effect the differing interpretations have had on carrying out the Treaty’s provisions.
• Is there any common ground that the parties could work together on?

Art Piece (e.g., song, poem, painting/drawing, dance, etc.) Expectations:

• Students will use a creative expression piece to demonstrate the contrasting views on Treaty.
• Students will provide a written explanation to expand on their expression piece and its connection to the contrasting views on Treaty.

Activity Ideas

The following activities are analogies to demonstrate the function of the Indian Act:

Indian Act Simulation

• Give each student a number and a section of the classroom they must go to (not their desk). Tell students what they can and cannot do in their section.
• Point out how some students have resources they can use to their advantage (with the educator’s permission), but that they are not allowed to trade with other students without the knowledge of the educator. The educator, on the other hand, can take what they want from a student’s section whenever they want it. Tell students this is how it will remain for the rest of the week.
• Allow some time for students to sit with the feeling of the scenario. Then share that this is how the Indian Act treated and continues to treat First Nations peoples.
• Ask students to describe how they felt or what they thought during the scenario. Write down their responses.
• Students could write out their feelings, then collect them in one document and present them to the student(s) who have the resources and ask them to help right this wrong by petitioning the educator to change the laws.
• Students could also explore in this roleplay why some who benefited would not want to change the laws that give them more resources, as the laws benefit them.
• Draw comparisons to how First Nations peoples must also feel about the Indian Act and how the simulation is connected to the lived experience of First Nations peoples.

Ceremonies

• Ask students about their favourite family traditions and why they are personally important. Ask students to think about how they feel during the traditions.
• Then ask students how they would feel if the government told them their family was no longer allowed to practice their traditions.
• Inform the students that this is what happened to Indigenous Peoples. To assimilate Indigenous Peoples and have them conform to the European/Canadian customs, the Federal Government made it illegal to celebrate.
• Potlach and engage in Tamanawas dances. (Refer to the book, Plain Talk 5: Indian Act for more details).

Culminating Activity

Presentation/Essay/Video Expectations:

Between 1913 and 1932, the Deputy Superintendent of Indian Affairs, Duncan Campbell Scott, stated, “I want to rid of the Indian problem,” to reinforce the idea of assimilation.

• How did the government try to solve the “Indian problem” through the Indian Act?
• How did the government succeed in this mission? How did the government fail their mission?
• How does the Indian Act impact First Nations peoples today?

Art Piece (e.g., song, poem, painting/drawing, dance, etc.) Expectations:

• Students will use a creative expression piece to demonstrate the impacts of the Indian Act on First Nations peoples.
• Students will provide a written explanation to expand on their expression piece and its connection to the impacts of the Indian Act on First Nations peoples.

Activity Ideas

Scaffolding Research *

• Prior to teaching the lesson plans below, students individually research the following questions online:
  • Questions 1: What are residential schools?
  • Question 2: How long did residential schools exist?
  • Question 3: Why were residential schools created?
  • Question 4: How did residential schools operate?
• Divide students into three groups and each group will research one question:
  • Group 1: What were students’ experiences at residential schools?
  • Group 2: How did residential school students fare as adults?
  • Group 3: How did the residential school experience affect the families of residential students?
• Groups will then share their findings and discuss the similarities of findings (e.g., trauma, mental health, addictions, loss of language/culture/traditions etc.).

Book Reading

• Choose one or more of the following books to read to students. This could be a novel study or sections can be chosen from longer books to guide discussions.
  • Fatty Legs: A True Story by Christy Jordan-Fenton and Margaret Pokiak-Fenton.
  • A Stranger at Home by Christy Jordan-Fenton and Margaret Pokiak-Fenton.
  • Or other age-appropriate books you can find online.
• Ask students any of the following questions:
  • What is the big idea or message of the book? (Inferring).
  • What is the mood of the book? (Analysing).
  • How have your perspectives changed by reading the book, particularly about the people or their culture? (Synthesizing).
  • What similar experiences help you to better understand the character or what is happening in the story? (Making Connections).
  • How did the author make the book emotionally impactful? (Critiquing).
• Have students write down their responses in paragraph or point form and share them with a partner.

