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Sharing the Message of Truth and Reconciliation A Guide for Parents, Kids, and Educators
Introduction Background for Parents & Educators
Reconciliation and the lasting impacts of residential schools have sparked
conversations between parents and children, educators and students, around
Indigenous issues, histories, and perspectives in homes and classrooms across
Canada. This guide provides background information, two articles, and R econciliation is described as working together to repair a relationship. The relationship
between Indigenous Peoples and non-Indigenous people has not been equal for a long
time. In 2008, the federal government began the Truth and Reconciliation process with a
sample notes to help parents and educators have conversations with children
formal apology to the Survivors of residential schools. As part of the process, the Truth and
about the need for reconciliation. Reconciliation Commission of Canada (TRC) was set up to go across Canada to interview and
In response to the Calls to Action from the Truth and Reconciliation Commission gather statements from Indigenous people relating to residential schools. Residential schools
of Canada’s report in 2015, Scholastic Canada partnered with Indigenous educators began in the 1800s, and the last one was closed in 1996.
including 10 key advisors to create Take Action for Reconciliation for grades 3–8.
About 150 000 Indigenous children were taken from their parents to live in these schools. The
purpose of the schools was to “eliminate parental involvement in the intellectual, cultural and
spiritual development of Aboriginal children” (Truth and Reconciliation Commission of
‘Truth Before Reconciliation’ The importance of understanding Canada). Indigenous children were placed in the schools and were forbidden to speak their
languages, and forbidden to believe in their own culture and identity. As a result, the
the true history of Canada regarding Indigenous Peoples must intergenerational impact of residential schools is still being felt today in Indigenous
occur before reconciliation. Each Canadian needs to know that communities throughout Canada.
the impacts of government policy, including residential schools, The Commission’s focus on finding out the truth about residential schools was meant to lay
the foundation for the reconciliation process. Repairing damaged trust, making reparations,
were designed to be hurtful to Indigenous Peoples. following through with concrete actions, and establishing respectful relationships were some
of the recommendations the TRC also described as part of this reconciliation process.
—Brad Baker, educator from the Squamish Nation
The TRC made 94 Calls to Action on how Canadians can make amends for the oppression of
Indigenous Peoples and move forward with reconciliation. The Commission singled out
education as a key tool in reconciliation, and that children and youth should play a strong part
in developing reconciliation policy, programs, and practices.
It is important for students to take note that reconciliation is an ongoing participatory process
that ideally includes everyone in Canada. This process includes the learning journey of
understanding the historical context that has set the stage for contemporary Indigenous lives
in Canada.
Restoring the Relationship
Two key understandings about the reconciliation process are that it is reciprocal, and that
it looks different to each individual. The experience of colonization has been ongoing since
the moment settlers arrived on Turtle Island (North America). As such, the process of
reconciliation is expected to be lengthy but certainly achievable. Education plays a special
role in reconciliation, given that over the course of at least a century Indigenous children
Take Action for Reconciliation were forcibly pushed into residential schools, and most Canadians did not learn about this
Advisory Team truth in their own experiences of education. As the Honourable Justice Murray Sinclair
stated in his role as Chair of the Truth and Reconciliation Commission of Canada,
“Education is what got us here, and education is what will get us out.” A key
consideration in any action taken is that decisions that are made are guided by Indigenous
(Left to right): Cornelia Laliberte, Métis (Saskatchewan); Brad Baker, Squamish Nation (British Columbia); Lowa Beebe, communities and made with these communities.
Piikani Nation of Treaty 7 Nations (Alberta); Jaime Battiste, former treaty education lead at Mi’kmaw Ki’natnewey (Nova Scotia);
Source: Community Ties TG page 30, 70.
Marilyn Maychak, Inuk (Ontario); Diane Jubinville, Pasqua Nation (Saskatchewan); April Waters, Métis (Manitoba);
Fibbie Tatti, Sahtúot’ı̨nę tribe (Northwest Territories); Pamala Agawa, Anishinaabe-kwe from Batchewana First Nation (Ontario);
Colinda Clyne, Anishinaabe-kwe from Kitigan Zibi First Nation (Ontario)
2 | TRUTH & RECONCILIATION DISCUSSION GUIDE
Learning About Reconciliation
and Residential Schools many First Nations, Inuit, and Métis peoples do live in
these places. However, urban Indigenous populations
after the next, continue to be felt intensely by
communities across Canada. Communities are working
Many of us are just coming to know the history of it. The term First Nations, as well, functions in the are growing very fast, and in fast-growing diverse hard to heal themselves from the deep harm that came
treaties and residential schools in Canada because of same way. It implies many nations, but unless one Canadian cities urban Indigenous people often feel from these intergenerational experiences. Residential
the way the education system functioned for so long. seeks out more knowledge, the distinction is not hidden in plain view. This urban reality is quite distinct schools are still new to the learning of many Canadians,
As such, it is important to come to terms with the fact clear. There are over 600 distinct nations across from the rural or reserve reality, and it is important that which is why it continues to be important to expand the
that learning will take time, and there may be some Canada that could fall under the category of First the content that is learned in schools reflects a diversity learning of children from their entry into the school
bumps along the way. This is okay. It is important to Nations. Across central Canada there are diverse of perspectives and experiences to avoid singular system until they leave it.
