LESSON PLANS

TOPIC: Residential Schools & First Nations

Lesson #1 Shi-shi-etko Reading and Suitcase Activity

Duration: 1.5 hours or 30 minutes to read Shi-shi-etko and discuss as a
3X30 minute classes
class
1 hour to share and do suitcase activity
Book: Shi-shi-etko by Nicola I. Campbell
Empty Suitcase
Resources &
Materials
Blank paper (lined and non-lined)
Sticky Notes
Reading
Read the introduction to Shi-shi-etko by Nicola I. Campbell to the class.
o After reading the introduction, ask the questions in the reading:
o Can you imagine a community without children?
o Can you imagine children without parents?
Take a few answers from the students and ask them to think about
these questions as you read the story.
NOTE: be mindful of the students in your class, if there are some
students who have lost their parents or have difficult home situations,
you may wish to change your focus or speak with them before/after
the lesson.
After reading the story, ask the students how they felt. (This may take more
than 30 minutes depending on class discussion.)
o Leading into the next activity: prompt students to think about what they
would want to remember most about their home and one item they
might take if they had to leave their family. Explain that the next day (or
class) students will be bringing their item to class and we will do an
activity.
NOTE: it may be best to let students have a day to go home and bring in
their favourite artifact to put into the suitcase. If the students want to do a
drawing of their artifact, you can have them do it for homework or allot
time to complete this prior to the activity.
Suitcase Activity
Begin the class by having students collect their artifacts. Each student will
bring their item or picture to the middle circle where there will be an open,
empty suitcase.
Taking turns, each student will have the opportunity to share their artifact
and explain why they would take it with them or why it is important to them.
Then they will place their item into the suitcase. (Remind students that they
will get these items back)
After each student has shared and all items are in the suitcase, have students

go back to their desk and take out their writing journals or a piece of lined
paper. Have students think back to the story and what they just shared in
group. Students can write a couple sentences about what they would do if
they had to leave home, what they might take, and what they would
remember most. Students can add a picture of their item to the bottom or
back of the page.
o For younger grades, you may wish to have the students do one
sentence or only draw a picture and then vocally explain.
o For older grades, you could have them write a creative story about them
leaving for school or summer camp and how they would feel/what they
would do before they left.
Closure
After the lesson discuss with students how fortunate many of us are to go to
school in Canada and be able to stay with our families.
To end on a positive note, allow students time to turn and talk to a neighbor
and share one thing that they love about school. Then give each student a
sticky note and have them draw a picture or write what they shared and
stick it to a place in the classroom.
Lesson #2 Book Talk
30 minutes to showcase books and 30 minutes to
allow students the opportunity to look through
them.
Books:
Resources &
See back page for a list of titles
Materials
** Check with your school library for more titles.
Book Talk
Set up a table (or several tables) with books on topics about Residential
School, First Nations stories, novels, and informational books. You can
change the focus depending on the grade level. There are many resources
separated by age and grade level at the back of this binder. You can also
check with your school library for First Nations books and content.
Try to have a wide selection of books available and separate them by topic.
You could start by showing story or picture books and select a few to
showcase. Make sure to only talk about 4-5 in each group and then let the
students browse them afterwards.
If you are teaching older grades, there may be some titles that have sensitive
or mature content. Use your discretion and if your readers can handle the
material you can explain that some novels focus on these difficult topics to
help us learn.
Depending on your location, try to find some local books to supplement your
material and showcase local First Nations authors or stories. Also, if your
school has access to an elder in the school program, you could invite them
in to share some oral stories with the students.
Duration: 1 hour

Exploring Books
After talking about the titles, allow the students to browse them at their own
pace. Have the students first walk around (if you have the books spaced out
you can facilitate a classroom walk) and pick up the books to look at them.
Ask students to please refrain from taking the books at this time as we want
everyone to look at them. If they think they would like to read one of the
books they can take a sticky note and write the titles and authors they like
on it so they know what to take out when they go to the library.
Once everyone is back to their seat and has had a chance to look at them,
then students can choose one that they would like to read/look at. You could
let them read together or independently based on their selections. At the
end of the class, make sure students hand back all the books. Let them
know that these titles will be available in the library (or classroom if they are
your personal books). Remind students about their sticky notes and have
them write their name on it and put it in a safe place where they will
remember to look at it.
Closure
Having a book talk in your class may inspire those readers that are reluctant
to pick up books. By talking about different titles and types of books, you
may be able to increase motivation to read. Sometimes students may feel
overwhelmed by all the books in the library and could be unaware or unsure
of what they like. You could do book talks on any topic, when new books
come in, or just when you notice that you are having hesitant readers.

Book Talk Titles:

Ages 4 adult
(Books about Residential Schools)

Shi-shi-etko by Nicola I. Campbell

Shin-chis Canoe by Nicola I. Campbell
When I Was Eight by Christy Jordan-Fenton, Margaret Pokiak-Fenton, and
Gabrielle Grimard
Arctic Stories by Michael Kusugak
Not My Girl by Christy Jordan-Fenton, Margaret Pokiak-Fenton, and Gabrielle
Grimard

Grade 4 and up
(Books about Residential Schools)
Dear Canada: These Are My Words by Ruby Slipperjack
We Feel Good Out Here by Julie-Ann Andre
Fatty Legs by Christy Jordan-Fenton, Margaret Pokiak-Fenton, and Gabrielle

Grimard
A Stranger at Home by Christy Jordan-Fenton, Margaret Pokiak-Fenton, and
Gabrielle Grimard
As Long As The River Flows by Larry Loyie
My Name is Seepeetza by Shirley Sterling
No Time To Say Goodbye by Sylvia Olsen, Rita Morris, and Ann Sam
Kookums Red Shoes by Peter Eyvindson
We Feel Good Out Here by Julie-Ann Andre and Mindy Willett

