The following Lesson Plan was created by high school teacher Mardi-Jane Kretschmer

The Last Generation of Residential School Survivors from Indian Residential School in Lebret.

(Stories collected by K Benjoe)

Assess the impact of residential schools and the process of reconciliation

Outcomes: NIN10.3

Unit 2 Community and Kinship

  • Synthesize the impact of residential schools on Aboriginal family life
  • Determine how Aboriginal people have reclaimed their education.
  • Discover what Aboriginal people are doing to heal from the residential school experience.
  • Respect the intellectual integrity of the oral tradition
  • Determine how the intellectual integrity of the oral tradition was undermined by the government policy.
Time- approx. 90 minutes.

Lesson Focus:

Lesson Focus:

Assess the importance of personal accounts of the last generation of residential school survivors (attendees of Lebret Residential School) Using a type of jigsaw strategy, students will gather/collect information in groups and share the information with the class.

Rationale:

Gathering information from personal stories will help us gain a better understanding of how important it is to preserve stories and understand the impacts of Residential Schools, specific to the last generation of the Indian Residential School in Lebret.

Assessment:

• Students demonstrate qualities of effective group work during the jigsaw activity.

• Students gather, analyse, and share appropriate information on stories by former students who attended Lebret Residential School.  

• Students will complete one large-scale fact sheet/google slide per group (max.4 per group).

Prior Knowledge: Students will have knowledge of what a residential school is and when and why they were implemented.

Curriculum Expectations:

Outcomes: NIN10.3

·Synthesize the impact of residential schools on Aboriginal family life

·Determine how Aboriginal people have reclaimed their education.

·Discover what Aboriginal people are doing to heal from the residential school   experience.

·Respect the intellectual integrity of the oral tradition

·Determine how the intellectual integrity of the oral tradition was undermined by the government policy.

Materials/ Prep for learning: Materials/Preparation for Teaching:
• Large-scale T-Chart or Laptop/ Google Classroom-shared slide (Laptops).
•  Group numbers
• Stories (one per student per group)
• Chart paper, markers (Google Slides- due to Social Distancing)
• Research materials and stories (hand-outs and or podcasts) of Lebret students discussed in class 
• Anecdotal record sheet

Differentiated Learning: partner students, use tech, listen to podcasts, read aloud.

Before: Discuss what is known about Residential Schools. Open Discussion   Instruction:  1. Place students in small groupings.  2. Have students create a google slide/power point and group name.  3. Assign personal narratives to each home group. Using a T-Chart/or slide. Explain to the students that they are going to participate in a type of jigsaw activity. They will be assigned to a home group as an expert. Each member of the expert group may have a reader or each member may read/listen on their own. Each expert will then be assigned to another group and record their findings through sharing and discussing their assigned narrative. Recording their findings on other narratives in their shared google slide/power point or T-Chart. Remind students to use the T-Chart as an anchor chart for reference.  Observe students, making anecdotal observations on group skills and knowledge of content. Have each student report to the home group on his or her personal narrative and record the information on a large fact chart/whiteboard and /or google slide. The completed chart/slide will then contain information on all the narratives studied by the group members.    1. Have groups share their learning with the class using an open dialogue.  2. Have the students discuss their group findings and the skills they used and reflect on their learning.  .   Example headings:   T Chart – Heading: Impacts of Residential School   Sub-Headings- T-Chart: What Lebret Residential students liked about their school? / What Lebret Residential students did not like about their school?   After: Share large group/class. Have group presenters using slides/t-chart or white board. Large group discussion on what was learned about the Last Generation of the Lebret Residential School.  
Through all readings: What was different/changed/noticed at the Indian Residential School for this Last Generation of Lebret Residential School Students?
Extensions : Indian Control of Indian Education -1972 Policy Paper/First Nations control of First Nations education

Reflection:
Did the students use the group info, from the T-Chart/ Google Slide? Are students working effectively?What did they learn from they last the generation of Lebret Residential  School?