Orange Shirt Day

Grade 5 Social Studies – 60 minutes

Class Size: 25 students
Location: Saskatoon, British Columbia

---

Curriculum Connections

BC Curriculum: Social Studies (Grade 5) – First Peoples

• Big Idea: First Peoples have unique worldviews that integrate their histories, laws, and cultures.
• Content: Ways of knowing, living, and historical perspectives of First Peoples in BC and Canada.
• Competencies:
  • Communicating – Expressing learnings clearly and respectfully
  • Social Responsibility – Understanding the importance of reconciliation and relationships with Indigenous peoples
  • Critical Thinking – Considering multiple perspectives and historical impacts

---

Learning Goals (I Can Statements)

• I can explain the meaning and significance of Orange Shirt Day.
• I can understand and describe the history of Residential Schools and their impact on Indigenous peoples.
• I can identify ways to show respect and support Indigenous reconciliation in Saskatoon and beyond.
• I can share what I have learned with my classmates using respectful language and visuals.

---

Success Criteria

• I can retell the story of Orange Shirt Day and why it is important.
• I can describe one or more impacts of Residential Schools on Indigenous families and communities.
• I can suggest at least two meaningful actions to support Indigenous reconciliation locally.
• My ideas can be communicated clearly through speaking, drawing, or writing, respecting other's opinions.

---

Materials Needed

• Large orange shirt or photo of an orange shirt
• Short, dyslexia-friendly reading passage about Orange Shirt Day and Residential Schools (with visuals)
• Markers, paper, and/or laptops/tablets (depending on resources)
• Indigenous art supplies (e.g., coloured pencils, paper for drawing symbols)
• Storybook or video clip featuring First Nations perspectives (with captions)
• Saskatoon Indigenous community maps or posters (if available)

---

Lesson Outline

1. Introduction & Context (10 minutes)

• Welcome students; display an orange shirt prominently.
• Open with “I can” statement for today.
• Share a simple story: Phyllis Webstad’s experience and the origin of Orange Shirt Day, using the dyslexia-friendly reading passage with picture support.
• Discuss: What does an orange shirt mean to us now?
• Briefly introduce the history of Residential Schools, keeping language age-appropriate and sensitive.
• Visual aids: Timeline poster with key historical facts, icons, and local references.

2. Interactive Activity: Circle Discussion & Reflective Drawing (15 minutes)

• Arrange students in a circle.
• Ask: How would you feel if something special from your childhood was taken away?
• How do you think Indigenous children felt at Residential Schools?
• Students share brief thoughts (use sentence starters if needed).
• Then, students create a small drawing inspired by Indigenous symbols of healing or connection (e.g., turtle, eagle, or trees), linking to reconciliation.
• Differentiation: Provide stencils/templates for students who need more structure. Allow verbal sharing instead of drawing if preferred.

3. Local Connection: Saskatoon’s Indigenous Communities (10 minutes)

• Show a map or photos of Saskatoon’s Indigenous communities and landmarks.
• Explain how Indigenous people in Saskatoon are working towards healing and reclaiming their culture.
• Ask: What are some ways we can learn from and support our neighbours?
• Brainstorm as a class simple respectful actions (e.g., listening, learning, participating in local Indigenous events).

4. Group Project: Orange Shirt Pledges (15 minutes)

• Students work in small groups (4-5 per group).
• Each group writes or draws an “Orange Shirt Pledge” — a commitment to reconciliation or respect towards Indigenous peoples.
• For example: “I will listen to Indigenous stories,” “I will wear orange to show I care,” or “I will visit a local Indigenous cultural centre.”
• Groups present their pledges to the class.

5. Conclusion & Reflection (10 minutes)

• Recap the “I can” statements orally.
• Students share one new thing they learned and one action they will take.
• Provide a short reflective prompt: “Why do you think it is important to remember Orange Shirt Day every year?”
• Collect any written reflections or drawings if applicable.

---

Differentiation Strategies

• For Diverse Learners:

  • Use visuals and oral storytelling to aid comprehension.
  • Sentence starters to support verbal responses and writing.
  • Alternative ways to express understanding (drawing, speaking, typing).

• Dyslexia-Friendly Reading:

  • Use large font, sans-serif typeface.
  • Short, simple sentences with clear headings.
  • Include images and keywords highlighted in bold with pronunciation guides if needed.

• For Advanced Learners:

  • Research Indigenous-led reconciliation initiatives in Saskatoon and prepare a short presentation.
  • Write a letter to a local Indigenous leader expressing support and asking questions.
  • Study the impact of Residential Schools on other communities in Canada and compare.

---

Assessment

• Informal observation during discussions and group pledge creation.
• Evaluate understanding based on success criteria and reflection sharing.
• Teacher checklist for individual participation and comprehension (can be verbal or written).
• Optional: Collect drawings or written reflections as evidence of learning.

---

Extension Ideas

• Organize a visit (virtual or in-person) with a local Indigenous speaker or Elder.
• Create an Orange Shirt Day bulletin board featuring student work and key facts.
• Incorporate Indigenous languages spoken in Saskatoon (e.g., Cree, Dakota) by learning a greeting or word related to respect and reconciliation.
• Join or promote involvement in local Orange Shirt Day events or Indigenous cultural activities.

---

This detailed, culturally sensitive lesson connects students to the local Indigenous context of Saskatoon while meeting BC social studies curriculum goals around First Peoples, history, and reconciliation. Its multimodal approach ensures accessibility and engagement for all learners.