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Clara Clare: Discrimination and Racism

Middle, Secondary

Description

The purpose of this lesson is for students to learn the meaning of discrimination and (systemic) racism using a historical example in Canada involving Indigenous children and residential schools. The lesson focuses on the story of a girl named Clara, who was sent to residential schools and how she faced racism and discrimination.

The entry point for this lesson is the colonial assimilation of Clara Clare, who attended an Anglican mission school for girls at the turn of the 19th century at Yale, B.C. Students will listen to her story, examine photos of students at her school and other school documents to identify examples of systemic racism and discrimination that Clara and other First Nations students experienced, first with the arrival of Europeans and then through the residential school system. Students will also learn about the long-term ripple effects of these experiences on the families of the survivors. Students will learn as much as they can about Clara’s life and what life was like for her before, during and after her residential school experience. Students will then compare and contrast their own lives and experiences to Clara’s. They will learn that they have the power to create a society that accepts and respects everyone and in which everyone belongs, no matter their identity.

Access other necessary resources for the lesson plan at Paths to Reconciliation

General Assessment

What skills does this resource explicitly teach?

This resource explicitly teaches the students to think critically by analysing and drawing conclusions.

Strengths

  • Timely resource for a current Canadian issue
  • Good quantity and quality of information for the teacher in order to respect the topic and present the material in an informed manner.
  • All materials are included.
  • Extension activities and evaluation ideas are included.

Recommendation of how and where to use it

This resource would be best suited for intermediate and secondary students to address the topic of social justice in relation to residential schools, racism and discrimination. The resource provides many activities, allowing teachers to choose those suitable for their students.

Relevant Curriculum Units

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    • Grade 7
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        • Canada: Origins, Histories and Movement of Peoples: Following Confederation: Canadian Expansions
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        • Knowledge and Employability Social Studies 8: Isolation and Adaptation
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        • Issues for Canadians: Governance and Rights
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        • Social Studies 7 - Many Cultures: One Shared History: Government Policies and the Mi'kma'ki
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        • Social Studies 8 - A Changing Canadian Society: Equity and Inequity
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        • 1750 to 1919: Disparities in power alter the balance of relationships between individuals and between societies.

Themes Addressed

Human Rights (2)

  • Cultural Diversity
  • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Throughout the resource the students are encouraged to consider the information and various points of view in order to engage in meaningful and constructive discussions that lead to an informed position.

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 Poor/Not considered

The resource focuses on an important social issue.  The environmental and economic dimensions are not directly addressed. 

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

Through the additional materials provided as well as the suggestions made for the teachers as they move through the resource, the complexity of the issue is addressed and treated respectfully.

Respects Complexity:

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

Acting on Learning Satisfactory

One of the final steps is for the students to conclude with a solution and strategy to help put a stop to racism and discrimination of any kind. The resource suggests teachers and students develop personal, classroom or school-wide action plans to combat discrimination and racism.

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 Good

The students work throughout the resource to develop and identify their own beliefs on the issue.

Values Education:

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

Empathy & Respect for Humans Very Good

This resource was created to assist teachers and students in understanding the ongoing process of reconciliation between Indigenous and non-Indigenous peoples in Canada. The activities are a journey of commitment and education that will empower students to lead by example and take active steps in reconciliation each and every day

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
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 Very Good

As this is a current topic in our society, students are very likely to engage in what Indigenous people have been through during the years and appreciate and respect differences they encounter among those living among them. 

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 students, through various exercises, examine via critical thinking what led Canada to this point and how to move forward toward meaningful reconciliation and put a stop to racism and discrimination. 

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 Good

The resource provides the students with thoughtful discussions that are open ended. There is guided questioning provided in the lesson plan to help engage students in discussions about the issue.

Open-Ended Instruction :

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

Integrated Learning Satisfactory

With a focus on history, human rights and citizenship, the resource is largely geared to the social studies classroom.

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

This lesson is built to help student reflect and analyze challenges that some people face in our society. With  help from the teacher and resources given, students are sometimes lead through a guided inquiry. 

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 Satisfactory

There are no suggestions for learners with difficulties.

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 Poor/Not considered
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
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

Evaluation suggestions are included at the end of this lesson. 

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 Poor/Not considered
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

As the resource examines the residential schools history in Canada with testimonials from survivors, these can be considered as case studies.

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 Satisfactory
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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