Creating a KHWHL Chart

• The KHWHL Chart is divided into five columns. The columns consist of:
  • what students currently know about Residential Schools;
  • how students know what they currently know about Residential Schools;
  • what they would like to know about Residential Schools;
  • how they will learn more about Residential Schools;
  • what the students have learned about Residential Schools.
• After completing the first four columns, divided into three rounds of learning about:
  • Residential Schools (Questions 1-4 of Plain Talk 6: Residential Schools)
  • Impact of Residential Schools (Questions 5-7 Plain Talk 6: Residential Schools)
  • Response to Residential Schools (Question 8-14 Plain Talk 6: Residential Schools)
• Students read and discuss one round before reading the next round. After each round they would add their new learning to the last column of their KHWHL Chart.

Invite Guest Speaker to Classroom

• Arrange a classroom visit by an Residential School survivor, a Knowledge Keeper/Elder, or other knowledgeable community member. This can be a powerful learning experience for students.
• Ensure adequate preparations are made with both the invited guest and the class.
• Follow community and school protocols to show appropriate respect.

Exploring Reconciliation

• Discuss the word reconciliation in contexts students can connect to.
• Discuss how the government of Canada is attempting to make reconciliation with First Nations over their wrongdoing in organizing residential schools. Also discuss how First Nations developed the Truth and Reconciliation Commission to hold the government accountable. The classroom contract could be mentioned at this point.
• Write down the word “reconciliation” and create three mind-map circles. Ask students to describe what reconciliation should feel, look, and sound like. Fill in the mind-map circles as students respond. You may do the same for “accountability.”

Culminating Activity

Presentation/Essay/Video Expectations:

Students will choose one of the Calls to Action in the “Education” or “Language and Culture” excerpts in the Plain Talk: Residential Schools book.

1. Why, based on what they have learned about the historical experiences of First Nations in the Residential Schools Unit, did the TRC make this Call to Action?
2. How will the Call to Action improve the fortunes of First Nations peoples and help to bring Reconciliation closer?
3. What action has been taken to meet this Call to Action? If little or nothing, why not?

Art Piece (e.g., song, poem, painting/drawing, dance, etc.) Expectations:

• Students will use a creative expression piece to demonstrate how circumstances would change for First Nations if all the Calls to Action were answered.
• Students will provide a written explanation to expand on their expression piece and its connection to the Calls to Action.

Activity Ideas

Dimensions of First Nations Culture

• Create a KWL chart on the meaning of “culture”. Guide the discussion to ensure students have a basic understanding of culture.
• Choose sections for students to read under The Dimensions of Cultural Competency in Plain Talk 8: Cultural Competency
• Have students read their designated sections individually.
• Each student presents their notes on their section, then combine them into a group document describing each aspect of First Nations culture.

Investigating Social Media and First Nations Culture

• Ask students what they know about culture and write down their responses.
• Have students look at a social media platform and search for #IndigenousRising, #NativeStrong, or #IndigenousCulture (*may need IT to unblock social media platforms).
• Encourage students to share components of Indigenous culture they saw and read about and discuss the emotions they felt when looking at the expressions of culture.

Culture Appropriation as an Analogy

• Watch the video What Defines Cultural Appropriation (as told by youth).
• Ask students to share instances of when they observed cultural appropriation of First Nations culture.
• Ask students why it is important to be respectful of another’s culture.

Culminating Activity

Presentation/Essay/Video Expectations:

Students will choose two of the First Nations practices and customs mentioned in Plain Talk 8: Cultural Competency and respond to the following questions:

• Research three historical components of your chosen two topics.
• Research three current components of your chosen two topics.
• Discuss how others can be culturally competent (i.e. respectful and honourable) toward each of your chosen two topics.

Art Piece (e.g., song, poem, painting/drawing, dance, etc.) Expectations:

• Students will use a creative expression piece to demonstrate honouring and respecting First Nations’ cultural practices and customs.
• Students will provide a written explanation to expand on their expression piece and its connection to honouring and respecting First Nations’ cultural practices and customs.