Residential Schools: Discovery Through Literature
Fatty Legs
Learning Module
- Creator(s):
This learning module is intended to parallel the British Columbia Curriculum for grades four and five. It could extend beyond five with an increase in content and critical thinking. The objective is to guide students through an authentic First People's text to open and extend students' knowledge of residential schools and the conflicts between settlers and Indigenous communities.
This module includes 10 updates:
The follow Big Ideas, Curricular Competencies and Content are extracts from the British Columbia Curriculum grades four and five.
Big Ideas:
Curricular Competencies:
Content:
Before ffacilitating this module, it is beneficial to review the follow document on reconciliation and residential schools. This is a document published by the First Nations Education Steering Committee.
http://www.fnesc.ca/wp/wp-content/uploads/2015/07/PUB-LFP-IRSR-5-2015-07-WEB.pdf
It can also be helpful to familiarize yourself with the follow website to guide further instruction:
http://www.fnesc.ca/grade5irsr/
Your objectives for this learning experiences are as follows:
Learning Intention:
I can use a variety of reading strategies to interact with text
Overview of learning experiences:
1. Weekly readings of the book "Fatty Legs"
2. Weekly responses of reflections / connections with the main text, and other texts, videos and pictures
3. Weekly Book Club Meetings
4.. Final Learning assessment choice of one of the follow:
Please complete the pre-learning survey that will be used to guide your learning.
http://cgscholar.com/cgsurvey/securesurvey/depid/5970dafee4b048aa564524b0
After the class mini-lesson and vocab introduction, watch and listen to the following video read aloud of the book When I was eight by Christy Jordan-Fenton and Margaret Pokiak-Fenton.
Comment: Thinking about the novel we are going to read, why do you think the title is "Fatty Legs"? How is it connected to the picture book, When I Was Eight? Remember to think critically and be respectful in your comments.
Review how to access and navigate through the digital book.
Students will read the introduction, provide any clarification necessary. The survey this week is the help guide possible "mini-lessons" during class time.
http://cgscholar.com/cgsurvey/securesurvey/depid/5970dafee4b048aa564524b0
Create discussion groups for students:
Mini-Lesson:
Week Focus:
Learning Intentions:
I can use text to build my understanding of true events
Use the follow link to access the "Fatty Legs" online or use your paper copy to read the Introduction & Chapter 1
https://ofs-0f748b58f97fd60b80b03e8678fb80ea.read.overdrive.com/?p=_eO7dtbMnpQwF6B03MPKtQ
Select two passages from the Introduction or Chapter 1. Add them to the class Google Drive Document. Explain why these passages stood out to you. Don't forget to add your name.
https://docs.google.com/document/d/16070UcKtu4WYp_-_2jfjyezdXKU7Lon5P5TgmPrK7uc/edit
Meet with your group, discuss the following questions during your book club:
Watch the following read aloud of Shi-Shi-etko by Nicolar Campbell. In your group discuss some of the similarities between Olemaun and Shi-Shi-etko.
Comment: Read the follow passage from chapter 1: "Father rarely spoke of the school and would never tell me of the wonderful things I could learn there. He was a smart man who loved to read, but he put little value in the outsiders’ learning compared to the things that our people knew.” (p.20)
Describe the comparison that Olemaun makes between "the outsiders" and "our people". Who are the outsiders? Who are "our people" ? Why would they have different types of learning?
Select a group to meet with during their book club meeting. Check in with students to make sure they are on the right track. This is a good time to pull small groups that need extra support reading and comprehending.
Class Discussion: Geography
Week Focus:
Learning intentions:
I can interact in a respectful way with my peers to enhance my learning
I can use text to build my understanding of true events
Read Chapter 2 in your paper copy or from the follow link:
https://ofs-0f748b58f97fd60b80b03e8678fb80ea.read.overdrive.com/?p=_eO7dtbMnpQwF6B03MPKtQ
Before meeting with your group begin filling out the following Venn-Diagram. Make sure you save it and add to it as you find more relevant information.
Meet with your group, share and discuss your venn-diagrams. What did you have in common? What was different?
Comment: What kind of imagery is occurring by the end of chapter two? What are some words that help create pictures in your mind?
Update: Choose a strong image that you have created in your mind from chapter 2. Illustrate this image, take a picture and post it in an update along with a description of the scene you have illustrated. Feel free to include quotes from chapter two. Comment on a classmate's imagery post. Did you picture it the same way?
Vocab Review:
Class discussion:
What would make school different that far north in comparision to school in your location? *Think-Pair-Share*
This week introduce students to updates. Walk them through how to create an update and the expectations you have for them. Guide them through their first update of visualization.
Meeting with a different group this week. Observe their interactions and discussion. Give students feedback and goals to work towards.
Week Focus:
Learning Intentions:
I can use text to build my understanding of true events
I can produce and defend my opinion based on evidence and events
Read chatper 3 in your book or from the follow digitial link:
https://ofs-0f748b58f97fd60b80b03e8678fb80ea.read.overdrive.com/?p=_eO7dtbMnpQwF6B03MPKtQ
After reading, in your group discuss how Olemaun identified and related some of the girls at the school to different areas or communities. For example "...who I knew to also be Gwich'in by the wraparound moccasins she wore." (p.49)
The video below includes accounts from residential school survivors. Survivors are people that experienced residential school just like Olemaun. They are much older now, and are sharing their memories of the ir experience of residential school. Watch the video and think about some of the similarities between what they are reminiscing about and what you have read about Olemaun's experience.
