Understanding By Design Unit Template

Title of Unit Indigenous Issues in Canada Grade Level A30

Subject English Language Arts Time Frame 15 days

Developed By Nicole Clampitt and others

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Building Lifelong Learners

 Learning about Indigenous issues is a lifelong process and lifestyle, where students will continue to learn about past actions and work
towards building a better future.
Building a Sense of Self, Community, and Place
 The first step of understanding Indigenous issues is acknowledging the student’s own self-concept and identity, and being able to
understand and relate to others. This unit will help students comprehend diverse beliefs, languages, and practices from the Indigenous
people through Elders speaking and the inclusion of new Cree words being introduced in the classroom.
Building Engaged Citizens
 Getting students to engage in literature written by Indigenous authors about Indigenous issues helps them to build their confidence in
understanding these important world issues. As well as encourages them to make a commitment to continue to move in the right
direction toward positive change and getting Indigenous peoples voices heard.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking
 This unit teaches students think and learn in a non-conventional and creative way.
Developing Identity and Interdependence
 Learning about different cultures teaches students to care, value, and, respect others, the environment, and human rights. This unit helps
the students to achieve this by hearing about various Indigenous issues and being able to connect these issues to their own life
experiences.
Developing Literacies
 This unit teaches students about major literary forms and techniques as well as a variety of literary devices. Students will also explore
Indigenous issues using various literacies.
Developing Social Responsibility
 Teaching about Indigenous issues helps students to use moral reasoning when contributing to the well being of the natural world. As well
 as learning the Indigenous history and gaining the ability to think with others and learn from others will allow the students to achieve the
social action necessary.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

CR A 30.3 Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate literary and informational texts
created by First Nations, Métis, Saskatchewan, and Canadian speakers and authors from various communities.

CR A 30.4 Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and
articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a
basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture

CC A30.1 Create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Define the Individual, Negotiate the
Community), social responsibility (e.g., Shift Centres, Blur Margins), and social action (agency) (e.g., Understand Beliefs, Initiate Action).

CC A 30.3 Present and express a range of ideas and information in formal (including a panel presentation and a business or community meeting)
and informal (including discussions and collaborative work) situations for differing audiences and purposes.

CC A 30.4 Create a variety of informational (including an inquiry/research paper and an editorial) and literary (including a real or invented
narrative and a literary criticism essay) texts that are appropriate to a variety of audiences and purposes including informing, persuading, and
entertaining.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content?
students to understand & be able to use several years from now) (open-ended questions that stimulate thought and inquiry linked
What misunderstandings are predictable? to the content of the enduring understanding)
Students will understand that... Content specific….

 To recognize that Indigenous issues stem from historical roots  How is traditional Indigenous knowledge beneficial to us
 To connect literature to current issues in society currently?
 That biases are present in the literature that they read  What is being done to help the healing process of
Indigenous people in Canada?
Related misconceptions…
 Indigenous issues are a thing of the past FNMI, multicultural, cross-curricular…
 This is only studied because the government says we have to In what ways is it beneficial for us to combine History and
 There is only one story to tell English studies?
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Students will know...
 Why it is important to study Indigenous issues
 How to become engaged citizens when it comes to dealing with
national issues
 How to look past biases and discover a truer version of the stories
they have been told
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will be able to…
 The ability to connect literature (fiction and non-fiction)
to major issues on a global scale
 Express cultural understandings without fear or shame
 To compare the different voices they hear on Indigenous
issues and recognize the biases in them

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning
activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate
their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal G - Students will become knowledgeable in many Indigenous issues and how
What should students accomplish by completing this task? these issues are being handled and healed from in the present. Students will
R – Role work on connecting issues of the past and what is being done to solve these
What role (perspective) will your students be taking? issues in the future. Students will understand what it means to be active and
A – Audience engaged citizens of society by becoming problem solvers in Indigenous issues.
Who is the relevant audience?
 R - Students will be researchers and presenters on Indigenous issues in
S – Situation Canada. They will find the information they need to teach an Indigenous issue
The context or challenge provided to the student. of their choice to the class.
A - The audience will be the class along with parents and/or family members
that may be interested in the topic.
S - Students are challenged with picking an Indigenous issue or historical
event that was covered in this unit and researching the details of the event,
P – Product, Performance explaining the effects left by this event, and providing examples of how
What product/performance will the student Indigenous people are trying to heal from this event. Students will practice
create? becoming engaged and involved in positively changing the world with
knowledge.
P - The students will present this as a speech to the class. If needed, students
may provide a visual (powerpoint, photos, etc.) to aid their speech but they
are specifically being assigned a speech.

