ED 3503: Fall, 2108 (Section CD) Instructor: Jenna

Lowe

Learning with Literature Plan

Name: Elyse Haglund

Literature (one or both books)

Title: The Lynching of Louie Sam

Author: Elizabeth Stewart

Publisher and Date: Annick Press Ltd. 2012

Fit with Alberta Program of Studies

Subject(s): Social Studies & English Language Arts Grade:
10
SLO: (Social Studies) 2.1 Students will recognize and appreciate historical and
contemporary consequences of European contact, historical globalization and
imperialism on Aboriginal societies
(English Language Arts) 1.2.1 Extend Awareness: Consider New Perspectives
GLO: (Social Studies) Students will assess the impacts of historical globalization on
Indigenous and non-Indigenous peoples.
(English Language Arts) General Outcome 1: Students will listen, speak, read, write,
view and represent to explore thoughts, ideas, feelings and experiences.
Students will (Stated in student-friendly language):
1. Be able to point out historical effects of European contact on Aboriginal health
and safety
2. Be able to point out how historical impacts of imperialism negatively effected
Aboriginal societies
3. Consider the different perspectives of the events in the novel “The Lynching of
Louie Sam.”
Introductory Activities/Notes
How will you introduce the literature?
-I would introduce the literature following lessons on the negative impacts of
imperialism on Aboriginal societies, with a strong emphasis on how imperialism
contributed to racism toward Aboriginal peoples.
There would have also been earlier lessons on the historical consequences of European
contact, with emphasis on Aboriginal loss of land and diseases such as small pox.
-The literature would be introduced as an activity in conjunction with those lessons.
Going with PEN principal #11 (Find the Story Behind the Facts); introducing this novel
will allow students to understand the experiences of Aboriginal people, which will lead
to high levels of emotion, engagement, empathy, and motivation.
How will the literature be read?
I would begin with using shared reading for the first two chapters, this way I could
introduce some of the important themes in the book, as well as preparing students so
that they become familiar enough with the storyline and vocabulary that they can read
the rest of the novel independently. By allowing students to read the novel
independently they have the opportunity to write notes that they will need for their role
in the activity.
Explain the function of your activity (ex. pre-reading, during-reading, post-reading…as a
part of a bigger lesson on__). How and when you will introduce the activity?
I would introduce the activity prior to students reading the novel, and give them all a
role to play in the activity. This way, students will know what to be looking for while
they are reading. The activity would function as both as an extending project for the
ED 3503: Fall, 2108 (Section CD) Instructor: Jenna
Lowe
novel, as well as a part of a bigger lesson on the historical consequences of European
contact with, and imperialism towards, Aboriginal societies. Visually representing
something also enhances meaning for students, allows students to demonstrate their
interpretations, and develops students’ conceptual understandings (Tompkins, Bright,
Winsor, 2018, p. 346).
The activity would also function as a way to get students to represent different
perspectives from the novel “The Lynching of Louie Sam”, so they will be able to explore
those different perspectives.
Other Literature and Learning Resources Employed or Consulted
Resource #1: 50 Literacy Strategies – Process Drama (p. 90).
Resource #2: PEN Principals
Resource #3: Language and Literacy: Content and Teaching Strategies
Presentation of Literature and Follow-Through Activity
 State any specific strategies used.
 Think Follow-through: Activity should involve more than one language art and may make
links to other literature and one or more subject areas.
 Examples of specificity: If reading aloud, include questions to be asked during reading; If
reading silently, state purpose(s) for reading.
 Describe procedure so another teacher could implement it: It’s always advisable to ‘script’
questions and instructions; optional to organize plans as “Step 1” etc.
 Prior to reading the novel I would allow students to choose their role for the
activity. The roles would be a judge, Louie Sam, Sheriff Leckie, two lawyers (one
for Louie Sam and one for William Osterman), George Gillies, Pete Harkness,
William Osterman, Dave Harkness, Mrs. Bell, and jury members (however many
students there are left).
 Let students know what is required for their role. The judge’s role is to decide
what evidence is and is not relevant, but they must be able to explain why. The
two lawyers are responsible for trying to change the judge’s mind about whether