Comment: Thinking about chapter 3 and the video you just watched, why did the nuns or outsiders give the children different name or numbers? Think back to our discussion about identity.
Update: What is your school experience? Compare and contrast the purporse of your schooling with that of Olemaun. Why do you go to school? Why does Olemaun go to school?
Vocab Review:
Class Discussion: Identity
* Have students create personal map / web of their identity, compare and contrast to Olemaun as a class what could be similar or different.
Meeting with a different group this week. Observe their interactions and discussion. Give students feedback and goals to work towards.
Week focus:
Learning Intention:
I can produce and defend my opinion based on evidence and events
I can use a variety of reading strategies to interact with text
Read chapter 4 in your book or at the follow digital link:
https://ofs-0f748b58f97fd60b80b03e8678fb80ea.read.overdrive.com/?p=_eO7dtbMnpQwF6B03MPKtQ
When you meet with your group, watch the following Propaganda video. Why would the government create this video?
Comment: After watching the video with your group, make a comment about the contrast between the video and the experience of Olemaun. Why would the video differ from Olemaun's account of the residential school?
Update: Thinking about all of the chapers you have read so far, and the media you have viewed, post an update with 3 deep thinking questions. A reminder, that deep thinking questions cannot be answer by just reading the text. After posted, review your classmates' questions, and answer at least 3 questions, using evidence and deep thinking.
Vocab Review:
Review "deep thinking questions". Talk about the importance of using your mind, not the text to answer the question. Distinguish the difference between quick thinking and deep. If necessary take the time to do a sorting activi this week to help students remember the difference.
Class discussion: Propaganda
* On-going assignement, have students identify current pieces of propaganda. Share with the class on-going basis as it is found.
Meeting with a different group this week. Observe their interactions and discussion. Give students feedback and goals to work towards.
Week focus:
Picture from :
History of Indian Residential Schools in Canada, the Indian Act, Truth and Reconciliation Commission, Indian Boarding schools in the U.S. assimilation or cultural genocide? (n.d.). Retrieved July 31, 2017, from http://jenniferdance.ca/redwolf.html
Learning Intentions:
I can identify important consequences of residential schools
I can use text to build my understanding of true events
Read chapter 5 in your book or from the following digital link:
https://ofs-0f748b58f97fd60b80b03e8678fb80ea.read.overdrive.com/?p=_eO7dtbMnpQwF6B03MPKtQ
When you meet with your group discuss why the nuns dictated the letters for the children to write home. Compare and contrast the Raven with Sister MacQuillan. Why does Sister MacQuillan help Olemaun?
Read the follow article about the clash between settlers that came to Canada to colonize it and the Indigenous First Peoples.
Comment: After reading the article, think about how residential schools were used to control the First Nations people? Why did the settlers create residential schools?
Update: At this point in the book you have made connections, asked questions and identified key characters. In an update could you reflect on the events in Fatty Legs in comparision to your life. Can you relate to Olemaun in any way? Have you had an experiences that make you feel the same way? Make sure you pull evidence from the novel to support your relfection. Be thoughtful!
Vocab Review:
Class Discussion:
Meeting with a different group this week. Observe their interactions and discussion. Give students feedback and goals to work towards.
Week focus:
Vocab Review:
Class Discussion:
Meeting with a different group this week. Observe their interactions and discussion. Give students feedback and goals to work towards. Provide support for students that may need help with the reconcilation discussion and examples.
Week Focus:
Learning Intentions:
I can use text to build my understanding of true events
I can produce and defend my opinion based on evidence and events
I can identify important consequences of residential schools
Read chapter 6 in your book or the digital link:
https://ofs-0f748b58f97fd60b80b03e8678fb80ea.read.overdrive.com/?p=_eO7dtbMnpQwF6B03MPKtQ
In your group discuss the symbolism of birds throughout the book. Why does Olemaun refer to the different nuns as types of bird? What kind of bird is Olemaun?
Comment: Read the above article in partners or in a group. What do you think reconciliation means? Why would this be something to Canadian government would want to do? How does this relate to residential schools? Feel free to begin with a dictionary search to help you out.
Update: Despite her negative experience in the residential school, Olemaun is able to create a postive event and grow as a character. Create an update relating Olemaun's positive bravery and experience of your own that demonstrates finding the "silver lining".
Learning Intention:
I can interact in a respectful way with my peers to enhance my learning
I can produce and defend my opinion based on evidence and events
Read the final chapter 7 & after the story in your book at from the digital link:
https://ofs-0f748b58f97fd60b80b03e8678fb80ea.read.overdrive.com/?p=_eO7dtbMnpQwF6B03MPKtQ
Watch the video below outlining the picture book Not my Girl - by Christy Jordan-Fenton & Margaret Pokiak-Fenton
In your book club group discussion the consequence of going to the residential school for Olemaun, especially after she returns home to her family.
Comment: Why does Olemaun's mother say "not my girl"? What has changed in Olemaun's identity to make her say this?
Vocab Review:
Class Discussion:
Introduce the project and discuss how to navigate Scholar work. Go over student rubric and expectations.
Student Rubric:
Student Project:
Week focus: