Canada 150

Kara-Ann Nagel 1
Canada 150: Past, Present, & Future
I chose to create sample lesson plans and a mini-unit plan for Canada 150 because I find
this topic very problematic. I notice that many educators tend to glaze over the hard parts of
our history in grade 7. I decided to make this unit plan last every day for one week incorporating
FSL, English, history, math, gym, health, drama, geography, and art because I believe subjects
are more interesting for students when blended together.
The week starts off with students completing three mystery skypes with students in
Kugluktuk (Nunavut), Montreal (Quebec), and Sandy Lake (Ontario fly-in First Nations
community). Students will complete activities after each mystery skype based on the location.
They will learn more about the Artic Winter Games, Sugar Shacks, and medicine wheel gardens
from other teachers over pre-recorded YouTube videos. These activities could be changed based
on where the mystery skypes are located. I set up the mystery skypes using Twitter, YWCA, and
Indspire.
On Tuesday, students would learn about the importance of a talking circle from Inspire
resources. They would also have more time to complete their medicine wheel gardens. Students
would come together as a class to design a garden we would be planting in a few months as a
form of reconciliation. After the gardens are completed, they would be evaluated using feedback
forms which students would be provided with prior to handing it in. I would ideally design these
with the students as well so they know what they are being evaluated on. Peel District School
Board puts an emphasis on feedback forms instead of assessment rubrics. I agree because I find
students do better when they know exactly what to expect and there is more room for
personalized feedback. Students will be creating grocery lists for the week using a budget and
Kara-Ann Nagel 2
keeping healthy eating in mind based off of different locations like the Yukon or Nunavut using
the Flipp app with different postal codes.
On Wednesday, students will be completing the KAIROS Blanket Exercise in the
morning and then working with text from two residential school survivors. They will be bringing
in something that means a lot to them from their childhood to represent a child being sent away
or passing away. If they cannot do this, they will be writing the name of a loved one or the object
on a piece of paper.
On Thursday and Friday, students will be working on reconciliation projects of their
choosing. I will give them some suggestions, but they are really able to do anything they see as
reconciliation. They can read a book by an Indigenous author, they can write a letter to our
mystery skype class, they can create a bigger medicine wheel garden, etc. It is up to the students.
We will be finishing the week with a drum circle and sharing our wishes for the future of
Canada.
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Annotated Bibliography
A Turning Point for Women. (2017). Retrieved July 12, 2017, from http://ywcacanada.ca/
YWCA is an organization that aims to empower women, eliminate racism, and provide
dignity/justice for all. It provides many free lessons, videos, workshops, and language lessons in
English and French. There are many local chapters and events that students and teachers could
get involved in. The resources are good for any English and French immersion classroom.
Flipp Corp. (2016). Flipp. Retrieved July 6, 2017, from https://flipp.com/weekly_ads

The Flipp application works on any computer, android, and iOS. It provides grocery
flyers and coupons all across North America. People can use it for price matching and creating
grocery lists. It is useful in the classroom to teach budgeting, healthy eating, and to learn about
the differences in cost between locations. It is useful outside of the classroom for saving money
and being organized.
Graham, Elizabeth, comp. The Mush Hole Life at Two Indian Residential Schools. Waterloo,
Ont.: Heffle, 1997. Print.
Elizabeth Graham compiles primary sources from The Mohawk Institute and Mount
Elgin. There are over 400 pages of voices of authority and voices of the students. This book is
beneficial for students and teachers to learn about residential schools from people who worked or
lived there. It is also a terrific resource for Ontario schools because they both were located in
Ontario in Brantford and London. This book speaks about sexual assault, physical assault, and
death. I would highly suggest a teacher look over it before recommending it to a student.
Indspire. (2017). Retrieved July 12, 2017, from http://indspire.ca/
Inspire focuses on Indigenous education in Canada. It offers bursaries, scholarships, and

mentorships for students. It provides lesson plans, conferences, mentors, webinars, and projects
for educators all for free. There is a large conference once a year where educators can go to
workshops like allyship, indigenous education in a multi-cultural school, smudging in
schools, etc. They offer mentors and mentees the chance to attend this conference for free, but it
is normally around $500.
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KAIROS Blanket Exercise. (n.d.). Retrieved July 12, 2017, from

https://www.kairosblanketexercise.org/
There are many versions of this exercise for different grade levels with many different
scripts. Educators need to look them over and choose the one that would be best for their class. It
provides educators training to lead one of these workshops and with lesson ideas for before and
after. It is a very powerful exercise to learn the history of Indigenous people and colonialism in
Canada. It has been workshopped by many different educators since it was first created in 1998.
Lundy, K. G. (2008). Teaching fairly in an unfair world. Markham, Ont.: Pembroke.
Lundy is a drama professor at York University. She has taught inclusive curriculum for
the arts for about 40 years. She is a passionate educator who pushes teacher candidates and
students to bring their own experiences into any subject to make it come alive through drama.
This book is integral for any history classroom. It has terrific lessons on residential schools, the
Canadian Pacific Railway, the Diary of Anne Frank, and more. I would highly recommend it to
teachers to help take their lessons to a more relatable level and to any students running a
workshop.
Padlet is the easiest way to create and collaborate in the world. (2017). Retrieved July 12, 2017,
from https://padlet.com/
Padlet is a free resource that looks like an online scrapbook where students can add
questions, comments, and pictures in real time. Teachers can set it so they have to approve the
posts just in case or they can let them post right away. Posts can be made anonymously or with a
name which encourages most students to participate.
Twitter. It's what's happening. (2017, July 10). Retrieved from http://www.twitter.com/
Twitter is a source where teachers can connect with other classes from around the world.
Teachers can use Twitter for professional development and like a portfolio for applying to jobs.
Twitter is a good resource for connecting with other people using hashtags. I use the hashtag
#FSLChat to find other FSL classrooms to chat with and for professional development.
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Feedback Form Canada 150 Medicine Wheel Garden

Category Criteria NYM M P
C/A You completed your three train tickets.
K/A You used accurate measurements.
A Your sign was in the correct spot.
A You used at least 5 corn plants.
A You used at least 10 bean plants.
A You used at least 4 squash plants.
A Your medicine wheel is circular.
C You contributed to the classroom garden (through Padlet, drawing,
suggesting, encouraging others ideas, etc.)
K/A Your medicine wheel incorporates The Three Sisters.
Next time
You need to complete your train tickets. Other comments :
You need to review the measurements.
You need to review the instructions.
You need to use a ruler.
You need to check your work over.
Lesson #1 (2 periods)
Date: December 4, 2017 Title of the Lesson: Canada 150 Mystery Skype
Grade: 7 Subject(s): English, History, Gym
Material(s):
One ticket for each student (24)
Projector (1)
Chromebooks (24)
Speakers (3)
Snowshoes (24 pairs)
Beanbags (3)
Target on trees (3)
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Chart paper (1)