S – Standards & Criteria for Success

Attach rubric to Unit Plan
Create the rubric for the Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students
demonstrate achievement of the desired results? Formative and
summative assessments used throughout the unit to arrive at
the outcomes.

 creation of literary devices  journal entries

 class discussions  exit slips
 exit slips
 newspaper article
 exit card (with drawing)
 Worldview Venn diagram
 sharing examples on the board
 collection of Cree words
 character chart

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
  achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
With this unit, students are heading towards to a broader understanding of Indigenous issues in Canada and how these issues are represented in
literature. It is expected that students have knowledge of traditional Indigenous ways of life and have some understanding of colonialism in
Canada. Many students will also bring experiences from the people in their lives and from what they learn through media. These experiences will
be addressed and discussed in class. It is also expected that students will have questions throughout the unit that are sensitive and may need to
be addressed in a delicate manner. These topics can sometimes be emotional and controversial. It is possible that some students may resist
what they are learning or disagree with statements that are made. It is necessary to always be open-minded and patient when students do not
agree. Some students may have little to no prior knowledge about Indigenous people in Canada and we should be aware to always explain
concepts thoroughly so these students can participate. The learning environment would best be done in a classroom with desks arranged in
group form. This will allow students to discuss in a smaller group with their peers if they are not ready to discuss to the entire class at first. It
would also be beneficial to have the classroom decorated in a manner that would make the students feel safe and welcome in their learning
space. Multiple times throughout the unit, students will participate in dialogue/sharing circles. This means the desks would have to be moved out
of the way for students and teachers to sit on the ground in a circle.
How will you engage students at the beginning of the unit? (motivational set)

Indigenous issues are something that most Canadians are aware of and play a part in. The title of the unit “Indigenous issues” will peak
students’ interests because this is a topic most of them should be familiar with. This is also a topic that may make some students uncomfortable.
The goal with introducing students to the unit is to make them feel like the classroom is a safe space for them to share their ideas and thoughts.
The introduction lesson will begin with an activity that allows students to share their knowledge and questions semi-anonymously. They can
write down their answers and questions on the posters and when we discuss as a class, students can add to their own thoughts/ideas or they
can choose to stay anonymous. Next, students will have the opportunity to participate in sharing circle which is an Indigenous-based activity.
This will introduce Indigenous ways of knowing to students and give them many opportunities to share their feelings, thoughts, questions, and
uncertainties.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How
will you equip them with needed skills and knowledge?
# Lesson Lesson Activities CCCs Resource
Title s
1 Introduction Outcome: CC A30.3 Developing poster
to Present and express a range of ideas and information in formal (including a panel presentation Thinking paper,
Indigenous and a business or community meeting) and informal (including discussions and collaborative Developing sticky
Issues work) situations for differing audiences and purposes. Social notes,
 Indicator: (g) Demonstrate a willingness to explore diverse perspectives to develop and Responsibil whiteboard
modify viewpoints. ity

Throughout the classroom there will be posters placed on the wall with questions. Students will
walk around the classroom with sticky notes and can attempt to answer the questions or write
their own questions and place them on the posters. We will then gather back together as a class
to discuss and come to a better understanding of Indigenous issues in Canada. Some of the
questions on the poster will be: What does it mean to be Treaty People? What are some of the
historical events that have led to the issues Indigenous people face today? How long do treaties
last? What can literature teach us about issues in society (specifically Indigenous issues)? What
are some of the attempts that Canadians and Indigenous people have made to heal from the
past?
We will then go into a brainstorming activity to get students involved in the topic. On the board
will be written “What are Indigenous issues in Canada?” and students will provide any answer
they think that fits. We will do this in the form of a dialogue circle. This is done by having the
entire class sit in a circle. One person will begin by answering the question and they will not be
interrupted at any point. Once they are done, the person beside will provide their answer
without interruption and this will go on until everyone has provided an answer. After everyone
has had the opportunity to speak, students will have the opportunity to ask questions or provide
statements within the circle. Before beginning the activity, let students know they are in a safe
space where we will support and encourage learning and be aware of prejudices or
discrimination. This activity will provide students with a safe space to begin learning and be a
starting point for the unit.
2 Outcome: CC A 30.4
Reviewing Create a variety of informational (including an inquiry/research paper and an editorial) and
Literary literary (including a real or invented narrative and a literary criticism essay) texts that are
Devices appropriate to a variety of audiences and purposes including informing, persuading, and
entertaining.
Indicator: (h) Experiment with and explore a variety of written text forms (e.g., chapter of a
novel, short story, minutes of a meeting) and techniques (such as satire, tone, mood) and
explain their appeal.

