- Review Process
- Take Action
- A project of
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
This resource explicitly teaches the students to think critically by analysing and drawing conclusions.
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.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|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: |
|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.
|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
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.
|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.
|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.|
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.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
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
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.
There are no suggestions for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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.
|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.|