Our Voices Our Stories....

/

Our Voices, Our Stories......The demolition of St Michael's Residential School 2015

My grandmother, Jean Jones/Borrows, ran away from home so she would not have to attend residential school in Ontario. Her siblings did not run away, and were taken to residential school. My grandma still expresses guilt that she could not help her siblings. She says, “sometimes there are things in life you can’t get over, but I believe you can get through them”.

From 1929-1975, an estimated 9,200 Indigenous children attended St. Michael’s Residential School in Alert Bay, BC.

One week ago I watched a film by renowned director Barbara Cranmer (‘Namgis First Nation) entitled, Our Voice, Our Stories. It told Truth. It showed Reconciliation. It illustrated Indigenous law in action—ceremony, mending harms, decision-makers coming together in deliberation, and the ongoing obligations to share stories.

The film was a story of people tending to a wound that they might not get over, but that they are getting through. The film showed residential school survivors coming together along with their descendants and allies from across British Columbia to watch the demolition of St. Michael’s Residential School. It was inspiring to see people together again to continue their healing.

One does not usually think of a demolition as a ceremony. For those who attended St. Michael’s Residential School, the school’s destruction was a form of emotional, intellectual, cultural and spiritual reconstruction. People wore button blankets, cedar woven hats, smudged with medicinal plants, sang, cried, embraced, told stories, and came together. The crumbling of the red brick school building lined with narrow rectangular windows stood in stark contrast to the strength of the people who participated in the ceremony. The sparkling blue ocean, surrounding forests and distant mountains also witnessed the ceremony.

What stood out to me the most out of the dialogue in the film was a young girl who said she saw a little boy’s spirit leave the residential school during the demolition. She said he looked happy to be leaving. To hear that acknowledgement of freedom coming from such a young voice gave me shivers and hope.

During the question and answer session filmmaker Cranmer said there are no plans yet as to what will replace the demolished school in that now empty space. While law schools will likely not physically build anything in that empty physical place, the spaces in people’s minds can be filled with knowledge and discussion about how to heal and learn moving forward. Barbara has not yet made any specific plans about teaching curriculum to share the film but she is very open to being contacted to allow people access to the film and to use it as a teaching resource. Her band office can be contacted. It is an informative and affective resource for bringing Our Voice to Our Stories.

 https://vimeo.com/141833166

Neutrality in Teaching?

/

 

I have discovered my own limitations and how much more I‘ve to learn about my pedagogical approach to teaching in the Social Studies sciences. I came into this Faculty from a Quasi-Military approach to teaching that I was taught in my previous career in Policing. I was taught to inform, test, re inform and test again, it was very black and white: A hit B, C saw it and D walked by and saw nothing, the end. Since being in this course of study, I have learned the most crucial part of our inquiry as Teachers is to reinforce the What? and Why? principle of critical inquiry. Beyond this simple premise is neutrality, I have now set it aside as a hindrance to critical thought and focused inquiry. Being PC stifles the freedom of thought and expression in the classroom, one cannot invoke a critical argument about specific issue if your yelling though a closed door. It is much more about how I approach and present difficult and controversial subject matter as opposed to taking the safer route established by the status quo and PC linier time lines and dates. I have learned that I must venture beyond the shallow end of the pool and look deeper into critical analyses of historical content; not to necessarily rely upon just the book (text). I have discovered my own biases toward some subject matter did rise to the surface and present itself knowingly and unknowingly at times. Moreover, my cohort took the time to listen and understand my viewpoint in regards to why I am and the way I am when to Indigenous subject matter. 

 

I have taken a stance towards present neutrality and feel pushing the boundaries will have a better outcome in the end.  I’ve learnt that teaching is an evolving enterprise with no easy answers but or trial and error; being cognizant of my abilities and improving them from class to class will serve me the best on the long run. Developing relationships, working as an educational team has proven vital to being successful in this course of study; being passionate about learning new ideas and techniques has proven very beneficial. When I read over my creed, I started off as pessimist in the truest sense in September and finished this term as an optimist that believes that we can do better it we do more to provide a quality educational opportunities through critical inquiry. Go figure, you can teach an old dog new tricks or should I say just remove the neutrality chip and reboot. 

Indigenous Inquiry

/

How do we make Indigenous pedagogy more inclusive accessible in the newest curriculum? I believe there’s much more to be done to provide foundational knowledge base that novice Educators can access for lesson plans. The benefits of my inquiry are two-fold, the first is making the necessary information easily accessible and secondly, relevant, concise and easy to present. Having discussed these issues at length with my peers in my cohort, the most common fear expressed was not being prepared to tackle subject matter and/or present it accurately i.e. Residential Schools, 60’scoop and MMIW.  I reassured them that Indigenous pedagogy relies on being genuine and truthful while presenting issues in a sensitive and thoughtful and reflective manner. Further, being of First Nations decent does not make it easier to present, it comes down the genuine nature that you express when teaching; being able to wear your emotions on your sleeve and invoking a storyteller persona (in the round) was my most successful technique. Raising the issue of Indigenous pedagogy can be challenging, how can I make it easier for my fellow educators to access resources?

My main source(s) regarding Indigenous pedagogy come from Indigenous scholars that are presently teaching at Post-Secondary Institutions; these include those currently instructing at UBC in the First Nations Studies Program and others across Canada. My other sources are the many Elders that taught me my own history though the traditional storytelling passed down through generations. It is my intention to both rely upon personal experience and in depth research to present clear, concise and accurate representations of Indigenous History and thought for Teachers.  In his recent article, Dr. Restoule goes into detail regarding the transformative way that general pedagogy can invoke Indigenous fluidity by utilizing stories to guide learners through the subject matter. It is my intention to demonstrate how storytelling telling can be utilized across all subjects’ areas regardless of topic; the fundamental usage of the relationship creation through simple class room environment changes. I found that much of “the way” of Indigenous pedagogy already exists; the mutual experience of listening to stories that all adults shared as young children. In intrinsic and genuine nature of the art of storytelling is the fundamental basis of my inquiry; how it can be demonstrated across subjects with the same lasting memory imprint. I believe most if not all students would benefit from the reemergence of oral story telling format. Its is my intention to tackle subject matter outside my discipline to show how it can use taught, used and become part of the teaching pedagogy moving forward.   

Aboriginal Education Resource Links

/

Aboriginal Education Lesson Plans (Elementary)

Aboriginal Affairs and Northern Development Canada, Game Lesson Plans (Gr. 3-6)
This site includes two detailed lesson plans for grades 3-6 about First Nations in Canada, and takes a game-based learning approach. It should be very useful for elementary teachers. Being run through the federal government, it directly adheres to established educational policies and goals.
URL: www.aadnc-aandc.gc.ca/eng/1302545336268/1302545527136

BC Ministry of Education, Aboriginal Education Resources
This website contains Ministry-approved materials for teaching First Nations in the classroom, including Integrated Resource Packages (IRPs), maps, ongoing research projects, and links to other useful resources. There are not very many resources, but they should all be very useful.
URL: www.bced.gov.bc.ca/abed/documents.htm

Central Okanagan School District Classroom Resources K-7
URL: www.sd23.bc.ca/ProgramsServices/AboriginalEducation/CurriculumResources/CRK-7/Pages/default.aspx

Crunchers: A Fun Fast-Facts Game about Aboriginal Peoples in Canada
Source: Aboriginal Affairs and Northern Development Canada Summary:
The cruncher is a fun colouring activity that will help children (ages 8-12) learn more about First Nations, Métis and Inuit in Canada.

Curriculum Connections:  Metis (2004) Gr. 3, 6, 7, 8
URL: www.etfo.ca/Resources/ForTeachers/Documents/Canadian%20Aboriginal%20Festival%202004%20Curriculum%20Connections%20-%20The%20M%C3%A9tis.pdf

First Nation Child and Family Caring Society lesson plans
Good contextual discussion of First Nations education and some of the issues surrounding it, and includes links to other good resources as well: all in all, a great resource. There are four different documents for different age ranges.

http://projectofheart.ca//wp-content/uploads/2013/03/Education-Resources_K_2_FINAL.pdf

http://projectofheart.ca//wp-content/uploads/2013/03/Education-Resources_3_6_FINAL.pdf

http://projectofheart.ca//wp-content/uploads/2013/03/Education-Resources_7_8_FINAL.pdf

http://projectofheart.ca//wp-content/uploads/2013/03/Education-Resources_9_12_FINAL.pdf

How Grandmother Spider Stole the Sun –Primary Lesson (Gr. 2-3) URL: www.etfo.ca/Resources/ForTeachers/Documents/Canadian%20Aboriginal%20Festival%202006%20Curriculum%20Connections%20-%20Primary%20Lesson.pdf

In Our Own Words  K-3
URL: www.fnesc.ca/wordpress/wp-content/uploads/2015/05/PUB-LFP-K-3-In-our-Own-Words-for-Web.pdf

Indian Residential Schools Gr. 5
URL: www.fnesc.ca/grade5irsr/

Junior Division Drawing Unit (Gr. 6)
URL: ontarioarteducationassociation.org/wp-content/uploads/2013/07/Drawing_Junior_OSEA-2.pdf

Kamloops/Thompson District School Board, Implementing Aboriginal Content
This extensive list of resources includes everything from links to full units and lesson plans to simple ideas meant to get you started developing your own lessons. There are several hundred items included, although it has not been kept updated since 2012. It also includes links to Ministry Prescribed Learning Outcomes.
URL: www3.sd73.bc.ca/education/content/fn-cross-curricular-secondary-resources

