Annotated Learning Plan Template ELEMENTARY & SECONDARY 1

Title of lesson The Legacy of Residential School Grade level 10

Subject Residential School and its Influences

 Introducing the key historical factors of Residential School.

 Guiding students to understand the main purpose of Residential School, “Kill the
Indian in the child,” by having them read the historical primary sources online.
Relevance:

 Guiding students to understand the lasting influences on Indigenous community and

Canadian society of “Kill the Indian in the child.”

 Laptops, school owned Chromebook, or tablet to access Internet.

Resources Required
 Students should have valid google account individually to access online tools.

 Examining the social phenomena, the ongoing discrimination towards Indigenous

community, from a historical perspective.

 Interpreting the inequality phenomena using the historical method, critical reading on
QEP Subject Area both primary and secondary resources, analyzing the impact.
Competencies

 Constructing students’ consciousness of social responsibility and completed national

identity through understanding Residential Schools’ lasting influence on today’s
society.

 Students can list the valid historical facts of Residential School by answering to main
questions (What were residential schools, and what was the purpose of it?  When did
the first residential school in Canada open and when did the last one close?  How
many residential schools were there in Canada, and how many students
attended?  How many children died in the residential school?).

 Students can discuss how the purpose of Residential School, “Kill the Indian in the
Learning Objectives: child”, was integrated in day-to-day life of students in Residential School based on
language exclusion, religion coercion, gendered based class schedule, and regulated
daily life by observing the primary source.

 Students can state their interpretation on how “Kill the Indian in the child” still
influence Indigenous community nowadays on their both psychology and physical
health, culture, social justice rights, and sense of identity.

Essential  What is the Residential School and its purpose?

Question(s):
 How Residential School practically “Kill the Indian in the child?”

1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
  How Indigenous Community and the rest of Canadian society are still affected by the
legacy of Residential School nowadays?

Lesson Introduction (hook): (5 mins) Student will know:

Timing
 I will make a historical timeline to recap all
75 mins significant events that has been learned
 The key historical factors of the Residential
since the beginning Indigenous History
School.
unity very briefly.
 The action of “Kill the Indian in child” in the
Residential Schools daily life context.
 The lasting influence of “Kill the Indian in
 Then I will let students share their child” on Indigenous community.
knowledge of Residential School before we
started activities.

Development (Learning activities – step by step Students will understand:

sequential procedure):
 Students will be able to explain the essential
historical factors of Residential School.

Activity 1: Understand what is Residential

School (15 mins)
 By analyzing Residential School’s daily life
 Students watch a 5 mins introductory schedule and historical pictures, students will
video Residential Schools in Canada: A make a self connection to the people who
Timeline in Playposit. were suffering in the situation. Their empathy
will help them to better understand of “Kill
The questions students are interacting with are:
the Indian in child.”
o What were residential schools, and what
was the purpose of it?  
o When did the first residential school in  Listening to survivors’ memory give student
Canada open?  
the most direct access to the historical facts
o How many residential schools were there in
that will offer them a more profound
Canada, and how many students attended?  
o How many children died in the residential understanding of the long-term legacy of
school?   Residential School on the society even till
o When did the last residential school in today.
Canada close?  

 Then, students are expected to conclude the

answers to these questions in a Google Doc
in any form (chart, diagram, point form…).
 Finally, they will be divided to 3 or 4
people a group. I will settle the group
arrangement before the class based on my
understanding of individual’s learning style.
 Through all the activities, students ought to
understand that Indigenous groups’ traumatic
experiences in history still deeply affect the
community and other part of Canadian
society due to its intergenerational effect. As
qualified citizen, they have to give
Indigenous community the voice to speak for
themselves and move forward with
 awareness.
Activity 2: How “Kill the Indian in child”
integrate in students’ life in Residential
School. (20 mins)
Students will do:
 There will be three primary sources post on  By analyzing the pictures and schedules, I
the guiding PPT on individual’s device.
hope they can practice their ability of gaining
Each group member will look at one of
three sources to answer the questions information from abstract resources or
assigned to the section. implicit ideas.

 They will use Jam Board as a group, and

each one will type their answers to the
questions separately on a page.   Regarding to basic skill, students will
eventually be able to generate and organize
the useful information from various resources
 The questions that are assigned to each independently, accurately, and critically. I
member: also hope that they find the use of technology
o The students who look at daily life time would make their learning process more
arrangement in residential school.
efficient.
How Residential School “Kill the Indian
from child” through arranging students’
daily life time rigidly?
 The group discussion penetrates the entire
o The student who look at Course schedule in
class which practice their communication
residential school
skills by letting them explain themselves
 Where do you see the indication of “Kill the
Indian from child” in the course schedule? reasonably. It is also a good opportunity for
them to be able to reflect on other students’
o A series of pictures of students’ daily life of thought to form a thinking style of mutual
going to sleep, showering, praying, cutting learning.
hair, etc.
o How students’ Aboriginal identity was
threatened in their day-to-day practice?
 The other major part of the class is watching
 Then, they will have a discussion as a group the interview or doing the case study, both
based on their individual activity. Each one are creating a sense of personally
will explain the answer to the other group participating in a historical event. Students
members. are supposed to have awareness on learning
 Students are required to type the discussion
is efficient through involving.
result in individual’s Google Docs.

