• Students will develop an understanding of how people are striving to reclaim their culture and identity and how they can participate in the reconciliation process
• Students will use a variety of sources to develop and express new understandings of what reconciliation means in the context of the history and legacy of Canadian residential schools

Mangilaluk Graphic Novel (pages 60-83)
News articles
Historical websites
Documentaries

How can we change the systems to create more equity in the balance of power?

There are elements that may be difficult for students:

• Issues dealing with drinking and addictions
• Homelessness
• HIV/ AIDS
• Death of a family member

Plan for support with school counsellors, helpline contacts, and opportunities for students to self-regulate and have a safe space to share thoughts, feelings, fears, and other big emotions.

Opinion Statements

• Turn your classroom into an opinion continuum

• Provide students with 5-7 opinion statements and have them stand on the continuum which best represents how they feel about the statement
• Finally, after each statement, ask students to talk about why they are standing where they have chosen on the continuum.

Possible Statements Ideas

• I believe there is a definite imbalance of power and privilege in Canada.
• Without the residential school experience, Canada would be far more balanced in terms of power and privilege.
• People who experience privilege in Canada have an ethical obligation to take action for those who do not.
• Systems created by the government to create imbalance are still in place today.
• People in the North have the same opportunities as everyone else in Canada.

Extension Idea

Have students consider which of these statements they most connect with or have strong opinions on, and have them write a paragraph with a topic sentence, developing details, and a concluding sentence.

Note: there should be an explicit connection to the graphic novel in this paragraph.

Historical Thinking

Have students go through the novel and ask them the following question:
If they could go back in time and can only alter/change one thing, what would they change and how would impact Bernard’s life?

This can be done in any number of ways:

• Written response
• Slide Deck
• Visual response
• Podcast
• Artistic representation
• Any other way a student like

Note: students need to provide a justification as to why their choice would provide the biggest impact.

Summative Extension – For the summative assessments, students will dive into the Calls to Action

• Students will look through the Calls to Action for Education (Pages 5-6)
• They will then isolate a minimum of 3 Calls to Action that they believe would have had a significant positive impact on the trajectory of Bernard’s life.
• Students will need to justify each of the Calls to Action with evidence from the novel and then informed speculation as to how each of the CtA would impact Bernard’s life.

Possible Project Ideas:

• Infographic (Canva is a great resource for this. Plus, they have many examples of infographics for students to look through)
• Slide Deck
• Written Report
• Class presentation

Curricular Competencies for summative assessment

• Use Social Studies inquiry process and skills to ask questions; gather, interpret, and analyze ideas, and communicate findings and decisions
  
  • Draw conclusions about a problem, an issue, or a topic
  • Identify and clarify a problem or issue
  • Interpret and present data in a variety of forms
• Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence)

Visible Learning Link

• Make space for an anchor chart/visible learning in your classroom that will remain around the essential question
  • Why is there a disparity in power between Indigenous Peoples in Canada and settler Canadians and what were the conditions that created this disparity?
    • Based on what students have learned throughout the module, they will put up understandings and questions connected to this module’s learning