Attached is a copy of a Grade 12 Law Lesson Plan on Residential Schools that I had to create in Teacher’s
College
The ways in which I intend to connect to Catholicism will be highlighted in RED.
Subject(s): Law (CLN4U) Grade: 12
Lesson Title: Residential Schools
Curriculum Connections
Curriculum Area: The Inquiry Process and Skill Curriculum Area: The Inquiry Process and Skill
Development in Legal Studies Development in Legal Studies
Overall Expectations:The Inquiry Process in Legal Studies Overall Expectations: Developing Transferable Skills
Specific Expectations: A1.3 assess the credibility of Specific Expectations: A2.1 describe ways in which
sources relevant to their investigations investigations related to law can help them develop skills
Learning Goals:
● Students will be able to identify relevant and credible sources with respect to residential schooling
● Students will be able to present their information in-role and empathize with their/other characters
● Students will be able to communicate in an emotionally sensitive manner
Assessment & Evaluation
SUCCESS CRITERIA: ASSESSMENT STRATEGY:
● I found a source that was relevant & credible and I
was able to explain why it was credible o Assessment ‘for’ learning (teacher/peer feedback)
● I presented my information with a high degree of o Assessment ‘as’ learning (self/peer assessment)
empathy for my character o Assessment ‘of’ learning (future lesson)
● I communicated in a way that is sensitive to those
affected by the issue
ASSESSMENT TOOLS: SOCIAL JUSTICE FRAMEWORK:
o Anecdotal o Students will learn key foundational skills for being
o Rating Scale a citizen engaged with social justice
o Checklist o Students will learn to speak powerfully whilst
o Rubric (future lesson) retaining emotional sensitivity
o Students will be able to identify relevant and
credible sources to back their presentation
o Students will be set up to participate in the
culminating task in sending a letter to a government
official/NGO
BLOOM’S TAXONOMY: MULTIPLE INTELLIGENCES:
o Remembering/Knowledge- Research for raw o Spatial/Visual- Videos used in Minds On/ Video
information Research
o Understanding/Comprehension- Selecting relevant o Linguistic/Verbal - Ongoing Discussion/
information to present Presentation
o Applying/Application- Applying knowledge of o Intrapersonal - Ability to Research/Present Alone
empathy to information in order to present o Interpersonal- Group Research/Presentation
effectively o Logical/Math- Logical Connection in Concept
o Analyzing/Analysis - Creating takeaways during Mapping, Resource Credibility, Identifying
consolidation with concept map Relevant,Credible Sources
o Evaluating/Synthesis - Linking takeaways together o Bodily Kinesthetic - Presentation in Various
(how can they be used?) Formats (e.g. dance)
o Creating/Evaluating (future lesson)-Creating a o Musical - Presentation in Various Formats (e.g.
letter that holds relevant, credible information that lyrics of song that addresses residential schools)
is presented with emotional sensitivity (to be
graded with these in consideration)
ACCOMMODATIONS/ MODIFICATIONS: DIFFERENTIATION:
o Peer assistance in groups ● Students may choose content that they are engaged
o Different mode of response (presentation format) with in that there is not one set of information for the
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
o Use of a timer during activity group that they are assigned to (e.g. multiple
o Use of laptops for research (speech-to-text, perspectives per role)
text-to-speech, Google Dictionary, Translate) ● Information can be gained through any source as long
o Teacher assistance as it is relevant and credible
o Agenda on Board ● Learning may be demonstrated in a variety of forms;
presentation is open-ended in form
Prior Learning
● Identify what the students already know and how their personal and cultural resources are relevant
● Students have previously learned appropriate research methods (how to find information and sourcing)
● Students are deeply familiar with the concept of empathy
● Students are familiar and comfortable with presenting
Materials and Resources
● Projector w/ Computer
● Individual Laptops
● Whiteboard + Markers
● Self-Assessment Checklist
● Peer Assessment Sheet
Time Steps/Activities Pedagogical Assessment
Framework: As/For/Of
Learning
Minds On Connections Assessment
20min. ● Establish a positive learning environment to Framework Opportunities
● Connect to prior learning and/or experiences
● Setting the context for learning
Videos to Generate Emotion Establishes Assessment As
key emotional Learning
Students will watch several moments from clips from these YouTube connection to Teacher can probe
videos which will show them the different players that were involved in material. general feelings
the residential schools. It will give a summary of the events that occured Students are about the subject
and the trauma that they still experience today. Students will discuss engaged and students are
their feelings briefly after each video. visually to encouraged to
build engage with their
https://youtu.be/vlqx8EYvRbQ foundation own feelings about
https://youtu.be/nJ64DItsIi0 needed for the topic.