act, learn, teach, reflect, and make things better as Métis communities that have many similarities, but narratives being taught to children that are then In 2008, the federal government of Canada formally
you come to know better. As writer Thomas King also many distinctions. Across the Arctic there are replicated in their day-to-day lives. apologized for its role in the Indian Residential School
stated, “Don’t say you would have lived your life at least four distinct Inuit land claim regions with system. One of the outcomes of this apology was the
differently had you heard this story. You’ve heard it peoples speaking different dialects and expressing Residential Schools launching of the Truth and Reconciliation Commission
now.” The same applies here. Reconciliation is about culture in distinct ways relating to the land that they of Canada. The intent of this commission was to
action, and there is a moral imperative to teaching this are connected to. When delving into the learning Indian Residential Schools operated for more than a gather truth through the testimony of Survivors of
content in a good way. There are many excellent of historical and contemporary experiences of hundred years in Canada. With children being taken as Indian Residential Schools, and research into the
resources, and many more are being developed on Indigenous Peoples, it is important to be as specific young as four years old, every aspect of Indigenous impact of these schools. The process of reconciliation
a regular basis. If there is something you don’t know, as possible about the group or groups you are families was impacted. Conditions at many of the relied on the gathering and educational outcomes of
don’t be afraid to learn about it and find out! exploring. schools were deplorable, and many children were the truth gathering and was seen to be ongoing and
The term Indigenous has gained popularity over the last physically, sexually, emotionally, and spiritually abused. involving both individuals in Canada as well as the
The impacts of all of this, weighing on one generation collective.
Terminology several years, but it is important to define what is meant
by the term Indigenous. It is often used in a global
First Nations, Inuit, or Métis peoples are often assumed context to refer to the original peoples of a particular
to be culturally homogenous. This could not be further land or territory. For the purposes of this guide, the term
from the truth. One of the challenges is the terminology Indigenous is synonymous with the term Aboriginal and
Teaching and Learning
used to describe Indigenous Peoples. For example, one refers to the three distinct groups within Canada that
of the historical terms used is Indian. This term is are recognized under Section 35 of the Constitution
with Indigenous Peoples
outdated and often felt to be offensive. In the 1970s, the Act: First Nations, Inuit, and Métis peoples.
term Indian was replaced with First Nations, and it is In an attempt to push back against terms that were
meant to honour the nationhood that the government imposed upon Indigenous Peoples, there is a
sought to erase through the treaty-making process and significant push in communities to reclaim traditional
residential schools. The term Indian, however, still has • Connect with your school board’s Indigenous education liaison or department.
names for nations. Some examples would include
legal relevance because of the Indian Act. The Indian using the word Anishinaabe to refer to people • Build relationships with local communities. Expect it to take time to build trust and for the
Act impacts many aspects of people’s lives, but one of historically known as Ojibwe, or the use of the word relationships to grow.
the biggest ways is through Indian Status. Indian Status Kanien’kehá:ka for the peoples historically known as • Prioritize the voices of Indigenous Peoples and listen.
is legal recognition of an individual’s First Nations Mohawk. The term Inuit is a word in Inuktut that • Centre Indigenous content, knowledge, ways of knowing and being in your practice (Traditional
ancestry and all associated rights, including any treaty means “the people,” Dene means “the people” in the Knowledge, books, film, music, philosophy, art).
rights and the rights to live on a First Nations reserve, Dene language, and many Métis people from western
apply for funding for post-secondary education, and • Follow traditional protocols in your local area (e.g., gifting, blankets, and tobacco), and don’t be afraid
regions refer to themselves as Otipemisiwak, which
limited health benefits provided through NIHB (non- to ask if you are unsure of the protocols.
means “the people who rule themselves” in the
insured health benefits). There is a growing movement to Nēhiyaw (Cree) language. The reclamation of language • Work with Elders and Knowledge Keepers trusted in your local communities. Often Indigenous
change the Indian Act so that it is less restrictive and is significant as communities seek to reconnect and education departments and local agencies that serve Indigenous groups are great resources for
oppressive. re-establish traditional languages that were diminished advice.
