Lesson: Residential Schools...
As Long as the Rivers Flow...
Grade: 4/5
Teaching Strategies:
Subject: Social Studies
(First Nations Treaties)
Date:
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Indirect Instruction – Inquiry – answering chapter questions
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Direct Instruction – reading story, questions, story facts
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Interactive Learning – reading story, discussions
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Independent Learning – answering chapter questions
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Experiential Learning –
Students will be able to:
-LISTEN – COMPREHEND – ANSWER – DISCUSS…
Content
-Gain a deeper understanding of residential schools, and what life
was like for First Nations children (and their families) in residential
schools.
-Learn, use, and practice listening skills – to comprehend
(understand) and answer comprehension questions (chapter
questions).
-Engage in (participate in) many group / class discussions regarding
their own personal responses (thoughts and ideas) to the story Inquiry.
Grade 4: Saskatchewan
Grade 5: Canada
Curriculum Focus
Outcome and Indicator
Grade 4: Unit 2: Heritage
-Identifies and describes past experiences, traditions, and
technologies of Aboriginal people of Saskatchewan.
-Treaties (The Indian Act of 1876 was NOT part of treaty)
(*See Curriculum Binder)
-First Nations (Aboriginal) content – K-3/4
Pre-Requisite Learning
1. Introduction to Treaties Lesson
2. Benefits of Treaties – First Nations and Newcomers
-The Royal Proclamation Act of 1763
-The British North American Act of 1867
3. The Indian Act of 1876... The Indian Agent (NOT a part of the
treaty)
-The Pass and Permit Systems
Resources and Materials:
-Book – As Long As The Rivers Flow by Larry Loyie,
with Constance Brissenden, Illustrated by Heather D. Holmlund
-Chapter Questions – As Long as the Rivers Flow...
(Book – Teaching Treaties in the Classroom: A Treaty Resource
Guide for Grade 4 – Office of the Treaty Commissioner)
Materials
Common Essential
Learnings
*Sticky notes – to label comments, questions, and facts throughout
the story (book), about the story.
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COM –Communications
CTT –Critical and Creative Thinking
IL –Independent Learning
NUM –Numeracy
PSVS –Personal and Social Values and Skills
TL –Technological Literacy
A Schoolhouse on the Reserve? ...Or Residential Schools...
1. Together as a class, brainstorm what a residential school is –
Eg., -Who goes there?
-What happens there?
-Why were they created?
-Where are they?
-Do they still exist today?
2. Ask the students –
Where residential schools a part of the treaty agreements?
Why or why not?
Before (Set of lesson –
what problem will the
students work through)
Book – have students gather in a circle sitting on the floor – have the
teacher read the book aloud to the students, showing illustrations
and asking questions while reading through the story.
As Long as the Rivers Flow...
By Larry Loyie with Constance Brissenden,
Illustrated by Heather D. Holmlund
1. Pre-Reading Activities
2. Comprehension Questions – done by students!
-Chapter One – Ooh-Hoo Means Owl
-Chapter Two – The Summer Camp
-Chapter Three – Grizzly!
-Chapter Four – As Long as the Rivers Flow
-Epilogue
During (Development –
connection for problem
with literature or activity
that connects with
Before)
*Students will be given questions to answer at the end of
each chapter (see chapter questions attached). Students
will have to write ALL the questions in their notebooks,
and then answer each question underneath.
(READ CHAPTER – ANSWER QUESTIONS)
*Answer questions in COMPLETE SENTENCES!!
*Chapter questions will be corrected together as a class.
Resource – Chapter Questions –
(Book – Teaching Treaties in the Classroom: A Treaty Resource
Guide for Grade 4 – Office of the Treaty Commissioner)
Closure:
Together as a class, discuss the story...
What are your thoughts about the story? Did you like it? Did you
not like it?
What questions do you have now (about First Nations people and
residential schools), after reading the story?
How would you react if you were in the same situation as Lawrence
and his family (taken from your family and put in a school far
away, and not getting to see your family)?
After (Practice,
reflection)
**Have students answer the next two questions on loose-leaf and
hand-in –
How are you (and your life) different from Lawrence and his
family?
How are you (and your life) similar to Lawrence and his family?
3. Have students pick one part of the story (their favorite part or
one that they liked) and draw a picture to illustrate that part of
the story – what was going on…
After, have students present (display) their drawing to the
rest of the class, and have the rest of the class try and
guess which part of the story the student illustrated.
Marks – Chapter Questions (each question worth ONE mark - /1)
Students showed –
-Cooperation (Participation) – students’ ability to work individually
AND together (in groups) with other classmates – providing help,
encouragement, involvement, input...
-Skill/Effort – student showed interest while doing the
activity/activities, and work was done to the best of their ability.
Assessment Tool (A
tool that makes sense for
activity and lesson) (As,
of, for learning)
-Behavior – student demonstrated proper and appropriate classroom
behavior (following classroom guidelines) while participating in the
activities – (outside the classroom), and while working together (in
groups) with other classmates.
-Providing extra help to students who are struggling and or slow on
answering the chapter questions.
-Having the students participate in the reading of the story to keep
them on task/track.
-Defining vocabulary for students – questions and story.
Adaptive Dimensions
Reflection:
What worked? What didn’t work? What would I change/do differently next time?