Residential Schools - Calgary Board of Education

Indigenous                           Residential Schools
 Education

             The Calgary Board of Education joins people across the country in honouring the
             215 children lost at the former Kamloops Residential School. We encourage
             teachers to take up discussions with students as well as their own learning about
             the Tk'emlups te Secwépemc (prounouced: Te-kemloops te she-KWE-pem) First
             Nation.

             The purpose of this resource is to support CBE staff and student learning in
             response to the tragic discovery at Tk’elumps te Secwépemc. As we each
             consider the impact of this truth, we must also be thoughtful to include learning
             opportunities that live in and through the disciplines, and connect to ongoing, long-
             term work with students to unpack the truth, legacy and implications of our shared
             history.

             CBE Trustee Message – Kamloops Indian Residential School Burial Site
             CBE Trustee Message – Renaming of Langevin School to Riverside School

             Why do we wear Orange?

             I am honored to be able to tell my story so that others may benefit and understand,
             and maybe other survivors will feel comfortable enough to share their stories.
             (Phyllis Webstad)

             Orange Shirt Day is held on September 30 annually. It began in 2013 when
             residential school survivor, Phyllis Webstad shared how her orange shirt was taken
             away on her first day at residential school. This story is an opportunity for students
             and staff to reflect on history, legacy and implications; to discuss stories of survival
             and strength; and to share ways we can work together toward truth and
             reconciliation. It is also an opportunity to commit to commemorating the children
             who attended residential schools, recognizing their experiences, honouring them
             and sharing a collective commitment to ensure that every child matters and that
             each student is welcome, safe, respected, and cared for in their learning
             community every day.

             What if you do not have an Orange Shirt?

             There are many ways to show your support for those impacted by residential
             schools. If you do not have an orange shirt, you can choose to wear your favourite
             shirt, or an orange ribbon or pin.

Provocations for Learning
There are multiple opportunities to learn about the history and legacy of residential
schools in a variety of curricular outcomes from the Programs of Study including,
among others: Social Studies, Science, Math, English Language Arts, Physical
Education, Fine Arts and CTS/CTF. Teaching about Orange Shirt Day and
residential schools can provide professional learning opportunities for staff that
support the Teaching Quality Standard / Leadership Quality Standard: Applying
Foundational Knowledge about First Nations, Métis and Inuit 5. A teacher develops
and applies foundational knowledge about First Nations, Métis and Inuit for the
benefit of all students which includes but is not limited to residential schools and
their legacy.

The CBE Education Plan, 2021-2024 Key Outcome: Students who self-identify as
Indigenous are supported to experience improved achievement and well-being,
includes the CBE goals:
    •   System-wide implementation of CBE Indigenous Education Holistic
        Lifelong Learning Framework
    •   Utilize a professional learning network to support CBE staff to acquire and
        apply foundational knowledge about First Nations, Métis and Inuit for the
        benefit of all students
    •   Acknowledge and support the implementation of the Truth and
        Reconciliation Commission Calls to Action

Touchstone documents that are connected to ongoing learning and action:
   •    Ensouling Our Schools, Portage & Main press

   •    Redefining How Success is Measured in First Nations, Inuit and Métis Learning

   •    Truth and Reconciliation Commission of Canada: Call to Action

   •    OEDC Promising Practices in Supporting Success for Indigenous Students

2|Page

Updated: June 1, 2021

Considerations for Indigenous Elders, staff,
students & families
   •   We appreciate that at this time many schools may wish to reach out to
       Elders & Knowledge Keepers for direction, however, we must take into
       consideration that many in the Indigenous community may need space and
       time. This may also include Indigenous students and their families. If you
       have scheduled time with Elders or Knowledge Keepers, it would be best to
       connect and ask if they need to reschedule.
   •   If you have a pre-existing relationship with an Elder or Knowledge Keeper,
       you can consider reaching out and asking what support they need.
   •   It Is important that we do not ask Indigenous staff and students to educate
       the school community or speak on behalf of their communities.
   •   Share supporting resources:
            o National Indian Residential School Crisis Line for Survivors and
                Families: 1-866-925-4419
            o Homewood Health for CBE Staff 1-800-663-1142
            o Kids Help Phone 1-800-668-6868

These resources provide further guidance in support for teacher learning:
   •   Missing Children & Unmark Burial: TRC Volume 4

   •   Senator Murray Sinclair on the Calls to Action
   •   Justice for Indigenous Peoples: a video

   •   University of Alberta: Indigenous Canada course
   •   Teaching Residential Schools: Web resource from the University of Alberta

   •   Inendi: A documentary
   •   We Were Children: a documentary
   •   Missing Children Project

   •   Missing Children Burial Info
   •   Reconciliation Report Card

   •   Calgary Foundation Indigenous Ally Toolkit
   •   Virtual Tour of a Residential School
   •   Behind Closed Doors: Stories from the Kamloops Indian Residential School

   •   Residential School Research & Recognition
   •   The Caring Society Educational Resources
   •   Aboriginal Healing Society: Residential School Educational Resources

3|Page

Updated: June 1, 2021

•   Did You Live Near a Residential School?

