Residential Schools in Canada
The Selection
- Break students into groups of 4 or 5 depending on the size of the class. Ensure that the groups are spaced throughout the room sitting on the floor. Each group should have at least one child, one elder, and two parents. In groups of five an additional role can be given. It is important to ensure that there is an even mix of boy and girl children in the communities.
- Explain that each group represents an Aboriginal community in Canada. Their community has its own language and culture that is distinct to their community.
- community is dependent upon the natural resources that are in their traditional territory.
- the community may move nomadically or semi nomadically depending on the seasonal round and the resources that are in their territory.
- Their community’s language and culture are deeply connected to the land that they call their home.
Explain to the students that First Nations communities were moved onto reserves to make room for settlers and immigrants. Communities were moved onto reserves to control the movement of the First Nations peoples.
Move all the First Nations groups to make one large group
Show students the following video on ‘Indian Day Schools’
Residential Schools and Indian Day Schools
Using Flipgridd students will answer the following question: “Why weren’t Indian Day Schools effective in “civilizing” Aboriginal students?”
Your Flip Code is k969ehl and here is a direct link to the Grid: https://flipgrid.com/k969ehl
Also, here is a direct link to this new Topic: https://flipgrid.com/df1509e7Give students 20 to 30 minutes to complete this task
Share responses with the entire class and encourage discussion around the questions
Resources
https://youtu.be/9QMZaOVOin8
https://youtu.be/vdR9HcmiXLA
https://youtu.be/peLd_jtMdrc
https://youtu.be/VmjrVfsLRBE
https://youtu.be/hqPIh-267fg
https://youtu.be/TK483UHGd7k
https://youtu.be/uHwpCpPyxoI
https://youtu.be/LSBrkJn3NeI
When I Was Eight Book by Christy Jordan-Fenton and Margaret Pokiak-Fenton
This adaptation of Fatty legs makes the story of Margaret Pokiak's experiences in a residential school accessible to younger readers. Now they, too, can meet this remarkable girl who reminds us what power we hold when we can read. Google Books
I Am Not a Number Book by Jenny Kay Dupuis and Kathy Kacer
When eight-year-old Irene is removed from her First Nations family to live in a residential school she is confused, frightened, and terribly homesick. ... Google Books
Fatty Legs: A True Story Book by Christy Jordan-Fenton and Margaret Pokiak-Fenton
The moving memoir of an Inuit girl who emerges from a residential school with her spirit intact. Eight-year-old Margaret Pokiak has set her sights on learning to read, even though it means leaving her village in the high Arctic. ... Google Books
https://youtu.be/xq3m48SE4P4
A Stranger at Home: A True Story Book by Christy Jordan-Fenton
"Ten-year-old Margaret can hardly contain her exitement. After two years in a residential boarding school, she is finally headed for home. But when she stands before her family at last, her mother doesn't recognize her, shouting "Not by girl!" This is hardly the homecoming Margaret expected. ... Google Books
My Name Is Seepeetza Book by Shirley Sterling
Her name was Seepeetza when she was at home with her family. But now that she's living at the Indian residential school her name is Martha Stone, and everything else about her life has changed as ...Google Books
Shin-chi's Canoe Book by Nicola I. Campbell
Winner of the TD Canadian Children's Literature Award and finalist for the Governor General's Award: Children's Illustration This moving sequel to the award-winning Shi-shi-etko tells the story of two children's experience at residential school. ... Google Books
https://youtu.be/9b4XkO3xTis
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