It is a powerful force and a giver of life. Knowledge around the world is transmitted around fire and our history has been recounted in its presence. We must find balance with Fire and respect it for its strength. It is what connects us to the cosmos and reminds us that we are part of a greater Universe.

Sample Cross Curricular Integrated Unit – Grade 10

Residential Schools: Do we have the collective responsibility to respond based on controversial actions in the past and present?

Recently, the Truth and Reconciliation Commission (TRC) gave its recommendations for how we are going to reconcile the past and tell the true history of Canada. One of the recommendations is that students in BC Schools are educated on the history of the residential schools in an effort towards reconciliation. What is our responsibility as Canadians in regard to this history and moving forward as a society?

Unit Overview:

Core Competencies are a new approach in British Columbia to Expected Learning Outcomes beyond content to developing the ‘Educated Citizen.’ They focus on Personal and Social, Thinking, and Communication. An integrated unit that interweaves these competencies is a valuable way to use learning.

The basis of this unit is rooted in the area of Social Studies. Several other curriculum strands have been incorporated to extend thinking and incorporate multiple intelligences into content delivery.

Direct content connections can include:

  • Injustice
  • Oppression
  • Societal change
  • Conflict and cooperation
  • Worldview

Aboriginal connections include:

  • Traditional governance
  • Loss of language and culture
  • Residential Schools
  • The Indian Act

Process learning connections can include:

  • Inquiry – Gathering, Analyzing, Summarizing, Predicting, and Presenting
  • Making meaning – questioning, exploring, planning and conducting

View Select Resources Here

 

Socials

Fine Arts

Core Competency

Big Idea
Political decision-making and societal change are influenced by interactions between individuals, groups, and institutions.

Competency

  • Assess the significance of people, places, events, and developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
  • Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, and developments (cause and consequence)
  • Make reasonable ethical judgements about controversial actions in the past and present, and whether we have a responsibility to respond (ethical judgement)

 

Content

  • Injustice, oppression, and societal change in the development of human rights
  • Conflict and cooperation in local, national, and global contexts

 

Activity Synopsis
Review the recommendations of the TRC in terms of education. Create an action plan for each of the recommendations.

Big Idea
The arts develop innovative thinking and problem-solving skills by encouraging multi-dimensional solutions in resolving challenges.

Competency

  • Exploring and creating
    • Develop discipline-specific vocabulary, skills, and techniques
  • Reasoning and reflecting
    • Work cooperatively to find solutions to challenges
  • Communicating and documenting
    • Experience, express, and communicate ideas and emotions through the arts
  • Connecting and Expanding
    • Create artistic works to reflect personal and cultural identity in connection with a specific time and place

Content

  • The influence of time and place on the emergence of artistic forms
  • Traditional and contemporary Worldviews and cross-cultural perspectives as communicated through the arts

 
Activity Synopsis
Students will participate in the Project of Heart. They will use art to communicate with residential school survivors. They will create a mural that represents their perspective of the residential school system.

Social Responsibility

Competency Profile: Valuing Diversity

Students value diversity, defend human rights, advocate for others, and act with a sense of ethics in interactions, including online.

Sample “I” Statements:

  • With some direction, I can demonstrate respectful and inclusive behaviour.
  • I can explain when something is unfair.
  • I can advocate for others.
  • I can take action to support diversity and defend human rights, and can identify how diversity is beneficial for my community, including online.

Fire Related Resources

 

The following resources are from the ERAC Evaluated and Approved collection accessible at bcerac

Righting Canada's Wrongs: Residential Schools

Righting Canada's Wrongs: Residential Schools

Grade: 5 - 12
This is one title in the "Righting Canada's Wrongs" series. It uses historical photographs, documents, and first-person narratives from First Nations, Inuit, and Metis people who survived residential ...+ Residential schools truth and reconciliation redress Aboriginal...
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Muffins for Granny

Muffins for Granny

Grade: 10 - 12
This video tells the difficult stories of seven elders who have survived their Residential school experience. Intertwined with their testimony are images of nature, archival photos, and graphic art....+ First Nations aboriginal residential schools Truth and Reconciliation Intergenerational effects Artist Roy Thomas St Joseph's School Ojibway First Nation Aboriginal Healing Foundation...
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Indian Residential Schools and Reconciliation: Teacher Resource Guide Grade 10

Indian Residential Schools and Reconciliation: Teacher Resource Guide Grade 10

Grade: 10 - 12
This teacher resource has been developed by FNESC to support understanding of the residential school system and the damage done to First Nations People as a result of it. It contains lesson plans, bla...+ ...
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They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools

They Came for the Children: Canada, Aboriginal Peoples, and Residential Schools

Grade: 4 - 12
Published by the Truth and Reconciliation Commission of Canada, this resource is a detailed, well researched history of the Residential School experience. Through an examination of policy and through ...+ Truth and Reconciliation aboriginal peoples aboriginal perspectives shared history Canadian history Residential Schools national reconciliation aboriginal resilience metis inuit...
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Shannen and the Dream for a School

Shannen and the Dream for a School

Grade: 5 - 12
This is the true story of Shannen Koostachin and the people of the Attawapiskat First Nation, a Northern Cree community, who have been fighting for a new school since 1979 when a fuel spill contaminat...+ Aboriginal Education Inequality Aboriginal Justice Residential Schools Student activism Advocacy Perseverance...
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Indian Horse

Indian Horse

Grade: 9 - 12
Supplier: D&M Publishers
Indian Horse is an exploration of Canadian identity, told through the story of Saul Indian Horse, a young boy who is abandoned and placed in residential school. This novel is beautifully written and i...+ ...
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Goodbye Buffalo Bay

Goodbye Buffalo Bay

Grade: 4 - 11
Supplier: Kidsbooks
This book is a memoir of Loyie's experience in residential school and his re-entry into the world after school. The scenes of violence and abusive language are what the author has actually experienced...+ ...
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