Teachers’ Guide

Developed by Jennifer Greenham and Jennifer Dance ©2016

ISBN: 9781459736634

www.dundurn.com | dundurnpress | @dundurnpress

 Although this guide is designed for Grade 5-6, it can be used with older students who
can delve more deeply into the topics.

Books are available from your favourite bookseller, wholesaler and UTP Distribution (t: 1 800 565-9523)
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Table of Contents
Before Reading Red Wolf—Teacher Activity 5

Before Reading Red Wolf—Full Class Activity 6

Setting a Context for Reading—The Visitors Exercise 6

During the Reading of Red Wolf 9

Discussion/Response Questions 9

After Reading Red Wolf—Student Activities 15

Combatting Stereotypes 15
The Elements of Style to Communicate Meaning—Similes 16
Examining the Editing Process 18
Reading Skills—Extending Understanding—Examining Point of View 19
The Human Chain—Understanding the Lasting Impacts of Residential Schools 20
Media Task 1—What’s in a Cover? 21
Media Task 2—What’s in a Photo? 23
Understanding Wolves and Their Effect on the Ecosystem 24

TRG | Red Wolf Table of Contents | 3

IMPORTANT NOTE
The Use of the “S” Word in Red Wolf
The word “savage” is as offensive to First Nations, Metis and Inuit (FNMI) today, as the “N” word is to people
of African descent. It was, however, the word that white settlers used to describe the indigenous people
of North America. Red Wolf is historical fiction, and the author uses the word only in its historical context.
This word should never be used today to describe FNMI people. A discussion about this word with students
should take place to ensure that they understand we do not use this racist word in conversation today.

Possible Class Discussion Topics

• Look up the word “savage” in the dictionary to determine the meaning. When used as a noun, it is con-
sidered very offensive. Explain why this word should no longer be used to refer to people.

• If this word is inappropriate, why was it often used by the white settlers when they encountered Ab-
original people for the first time?

• Can the word “savage” be used to describe Crooked Ear or wolves in general? Discuss why/why not.

• The author chose to use this word throughout her book. Explain why she made this decision. Do you
support this decision?

4 | Before Reading Red Wolf TRG | Red Wolf

Before Reading Red Wolf—Teacher Activity
Before reading Red Wolf with their class, teachers are encouraged to learn more about residential schools and
expand their own understanding of current Aboriginal issues.

The following link is recommended.

Where are the Children: http://wherearethechildren.ca/

The Apology
Read Stephen Harper’s 2008 apology to former students of Indian Residential Schools.
https://www.aadnc-aandc.gc.ca/eng/1100100015644/1100100015649

The problems caused by separating children from their parents for over 140 years don’t just disappear
overnight, just because someone says I’m sorry. For survivors, and their families, the pain runs very deep.
Young people today, born long after the schools closed down, are still affected by what happened all those
years ago. Teachers need to be sensitive to this, especially with FNMI students.

Truth and Reconciliation

One hundred and fifty thousand children attended Indian Residential Schools between the 1873 and 1996.
Some former students made allegations of abuse and neglect. The Truth and Reconciliation Commission
travelled the country, studying the records and gathering testimonies from surviving students and even
former staff members. It was a voluntary process that was completed in June 2015. It is now evident that
many children were abused at these schools and many children died, buried in unmarked graves. The
truth has been told! Now we must work toward reconciliation. Justice Murray Sinclair of the TRC says that
reconciliation is not an aboriginal problem, it is a Canadian problem. It involves all of us. Jennifer Dance
believes that reconciliation is the most pressing social need in Canada today, and that reconciliation will
not happen unless our young people understand the tragedy and the long lasting effects of the residential
school system on the original people off this country. It was in this spirit of reconciliation that she wrote Red
Wolf. And it is in this same spirit that she hopes you will use her book in your classrooms.

Further Readings about Truth and Reconciliation

• www.trc.ca
• www.nctr.ca
• www.jenniferdance.ca/redwolf.html

Further Readings about Residential Schools

Project of Heart: Illuminating the Hidden History of Indian Residential Schools in BC (online book)
http://www.bctf.ca/HiddenHistory/eBook.pdf

National Post Article: http://news.nationalpost.com/news/canada/assault-on-residential-school-students-

identities-began-the-moment-they-stepped-inside

TRG | Red Wolf Before Reading Red Wolf | 5

Before Reading Red Wolf—Full Class Activity

Setting a Context for Reading—The Visitors Exercise

(Adapted from the Alien Exercise with permission from the Winnipeg Health Authority Aboriginal
Cultural Awareness program)

This exercise is designed to create a visceral understanding of oppression, specifically Aboriginal people in
Canada. It is most effective, however, if used before Red Wolf is read, since prior knowledge of the residential
school system may colour the students’ emotional reaction to the exercise. Only at the end of the exercise will
the situation be compared to the Indian Act and residential schools.