Markers (1)
Background Information:
There are twenty-four students in this class that have been together since September. They are with their
homeroom teacher for all subjects except gym, science, and music. They know a bit about treaties, residential
schools, and Canadas history, but I want to spend a week celebrating Canada 150 with them, so that they
can learn more. Last week, they went over the GTAs history because they were told they would be meeting
mysterious guests who want to know about it.
There are three IEPs in the class for a gifted student and two ELL students.
Accommodations/Modifications:
Students will have options to write their questions on Padlet or ask the other students verbally.
Students will get the answers from the other class verbally, repeated by the teacher, and written down on chart
paper by a student volunteer or the teacher.
Students will be working as a team to solve the mystery and to complete a biathlon outside.
Learning Expectations:
Gym
B1.1 perform smooth transfers of weight and rotations, in relation to others and equipment, in a variety of
situations involving static and dynamic balance
English
1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals
appropriate for specific listening tasks
History
A2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools
Learning Goals
By the end of this lesson, we will be able to demonstrate our knowledge of the GTA to a classroom in Nunavut.
By the end of this lesson, we will be able to execute a biathlon in snowshoes.
By the end of this lesson, we will be able to interpret and analyze information from a Skype conversation.
Minds On 10 minutes
1. Each group of students will sit at their desk groups which will have a ticket for each of them.
2. Students will be asked what they know about the GTA and complete a role on the wall about the GTA.
I will draw a picture of the CN tower on the board and students will yell out words that go with the GTA like
CN Tower, Toronto Maple Leaf, pride parade, etc.
3. Students will be told that they will be meeting another class in Canada and they will have twenty questions to
figure out where they are from. Students can write questions on a class Padlet. We will have a volunteer ask the
questions on Padlet on behalf of the class or students can raise their hands. We will brainstorm some good
questions.
Action 80 minutes
1. They will be connected via Skype to a class across Canada and they will have to guess where the other class
is by asking them questions about their history and present. (Like the game 20 questions) I will ask for a student
volunteer to write down the other classes answers.
The first class is in Kugluktuk, Nunavut (I connected with them through YWCA)
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2. Students will use the questions we brainstormed on the Padlet and any questions that come up. Students can
come up to the microphone to ask questions by raising their hands or just type them onto the Padlet.
3. After students ask each other twenty questions we will thank them for their time and their teacher will tell my
students about the Arctic Winter Games (via a prerecorded YouTube video that is captioned) while I tell her
students about the CN Tower. (Her class will be creating models of the CN Tower)
4. My class will go outside once they get their winter gear on for a snowshoe biathlon (instead of using a rifle,
students will do a beanbag toss to a target on a tree). Students will still be in their table groups to complete an
obstacle course as a team using the knowledge learned from the teacher in Nunavut.
Students will all cheer for each other when completed and complete the course three times.
If students are unable to wear snowshoes; they will wear plastic bags over boots or complete the beanbag toss
portion.
Consolidation 10 mins
1. Students will be asked to take off their winter gear and to go back to the classroom. Students will be tasked
to write down one question that they still want to ask the other class on their ticket.
Next steps
Two more mystery Skype lessons and activities.
Talking circle to debrief from all these activities. (The importance and history of a talking circle will be taught)
Submission of their train tickets.
How did the lesson go? (What worked and what didnt? What would you do differently in the future?)
Grade: 7 Subject(s): French, History
Material(s):
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Projector (1)
French conversation prompts anchor chart (1) (https://www.teacherspayteachers.com/Product/French-
conversation-prompts-Questions-and-Answers-1602740)
Chromebooks (24)
Speakers (3)
Tablecloths (4)
Crepes (48)
Maple Syrup (2)
Chart paper (1)
Markers (1)
Codenames Picture (board game) (1)
Note: any board games work. If no board games available in class; print out 24 pictures and make a
codenames game.
can learn more. Last week, they went over GTAs history because they were told they would be meeting
mysterious guests who want to know about it. Students have just completed one mystery Skype in English.
Students will have options to write their questions on Padlet or ask the students verbally.
paper.
Students will be working in groups to play board games. Codenames will be modified according to each
groups French level (some pictures will be easier than others).
French
B2.1 demonstrate an understanding of appropriate speaking behavior in a variety of situations
History
A2.4 interpret and analyze information and evidence relevant to their investigations, using a variety of tools
Learning Goals
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By the end of this lesson, we will be able to demonstrate our understanding of the other class by putting their
answers together to solve their location.
By the end of this lesson, we will be able to interpret and analyze information from a Skype conversation in
French using written and verbal clues.
Minds On 20 minutes
2. Students will be told that they will be meeting another class in Canada and they will have twenty questions to
figure out where they are from, but this time it will be in French. Students can write questions on a class Padlet.
We will have a volunteer ask the questions on Padlet on behalf of the class or students can raise their hands.
3. We will review our French conversation prompts and brainstorm some questions.
This is a core French class (French as a second language). This is their first time speaking to a class from
Quebec and the accent will be a bit difficult. They will have a longer Skype session in order to have time to
process what was said and come up with good questions.
Action 70 minutes
1. They will be connected via Skype to a class in Montreal. They will need to figure out what city they are in
based on conversation prompts like quest-ce que tu aimes au printempts? I will write down the answers on
chart paper and repeat their answer as well to help the students understand.
