Lewis – “I think Orange Shirt Day connects to our unit, because like white people were unfair to black people, the people who ran the schools took out people from their home, and that is unfair. Also, students were forced to do work, like laundry, mopping and many more things. Black people were also forced to do work.”
Callie – “Orange shirt day connects to the unit because people who take kids so that they can be like the others, is kind of like racism and discrimination. They were forced to do work just like slaves were.”
James – “I think Orange Shirt Day connects to our unit because they take Indigenous people and change them and they took black people from Africa and made them slaves. The difference is that they sent Indigenous people to a residential schools and cut their hair, gave them baths until there skin turned white and taught them different languages. When they come back home to there families they couldn’t remember their own language.”
Jamie – “Orange Shirt day connects to our unit because black people were like slaves and they couldn’t do what the black people do for their culture and its like the children were like forced and the black slaves were also forced.”
Students used the key concepts of PERSPECTIVE & CONNECTION to inquire into and learn about the experiences of those who have been discriminated against. Our grade 5’s are a passionate, caring and principled community who are noticing that oppressed groups often share the common leadership traits of perseverance and grit. It is a joy to hear them advocate for equal rights and opportunities for all people!
Everybody has it
Struggling is learning
Set your goals high
You can be a leader
Show the world what you’ve got
Send a message to the world
Make the people proud!
~ Jamie, Callie, Emi and Maira
Grade 6 students led a #FridaysForFuture peaceful protest in an effort to raise awareness about climate change and encourage climate action. Students created peaceful protest signs with messages and hashtags that are connected to the United Nations Act Now campaign. They marched within and outside the school and soon found students from other Grade levels joining them. This week students from other classes have visited our class as they are curious to learn more about actions that they can take to reduce their ecological footprint.
What an incredible way to end our unit on interactive communication and social change! Our new unit on international cooperation will give students the opportunity to continue to take action and voice their thoughts and concerns regarding climate change and other global issues.
At Richland Academy, we are learning about Natural and Man-Made disasters. The world has a problem about climate change. The problem is that people are burning fossil fuels that is causing air pollution. The effect is people suffering from air pollution and natural disasters which is causing people to die. This is causing natural disasters like tornadoes, cyclones or hurricanes, wildfires, sandstorms and tsunamis. This is the Grade 3 action plan for stopping climate change. Each of the Grade 3 students promise to use the 3 r’s, turn off the lights when we leave the classroom, walk instead of drive our vehicles if possible and talk about climate change with our friends and family. “According to the David Suzuki foundation as the world warms extreme weather events are becoming more frequent and intense sea levels are rising, prolonged droughts are putting pressure on food crops, and animals and plants are being driven to extinction.”
What is the Canadian government’s action plan to stop climate change? We hope to hear from you soon.
Students were announcing to the whole school which survival gift will be donated to countries suffering from water shortage and pollution.