Introduction
Start by explaining to the students that you are going to read a short story, and that you want them to put
themselves into the story by closing their eyes and imagining themselves in the situation that is described.
Tell them to observe how they feel as the story progresses, since they will be asked questions about their
feelings at the end of the story.

The Story
(Read the story slowly and clearly without inflection that might transmit your bias thus influencing how
the students react)

Imagine yourself living happily in your own community. You have friends and family. You are comfortable
here. It’s where you belong.

One night an unfamiliar, unknown flying ship lands in your community.

The Visitors are friendly. They give you gifts from their world... fantastic personal devices called “Trackers”
which are connected to the Galaxy-Wide-Web (GWW). It’s light years ahead of your own. You don’t hold the
device like a phone. The visitors painlessly slip it under your skin so that pictures and words form right in your
head.

They make a law called the Human Race Act. They ask you to login so that you can get free food, advanced
medical treatment, and the best education in the Galaxy. They give you an identity number. It’s loaded onto
your personal device, keeping track of the benefits you are entitled to.

Then things start to change. Your old cell phone gets no signal. Your computer doesn’t work, neither does
your cable or satellite TV. You can still connect to the GWW on your personal tracker, but it blocks you from
talking to you friends or watching your favourite shows. And most of it is in a different language, one that you
can’t understand. But it knows where you are all the time.

6 | Before Reading Red Wolf TRG | Red Wolf

The Visitors take over the management of the movie theatre, the mall, the arena, all of the places you go
for fun. They say they are making them better. But then they make them for Visitors only. They put up signs
saying ‘No Originals’.

They invite you to an intergalactic celebration just outside of town. They take you there on buses. But when
you arrive you discover that you have to stay there. Every time you try to leave your tracker gives you a
powerful zap. The house they give you is small, and the water in the taps is dirty. There is no school.

But they say they will send you to school on the mothership, so that you can learn their language and become
more like them. It will be an intergalactic educational experience that will help you become part of the new
world. You have no choice. Education at the mothership is one of the laws included in the Human Race Act.

Tomorrow you start the journey to the mothership with the other young people from your community. None
of the adults will be going with you. You don’t know when you will see them again. You don’t know when you
will be able to come back home.

Discussion Questions
** Record the responses on chart paper for future reference when reading Red Wolf. This exercise may help
students to better understand the characters and their choices.

1. Give me single words for how you feel right now as you prepare to leave your home.

2. How do you feel toward the Visitors in this story? What do you want to tell them?

3. If you were in this situation, what would you do?

4. Over time, how might your behaviour change? Explain these changes.

5. If you were able, what would you tell the people in another community where you knew the Visitors were
going next?

6. When the Visitors ban Originals from places like the movie theatre and mall, does this remind you of
anything you have read or heard about from other texts?

Conclusion
This activity is about power and control. It shows how strongly you can feel when someone takes away your
choice about fundamental issues. This form of control has taken place all over the world, including Canada.
Aboriginal people in Canada were treated this way by the newcomers… the settlers. But for Aboriginals, it
didn’t just last for a few minutes, like this exercise. It lasted for their entire lifetime, and the lifetime of their
children and their children’s children for five generations.

TRG | Red Wolf Before Reading Red Wolf | 7

Student Writing Response
Pretend that you have been told that you must leave for the mothership tomorrow. Write a diary entry that
explains your reaction to the Visitors, your feelings about the experiences you have faced so far, and your
predictions for the future.

The purpose of the diary entries is to capture how individual students feel after this exercise. Re-reading the
entries once the novel is complete will allow students to compare their reactions to those of the characters
in the book.

Author Interview
Either before, during, or after reading Red Wolf, read the interview with Jennifer Dance at
www.jenniferdance.ca/bio.html (Shared with permission)

This biography was written with students in mind and is crafted to be shared with them. Teachers are
encouraged to consider when they want to share it with their class. It could be used before, during, or after
reading Red Wolf. Teachers should think carefully about the purpose for sharing the biography with their class
and to create response questions that match that purpose. Some samples questions are included below.

