Inquiry-Based Unit Plan

Title of Unit Experiential Learning Grade Level 9

Cross Curricular Comp. ELA, FNMI Education, Art Time Frame 14 classes (Oct 18 – Nov 29)
Developed By Vanessa Pavan, Student Teacher University of Lethbridge
Assessment of Unit This unit will be assessed on participation, sketch notes, reflections and the final FNMI collaborate exhibit. This designed around
the Circle of Courage and will focus on elements of belonging, independence, generosity, and mastery. The FNMI exhibit is to
help build bridges within the Selkirk Secondary School community, the larger SD5 schools – primarily the elementary schools –
and the Aboriginal Education departments. Through the lens of Residential Schools and a student-centered approach direct focus
of the unit will help to build curricular competencies and empathy within the Socials Studies class and in the larger school
community.

Stage 1 – Enduring Understandings Desired

Big Idea(s) and Supporting Ideas Arising from Curriculum Outcomes

Students will understand…

Overall Big Idea(s):

 Residential schools in Canada created a feeling of despair, loneliness, separation, anger.
 Designing a space will help foster understanding

Supporting Ideas:
 Residentials schools in Canada were controlled by the state and the church
 Residential schools created inter-generation trauma still present today

These understandings are important because…

 This unit is focused on the education of residential schools through the use of designing a space to omit a feeling that fabricates the
emotions associate with residential schools. In order to create a space with this goal in mind, students must have a foundational
knowledge of residential schools’ survivors and students. To foster this knowledge students will explore in their English class the
graphic novel of Sugar Falls and will explore memoirs in socials to build on the conversations in ELA. Ultimately, these understandings
of memoirs and primary sources are important to consider when creating a space to emit a feeling of loneliness.
 Learning Outcomes From Which Big and Supporting Ideas Have Emerged

Big Idea # 1: Residential schools in Canada created a feeling of despair, loneliness, separation, anger.

Outcomes from the Alberta Program of Studies: Imperialism and colonialism, and their continuing effects on indigenous peoples in
Canada and around the world.

Summary of how Big Idea emerged from Outcomes:

Imperialism and colonialism still have pervasive effects systematically in Canada, and residential schools are one case study to look at such
effects. Understanding the settler-colonial relationship with First Nations, Métis and Inuit peoples of Canada is both a way to recognize the roles
of colonization in Canadian society, but also the global community. Grappling with the emotions that residential schools created for the
individual whom attended these institutions helps students empathize with historical events.

Big Idea #2: Designing a space will help foster understanding

Outcomes from the Alberta Program of Studies: Impact of the Indian Act, including reservations and the residential school system

Summary of how Big Idea emerged from Outcomes:

The residential school’s system in intrinsically tied to the colonization of Canada. In approaching the unit through a designed space pedagogy,
students will be able to recognize symbols of trauma within the residential school system. Students are focused on the case study of residential
schools, but will explore the external context of the Indian Act and reservations in the contribution to the broader ‘Indian Problem’.

Stage 2 – Evidence Showing Learner Attainment of Big Ideas

Assessments
Sketch
Learning Outcomes Title KWL Chart Reflection Participation
Notes
Type Formative Summative Summative Summative
(Formative/Summative)

(1) Imperialism and colonialism, and

their continuing effects on indigenous
X X X
peoples in Canada and around the
world.
(2) Impact of the Indian Act,
including reservations and the X X X
residential school system.
(3) Make reasoned ethical judgments
about actions in the past and present,
and determine appropriate ways to X
remember and respond (ethical
judgment)

Stage 3 – Assessment Rationale

Assessment Assessment Assessment
Assessment Tool Description
OF Learning AS Learning FOR Learning
Residential School After visiting St. Eugene’s, students will be asked to write or
Reflection orate a reflection on their experience. The purpose of this
assessment is to consolidate learning from the tour at the X
residential school. This way students can begin to think about
key symbols and feelings to put into our designed space.
Sketch Notes Students will work on this assessment at various points
throughout the unit. The assessment requires students to draw
a pictorial images and keywords of primary source accounts,
X X
videos, and resources of residential schools. The students can
represent their knowledge through pictures and keywords rather
than writing.
Participation Students will be assessed on their participation in planning,
building and collaboration skills throughout the unit. This is
essential to creating a designed space as a class project, all X
students will be expected to participate with a positive attitude
and contribution to class discussion and planning.

Stage 4 – General Lesson Outline for Assessments

Sequence of Learning
Lessons Within
Learning Segment General Lesson Activities Outcomes Assessment
Segment Note: Overall timeframe is Addressed Used
indicated by # of lessons.
Prior 1. Creating a Space &  Outside Lesson 2, 1 KWL Chart
Knowledge Identity  Land Acknowledgements
Oct 18  Sharing Circle

2. Introduction to  Showcase ‘The Lesson’ images 2, 1 Worksheet

residential schools  Primary source analysis
 /St. Eugene’s  Background of residential schools
Oct 22  Questions to ask the guide

Field Trip 3. Field Trip  Field trip to St. Eugene’s 2, 1 Discussion

Oct 29
4. Context of  Debrief field trip from previous day. 2, 1 Reflection St.
Residential Schools  Begin to generate list of symbols Eugene’s
We the Children (27  Where Are The Children/Sketch Notes
Sketch Notes
min video)
(Stage 1)
Oct 31
Cross Curricular – Crystal MacLeod  Understanding symbolism
Has student’s week of Nov 4 – 8  Secret Path
NO socials  I Am Not A Number
 Graphic novel study: Sugar Falls

5. Survivor Stories  Consolidate learning from Sugar Falls in Socials context 2, 1 Sketch Notes
Nov 12  Analyze 2-3 survivor stories (Stage 2)
 Generate a list of symbols

6. Expert Groups &  Dividing Expert Groups 2, 1 Participation

Key Items  Expectations and roles
Nov 13
Planning 7. Proposal  Items to include in a display 2, 1 Participation
Nov 14  Symbolism

8. Proposal Stage  Proposing the theme 2, 1 Participation

Nov 15

9. Proposal Stage  Proposing actual exhibit 2, 1 Participation

Nov 18

10. Building Stage  Creating the exhibit 2, 1 Participation

Nov 19
11. Building Stage  Creating the exhibit 2, 1 Participation
Nov 21
12. Building Stage  Creating the exhibit 2, 1 Participation
Nov 25
13. Grand Reveal  Reveal the exhibit to the school 2, 1 Sketch Notes
 Need a group to write a short speech & land (final stage)
acknowledgement