Exploring Residential Schools

Lesson Overview

Grade Level: 6
Subject Area: Languages
Duration: 40 minutes
Curriculum Focus: Ontario Language Curriculum - Grade 6, Writing, Media Literacy (Oral Communication)

Learning Objectives

• Students will learn about the historical context and impact of residential schools on Indigenous communities in Canada.
• Students will develop and write a "contain" poem, a structured form of poetry.
• Students will use language skills to convey understanding and emotions related to this sensitive topic.

Materials Needed

• Whiteboard and markers
• Projector and screen
• Copies of a short, age-appropriate text about residential schools (e.g., a paragraph or short story/excerpt)
• Paper and pencils

Learning Goals

• To understand the concept and history of residential schools in Canada.
• To express understanding through creative poetry.
• To develop language and writing skills appropriate for Grade 6.

Lesson Structure

Introduction (10 minutes)

1. Class Discussion:

   • Start with a circle time to briefly discuss what students know about residential schools. This sets the context and activates prior knowledge.
   • Explain that residential schools were institutions where Indigenous children were sent, often forcibly, to learn and live far from their families. Emphasize the effects these schools had on Indigenous cultures and communities. Ensure sensitivity to the topic.

2. Reading Activity:

   • Distribute the short text about residential schools to each student. Read it together as a class, taking turns, or have the teacher read aloud to ensure understanding.
   • Ask a few comprehension questions to ensure students grasp the main ideas and emotional undertones.

Main Activity (20 minutes)

1. Introduction to "Contain" Poems (5 minutes):

   • Explain that a "contain" poem is a simple poetic structure designed to capture specific emotions and messages. It typically includes specific words or phrases that students must "contain" within their poem.
   • Example: A "contain" poem about residential schools could include specific words like "home", "school", "remember", or "learn".

2. Writing "Contain" Poems (15 minutes):

   • Ask students to select 4-5 keywords from the text about residential schools. These words will serve as the "containers" for their poem.
   • Provide a sample template on the board:
     • Word 1: _____
     • Word 2: _____
     • Sentence using both Word 1 and Word 2
     • Word 3: _____
     • Word 4: _____
     • Sentence using both Word 3 and Word 4
   • Encourage students to think about how these words relate to the experiences and emotions tied to residential schools.

Conclusion (10 minutes)

1. Sharing and Reflection:

   • Invite students to share their poems with the class. Ensure a supportive and respectful environment, emphasizing that every perspective is valid.
   • Discuss as a class what they found challenging or interesting about the task. Allow students to express how writing about residential schools makes them feel and how it might help understand the experiences of Indigenous communities.

2. Wrap-Up:

   • Highlight the significance of listening to diverse perspectives and stories. Encourage students to continue learning and being respectful of Canada's history and diversity.

Assessment

• Assess students' poems based on creativity, use of language, and understanding of the topic. Focus on their ability to convey emotions and demonstrate sensitivity to the subject matter.
• Provide feedback that encourages empathy and deeper understanding.

Extensions

• Encourage students to research more about residential schools and bring more related content such as artwork, articles, or interviews for a further class discussion.
• Explore other poetic forms and ways to communicate themes of understanding, reconciliation, and empathy.

Notes for Teachers

• This lesson involves a sensitive topic. Be prepared to provide support and address questions with sensitivity to the subject matter.
• Consider providing a brief background or context on the Truth and Reconciliation Commission of Canada for teachers not familiar with Canadian historical perspectives.