Before Reading Red Wolf

Based on what you learned about the author from this interview, what do you think the main themes of Red
Wolf will be? What details from the interview made you think this?

During Reading Red Wolf

Do you think that knowing a bit about Jennifer Dance and her personal history causes you to react differently
to her novel? Explain why or why not.

After Reading Red Wolf

Author Jennifer Dance was shocked that her own children did not learn about residential schools and the
treatment of Aboriginals in Canada so she wrote this book. Do you feel that historical fiction is an effective
way to learn about the past? Explain why or why not, using details and examples from Red Wolf to support
your thinking.

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During the Reading of Red Wolf

Discussion/Response Questions
The following discussion questions focus on several main skills: identifying point of view, responding to and
evaluating the ideas presented in texts, and using specific details from the text to support student thinking.

The primary purpose of these questions is to improve the reading skills of students, not to simply check their
understanding of the content of the novel. However they will also promote thoughtful consideration of the
topics and a more thorough understanding of the residential school system. Most junior teachers will choose
to read Red Wolf aloud to their class. By completing some questions orally as a class, others in pairs and some
independently, teachers can further develop the skills used by their students as the book progresses. It is not
recommended that teachers create booklets with questions for the students to complete independently. It is
also important to note that students do not need to respond to 50 questions. A large number of questions are
included so that teachers can choose those that best address the curriculum expectations they are working
on and to meet the needs of their learners.

To scaffold the learning for students, teachers could begin the learning cycle by creating shared experiences
for their class. For example, students can orally share their thinking, the teacher then recording their ideas
onto the board/chart paper/screen for all to view. It is valuable for students to learn that there is often more
than one answer to a question, and that to make their thinking valid, they need to include relevant text
details. They also benefit from seeing the direct relationship between the success criteria being used in class
and how it is used to assess their responses.

It is important that teachers co-create success criteria with their students. Sample success criteria is included
below to help get you started.

Success Criteria—Extended Thinking Met Not Yet Met

I responded to the assigned prompt and stayed on topic.
I provided specific examples/details from the text to support
my answer.
I included my own thinking about the assigned topic that goes
beyond what I read in the text (i.e. using background knowledge,
making connections to my own experiences.
My answer is organized into a concise paragraph.

TRG | Red Wolf During the Reading of Red Wolf | 9

Chapters 1-3
1. Red Wolf begins by describing Crooked Ear’s experiences with wolf trappers who kill his family. What clues
did the author use so the readers would know that the story was being told from a wolf’s point of view?

2. Why do you think the author chose to begin the story this way? Explain why this introduction is effective/
ineffective.

3. The Indian Agents, Mister Hall and Mother Hall, are all shown to have very racist opinions of Red Wolf and
his family. What feelings do you have as a reader when you hear comments like this?

4. In your own words explain the meaning of the following line: “HeWhoWhistles had protected his woman
from the fire-stick, but he couldn’t protect his son from the government.”

5. Compare Red Wolf’s first experiences with school to your own experiences using descriptive adjectives. Use
a Venn diagram or t-chart to organize the responses.

6. Red Wolf is confused about why his father has brought him to school. What evidence is there in the text to
suggest that HeWhoWhistles was unhappy that Red Wolf was at the residential school?

7. StarWoman’s perspective is not included in much detail in the first few chapters. If you were to include her
thoughts about Red Wolf going off to school, what might she say?

Chapters 4-7
8. At the end of chapter 4, Red Wolf has a dream about Nanabozho and Ma’een’gun. Explain how this dream is
similar to the actual relationship between Red Wolf and Crooked Ear. Catholic or Christian schools may wish
to explore the relationship between Creator, Nanabozho, and Ma’een’gun with that of the Trinity.

9. The students in the school do not appear supportive of each other. Explain why you think this might be.

10. Explain why Henry could be considered a bully. Use specific detail from the text to support your thinking.

11. In chapter 7 the nurse is introduced. Compare her to Mrs. Hall.

12. At the end of chapter 7, Red Wolf has a dream about his former life with his family at Clear Lake. By
including this dream, what does it show us about Red Wolf’s character after being at the residential school
for a few weeks?