Activity 3: The lasting effect of “Kill the Indian

in child.” (25 mins) Cross Curricular Competencies:

 Students will watch an 8 mins  Students are able to use their understanding
interview, Death at Residential Schools, of “Kill the Indian in child” to critically
and a 5 mins Residential school survivor analyze some misleading or biased
separated from siblings.  
information towards Indigenous community.
 Discuss the following questions as a group
and organize the ideas in the Google Doc    Students can adopt idea-conceptualizing
skills, and different types of technology tools

o How Canadian government beautifies “Kill
the Indian in child” to comfort the public at
that time? Do you find it still relatable to
nowadays?
o How “Kill the Indian in child” still effect
Indigenous communities and individuals on
their physical and psychology health,
culture in heritage, language, family
bonding, identity, human development,
etc.?    Indigenous community. Students must have
o How “Kill the Indian in child” effect the
entire Canadian society’s justice and
equality? You are expected to relate some
real-life examples.
Closure (transition): (10 mins)
 I will briefly do a presentation with slides
show to recap the key factors that students
answered in the Activity 1 to make sure that
these are determined.
 Then, I will start a discussion with the
entire class that every group should
participate. The questions are:
o Sharing your group’s understanding on how
Residential School practice “Kill the Indian
in child” in day-to-day life?
o Generating the legacy of “Kill the Indian in
child” of Residential School on today’s
society from several perspectives you list?
in further learning.
 Students be aware of their position of
Canadian identity in the relation to the
Indigenous community in which they can use
to support the First Nation’s equal rights.
Broad Areas of Learning:
 Media Literacy:
o Students’ ability to conceptualize various
media resources.
o Besides, they are also required to reflect on
the information online which train their
independent and critical thinking.
 Citizenship:
o The education is one of the essential tools to
address the inequality treatment to
accurate and sufficient knowledge on
Indigenous history as a vital part of Canadian
history.
Universal Design for Learning:
 Discovery learning experience: student-
centered activities.
 Students express their understanding in class
discussion.
 Utilizing varieties of technology to create the
involving opportunity.
 Learning style-based group arrangement
encourage them to participate with their own
advantages in the discussion, and give them
the chance to learn from each other.
FORMATIVE - Assessment FOR learning:
 The Proposal Conference for Summative
Research Paper
o Students will have one week to determine
their three main aspects which are influenced
by the “Kill the Indian in child” in their
paper.
o Then students will use the week to start their
historical research of finding reliable primary
 and secondary sources that they can use for
the essay.
o Students will write an outline of the paper in
point form including all the resources they
find.
o Each student will have 10 mins conference
with me on the last day of week. They need
to bring their outline and academic resources
to the conference. They need to orally explain
their draft while I am looking over. I will
give them feedback on
Confirming their 3 aspects in the essay
Confirming their resources’ reliability
Further suggestions for their final essay (what
they did is good and need to be kept in mind
and what they did need to be improved.)

FORMATIVE - Assessment AS learning:

 After class, students are assigned to create a

historical educated Infographic of introducing
Residential School that include all the key
 I will end the class by concluding the
basic (what, when, who, where, and how)
historical lasting influence of Residential
factors of Residential School we covered in
School.
class.

SUMMATIVE - Assessment OF learning:

 A historical research paper. (1500 words)

o Demonstrating the lasting influence of
“Kill the Indian in child” on today’s
Indigenous community in three aspects.
o Three aspects can be chosen from what
we covered in the classes.
Psychology and physical health
Cultural in Heritage
Social Justice
Sense of Identity
Or anything valid through their academic
research.
o Students are required to include both primary
and secondary sources.
Primary source: at least including 1 scholar
primary source
Secondary source: at least 3 scholar
secondary sources
Further considerations:
Multiliteracies:

Students understand the information through watching documentary, listening to audio music, and communicating with
others. The diverse literacy format enriches students’ learning experience and train their learning ability in different
dimension.

Learning Styles:

The combination of individual work and group work tries to train students’ independent and corporative learning skill.

The way I make group member decision is primarily based on their learning styles. I will put an imaginative learner
who are good at sharing and listening to people with a analytic learner who are good at conceptualizing the material in
a group to create a mutual learning experience for them.

Technology:

Slides show: as the primary guide to lead students to process the class step by step. The content and learning goal will
be apparent to them, and they still have enough space to learn themselves

Playposit video: draw their attention to the key takeaways and reinforce their memories. It also gives them a sense of
engaging with class content. 

Jam Board: useful tool for the working group to generate their ideas and brainstorm. Such technology trains students’
organization skills and trains their ability of participating a group.

YouTube documentary and interview:  contains so many reliable clips and first-hand information of that time. They
will have more direct access to the facts far ago that will offer them a more profound understanding of the legacy and
the significance of the historical event.

Higher order thinking:

At the beginning of the class, students find, organize and remember the key facts of Residential school.

Then they have a better understanding of Residential school’s impact on Indigenous children and community through
analyzing from graphic and historical resources, explaining their understandings and discussing with group members.
By applying and relating to their day-to-day life based on survivors’ memories, students have a better interpretation of
Residential School’s intergenerational impact.

For their assessment, they will create any type of media to show the society is still affected by Residential Schools
today with their understanding of its legacy in the class.

Reflection: How have students engaged in the content and learning strategies? What could you do differently to
improve the intended learning?

Professional Competencies: Which professional competencies are you aiming to address; which feature? And
specifically, how?