We will begin by asking the students what kinds of literary devices they already know. This will
give us a better idea of what to focus on during the lesson as well as get students ready to talk
about literary devices. As the students tell us which ones they already know, we will write them
up on the board and have the students give us an example of it in a sentence. Prior to this we
will have created a list of literary device that we will refer to throughout the lesson. Once we
know which literary devices the students already know we will break them into groups of four
 and, using the list we created, will give each group four literary devices that they didn’t know.
They will be asked to do a jigsaw activity with them (figure out what the literary devices mean
and come up with examples of each, then come back and tell the entire class what they found).
As they research their literary device they will be asked to write it and the example on the
board, so that the teacher can compile a list to give back to the students the next day. To close
this lesson we will have the students pick three of the literary devices that they didn’t look at in
their group and write three sentences using those devices.
3 The Battle Outcome: CR A 30.4 Developing Handouts
of Batoche Read, demonstrate comprehension of, and apply knowledge from grade-appropriate Literacies (poem and
informational (including editorials, reviews, and articles) and literary (including fiction, script, encyclopedi
poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a article)
a basis for understanding self and the multiplicity of voices and perspectives that make up
Canadian culture
This lesson will take two days
The Indigenous issue this lesson is looking at is the loss of voice that Aboriginal Peoples have
been force to accept.
Day 1- We will start by briefly talking about who Beth Cuthand was and a bit about her history
in order to get the students interested in reading her work. Then we will read Cuthand’s poem
“Seven Songs for Uncle Louis.” Due to the length of the poem we will read it aloud as a class.
The poem is about the Battle of Batoche and the events are told from several points of view all
of them First Nations and Metis. Near the end of the poem there is a piece addressed to Brian
Mulroney and we will need to give some historical context for it after the poem has been read.
After the poem has been read discuss the symbolism in the poem of the reasons for the author
having written it. This will be a class discussion.
Day 2- We will start by recapping everything that was discussed yesterday in order to ease the
students back into the topic. Then we will introduce a brief article from the Canadian
Encyclopedia website about the Battle of Batoche. After the students have read it we will
compare and contrast it with Cuthand’s poem. We specifically want them to see the difference
between the two voices (European and FNMI) when looking at this topic.
4 Bad Men Outcome: CR A 30.4 Developing Whiteboard
Who Love Read, demonstrate comprehension of, and apply knowledge from grade-appropriate Literacies and
Jesus informational (including editorials, reviews, and articles) and literary (including fiction, script, markers,
poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as Handouts
a basis for understanding self and the multiplicity of voices and perspectives that make up with short
Canadian culture. story,
computer
We will start by asking the students to brainstorm as a class any interactions that the Christian and
Church have had with the Indigenous people of Canada. We will write these answers on the projector
 board as the students give them. This will get them to start thinking about how the connection https://ww
between the two has affected both sides.We will then have the students read through “Bad w.youtube.
Men Who Love Jesus” by Thomas King (handout format preferably). As they read they will be com/watch
asked to annotate their copies marking any questions they have or any interesting thought they ?v=CV4Pnb
had while reading/observations they made. After they finish reading there will be a very quick nFUAQ)
class discussions about some of their finding, thoughts and questions that came out their
reading. We will also be sure to ask the students what effects the church had on First Nations
people according to the text. After this the students will watch a video on YouTube called “First
Nations Reconciliation.”. Again the students will be asked to make similar annotations in their
notes while they watch and there will be a brief classroom discussion about what they pulled out
of the video and again we will be sure to ask what effects the church had on First Nations
according to the video. Finally we will finish by asking the students to do an exit slip
summarizing the effects (both positive and negative if possible) that the church had and still
have on First Nations communities.
5 Newspaper Outcome: CC A 30.4 Developing Computers/
Reporter Create a variety of informational (including an inquiry/research paper and an editorial) and Thinking Research
literary (including a real or invented narrative and a literary criticism essay) texts that are Developing materials
appropriate to a variety of audiences and purposes including informing, persuading, and Literacies
entertaining.
This lesson will take two days:
Day 1- Continuing from the two previous lesson, the students will be asked to pretend they are
a newspaper reporter and write an article about either the Battle of Batoche or the Initial
Meeting between Indigenous people and the church. They will try to represent both sides of the
event equally and remain as unbiased as possible. After completing their article the students will
be asked to create a document that resembles an actual newspaper. This entire activity will
likely require the students to do a bit of research beyond the literary pieces that have been
previously used which is why the lesson will require two days. The students will be given some
time to work on this in class.
Day 2- The students will have the period to work on their newspaper article.