Chapters 8-10
13. a) Red Wolf often questions whether or not his parents still love him. Predict how this confusion might
impact his relationship with his parents and his sister when he sees them again.

b) Discuss how being separated from their parents for many months without explanation might impact the
actual relationships between residential school survivors and their families.

10 | During the Reading of Red Wolf TRG | Red Wolf

14. The punishment of being sent into the crate is an example of child abuse at its worst. Explain why the
Indian Agent seemed to take pleasure in punishing Red Wolf this way. How would you describe him as a
character?

15. In chapter 9, when Red Wolf is describing the events from the Christmas pageant, the adverbs are all
written in italics. Explain why the author chose to change the font and what it means to you as a reader.

16. a) In chapter 10, Crooked Ear returns to his former pack. When he first locates them, “The pack stared at
him with an aloofness that bordered on hostility.” Explain the meaning of this line.

b) Crooked Ear spends the winter with the pack, and gradually their attitude towards him begins to change.
“The alpha’s anger was replaced by cool disregard and tolerance.” Using details from the text explain what
caused this change in attitude.

17. Chapter 10 is told from Crooked Ear’s perspective. What did you learn about wolves from this chapter?
Do you feel that using a wolf’s point of view helps you to better understand wolves? Explain why or why not.

Chapters 11-13
18. The governor comes to inspect the school and during lunch he says to Father Thomas, “I’m sure you’ll
agree with me that the residential school system is working wonderfully well. The government builds the
schools and provides the funding, and you, at Bruce County, use that money to transform children’s lives.
Obviously you do more than just provide an education. You are civilizing the Indians, teaching them good
behaviour, good manners, the difference between right and wrong.” Discuss your reaction to this comment
and the governor’s opinion of the First Nations people.

19. Father Thomas and the governor have conflicting ideas about how to educate the older students in the
school. Explain why Father Thomas is shocked by the governor’s comments. Explain your own reaction to
what the governor says.

20. Why would Mother Hall decide to burn the letters sent to the students from their families rather than
let them read them? Do you feel all the characters who are school employees would have done the same as
Mother Hall? Discuss, using text details to support your thinking.

21. Turtle knows that the punishment for visiting his sister will be harsh. Explain why he feels it is worth it to
visit his sister? Would you have done the same thing if in his position? Explain why or why not, using details
from the text and your own thinking.

22. What clues does the author use to let the readers know that the neighbour who lives next to the school is
a kind man who doesn’t necessarily agree with the way the students are treated?

23. Think about the response of the nurse when she learns that Red Wolf’s father has not returned to pick him
up, and compare her response to those of Father Thomas, Mister Hall, and Mother Hall.

TRG | Red Wolf During the Reading of Red Wolf | 11

Chapters 14-17
24. a) When Red Wolf returns home to his family he has a difficult time adjusting to being with them again
and doesn’t talk much to them. The narrator states, “An unnatural silence settled over the family. When they
spoke to him, he answered in monosyllables, or not at all. But Red Wolf was comfortable with silence. He had
learned over the past year that silence usually meant safety.” Explain why Red Wolf might now believe that it
is best to stay silent. Use details from the text to support your thinking.

b) Red Wolf is hesitant to talk to his parents about his experiences at the residential school. Explain why you
think this might be.

25. When leaving to return to the school, Red Wolf cries when he says goodbye to Crooked Ear but shows no
emotion towards his mother. Discuss your reaction to this.

26. The theme of bullying is discussed in chapter 15 when Red Wolf compares his experiences with Henry to
the pecking order of chickens. Do you feel that Red Wolf’s explanation is accurate? Why or why not?

27. Explain the significance of Red Wolf asking for a haircut in chapter 15. What does this tell us about Red
Wolf’s character?

28. In chapter 16, when Red Wolf returns home to his family, he tells his parents that his name is George and
that they should call him that instead of Mishqua Ma’een’gun. Notice that moving forward from here, the
narrator also refers to Red Wolf as George. Explain why you think this is.

29. Explain why you think the farmer helped George to escape from the school? Use details from the text to
support your thinking.

30. The Indian Agent has no trouble causing fear in town with his made-up story about the wolf who killed
the boy he was tracking. Discuss some of the negative ideas that people have about wolves. Do you feel the
book Red Wolf helps to promote wolves in a positive, negative, or neutral way?