   •   The Survivors Speak: National Centre for Truth & Reconciliation
   •   Speaking Our Truth: A Journey of Reconciliation, by Monique Grey Smith

   •   A Knock at the Door, National Centre for Truth & Reconciliation
   •   Indigenous Education Anti-Racism Resource

Related Resources for Student Learning
These resources may provide further guidance in support of learning intentions.
Teachers are asked to preview all resources to ensure they are age appropriate:

Web Resources
   •   Orange Shirt Day: Every Child Matters

   •   Beginning the Journey of Reconciliation: Orange Shirt Day in Elementary Schools

   •   Orange Shirt Day Lesson Plans, Manitoba Teacher’s Society

   •   Project of Heart

   •   The Secret Path

   •   Truth and Reconciliation Commission Educational Resource

   •   Where Are the Children

Text Resources

Teachers are encouraged to use the Learn Alberta Guiding Voices Tool when selecting
resources.
    • Shi-shi-etko, by Nicola Campbell

   •   Shin-chi's Canoe, by Nicola Campbell

   •   Arctic Stories, by Michael Kusuga

   •   Kookum's Red Shoes, by Peter Eyvindson

   •   Fatty Legs: A True Story, by Christy Jordan-Fenton and Margaret Pokiak-Fenton

   •   No Time to Say Goodbye: Children's Stories of Kuper Island Residential

       School, by Sylvia Olsen

   •   As long as the Rivers Flow, by Larry Loyie

4|Page

Updated: June 1, 2021

•   My Name is Seepeetza, by Shirley Sterling

   •   We feel good out here, Zhik gwaa'an, nakhwatthaiitat qwiinzii The Land is Our

       Storybook, by Julie-Ann André and Mindy Willett

   •   I Lost My Talk, by Rita Joe

   •   Phyllis’ Orange Shirt, by Phyllis Webstad

   •   When We Were Alone, by David Alexander Robinson

   •   When I Was Eight, by Christy Jordan-Fenton & Margaret Pokiak-Fenton

   •   I Am Not a Number, Jenny Kay Dupuis & Kathy Kacer

   •   You Hold Me Up, by Monique Gray Smith

   •   Ezhi-gkendamaanh This is How I Know, by Brittany Luby

Best Practice in Creating Safe Spaces for
Conversations

Establishing a safe environment for developmentally appropriate conversation
when teaching our shared history is an important starting point. In preparation for
this conversation, the following should be considered to help establish, foster and
maintain a safe sharing environment. You are encouraged to connect with your
principal if you need support.

  •    For teachers (all staff) - It is important to recognize that there will be
       differences in everyone’s individual response to this situation. Remember to
       check in with yourself and acknowledge your own reactions and emotions.
       Recognize the impact of your emotional reactions, and ensure you are
       taking care of yourself throughout this process. Carve out space for yourself
       to honor painful feelings and process information.

  •    Provide students with the context of the upcoming discussion and offer voice
       and choice for whether they engage in the discussion. Allow students to
       determine their individual comfort level of engagement. For example, some
       students may wish to stay in the classroom and listen, while others may
       prefer to be elsewhere.

  •    Each student will have their own personal reaction. It is important to avoid
       making assumptions about who may or may not experience a heightened
       level of distress. If unsure of a student’s reaction, make a point to have an
       individual discussion with that student to check-in on their well-being and

5|Page

Updated: June 1, 2021

needs. Offer students the opportunity to re-engage with you if they have
      questions or anything to share.

  •   Often people of all ages need to take a form of action as part of their
      processing and response to learning about adverse historical events. If this
      is something your class or school wishes to explore connect with your Area
      Principal or Education Director. If you would like to strengthen your practice,
      please refer to the many available resources on Insite.

  •   For teachers of students in HUB - ensure there is a personal check-in and
      be prepared to share additional resources if necessary.

  •   How can you mobilize learning from Orange Shirt Day to create conversation
      around Indigenous pedagogies, worldviews & knowledge systems?

  •   What commitment and action is required to ensure safe and caring schools
      for each student, every day?

  •   Use our CBE designed Truth & Reconciliation Discussion Guide and
      Principal Letter Template to plan conversations.

      For further support: IndigenousEducation@cbe.ab.ca

6|Page

Updated: June 1, 2021