6 Outcome: CR A 30.4 Developin Sharing

Read, demonstrate comprehension of, and apply knowledge from grade-appropriate g thinking Rock,
Storytelling informational (including editorials, reviews, and articles) and literary (including fiction, script,
poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as
Tobacco,
a basis for understanding self and the multiplicity of voices and perspectives that make up Elder,
Canadian culture Whiteboa
Indicator: rd, and
(e) Recognize and evaluate major literary forms and techniques and how the forms are shaped markers.
 into an artistic unit.

The Indigenous issue this lesson is looking at is Indigenous voices being heard through artistic
literary forms, such as storytelling. I will introduce my lesson by engaging the students through
teaching them a new Cree word and discussing the meaning. I will then ask the students to
form a sharing circle. I will ask the students to go around the circle, and share with the rest of
the class a literary form they have read or created by passing around a sharing rock. Then, I will
list on the board the major literary forms and ask the students if I am missing any. I will then
introduce the traditional Indigenous storytelling to the class followed by an elder coming in and
talk to the class. I will ask a student to volunteer to present the elder with some tobacco and
welcome them to our class. The elder will speak about the history of storytelling and why it is so
important to the Indigenous peoples way of life. Then I will give a few minutes for the students
to reflect one their own on how they can use storytelling. After I will request the students to
hand in an exit card before they leave class requesting them to write of something that they
have learnt that they would want to be past down to future generations.
7 Outcome: CR A 30.4 Developin
I Lost My Read, demonstrate comprehension of, and apply knowledge from grade-appropriate g
Talk informational (including editorials, reviews, and articles) and literary (including fiction, script, Literacies
poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as
a basis for understanding self and the multiplicity of voices and perspectives that make up
Canadian culture
Indicators:
(h) Develop coherent and plausible interpretations of a variety of sophisticated print texts.
(i) Support a position, interpretation, or response by citing specific details, features, and ideas
from what was read.

The Indigenous issue this lesson is looking at is Residential schools and the effects they have on
Indigenous people. I will start the class by discussing the Indigenous author Rita Joe and how
her poems represent Canadian history and culture. Next I will put the students in groups of 4
and requesting that they each take a turn reading a stanza of Rita Joe’s poem “I Lost My Talk”
aloud to their group. After the poem is read each student will tell their group members what
their interpretation of their stanza is. After each student has shared they will come together as a
group to come up with a collective plausible approach to what they think Rita Joe’s poem may
be referring to. Each group of students will then write their idea up on the board with one piece
of evidence to support their interpretations. After each group has posted their thoughts I will
share that the poem is known for being about Indigenous Residential Schools that attempted to
destroy Indigenous peoples and their rich and varied cultures, including their mother tongues.
8 Outcome: CR A 30.4 Developing Multiple
Read, demonstrate comprehension of, and apply knowledge from grade-appropriate Literacies copies of
Foods and informational (including editorials, reviews, and articles) and literary (including fiction, script, Developing Foods and
Spirits poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as thinking Spirits by
a basis for understanding self and the multiplicity of voices and perspectives that make up Beth Brant,
Canadian culture. paper,
Indicator: (a) Read, comprehend, and respond to informational and literary texts by First pens.
Nations, Métis, Saskatchewan, and Canadian authors, and explain how the texts represent our
Canadian literary and cultural heritage.