Chapters 18-21
31. Explain the use of alliteration in the following line: “The noises of the night became sinister in solitude: the
rustling of a roosting bird; a twig spiralling to the ground; a bat flitting through the branches.”

32. When George is alone in the forest and making decisions without the influence of adults, do you feel
that he connects to his Anishnaabek childhood or the lessons learned from attending the residential school?
Explain your thinking.

33. The Indian Agent was pleased that the people from the town would likely start poisoning wolves and does
not care about how this will impact other living things in the environment. Brainstorm other examples of how
thoughtless human actions can impact the living things around them in negative ways.

12 | During the Reading of Red Wolf TRG | Red Wolf

34. When captured to be returned to the residential school, George feels that his family does not love him as
much as Crooked Ear does. Why might he feel this way? Do you feel that these feelings are realistic?

Chapters 22-24
35. a) Reread the first paragraph of chapter 22, then reread the prologue of Red Wolf. Why do you think the
author chose to begin the book with this scene?

b) Why do you think the first paragraph of chapter 22 and the prologue are slightly different?

c) What is your reaction when you learn that it is Henry who is stomping his boot? Why him and not another
character?

36. George believes that his mother cares more for alcohol than she does him. What is your opinion of this?
Support your thinking by using details from the text and what you know about alcohol from health class.

37. a) How do the adults from the residential school and their biased comments about his parents and other
Aboriginals cause Red Wolf to believe that, “Indians were savages, drunks, good-for-nothings.”

b) Sadly, although the residential schools are closed, there are still Canadians who have this biased opinion of
First Nations people today. What can be done to teach them otherwise so that they understand that this way
of thinking is racist and incorrect?

38. The first few pages of chapter 23 describe how humans have changed the land to meet their needs (i.e.
farming, forestry). Explain how these changes would make life more challenging for wolves, like Crooked Ear,
and other wildlife.

39. Like George, Crooked Ear also moves with the hierarchy of the pack. Explain what you think this means
and why it is just as important to Crooked Ear as it is to George.

** Note: Chapter 24—topics mentioned in this chapter include castrating pigs and killing chickens. Sensitive
readers or younger students might find it difficult to process the violence. Child abuse is also brought up, though
more alluded to and not examined in detail. Determine the class discussions that are appropriate or need to take
place for your particular group of students. It is important that you carefully preview this section prior to reading it
aloud to students so you can predict the questions your class might have about these topics.

40. When George is released from school and begins looking for a job, one shopkeeper says he cannot hire
him, stating, “It’s the customers, see. They won’t stand for it. They won’t tolerate your dirty hands touching the
produce.” Explain what the shopkeeper means by this.

41. The purpose of the residential schools was to assimilate the First Nations so they blended into Canadian
society. In chapter 24, George determines this will not be easy, but he still doesn’t challenge this idea. What is
your reaction to the idea of assimilation? Consider your understanding of present day Canada, a multicultural
society that welcomes immigrants and refugees from around the world.

TRG | Red Wolf During the Reading of Red Wolf | 13

Chapter 25-28
42. George feels comfortable with Daisy, the Clydesdale horse, and bonds with her in much the same way
that he did with Crooked Ear. Do you believe that the connection between humans and animals can be this
strong?

43. Were you shocked when Bill suggests that he plans to leave Daisy to George in his will? Explain why or
why not.

44. a) In chapter 26, George’s memories from the past influence his decision in the present. Discuss what
makes this statement true.

b) Have your own past experiences ever impacted your choices? If this has happened, describe the situation.

c) Do you feel that George made the right decision at the end of this chapter when he chose to return Daisy
to the barn? Explain why or why not.

d) Can you think of another character in the story who also wanted to escape with a loved one? Discuss
foreshadowing.

45. A government official suggests to George that he consider becoming a Status Indian. Learn more about
this topic by visiting Indigenous and Northern Affairs Canada website:
http://www.aadnc-aandc.gc.ca/eng/1100100010002/1100100010021

46. In chapter 27 George is confused and tries to figure out what to do with his future. Discuss the possible
choices and why he is pulled in several directions.

47. What was your reaction when you learned the truth about HeWhoWhistles and his confrontation of the
Indian Agent?

48. At the end of the book, the narrator begins to refer to George as Red Wolf again. What does this change
signal to the reader?

