Unit Plan: Orange Shirt Day
Social Studies / Grade K-7
Big Ideas
Kindergarten
Stories and traditions about ourselves and our families reflect who we are and where we are from.
Grade 1
Our rights, roles, and responsibilities are important for building strong communities.
Grade 2
Local actions have global consequences, and global actions have local consequences.
Grade 3
Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
Grade 4
Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity.
Grade 5
Canada’s policies and treatment of minority peoples have negative and positive legacies.
Grade 6
Systems of government vary in their respect for human rights and freedoms.
Concepts:
- Identity and Human Rights
Essential Questions
Students will keep considering…
- Why does it matter to learn about Orange Shirt Day?
Evaluative Criteria
Summative Assessment:
N/A
Monitoring Progress
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
- Class discussion
- Engagement with material
Resources
TEXTS
- Shin Chi’s Canoe by Nicola Campbell
- United Nations Declaration of Human Rights
- Phyllis Webstad’s story and video
- United Nations Declaration of Human Rights
Reflection
How will teachers and their students reflect on and evaluate the completed project?
Teacher Reflection
- What aspects of the unit went well?
- What did students struggle with?
- What did you struggle with?
- What would you add/revise the next time you taught this unit?
- Were there any unintended outcomes?
- Were students engaged?
Downloads
Stage 1 – Desired Results
Big Ideas
- Stories and traditions about ourselves and our families reflect who we are and where we are from. (Kindergarten)
- Our rights, roles, and responsibilities are important for building strong communities. (Grade 1)
- Local actions have global consequences, and global actions have local consequences. (Grade 2)
- Learning about indigenous peoples nurtures multicultural awareness and respect for diversity. (Grade 3)
- Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity. (Grade 4)
- Canada’s policies and treatment of minority peoples have negative and positive legacies. (Grade 5)
- Systems of government vary in their respect for human rights and freedoms. (Grade 6)
Concepts:
- Identity and Human Rights
Transfer Goals
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.
Meaning
Students will understand that…
- N/A
Students will keep considering…
- Why does it matter to learn about Orange Shirt Day?
Acquisition
Students will be skilled at…
- Recognize causes and consequences of events, decisions, or developments in their lives (cause and consequence) (Kindergarten)
- Acknowledge different perspectives on people, places, issues, or events in their lives (perspective) (Kindergarten)
- Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgment) (Kindergarten)
- Recognize causes and consequences of events, decisions, or developments in their lives (cause and consequence) (Grade 1)
- Recognize the causes and consequences of events, decisions, or developments (cause and consequence) (Grade 2)
- Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events (perspective) (Grade 2)
- Recognize the causes and consequences of events, decisions, or developments (cause and consequence) (Grade 3)
- Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events (Grade 3)
- Make value judgments about events, decisions, or actions, and suggest lessons that can be learned (ethical judgment) (Grade 3)
- Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes (cause and consequence) (Grade 4)
- Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places (perspective) (Grade 4)
- Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place (ethical judgment) (Grade 4)
- Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes (cause and consequence) (Grade 5)
- Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places (perspective) (Grade 5)
- Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place (ethical judgment) (Grade 5)
- Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes (cause and consequence) (Grade 6)
- Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places (perspective) (Grade 6)
- Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place (ethical judgment (Grade 6)
- Develop a plan of action to address a selected problem or issue (Grade 6)
- Construct arguments defending the significance of individuals/groups, places, events, or developments (significance) (Grade 6)
- Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgment) (Grade 7)
- Determine which causes most influenced particular decisions, actions, or events, and assess their short- and long-term consequences (cause and consequence) (Grade 7)
CONTENT
Students will know…
- People, places, and events in the local community, and in local First Peoples communities. (Kindergarten)
- Key events and developments in the local community, and in local First Peoples communities. (Grade 1)
- Rights and responsibilities of individuals regionally and globally. (Grade 1)
- Aspects of life shared by and common to peoples and cultures. (Grade 2)
- The impact of colonization on First Peoples societies in British Columbia and Canada. (Grade 3)
- The history of the local community and of local First Peoples communities. (Grade 4)
- Past discriminatory government policies and actions, such as the Head Tax, the Komagata Maru incident, residential schools, and internments. (Grade 5)
- Human rights and responses to discrimination in Canadian society. (Grade 5)
- Global poverty and inequality issues, including class structure and gender. (Grade 6)
- Social, political, legal, governmental, and economic systems and structures, including at least one indigenous to the Americas. (Grade 7)
Which Core Competencies will be integrated into the unit?
N/A
First People's Principles of Learning
The unit will make connections with:
Learning involves recognizing the consequences of one’s actions.
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
Big Ideas
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
Core Competencies
Communications Competency
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
Thinking Competency
The knowledge, skills and processes we associate with intellectual development
Social Competency
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
Additional Resources
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.