Grade 8 and up
(Books about Residential Schools)
Sugar Falls: A Residential Story by David Roberston
Goodbye Buffalo Bay by Larry Loyie
Grade 10 and up
(Books about Residential Schools)

7 Generations: Ends/Begins, volume 3 by David Robertson

A Knock at the Door by Phil Fontaine
The Inconvenient Indian By Thomas King
Indian Horse by Richard Wagamese
Broken Circle By Theodore Fontaine
Speaking My Truth by Shelagh Rogers, Mike DeGagne, Jonathan Dewer, and Glen
Lowry
Free Man Walking by Andy Nieman

Lesson #3 Self Care

Duration: 1 hour 1.5 15 minute introduction
hours
45 minute sharing circle
extra 30 minutes depending on class size/length of

sharing
Medicine Wheel
Resources &
Materials
Sticky Notes (optional)
Introduction
I created this lesson to accompany the topic of Residential Schools because
students may struggle with the difficult themes that come up. I also felt that
students need to reflect on the positives and focus on ways that they can
cope when things get difficult.
One way that I would begin this lesson would be to ask the class what
makes them happy. Ask them to think about things that they do when they
are stressed, angry, upset, or feeling down that helps them feel better. For
example: One thing I like to do when I feel upset is talk to a family
member about it and have my feelings heard. Or, when I am feeling angry
and overwhelmed I try to take deep breaths and sometimes go for a run to
clear my head.
Sometimes when we feel these ways, we dont always know how to make
us feel better. I hope that this class will give everyone a few more ideas for
how to self-care.
Sharing Circle
If you havent already, introduce the medicine wheel to the sharing circle.
Explain that only the person holding the wheel can share and we will all
get a chance to express ourselves. Students can choose whether to
comment on all sections or just one.
Explain what each section of the medicine wheel represents and how
balance is an important part of First Nations culture that focuses on a
holistic approach to achieve peace and well-being. This circle is a great
way for all students express their feelings regardless of their cultural
background. Also be sure to remind students that if they do not feel
comfortable sharing they have the right to pass and sit quietly to the
others. Some students may want to share with just the teacher at another
time. Encourage them to try, but allow them the space to keep their
feelings private if they choose.
Spiritual: Students can talk about their spiritual feelings, whether that is
religion or feeling connected to the Earth, each student has their own
unique feeling of spirit. Some students may not have any spiritual feelings
that they can describe. In this case you could ask them to express if they
feel content with their world.
Physical: This section applies to any aspect of physical feelings such as,
level of sleep, feeling of physical health, hunger, etc. Students can
comment on their physical well being and ways that they might be able to
improve their health.
Mental: Sometimes students may feel overwhelmed with everything going
on. This section can relate to feelings of mental exhaustion, mental
anxiety, physical mental pain (headaches or strain) or even boredom.

Students can share how they feel inside their head and express if they
need more time to unwind (play games, read, watch tv) or more
stimulation (puzzles, work, etc.)
Emotional: Are emotional needs being met? This section can be most
difficult for students to talk about. Explain that emotions are a good thing
and if students are struggling with feelings of anger, sadness, anxiety,
etc,. it is a good thing to talk about them and think of ways to help calm
and regulate.
Medicine wheels have many meanings and different ways of teaching. This
way is just one of many that I learned and used in my education courses.
You may choose to have the sections represent different things, such as
North, East, South, West. Different First Nations groups may also hold
different meanings for the sections. If you feel uncertain you could invite
an Elder in to talk about if and how they use the medicine wheel and what
it represents to them.
For the purpose of this lesson, I am simply focusing on students
recognizing what aspects of their life are in harmony and where they may
need help to bring balance.
After passing around the wheel, thank everyone for sharing.

Lesson #4 Reconciliation
Duration: 1- 30 minute 10 minute forgiveness and 20 minutes
class
reconciliation discussion/activity
Cue Cards
Resources &
Materials
Exit Slip Card
Introduction
Ask: What is forgiveness?
What does it mean to forgive someone?
What are a few examples of why we would need to forgive or say
we are sorry?
When would it be hard to forgive?
After having a small discussion about forgiveness, move into discussion
reconciliation and what it means and why we are learning about it.
Reconciliation is restoring friendly relations between two people or groups.
In Canada, there is a Truth and Reconciliation Commission that was

created for the purpose of acknowledging what the First Nations people
went through in Residential Schools. Today, what we are going to talk
about is the importance of respecting others and understanding how
Canadas past has affected the First Nations people and what is being
done to heal the hurt.
If your class has not already talked a little about Residential Schools, it
would be ideal to do that before this class so that students are aware and
can understand reconciliation better.
o Bringing in an Elder to talk about these themes would also be a
great way to introduce the topic and allow for a more personal
approach.
Depending on the age of your students, you may choose to show video
clips of Stephen Harper or Justin Trudeau giving their speeches and have
your students comment on whether they thought about the Prime
Ministers words. You could even get the students to work together for
another activity to brainstorm what they would have said or done instead
if they had the chance.
For any grade: You could brainstorm a topic or give the class a scenario
where someone has done something wrong. On a cue card, students can
write down how they would make the situation better, what they would
say or do and how they think it could help make the other person feel
better. Afterwards students who would like to can share their ideas.
For younger grades: Using a scenario, have the students draw a picture of
what they would do to solve the problem.
For older grades: Students could be split into groups and each group could
be given a different situation. Have the students work together over a
class or two to create a small play or skit that shows what the problem is
and how it could be resolved. Students could also choose to film their skits
on an ipad and then the class could watch them altogether.
At the end of the lesson, briefly discuss with students what they learned
and have them write an exit slip answering the question: What is one way
that you can avoid causing other people harm?