49. Does the end of the book leave the reader with a sense of despair or a sense of hope? Discuss both sides
using details from the text and your own thinking to support your opinion.

14 | During the Reading of Red Wolf TRG | Red Wolf

After Reading Red Wolf—Student Activities

Combatting Stereotypes
Statistics tell us that that high-school dropout, incarceration, substance abuse, depression, and suicide are
current problems faced by Canada’s Aboriginal population. But despite the challenges, communities are
rebuilding their culture and rising above the events of the past. Balance the tragic historical fiction discussed
in Red Wolf with current success stories. Here are some suggestions to get you started.

Success stories organized by topic from Aboriginal and Northern Affairs Canada:
https://www.aadnc-aandc.gc.ca/eng/1100100014455/1100100014459

Nunavik Youth Hockey Program—the link between school and hockey to build a better future for youth and
the rest of the community:
https://www.youtube.com/watch?v=-EGSVDcWsv8&index=30&list=PL4946433BFCC65E6C

Sports—Tom Longboat, Ted Nolan and his sons Brandon and Jordon, Jordon Tootoo, Mary Spencer:
https://www.historicacanada.ca/content/heritage-minutes/tom-longboat?media_type=40&media_
category=

Interview with Carey Price, who grew up on a reservation in British Columbia:

http://www.firstnationsdrum.com/2015/08/carey-price-urges-first-nations-youth-to-take-advantage-of-
every-opportunity/

Arts—Chief Dan George, Graham Greene, Buffy Sainte-Marie, Susan Aglukark, Norval Morrisseau

Political—Eliah Harper, James Bartleman, newly elected MPs including Hunter Tootoo and Jody Wilson-
Raybould

Environmental—First Nations people have always recognized that human health and wellbeing depends
on the health of the environment. They understand the connectedness between everything in the natural
world and have practiced what we now call sustainability for countless generations. www.afn.ca As our
water, air, land and climate becomes more and more threatened, the rest of the world is waking up to this
wisdom.

See the list of FNMI heroes from the Four Winds STEAM Project with short biographies here:
https://www.steambtt.ca/fnmi-canadian-heroes/

TRG | Red Wolf After Reading Red Wolf | 15

The Elements of Style to Communicate Meaning—Similes

Similes Found in Red Wolf What I Think the Similes Mean

Ch. 5—”Red Wolf scrambled to his feet, the foreign
surroundings crashing into him like a charging bull
moose.”

Ch. 6—”Like a swarm of bees swooping into flowers,

the boys homed in on their own pegs.”

Ch. 6—”A man was bearing down on him, a cane

tapping the floor. Red Wolf froze like a frigthened
fawn, hoping the predator would pass him by.”

Ch.13—”The boys ran across the field like ants to a

carcass, grabbing armloads of hay and flinging them
up onto the moving wagon, their fatigue vanishing
with the excitement.”

Ch.22—”The child watched the priest’s mouth open

and close like a fish left on the rocks.”

16 | After Reading Red Wolf TRG | Red Wolf

1. Author Jennifer Dance uses similes to help the reader understand her characters. Choose one of the similes
above and explain what you learned about the character because of it. Use details from the text and your own
ideas to support your thinking.

2. The similes above all reference animals. Explain why the author may have decided to compare her characters
to animals in nature. Use what you know about the characters and the plot to support your thinking.

TRG | Red Wolf After Reading Red Wolf | 17

Examining the Editing Process

“Unless you have a first edition of Red Wolf, the following error will not be in your book. Publishers try hard to
ensure there are no mistakes in the printed book, but a few mistakes always slip through. When you spot an error
in a book, email the publisher with the information. They will be pleased to hear from you and will make the
correction in the next reprint.”

—Jennifer Dance

Read the following excerpt from the first edition of Red Wolf, Chapter 3

He noticed that her long grey skirt was fastened at the waist with a leather belt and that rawhide strips hung
from the belt, dangling almost to the ground. The woman fingered them as she spoke. Suddenly, with a
flick of the wrist, she sent the strips flying though the air. They snaked around Red Wolf’s bare calves with a
stinging slap. He jumped away, yelping at the unexpected pain. He bit his bottom lip and wiped away the
tears with the back of his hands.

1. Did you spot the spelling mistake? If not, read the passage again—this time slowly and looking carefully for
the mistake. Record the error below.