The class will break off into groups and read a collection of short stories by Beth Brant titled
Foods and Spirits. This will likely take 1 class. While students are reading these short stories,
make sure they are keeping notes paying particular notice to the role of animals in these stories
and their part in the Mohawks creation story. Once they have read the stories, students will
compare the role of animals in the stories with their role in European fables or fairy tales
through the use of a venn diagram chart to help them understand different worldviews and that
animals in Mohawk and other Aboriginal narratives are not only morally but also spiritually
significant. They should continue to work in these groups for 1 more class.
9 Outcome: CR A30.3 Developing Copy of
Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate Literacies Bear Bones
Bear Bones literary and informational texts created by First Nations, Métis, Saskatchewan, and Canadian & Feathers
& Feathers speakers and authors from various communities. by Louise
Indicator: (f) Demonstrate proficiency in reflective, critical, empathetic, and appreciative Halfe, Cree
listening. dictionaries
, pens,
As a class, read a selection of poetry by Cree poet Louise Halfe taken from her collection Bear paper
Bones & Feathers, which features a glossary with translation of the Cree words at the end of the
book. This will roughly take 1 class. As the students follow along to the readings of the poems,
they will write down the words that they don’t understand. The next class, students will use a
Cree dictionary or if possible find Cree-speaking people to translate the poems and further
understand their meanings. Students will then form their own collection of Cree words that they
will have found the meanings of. This will educate a non-Cree speaking audience, teaching them
a few words.
10 Outcome: CR A 30.4 Developing Copy of the
Only Drunks Read, demonstrate comprehension of, and apply knowledge from grade-appropriate Identity play Only
and informational (including editorials, reviews, and articles) and literary (including fiction, script, and Drunks and
Children poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as Interdepen Children
Tell the a basis for understanding self and the multiplicity of voices and perspectives that make up dence Tell the
 Truth Canadian culture Developing Truth,
Indicator: (b) Select deliberately and use effectively a variety of before (page 28), during Literacies paper,
(page 29), and after (page 30) strategies to construct and confirm meaning when reading texts. journals

As a class we will read the play Only Drunks and Children Tell the Truth by Drew Hayden Taylor.
The reading of this play will most likely take 2-2 ½ classes. Begin by reading the introduction.
This brings reference to “The Scoop” which is the historical background of the play. Students
may need further elaboration on this historical event. The introduction also explains Someday
which is necessary because Only Drunks and Children Tell the Truth is a sequel to
Someday. Before reading, have students create a chart with the characters: Barb, Janice/Grace,
Rodney, and Tonto. Instruct students that during the reading of the play, they will fill out this
chart with what they believe to be important character traits. It will take 2-3 classes to read
this play. After the play has been read, students will be given the opportunity to share their
character traits with other classmates and add things they may have missed. In their journals,
they will respond to the play by finishing the end of the sentence prompts about the play and
The Scoop:
 A question that I have is ….
 I want to know more about ….
 The overall message was ….
 This was successful or unsuccessful because ….
11 Concluding We will do a Jeopardy Game that summarizes and recaps all of the topics that we have looked at Jeopardy
Lesson during this unit. This is interactive so the students will be very engaged and excited by it. If we Game,
have enough time after the Jeopardy Game we will do a sharing circle about how the students computer,
ideals have changed since they began this lesson. projector

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: There is alignment between the outcomes and the lessons. Every lesson has an
Is there alignment between outcomes, performance outcome assigned to it that it is meeting. All of the assessment pieces that are
assessment and learning experiences? being used will be able to prove that the outcomes have been met. We use exit
slips to monitor what the students have learnt and the questions for these exit
slips are based on the outcomes. The learning experiences are being used to
inform the assessment pieces. The learning experiences we have created align
with the outcomes and are needed for the students to be able to complete the
assessment pieces. The final assessment will bring all of these learning

Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs
and diversities of all my students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources on an
ongoing basis?
FNMI Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each child’s identity?
experiences together so students are given the opportunity to prove what they
have learned.
For struggling students:
This unit provides a variety of learning styles therefore students who are
struggling should only struggle with the occasional lesson. In those lesson we
will be providing alternative methods such as helping them to read through the
more difficult texts and providing them with more aid when they are working on
the written pieces.
For students who need a challenge:
For students who require more of challenge many of these activities will force
them to think in creative and different ways then what they may be used to.
Many of these activities will be very engaging for them because of their different
nature. They will also be encouraged to dig deeper in their thinking while doing
their exit slips and the final assessment piece.
Yes, the students are exposed to many instructional approaches as they are
asked to participate in class discussions and teaching other students. They are
also asked to participate in activities such as sharing circles and the learning of
other languages. There are also a variety of written pieces and games to keep
the students interested and engaged.
Yes the students will be given access to many different poems, short stories,
plays, and various articles to read throughout this unit. They also will be given
access to computers and research materials when the assessment pieces require
it.
Yes. This unit focuses entirely on allowing diversity and looking at the issues
inside Indigenous cultures. We have strived to include activities that are cultural
inclusive such as inviting elders to speak and performing sharing circles.