Lesson Plan 1: Health Ed. Gr.8

      1. Subject/Grade: Health Education/ Gr.8                                            Lesson Title: Impact of residential schools on Indigenous communities today.                                                                            Teacher: Divin Mvoula

      1. Stage 1: Identify Desired Results


Outcome(s)/Indicator(s)/Treaty Outcomes and Indicators:

SI82 : Assess the impact residential schools have on First Nations communities.

d) Examine how First Nations and communities continue to deal with and heal from the abuses experienced by First Nation peoples in residential schools.

USC8.4 : Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.

i. Determine that a victim of violence/abuse is never at fault or to blame for the abuse.

Modified indicator: Examine how First Nations and communities continue to deal with and heal from abuses experienced in residential schools and how they are not to blame.

Key Understandings: (‘I Can’ statements)


Essential Questions:

– Do kids seem excited about the subject

– Are they willing to travel into that uncomfortable zone

– Do they ask questions throughout the class or do they have comments

– How do they respond after the class

– Are they able to sum up the class content in their own words

– Are they willing to take up actions from now on? (without being forced)

– How has the class changed the way they saw things (open question)?

– How about the kids that completely disagree? How to make them understand in a way that’s praxis (opposed to the factory model)?

– Have I used the factory model or have I directed the kids towards critical thinking


      1. Stage 2: Determine Evidence for Assessing Learning

I would know that the message was well conveyed when the kids will understand that hurt people do hurt, and that the current state of First Nations in general is simply a consequence of how they’ve been mistreated through history. Healing takes a long time and therefore requires grace and patience, they are not to blame since they have been taken into this vicious cycle of abuse.


      1. Stage 3: Build Learning Plan

Set (Warm-up, Focusing the Learning):    Time: 830-840

– Greet everyone and ask how their week is going.

– Show the first picture on the PowerPoint, asking them if they knew what that picture was.

– After the guess, ask what they know about residential schools.

– Let them understand that this would be today’s class

Development:     Time: 840-905

– Show them the PowerPoint (https://prezi.com/eyozdnxki-cb/edit/#20)

– List some of impact of residential schools today

. Individuals (isolation/alienation, shame, self-hatred, anger towards school and parents, racism, fear of authority, self-destructive behaviour).

. Family level (unresolved grief, difficulty with parenting effectively, family violence, loss of stories, loss of traditions, loss of identity)

. Community and Culture (lack of control over land and resources, increased suicide rate, lack of communal raising of children, lack of initiative, dependency on others, communal violence)

– Ask students for solutions. We’ve talked about what happened in residential schools and the way First Nations are still dealing with that, now what are some of the steps they think we could take to improve things? And have we already been taking those steps in Canada? Why or why not?

Learning Closure:                                          Time:905-910

– Ask two or three kids to sum up today’s lesson

– Ask them to put their belongings away for the class is over.

Materials/Equipment: Powerpoint

Management Strategies:

– If kids get too excited, ask them not to all speak at the same time but to raise their hand.

– If they are too quiet or uncomfortable, let them know that sometimes walking through uncomfortable zones brings growth and enlightment.

Safety Considerations:

– Let them know in advance that it is a touchy subject, so they should not feel offended or condemned. They are not responsible for their ancestors mistakes but they can contribute to the repair and healing of the nation.

Possible Adaptations/



Stage 4: Reflection

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