_________________________________________________

2. Explain why this error is hard to spot?

3. Despite using spell-check this error was missed. Discuss the limitations of spell-check programs.

18 | After Reading Red Wolf TRG | Red Wolf

Reading Skills—Extending Understanding—Examining Point of View

Sir John A. Macdonald was the first Prime Minister of the new country of Canada. In the following speech,
from 1883, he explained his position on residential schools.

“When the school is on the reserve, the child lives with its parents who are savages and though he may learn
to read and write, his habits and training and mode of thought are Indian. He is simply a savage who can read
and write. Indian children should be withdrawn as much as possible from the parental influence, and the only
way to do that would be to put them in central training industrial schools where they will acquire the habits
and modes of thought of white men.”

Discussion Questions

1. Discuss your initial reaction to this speech by John A. Macdonald.

2. John A. Macdonald makes it clear that he disapproves of the Aboriginal way of life. Find examples from the
book Red Wolf where the characters share a similar point of view to that of the Prime Minister.

3. In 1883 when John A. Macdonald spoke these words and then went on to make residential schools law
for Canada’s indigenous people, was he thought to be a racist? If he said these words today would he be
considered a racist?

4. This quote from a former Prime Minister is an example of how point of view can change with time. View the
following video of our current Prime Minister, Justin Trudeau, as he shares his school experiences with the
Truth and Reconciliation Commission.

http://youtu.be/581HAf4QjN0

Student Response

Pair students up. Ask one student to take on the role of Justin Trudeau and another student to take on the role
of John A. Macdonald. Ask the students to carry on a conversation where they justify their thoughts about
residential schools. Use details from the novel Red Wolf to support your opinions.

TRG | Red Wolf After Reading Red Wolf | 19

The Human Chain—Understanding the Lasting Impacts of
Residential Schools

Imagine the links of a chain. Each link is a new generation: You are the biggest link, right at the bottom of the
chain. You are linked to your parents. And they are linked to their parents, and their parents, going way back
into history. Linked together the chain is strong. The People are strong.

For thousands of years, wisdom and knowledge flowed down this chain. There were no books, so everything
passed down through the spoken word... By ceremonies, by singing and dancing, by drumming and storytelling.

Love passed down the chain, too. The love of a parent was felt by the child, who was then able to pass it on to
his own children. But separating children from their parents broke the chain.

Activity

Make a human chain with arms linked, hands clasped, muscles tensed. Pull in both directions like a tug-of-
war. Feel the strength of the human chain. Experiment to learn that several people linked in a chain have
more strength than one person alone. When the chain breaks, discuss what we are left with in real terms.

Discussion Questions

1. Explain the strength you felt as a part of the chain. How does this represent the bonds felt between family
and community members?

2. Explain how residential school might have “broken the chains” for some families.

3. What do you feel it will take to help “fix the broken chains” for residential school survivors and their families?

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Media Task 1—What’s in a Cover?

Learning Goal: We are learning to evaluate book covers and the techniques and conventions used to
communicate the author’s message.

“The cover needs to catch your eye and say pick me up and read me. The red colour helps do that. Plus red is an
obvious choice because of the title of the book. The silhouette of the wolf’s head symbolizes the dark and hidden
part of Canada’s history. And the feather works in several ways: In the old days a feather was used like a pen—
they’d dip the end in ink and write with it. A feather is still a symbol of writing, even today, so we hung a white
feather from my name because I’m a white writer. Plus the feather hints that there’s a First Nations theme.

I wanted the reader to look at this cover and think that the story is about a wolf, rather than a residential
school, because I figured that young people would rather read a book about a wolf than about a residential school,
so I used the wolf as a hook… to pull you into the story and keep you there while you learned about residential
schools.

The three covers are similar so that it’s easy for the reader to recognize that all three are by the same
author. If you liked the first book, you will be drawn to the other two, also.”

—Jennifer Dance

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Student Response Questions
1. Read the cover explanation written by Jennifer Dance. Do you feel that the image of a wolf was an
appropriate image choice for the cover? Explain why or why not.

2. Was using a similar design style for all three of her books a wise decision? Explain why or why not.

22 | After Reading Red Wolf TRG | Red Wolf

Media Task 2—What’s in a Photo?

Study this photo of a Cree boy, given the name Thomas Moore when he started school. It shows him before
he entered the school, and after. These photos are just as well-known today as they were in 1897. This link will
give teachers additional ideas for the following questions: http://wherearethechildren.ca/timeline/#32

Discussion Questions

1. Do you think these photos are staged and, if so, why? Use details from the photos and details from the text
Red Wolf to support your thinking.

2. What do you think the main message of these two photos might be?

3. Propaganda is information that is created by the government to promote an idea or message, though the
information might be misleading, exaggerated or biased. Many people feel these photos are examples of
propaganda. How might these images have helped to promote residential schools in a positive way during
the 1890s?

4. Search for other images of former residential school students. Discuss whether you think they are staged or
candid and what makes you think that way.

Jennifer Dance says: “Today, photo day at school is a big deal. We usually try to look our best. It was the same
in the residential schools. There are not many photos because photography was quite time consuming and
expensive back then. Most of the photos in the archives were taken to show the children in a good light.”

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Understanding Wolves and their effect on the Ecosystem

In this story, both Crooked Ear and Red Wolf are treated unfairly.

1. List the similarities between the ways that they are treated by the settlers.

2. Go deeper, identifying the similarities between wolves and people, their lifestyle, mannerisms and qualities.

Wolves play an important part in balancing an ecosystem. Watch the following two videos:

• https://www.youtube.com/watch?v=ysa5OBhXz-Q

• https://www.youtube.com/watch?v=NI5l8aumEWE

3. What happens to an ecosystem when wolves are removed?

4. What happens to an ecosystem when wolves are reintroduced, using Yellowstone Park as an example.

5. Throughout the history of the old world wolves have been hated and persecuted. Name a children’s story
in which the wolf is the villain. When Europeans came to North America, they brought that same mindset.
However Native North Americans have always revered the wolf.

Look at the following websites:

• http://www.pbs.org/wnet/nature/the-wolf-that-changed-america-wolf-wars-americas-campaign-to-
eradicate-the-wolf/4312/

• http://www.indians.org/articles/timber-wolves.html

• https://wildwisconsinwolves.omeka.net/natives

6. Rewrite the children’s story that you named in question 5, making the wolf more true to his real nature.

Today, wolves in Alberta and B.C. are shot from helicopters in provincial culls designed to save the woodland
caribou from extinction. This topic is covered in Jennifer Dance’s third book, Hawk. Older students may wish
to look into this in further detail.

• http://www.citynews.ca/2015/09/20/b-c-to-increase-wolf-cull-says-its-the-best-plan-to-save-
endangered-caribou/

• http://www.huffingtonpost.ca/news/alberta-wolf-cull/

Farmers often shoot wolves because they kill livestock, thereby threatening their livelihood. And hunters
shoot wolves for sport.

24 | After Reading Red Wolf TRG | Red Wolf

Student Activities

Research the current rules about culling, trapping, snaring, and shooting wolves in your area.

Armed with all of this information, do you agree with the killing of wolves? If not, then write a letter to the
relevant authorities (e.g. provincial government) outlining the reasons why culling and/or hunting should be
stopped.

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More Books by jennifer Dance

Paint
CCBC’s Best Books for Kids & Teens (Fall 2015)—Commended

The life story of a painted mustang set against the backdrop of America’s
Great Plains in the late 1800s.

It’s the late 1800s. A Lakota boy finds an orphaned mustang foal and
brings her back to his family’s camp, naming her Paint for her black-and-
white markings. Boy and horse soon become inseparable. Together they
learn to hunt buffalo, their fear of the massive beasts tempered by a
growing trust in each other.

When the U.S. Cavalry attacks the camp, the pair is forced onto separate
paths. Paint’s fate becomes entwined with that of settlers, who bring
irreversible change to the grassland, setting the stage for environmental
disaster. Bought and sold several times, Paint finally finds a home with
English pioneers on the Canadian Prairie.

With a great dust storm looming on the horizon, man and horse will need
to work together if they hope to survive.

Hawk
When a First Nations teen rescues a fish-hawk from a tailings pond in
Alberta‘s oil sands, he has no idea that soon they will both be fighting
for their lives.

As a cross-country runner, Adam aims to win gold in the upcoming

provincial championship. But when he is diagnosed with leukemia,
he finds himself in a different race, one that he can‘t afford to lose. He
reclaims the name Hawk, given to him by his grandfather, and begins to
fight for his life and for the land of his ancestors and the creatures that
inhabit it. With a little help from his grandfather and his friends, he might
just succeed.