https://youtu.be/495YE8PzKhk further Use this time to
engagement. deepen
Students are understandings of
encouraged to empathy and
make personal connect to Fatih
connections
and allow for
deeper
thought via
note taking or
writing in a
journal
Action Assessment
45min. ● Introduce new learning or extending/reinforcing prior to learning Opportunities
● Provide opportunities for practice and application of learning
(guided/independent)
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Research, Presentation, and Concept Mapping Students use Assessment For
The class is to work in their pre-assigned groups of 5 (6 groups). emotional Learning
connection to During research,
Groups act in-role teacher performs a
1. Canadian Policy Makers empathetically walk-around to
2. Non-Aboriginal Canadian (Ally) . Students are ensure
3. School Administration (e.g. principal) shown many understanding.
4. Direct Victim of Residential Schooling (as a child or grown-up) modern
5. Teacher perspectives During
6. Indirect Victim of Residential Schooling (e.g. family member of direct surrounding a presentations,
victim) current issue teacher gives
Prior to activity, students will be instructed that they must research to in their direct, explicit
find information that will form the basis of their presentation of country. feedback directly
perspective. Students will be informed that they must present in an Students also after the
empathetic manner and in a manner that is emotionally sensitive to learn how to presentation
those affected by the issue. The students must also comment on the speak with targeted at their
credibility of the source. emotional source choice and
sensitivity as emotional
Students will conduct research and preparation for 15 minutes for their is required in sensitivity.
five-minute presentations. The students will then present their social justice.
information in-role. As the students present, one member from each
other group stands at the board adding key information they hear to the
concept map (Residential Schooling in the middle).
10min. Consolidation and Connection Assessment
● Helping students demonstrate what they’ve learned Opportunities
● Providing opportunities for consolidation and reflection
Concept Map, Self/Peer Assessment Students are Assessment As
As a collective, the class will review the concept map that they have able to Learning
created and discuss takeaways from each group’s area of the map construct key Students will be
(each role). takeaways able to view their
that concern own cognition
While the concept map is being viewed, students are to fill out a themselves through concept
self-assessment checklist and peer assessment scale/questionnaire. with: mapping.
^ Attached considering
multiple Students will be
perspectives, able to assess their
choosing learning abilities in
appropriate class.
sources, and
speaking with Students will be
emotional able to assess their
sensitivity (to peers and their
all be used in engagement with
their future them (to be
social justice consolidated and
action addressed
(letter-writing)) generally by
teacher)
Next Steps (Formal Letter-Writing Activity) Students Assessment Of
Students are to write a letter to a government official or NGO come to grips Learning
surrounding residential schooling. The letter is to draw information from with an Students are to be
relevant, credible sources and discuss either: urging the official to take authentic, assessed by rubric
action or asking an NGO how the student can get involved whilst practical surrounding their
demonstrating their knowledge on the subject. In each case, the letter assessment sources/informatio
must be drafted such that it is emotionally sensitive to victims of that draws on n (K/U), their
residential schooling. the skills they drafting process
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
have learned. (T), the emotional
The student sensitivity of the
creates real letter (C) and how
waves in the they used the
world and can material to connect
express their with the purpose of
emotional the letter (A)
connection to
the material.
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Adapted from Lewison, Leland and Harste. Creating Critical Classrooms (2004)
Disrupting the Commonplace: Considering Multiple Viewpoints:
● Students are shown videos that display great ● Students must first view the topic of residential
suffering happening in Canada, an understanding schooling from their own perspective, in watching
that is not often adopted in Canada the Minds On videos surrounding the topic
● Students are exposed to the idea of ● Students must then take on a role that allows them
intergenerational trauma, disrupting the idea that to see another perspective in greater detail through
each person’s existence is concerned with their research of that perspective
own actions solely ● Students must listen to other perspectives during
● Students are being taught to speak with emotional presentations and actively so due to the fact that
sensitivity, displacing the hierarchy of “facts over they must record key information on the concept
everything”, showing students that saying an map
accurate statement in the wrong way is not to be ● Students are guided to consider how the viewpoints
sought after link together through viewing the concept map
● Students are guided to take on the role of a person ● Students are shown the importance of each
that cares about the effects of residential schooling, viewpoint in their part in creating larger takeaways
disrupting the common space wherein residential that would not be possible in a lack thereof
schooling does not have a space in the forefront of ● Students understand different viewpoints and their
conversation place in relation to each other by analysing the
presentations
Focusing on the Socio-Political: Taking Action to Promote Social Justice:
● Students see the role that the government played ● Students see the power in the victims’ perspective
in harming individuals through the Minds On videos by viewing the reach (Youtube views) and power
● Students also see the ways in which the (emotional reception) that the Minds On videos
government’s aforementioned harm caused harm possess
that lasted beyond the original victims ● In research, students can see the ways in which
● Students hear political perspectives during the different players have exerted power against the
presentations issue of residential schooling
● Students see the relation of perspectives between ● Students hear the perspectives of multiple groups
those with more and less power and may react emotionally, thus stressing the
● Students are engaged in the socio-political realm power of one’s ‘own’ words
by creating socio-political action through their ● Students are to write a personal letter that
letter-writing. demonstrates the power of one’s own words in that
they may receive a response that may make
change
● With respect to the letter, students can feel as
though they are making change even without a
response in that they feel more motivated to create
other social action
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Self-Assessment Checklist
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
Peer Assessment Questionnaire
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 – Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch
