Wednesday, March 11, 2015

Teaching Traditional History on Traditional Lands - Re: Residential School

Here are some resources for those of you who are interested in teaching students the Traditional History of Canada.  I know I personally did not learn about the history of "All" the people in my Northern Community.  It wasn't until University that I found out about Louis Riel, Treaty Signings, and in this MOOC the seven generations of Residential Schools (and the Syndrome and Legacy that still negatively and profoundly affects Aboriginal Youth and the rest of Canadian society to this day).  In fact it is said that it will take seven generations to repair the damage done.  I feel that positive education now definitely will lessen this time. #ecmp455 #residential school #reconciliation through Indigenous Education #Canadian history

Ten Recommended Resources from edX "Reconciliation through Indigenous Education"  MOOC Participants

From the website:
“The Deepening Knowledge Project seeks to infuse Aboriginal peoples' histories, knowledges and pedagogies into all levels of education in Canada. The project is a part of the Ontario Institute for Studies in Education, University of Toronto, which is located on the territories of Anishinaabe and Onkwehonwe peoples.
On this site you'll find information about the history and traditions of First Nations, Métis, Inuit and Native American cultures, information about the challenges facing Aboriginal communities today, and curricula for incorporating this information into your teaching practice.”
From the website:
The First Nations Education Steering Committee (FNESC) is an independent society led by a strong and diverse board of about 100 First Nations community representatives. FNESC is committed to improving education for all First Nations students in BC.
Since its establishment in 1992, FNESC has worked to communicate the priorities of BC First Nations to the federal and provincial governments and to support First Nations communities in working together to advance education issues. Communications, research, partnership-building and advocacy are all central to FNESC’s activities.”
Deepening Knowledge: Resources For and About Aboriginal Education
First Nations Education Steering Committee
Indian Residential School Resources
From the website:
Indian Residential School Resources “
is designed to help educators teach their students about Indian Residential Schools by developing accurate, balanced, and engaging lesson plans and resources to supplement Social Studies and other course curriculums”
From the website:
“LHF is a national Aboriginal charitable organization whose purposes are to educate, raise awareness and understanding of the legacy of residential schools, including the effects and intergenerational impacts on First Nations, Inuit, and Métis, and to support the ongoing healing process of Residential School Survivors. Fulfilling this mandate contributes towards reconciliation among generations of Aboriginal peoples, and between Aboriginal and non- Aboriginal people in Canada.”
From the website:
Project of Heart” is an inquiry based, hands-on, collaborative, inter- generational, artistic journey of seeking truth about the history of Aboriginal people in Canada. Its purpose is to:
§§ Examine the history and legacy of Indian Residential Schools in Canada and to seek the truth about that history, leading to the acknowledgement of the extent of loss to former students, their families and communities
Legacy of Hope
Project of Heart
§§ Commemorate the lives of the thousands of Indigenous children who died as a result of the residential school experience.
§§ Call Canadians to action, through social justice endeavors, to change our present and future history collectively.”
Anishinaabe filmmaker Lisa Jackson’s award-winning short film, "Savage", is a multi-genre depiction of the loss experienced by the children, families and communities affected by the residential school system in Canada. Accompanied by a Cree lullaby, the film follows a First Nations girl’s journey as she is taken to, and transformed within, a residential school. Jackson then turns to song and dance over dialogue to illustrate acts of symbolic resistance and the dehumanizing effects of residential schooling. She leaves the ending unresolved.
From the website:
There is an emerging and compelling desire to put the events of the past behind us so that we can work towards a stronger and healthier future. The truth telling and reconciliation process as part of an overall holistic and comprehensive response to the Indian Residential School legacy is a sincere indication and acknowledgement of the injustices and harms experienced by Aboriginal people and the need for continued healing. This is a profound commitment to establishing new relationships embedded in mutual recognition and respect that will forge a brighter future. The truth of our common experiences will help set our spirits free and pave the way to reconciliation.”
Truth and Reconciliation Commission of Canada
We Were Children
From the website:
“In this feature film, the profound impact of the Canadian government’s residential school system is conveyed through the eyes of two children who were forced to face hardships beyond their years. As young children, Lyna and Glen were taken from their homes and placed in church-run boarding schools, where they suffered years of physical, sexual and emotional abuse, the effects of which persist in their adult lives. We Were Children gives voice to a national tragedy and demonstrates the incredible resilience of the human spirit.”
From the website:
“Between 1831 and 1969, residential schools operated in Canada through arrangements between the Government of Canada and the church. One common objective defined this period – the assimilation of Aboriginal children.

This site is a counterpart to Where are the Children? Healing the Legacy of the Residential Schools, a touring exhibition that explores the history and legacy of Canada’s Residential School System through Survivor stories, archival photographs, and documents, curated by Iroquois artist Jeff Thomas.”
Where Are the Children?
Where the Spirit Lives
From the website:
“In 1937, a young First Nations (Canadian native) girl named Ashtecome is kidnapped along with several other children from a village as part of a deliberate Canadian policy to force First Nations children to abandon their culture in order to be assimilated into white Canadian/British society. She is taken to a boarding school where she is forced to adopt Western Euro- centric ways and learn English, often under brutal treatment. Only one sympathetic white teacher who is more and more repelled by this bigotry offers her any help from among the staff. That, with her force of will, Ashtecome (forced to take the name Amelia) is determined to hold on to her identity and that of her siblings, who were also abducted.”