Students will be able to independently use their learning to…

• Students will be able to personally identify why it matters to  learn about Orange Shirt Day as an individual, community and a nation.

UNIT UNDERSTANDINGS:

Students will understand that…

• N/A

ESSENTIAL QUESTIONS:

Students will keep considering…

• Why does it matter to learn about Orange Shirt Day?

> Click here to learn more about Essential Questions

CURRICULAR COMPETENCIES

Students will be skilled at…

• Make ethical judgements about the past events, decisions or actions and assess the limitations of drawing direct lessons from the past (ethical judgement). (Social Studies 8)

• Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance). (Social Studies 9). 

• Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance). (Social Studies 10) 

• Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective). (Social Studies 10)

• Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment). (Social Studies 10).

• Compare and contrast continuities and changes for different groups in different time periods and places (continuity and change). (BC First Peoples 12).

• Determine and assess the long- and-short term causes and consequences, and the intended and  unintended consequences, of an event, decision, or development (cause and consequence). (BC First Peoples 12).

• Explain different perspectives on past or present people, places, issues, and events, and distinguish between worldviews of today and the past (perspective). (BC First Peoples 12).

• Make reasoned ethical claims about actions in the past and present after considering the context and values of the times (ethical judgment) (BC First Peoples 12).

• Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions. (Comparative Cultures 12).

• Explain different perspectives on past and present cultures (perspective). (Comparative Cultures 12)

• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment). (Comparative Cultures 12).

• Recognize the consequences of our actions (cause and consequence). (Contemporary Indigenous Studies).

• Determine and assess the long- and short-term causes and consequences, and the intended and unintended consequences of an event, decision, or development (cause and consequence). (Contemporary Indigenous Studies).

• Explain different perspectives on past or present people, places, issues, and events, and distinguish between worldviews of today and the past (perspective). (Contemporary Indigenous Studies).

• Recognize implicit and explicit ethical claims in a variety of sources (ethical judgment). (Contemporary Indigenous Studies).

• Make reasoned ethical claims about actions in the past and present after considering the context and values of the times (ethical judgment) (Contemporary Indigenous Studies).

• Explain the significance of texts, philosophies, events, or developments at particular times and places within various belief systems (significance). (Comparative World Religions).

• Assess and compare the significance and impact of legal systems and codes (significance). (Law Studies)

• Analyze continuities and changes in legal systems and thought during different time periods and across jurisdictions (continuity and change). (Law Studies)

• Explain different perspectives on past or present people, places, issues, and events by considering prevailing norms, values, worldviews, and beliefs (perspective). (Law Studies)

• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment). (Law Studies).

• Make reasoned ethical judgments about controversial decisions, legislation, or policy (ethical judgment). (Law Studies).

• Assess and compare the significance of people, places, events, or developments at particular times and places, and determine what is revealed about issues of social justice in the past and present (significance). (Social Justice) 

• Determine and assess the long- and short-term causes and consequences, and the intended and unintended consequences, of an event, legislative and judicial decision, development, policy, and movement (cause and consequence). (Social Justice)

• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment). (Social Justice)

• Make reasoned ethical judgments about controversial actions in the past or present after considering the context and standards of right and wrong (ethical judgment). (Social Justice).

CONTENT

Students will know…

• Exploration, expansion, and colonization (Social Studies 8)
• The continuing effects of imperialism and colonialism on indigenous peoples in Canada and around the world. (Social Studies 9)
• Discriminatory policies, attitudes, and historical wrongs (Social Studies 9)
• The development, structure, and function of Canadian and other political institutions, including First Peoples governance affect people’s sense of identity (Social Studies 10)
• Provincial and federal governmental policies and practices that have affected, and continue to affect, BC First Peoples responses to colonialism. (BC First Peoples 12)
• The resistance of BC First Peoples to colonialism (BC First Peoples 12)
• Contemporary challenges facing BC First Peoples, including legacies of colonialism (BC First Peoples 12)
• Systems of power, authority, and governance (Comparative Cultures 12)
• Role of value systems and belief systems in the development of cultures (Comparative Cultures 12)
• Interactions and exchanges between cultures (Comparative Cultures 12)
• The resilience and survival of indigenous peoples in the face of colonialism (Contemporary Indigenous Studies)
• Responses to inequities in the relationships of indigenous peoples with governments in Canada and around the world. (Contemporary Indigenous Studies)
• Restoring balance through truth, healing, and reconciliation in Canada and around the world. (Contemporary Indigenous Studies) 
• Approaches to doctrines or belief systems (Comparative World Religions)
• Institutional and social structures (Comparative World Religions)
• The Constitution of Canada and the Canadian Charter of Rights and Freedoms (Law Studies)
• Legislation concerning First Peoples (Law Studies)
• Connections between self-identity and an individual’s relationship to others in society (Social Justice)
• Connections between social justice issues (Social Justice)
• Past and present social injustices in Canada and in the world, their possible causes, and their lasting impact on individuals, groups, and society (Social Justice)

CORE COMPETENCIES

Which Core Competencies will be integrated into the unit?

Positive Personal & Cultural Identity 

• Awareness, understanding, and appreciation of all the facets that contribute to a healthy sense of oneself. It includes awareness and understanding of one’s family background, heritage(s), language(s), beliefs, and perspectives in a pluralistic society.

Communication

• Acquire, interpret, and present information (includes inquiries)

Thinking and Critical Thinking

The unit will make connections with:

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Learning involves recognizing the consequences of one’s actions.

Learning involves generational roles and responsibilities.

Learning requires exploration of one’s identity.