*AS THIS IS AN ACTIVITY IT HAS NOT BEEN CREATED TO FILL AN ENTIRE LESSON.

IT IS ONE PART*
Activity Plan
Activity Title:Timeline of Truth and Reconciliation Grade: 12U Subject: History Strand: BCDE Location: Classroom Time:

Activity Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Students will each be given one of the events from the Truth and Reconciliation timeline. Students will create or find a
picture to go with their given event. They will then place their event on the timeline on the wall where they believe it
falls. Then as a class the timeline will be read and students can rearrange the timeline to meet the accurate timeline.
This timeline will remain on the wall for the remainder of the module and be referred to in other lessons/activities.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
B2. Interactions and Interdependence: analyse activities of and interactions between various groups in Canada prior to 1774 and
how these groups and their interactions contributed to the development of Canada, including the development of identity in
Canada
C2. Interactions and Interdependence: analyse the impact on the development of Canada of various interactions between different
groups in Canada, as well as between Canada, Great Britain, and the United States, from 1774 to 1867
D2. Interactions and Interdependence: analyse how various interactions at both the national and international level between 1867
and 1945 contributed to the development of Canada
E2. Interactions and Interdependence: analyse
how various interactions at both the national and international level since 1945 have contributed to the development of Canada,
including the development of identity in Canada

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

B2.2 analyse how different factors affected relations between Aboriginal peoples and European settlers in colonial Canada prior to
1774
C2.4 analyse ways in which First Nations, Métis, and/or Inuit peoples interacted with other communities in Canada during this
period
C2.5 analyse the role of religion/spirituality in Canadian society during this period and how it contributed to the development of
Canada
D2.2 explain the main causes of key con icts between groups in Canada during this periods
E2.3 analyse interactions between Aboriginal peoples and different governments in Canada during this period, with a focus on both
positive changes and unresolved issues

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that
students can readily understand)

Today I will learn…

● about the history of residential schools
● about key events that lead up to the Truth and Reconciliation commission
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: evaluate a piece of material to determine the time it took place based off of my previous knowledge
I can: describe the history of residential schools and the Truth and Reconciliation commission

Assessment – how will I know students have learned what I intended?

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Performance Drawing/finding images to Observation

correspond with given event

Assessment As Learning Performance Building and correcting Timeline

Timeline

Assessment Of Learning N/A N/A N/A

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
*This is the classes first introduction to residential schools this year, students should have some knowledge from their grade 10
history course

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

*Timeline can be adjusted to include local history, such as the dates any local residential schools opened/closed
*Depending on the class or teacher technological know how, an interactive online timeline could be created

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

*Truth and Reconciliation Commission *Indian Act
*Residential School

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● http://www.cbc.ca/news/canada/a-timeline-of-residential-schools-the-truth-and-reconciliation-
commission-1.724434
● Student timeline pieces
● Tape line on wall with dates that connect to the students pieces
● Tape or sticky tack
● Access to printer for students
Learning Environment (grouping; transitions; physical set up)
Classroom

Cross Curricular Links

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

*Handout event pieces to students *Listen attentively

*Instruct students to draw or find images online that *Draw, research and find images that connect to assigned
they think connect or represent the historical event that historical event
they have been given (students can discuss with
classmates to gain ideas or insight)

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

*Have students place their historical event and image on *Place historical event and image on the possible
the timeline on the date that they think matches matching date
*Read through the accurate timeline from the CBC *Listen attentively and help correct any misplaced events
website
*Have students move any misplaced events to the
correct date

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

*Remind students that they can and should refer to the

timeline throughout the module
Extension Activities/Next Steps (where will this lesson lead to next)

This activity will lead into two different stories about the residential school system.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013