Kid's Stop 
URL: www.aadnc-aandc.gc.ca/eng/1315444613519/1315444663239

Laurier University Faculty of Education - Aboriginal Lesson Plans and Activities
This site provides a plethora of links to online resources, strategies and actives related to Aboriginal education and the classroom.
URL: legacy.wlu.ca/page.php?grp_id=1867&p=21061

The Learning Circle: Classroom Activities on First Nations in Canada
URL: www.etfo.ca/Resources/ForTeachers/Documents/The%20Learning%20Circle
%20%20Classroom%20Activities%20on%20First%20Nations%20in%20Canada.pdf

Native Leaders of Canada Lesson Plan (Gr. 4-6)
URL: fner.wordpress.com/2013/01/05/native-leaders-of-canada-gr-4-6-lesson-plan/

NorQuest College Library -- Indigenous Education: Curriculum Resources
URL: http://libguides.norquest.ca/c.php?g=314831&p=2668525

Ontario Ministry of Education, Aboriginal Education Teacher’s Toolkit: Aboriginal Education Strategy Practical Teaching Strategies for the Elementary Classroom     Gr. 1-8—Useful Lesson plans
URL: www.edu.gov.on.ca/eng/aboriginal/elemStrategies.html

Wilfrid Laurier University, Aboriginal Lesson Plans/Activities
This is a very good resource for teachers who are looking for aboriginal lesson plans for all grades. Games, activities and lessons for social studies, language and history are all covered. 
URL: legacy.wlu.ca/page.php?grp_id=1867&p=21061

Residential Schools

/

  • The Dark Side of Canada

    Indian Residential Schools

    Lesson Overview

    Canadian Indian Residential School System

    Rationale: The purpose of these lessons requires student(s) to critically engage the subject matter regarding the Indian Act and the impact and legacy of the Residential School System in Canada.

    Introduction to Residential School Unit Prescribed Learning Outcome(s):

    Demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century and their responses regarding:

    • Residential schools

    • Reserves

    • Self-government

     • Treaty negotiations

     Instructional Objective(s): Students who have fully met the prescribed learning outcomes can:

    • Describe the impact of the Indian Act on Aboriginal people (e.g., marginalization and dependency)

    • Describe the impact of residential schools on Aboriginal people (e.g., destruction of lives and communities)

     • Identify various Aboriginal responses to challenges (e.g., negotiations, protests, and court cases with respect to land and resource issues; demand for self-government)

     • Formulate answers to questions such as the following:

     • What are the challenges and benefits for Aboriginal people living on and off reserves?

     • Why are Aboriginal people concerned about cultural appropriation?

    Big Idea

    Disparities in power alter the balance of relationships between individuals and societies.

    The physical environment influences the nature of political, social and economic change.

    Core Competencies

  • Demonstrate awareness of the provisions of the Indian Act and its impact on the citizenship of Aboriginal Canadians.
  • Demonstrate understanding of the history and present status of Aboriginal land claims and self-government in Canada.
  • Recognize connections between events and their causes, consequences, and implications 

  •  Legacy

  • The Indian Act was imposed on aboriginal people.
  • It has been a hindrance to Native culture and economic development.Self-government would help provide stability and allow for self-reliance Students will become aware of how the Indian Act contributed to the destruction of self-determination by Native people.
  • The Indian Act did not provide equality for all people living in Canada.
  • The current fight for self-government is a just cause
  • Key words 

  • Assimilation              Colonialism               Impose                       Ward  

    Indian Act                 Indian Agent             Paternalism           Self Government

    Enfranchise

     

     

     

    Resources

    Jaques, R. (2016). The Legacy [Video file]. Retrieved from Vimeo https://vimeo.com/185429727

    This documentary with embedded music which features a photographic history of Norway House Boarding School, Manitoba, St Michaels Residential School, BC,  Alberni Residential School, BC, Morley Residential School, Alberta, St Anne Industrial School, Ontario.   

    Wolochatiuk, T. (2012). We Were Children [Video file].  Retrieved from https://www.nfb.ca/film/we_were_children/

    This is a documentary about the life in the eyes of two children who were placed in residential homes. The film shows you exactly some of the things that they experienced while living in the homes and what their life was like after.

    Cramner, B (2016). Our Voices Our Stories [Video file]. Retrieved from

    https://vimeo.com/141833166

    ABOUT THE FILM

    Imagine for a moment, your six-year-old child taken from you. Taken to a place far away from the love and security of home, family, and community.

    In 1929, St. Michael's Residential School opened its doors in Alert Bay, BC. It was the largest school by the Anglican Church. First Nationals children from the Northwest Coast of British Columbia were taken from their homes.

    In this powerful film, people share in their own voices; their stories of personal trauma as St Michael's is demolished.

    Today we continue to strive for healing and forgiveness. The resilience of our people survived a very dark and devastating period. This will never happen again in our history as a people.