or not certain pieces of evidences are relevant or not, and as well as trying to
defend their client. All the other named characters need to write down what their
character saw and heard in relation to the murder of Mr. Bell. The jurors are
responsible for coming up with any questions they may have for any of the named
characters.
 Read the first two chapters out loud to the class. At the end of chapter one ask
students what they know about the type of society described from the novel, and
from what they’ve already learned about that time period. Make sure to let
students know that although the book is set in Washington, there were a lot of
similarities to the experiences of Canadian settlers in that same time period.
After the second chapter, ask students what evidence the settlers had against
Louie Sam. During both discussions, make sure students jot down notes.
 Let the students know that they will be acting out a court scene deciding who
murdered Mr. Bell after they have all read the rest of the novel independently, so
they know what type of notes to take as they read the book.
 Once the students have read the novel independently, set the classroom up like a
courtroom. The students playing Louie Sam and his lawyer will be on one side,
and the students playing William Osterman and his lawyer will be on the other.
The judge will sit at the front of the class, with all the other characters behind
him. The jury members will sit at the back of the class.
 Set the purpose: let the class know it is their job to decide if Louie Sam or Mr.
Osterman killed Mr. Bell (they are also able to say neither did).
 Dramatize the event: let students then act out the event. It is the teachers job to
make sure only one person is speaking at a time, students are being respectful
and appropriate, and that everyone has the opportunity to speak.
ED 3503: Fall, 2108 (Section CD) Instructor: Jenna
Lowe
 The teacher is also able to ask questions, in case students appear to be missing
any major ideas. During the dramatization, the teacher will be able to formatively
assess based on observations. The students should be showing that they are able
to look at things from the perspective of their character, or are open to listening
to other characters perspectives. Students should also be articulating the
impacts of racism on the case. If they don’t seem to do so on their own, guide
them towards the topic with questions.
 Once the class has addressed most of the key pieces of evidence, have the jury
secretly vote. The most likely result is that the jury will decide either that Mr.
Osterman killed Mr. Bell, or that neither of the defendants killed Mr. Bell. In the
unlikely scenario that the class decided that Louie Sam did kill Mr. Bell, ask them
whether or not they think the characters would have acted the same if Louie Sam
was white (pointing to evidence in the book, such as characters repeatedly
saying things like “who cares, he was just an Indian”). If students still don’t think
Louie Sam’s race was important, you may need to go over some sections of the
book with students where it is made explicitly clear that Louie Sam’s race was a
significant factor in how the settlers acted towards him.
 Discuss the activity. Ask students about their experiences with the
dramatization, what insights they gained about the lives of Aboriginal people
during this time that they gained from both this activity and the novel, and if they
think the white settlers would have acted the same if Europe wasn’t being
imperialist.
 Prompt reflection: have students write out what they learned about the impacts
of European contact and imperialism on Aboriginal peoples from the novel and
this activity. Make sure students know one of the criteria for their reflection is
that they should make some mention of the impacts of contact and imperialism
on Aboriginal peoples, as well as show that they considered the perspectives of
different characters.

Reflection
Strongest attribute of the learning activity and why that is valuable to student learning:
 By creating an emotional and physical experience around the novel, students are
better able to contextualize and empathize with the experiences of Aboriginal
people.
 Uses all six strands of English Language Arts (read, write, listen, speak, view,
represent).
 Students are engaging in reading that is both efferent and critical (and hopefully
aesthetic).

What might be a challenge to successful learning with this literature and activity:
There is quite a lot of student involvement required, so if students are uninterested in
the activity they will not get as much out of it. It is also challenging because the book
touches on a lot of difficult topics, and students may feel uncomfortable addressing
them.
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