(I connected to this class though #FSLchat on Twitter)
come up to the microphone to ask questions by raising their hands or just type them onto the Padlet.
students about Sugar Shacks (via a prerecorded YouTube video that is captioned) while I tell her students about
the CN Tower. (Her class will be creating models of the CN Tower)
4. My class will go into another classroom where it will be set up like a sugar shack with crepes, French
Quebecois music, and French games. Other classes in the school will ideally be doing this at the same time and
we will rotate rooms. We will only be speaking in French.
1. Students will come back to the classroom and talk about the challenges faced by only communicating in their
second language. They will be asked to think about what it would be like to be forced to never use English.
Next steps
One more mystery skype.
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Grade: 7 Subject(s): History, Math
Material(s):
Projector (1)
Graph paper (24)
Rulers, pencils, & pencil crayons (extra in case students do not have them)
Chromebooks (24)
Speakers (3)
Chart paper (1)
Markers (1)
can learn more. Students have completed two mystery Skypes and this will be the last one for this unit.
Students will have options to write their questions on Padlet or ask the students verbally.
paper.
Students will be independently creating gardens on graph paper, but we will go over the measurements of the
garden together and all put one sign down in the same spot.
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Several students have trouble with spatial awareness, so the graph paper will be used to help with the
measurements.
An example of a medicine wheel garden will be shown on the projector the entire time students are working. I
will explain the garden after the video using gestures while speaking.
Students will have a list of the minimum requirements for their garden. We will go over it as a class and
students will have it written down on a feedback form and instruction sheet.
Students who are not able to finish in class will be able to take it home to finish, use working lunches, and will
have another period to work on this.
Math
Measurement: research and report on real-life applications of area measurements
History
A2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools
Learning Goals
By the end of this lesson, we will be able to demonstrate our understanding of the other class by putting their
answers together to solve their location.
By the end of this lesson, we will be able to produce a template for a medicine wheel garden using area
measurements.
Minds On 5 minutes
2. Students will be told that they will be meeting another class in Canada and they will be able to ask twenty
questions. Students can write questions on a class Padlet. We will have a volunteer ask the questions on Padlet
on behalf of the class or students can raise their hands to ask.
Action 80 minutes
1. They will be connected via Skype to a class in Sandy Lake which is a fly-in community. They will ask
questions about their past and present to try to figure out where they live. Im assuming my students will not
know and will have many questions once they figure it out or are told the answer after 20 questions. They will
have a few minutes to speak after.
come up to the microphone to ask questions by raising their hands or just type them onto the Padlet. Students
must write down one thing they learn or a question they still have during or after the Skype session on their ticket.
students about Medicine Wheel gardens (via a prerecorded YouTube video that is captioned) while I tell her
students about the CN Tower. (Her class will be creating models of the CN Tower)
4. My class will be given instructions on how to create a medicine wheel garden as we will be planting one at
our school in a few months that our class designs. Students will be challenged to each do one while following
minimum requirements (ex. at least 5 corn plants, 10 bean plants, etc.). Students will have another class period
to work on this project and it will be submitted for marking.
1. Some volunteers will be asked to share what they have so far for their garden and students will be asked to
bring in a blanket for Wednesday.
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Next steps
More time to work on medicine wheel gardens.
Date: December 6, 2017 Title of the Lesson: Past, Present, & Future
Grade: 7 Subject(s): History, Drama
Material(s):
Students and teacher bring in blankets (7)
Students bring in something that means a lot to them from their childhood (book, toy, teddy, etc.) (24)
Pieces of paper (24)
Burning/Smith text (24)
Large suitcase (1)
homeroom teacher for all subjects except gym, science, and music. Students have completed three mystery
skypes. They have completed a medicine wheel garden as a class and worked on a budget for people who live
up north.
There will be guidance counselor appointments booked for the entire day in case a student needs to talk to
someone.
Students may step out with a friend if they need a minute.
Students will hear and read the text for the afternoon activity.
Students will hear and see the text being represented through the morning blanket exercise.
Students will be able to write their item on a small piece of paper if they were unable to bring one in.
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There will be lots of time left to debrief after the activity with a talking circle.
Drama
B2.1 construct personal interpretations of drama works connecting drama issues, and themes to their own and
others ideas, feelings, and experiences
History
B1.3 analyze the displacement experienced by various groups who were living in or who came to Canada
between 1800 and 1850
Learning Goals
By the end of this lesson, we will be able to analyze and question the treatment of Indigenous peoples in
Canadas past, present, and future.
By the end of this lesson, we will be able to critique residential schools with our knowledge from the Blanket
Exercise and from passages by students from the Mohawk Institute.
Minds On 15 minutes
1. Students will be asked to go to the drama room and set up blankets they have brought in. They will bring their
cherished item with them. They will be asked to write the name of a friend/sibling or something from their
childhood on a piece of paper and put it in their pocket if they did not bring in a cherished item.
Please hold on to your object that reminds you of your childhood closely. Please write the name of what you
wish you could have brought in or someone that you love on a piece of paper. Hold this object closely.
If you need a minute at any point during this exercise, please come up and tell me where you are going.
2. We will welcome someone to lead the Blanket exercise. Preferably someone who has done it before. I would
request my mentor from www.indspire.com to come in who is an Indigenous educator.
Action 3 hours 45 minutes

