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Clara Clare: Loss of Language and Culture

Elementary, Middle

Description

Clara Clare: Loss of Language and Culture is a sensitive and age-appropriate lesson plan for the elementary classroom with a focus on identity and the impact of residential schools.  The students will participate in various activities to learn the components of identity then listen to Clara Clare's story to understand her experience.

Students will

  • participate in an oral sharing activity by answering the questions "Who am I? What makes me who I am?" 
  • make a list of the things that determine an identity and categorize them into two groups: things that are passed down from generation to generation and things that are not. 
  • listen to Clara Clare's story and cross off the things that were taken away from her at the residential school that were part of her identity. 
  • The activities conclude with a discussion of the thoughts and feelings of the students.

Other necessary resources for the lesson plan activities can be found at Paths to Reconciliation

General Assessment

What skills does this resource explicitly teach?

This resource does not explicitly teach skills but works to develop an understanding of what was lost by the children at residential schools.

Strengths

  • Age-appropriate activities to develop awareness of residential schools in students
  • Interesting activities with photos and interview links
  • All materials are included, and online links are active
  • Good quantity of background information included for teachers to feel comfortable with the topic
  • Easy to facilitate activities

Recommendation of how and where to use it

Clara Clare's story and the lesson plan provided are great resources for teachers looking to help younger students gain an understanding of exactly what was lost in the residential schools.  It is best suited for the elementary classroom, grades 2 to 6 with a focus on social studies outcomes based on identity.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Blackfoot Language and Culture: Community Membership
      • Social Studies
        • Step 4Relevant matches
        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
        • Developing and affirming identity contributes to well-being and understandings of self and one another
    • Grade 3
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Blackfoot Language and Culture: Community Membership
      • Social Studies
        • Step 4Relevant matches
        • Developing and affirming identity contributes to well-being and understandings of self and one another
    • Grade 4
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Blackfoot Language and Culture: Community Membership
      • Social Studies
        • Step 4Relevant matches
        • Developing and affirming identity contributes to well-being and understandings of self and one another.
    • Grade 5
    • Grade 6
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    • Grade 2
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      • Social Studies
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        • Regional and Global Communities: Canada is made up of many diverse regions and communities
        • Regional and Global Communities: Individuals have rights and responsibilities as global citizens
        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
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      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
    • Grade 5
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      • Social Studies
        • Step 4Relevant matches
        • Canadian Issues and Governance: Canada’s policies and treatment of minority peoples have negative and positive legacies
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      • Social Studies
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        • My Province, Exploration, History of the Atlantic Region: History
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        • Cultures
        • Empowerment: Civics
        • Atlantic Canada and the World:
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      • Social Studies
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        • Cultures
        • Empowerment: Wabanaki
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  • Newfoundland & Labrador
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    • Grade 2
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      • Social Studies
        • Step 4Relevant matches
        • Provincial Identity: Peoples
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      • Social Studies
        • Step 4Relevant matches
        • An Introduction to Culture
        • Expressions of Culture
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  • Nova Scotia
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    • Grade 2
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        • Social Studies 2:People
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      • Social Studies
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        • Social Studies 3: Peoples
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: An Introduction to Culture
  • Nunavut
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      • Social Studies
        • Step 4Relevant matches
        • Communities in Canada Identity
    • Grade 3
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      • Social Studies
        • Step 4Relevant matches
        • Connecting With the World:Identity
    • Grade 4
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      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Relationship to People
      • Social Studies
        • Step 4Relevant matches
        • Provinces and Territories: Our Places, Stories, and Traditions: Citizenship
        • Provinces and Territories: Our Places, Stories, and Traditions: Identity
  • Ontario
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      • Social Studies
        • Step 4Relevant matches
        • Heritage and Identity: Changing Family and Community Traditions
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      • Social Studies
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        • Heritage and Identity: Communities in Canada, 1780-1850
  • Prince Edward Island
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        • My Community: Dynamic Relationships
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      • Social Studies
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        • Community Comparisons: Power and Authority
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      • Social Studies
        • Step 4Relevant matches
        • Saskatchewan: Interactions and Interdependence
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Canada is made up of many diverse regions and communities
        • Regional and Global Communities: Individuals have rights and responsibilities as global citizens
        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
    • Grade 4
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • First peoples and European Contact: Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity
    • Grade 5
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canadian Issues and Governance: Canada’s policies and treatment of minority peoples have negative and positive legacies

Themes Addressed

Human Rights (2)

  • Cultural Diversity
  • Social Justice

Indigenous Knowledge (1)

  • Rituals, Spirituality and Worldviews

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The lesson plan and activities allow for the students to consider the points of view of others while discussing the concept of identity. As part of the final discussion they are encouraged to form an opinion based on what they have learned from Clara Clare's story.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory

The resource does an excellent job of exploring the social dimension of the topic of residential schools.  The environmental and economic dimensions are not explored.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The topic of residential schools is explored in a sensitive manner with a focus on the personal experience of Clara Clare in her own words.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The development of an awareness and a better understanding of what was lost for the victims of residential schools gives the students the ability to act toward reconciliation.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

The students at the end of the lesson are asked to identify their own feelings and opinions about the residential school system based on Clara Clare's story.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

The resource's ultimate goal is to help students understand what was lost in the residential school system thus allowing the students to develop empathy and respect for those impacted.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

This is not the focus of this resource.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

The resource does a very good job of addressing all three aspects:  an understanding of what occurred in the residential school system, how it is currently impacting the generations of children who have come after and the idea of reconciliation towards a better future.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Very early on in the resource the teachers are directed to accept all responses from students.  This is a personal journey towards the understanding of identity and how it was taken from some.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Social Studies
  • Literacy
  • Aboriginal Studies
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Very Good

The resource includes modifications for the learners in order to provide all students with a worthwhile experience.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Syudents participate in a circle discussion. This exercise is intended to have students explore a deeper sense of one another as human beings, each with their own sense of identity that is associated with various things like their name, language, culture, religion, preferences and where they are from so that they may come to respect and appreciate each other’s similarities and differences.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

The resource offers a suggestion for assessment.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Clara Clare's story provides a relevant case study into residential schools.  The resources also links to pictures of the school and of Clara Clare.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

The resource suggests additional activities and resources to explore the issue further.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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