1. Students will complete the blanket exercise. (https://www.kairosblanketexercise.org/resources/scripts/)
Note: Students will get passages to read; give them a chance to practice to themselves before it begins.
2. Students will be given text and a card. They will be asked to find a spot on any blanket.
Note: If students are talking or need to be separated, quietly and kindly get their attention and move them to a
different spot.
3. The facilitator will read the narrator part. The teacher will read the colonial part because the students are
familiar with the teacher.
4. As blankets are removed and students have to leave, they will be asked to create a circle around the blankets
and give up their object or text which symbolizes a child being sent to a school or passing away.
5. When the exercise is over and a few students are left. We will have a moment of silence. Then we will form a
talking circle about how we felt during that exercise and/or something that we learned. Students can pass or talk
for as long as they want/need.
I know that this exercise was very hard, but its important that we acknowledge our past and think about what
we can do for our future. Over the next few days, we will be working on reconciliation projects after we hear
passages by residential school survivors this afternoon.
6. Break for lunch.

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7. Students will read and hear a text by Harrison Burning & Peter Smith from The Mush Hole
(http://www.goodminds.com/mush-hole-life-two-indian-residential-schools-paper-ed)
I deserved to be sent there. My mother died when I was 7-years-old, and I had nobody to look after
me. [] When I first went there I cried and I cried and I cried, but it didnt help any. Thats what I
say about the kids one day youre a boy, the next day youre a man look after yourself. None of
the rest of the kids are going to pity you or nothing (Burning, p. 358). I believe it when people say
they didnt learn to love in there. Like me I often say I have no heart I have no heart. I might
look like I got a heart, but I dont.
I didnt speak my language when I was there. It was just at the change they wanted children to
speak English (Burning, p. 359).
You know what the hardest time was? When it came time to leave for the summer holidays and no-
one came there. I used to look out the window and look out the window, waiting for someone to
come. But it never happened to me. I was very disappointed. I never really blamed anyone (Smith, p.
361).
8. Students will walk around the room reading this text after the teacher reads it. They will then choose the
sentence or word that stood out the most for them and be asked to share it to the class. The teacher will walk
around the room pointing at students to share their sentence or word.
9. Students will be grouped based on what they chose and be asked to create a tableau representing that. Once
the tableau is finished, students will show the class.
10. The students will then be asked to grab their objects/paper and come back to their tableau. Every student
will be frozen in their tableau and they will remain frozen. One student at a time will walk up with their object
and place it in a suitcase. They will then return back to their tableau and freeze.
11. We will have a moment of silence.
1. Once all students have given up their objects/paper we will say an acknowledgement of the lands.
2. We will talk about our reconciliation projects and what we learned from the day.
3. Students will have a chance to suggest any reconciliation projects they want to create. Students will have many
options. They can work independently or as a group.
Next steps
Reconciliation project
End Canada 150 week with a drum circle
Kara-Ann Nagel 15

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Kara-Ann Nagel 1

Canada 150: Past, Present, & Future

are more interesting for students when blended together.

the Flipp app with different postal codes.

On Wednesday, students will be completing the KAIROS Blanket Exercise in the

On Thursday and Friday, students will be working on reconciliation projects of their

Flipp Corp. (2016). Flipp. Retrieved July 6, 2017, from https://flipp.com/weekly_ads

Ont.: Heffle, 1997. Print.

Indspire. (2017). Retrieved July 12, 2017, from http://indspire.ca/

Inspire focuses on Indigenous education in Canada. It offers bursaries, scholarships, and

KAIROS Blanket Exercise. (n.d.). Retrieved July 12, 2017, from

Lundy, K. G. (2008). Teaching fairly in an unfair world. Markham, Ont.: Pembroke.

Feedback Form Canada 150 Medicine Wheel Garden

Chart paper (1)

Action 3 hours 45 minutes

6. Break for lunch.

11. We will have a moment of silence.

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