The word Aboriginal is also considered to be through the Indian Residential School System over the • Reciprocate—Value the time and knowledge of any guests in your learning space, or community
offensive to some people, but it is accepted by many. course of a century. members you work with. Think about how you can reciprocate the relationship. Remember that a gift
It is an umbrella term that can refer to First Nations, or an honorarium is also given.
One of the unique stereotypes that Indigenous Peoples
Inuit, or Métis. It is not a term that captures face is that it is assumed that they live in rural areas, on • Go beyond arts, crafts, and displays of music and dance. Talk about the issues, even the most
distinctions, which is one of the reasons some dislike reserves, or in northern communities. It is true that difficult ones, and make sure to include Indigenous voices, values, stories, and perspectives.
3 | TRUTH & RECONCILIATION DISCUSSION GUIDE
These sample articles and lessons may help teachers, parents, and children
Sample Article start their journey of learning about Canada’s history with Indigenous
Peoples and take their first steps towards reconciliation.
W hat
Is R e c o n c il ia ti o n? People have lots of ideas from learning to caring to acting.
“We all go to school and we
Excerpt from Community Ties Student Book 5 years to create the pr
oblem each have the power to decide
“It to ok 12 “I expect folks to understand
how we will use our learning
that reconciliation is a
A Path to Healing —seven generations—so it may take for good. As a young person,
two-way street. And
your voice is powerful. How
generations to fix. that we can’t get to
will you use your voice to make
reconciliation until we
your community more fair and
“Reconciliation.” It’s a big word, —Senator Murray Sinclair, have the truth part.”
respectful?”
but what does it mean? It is when former Chair of the TRC
—Rebecca Benson,
people work to repair a relationship. —Charlene Bearhead,
Egale Canada Human Rights Trust Pathways to Education Canada Indigenous
It is an ongoing process. In this case, it is repairing the relationship Education Advisory Circle Member
between Indigenous Peoples and other Canadians. It has been unequal
for a long, long time.
In 2008, then Prime Minister
“Reconciliation means… you have
Stephen Harper made a formal
to recognize and listen to the
apology to former students of
survivors of events and hear
Indian Residential Schools on
their stories. You need to spread
Download Sample behalf of the Canadian government. awareness and make sure that
That same year, the Truth and everyone knows about it. Then
Reconciliation Commission of you need to fix the problem and
Canada (TRC) was set up. Their job make sure it doesn’t happen again.”
was to go across the country to
interview people who had attended —11-year-old Zachary Mullin,
residential school to get their “We know we made mistakes in the past, 2014
stories and statements. This was but now it is time to right our wrongs.
stressful for many students Time to learn from them and teach the
because they didn’t want to next generation this important history. No
remember those hard times, matter our race or background, we stand
but it was also healing for together, all of us as one, and we are united
some Survivors. as a country because we are all different,
but we are all Canadian.”
Think About It!
The TRC completed its report in
2015. It came up with 94 Calls to —Nevaeh Murray, How do you
Action—ways that Canadians can Grade 6, Charlottetown, PEI reconcile with
move forward. There is a lot of healing and work Cree Elder Lorna Standingready (left) your friends and
still to be done, but the TRC report is a good start shared the story of what happened to her
as a little girl in residential school. Here, family when you
for finding a way to honour the past, while
looking towards a bright future for all Canadians.
she attends the closing ceremony of the
TRC on June 3, 2015.
break a promise?
34 35
4 | TRUTH & RECONCILIATION DISCUSSION GUIDE
What Is Reconciliation? Discussion Prompts Sample Lesson from
Community Ties Teacher’s Guide
Social Studies — Historically, Canada’s oppression
of Indigenous Peoples led to the loss of their
traditional territories, ways of life, and languages, the
banning of cultural practices, and the Residential
School System. We learn on page 34 that
reconciliation means repairing a relationship. What do
you think repairing the relationship between
Indigenous and non-Indigenous people involves?
Discuss your ideas as a class. In your discussion,
consider the idea that reconciliation is an ongoing
process.
Global Citizenship — Write a letter to your local
government to ask if they are working towards
reconciliation with Indigenous Peoples. How is the
government working towards reconciliation? Write
why you think it is important for the government to
achieve reconciliation. Share your letter with your
school to show that you want changes.
5 | TRUTH & RECONCILIATION DISCUSSION GUIDE
Sample Article This second sample lesson offers a look into life in residential
schools and what was lost for Indigenous families and communities.
Far
Excerpt from Community Ties Student Book
From Home Life for Families and Communities
W hen children were taken
from their homes, it
had a huge impact on
communities. Parents and
grandparents were sad and
lonely without any children
around, and the whole circle
of life was broken.
Girls in sewing class
at the Fort Resolution Indian
Residential School in the
Northwest Territories.
Without any children around, some people
lost the ability to parent. They had no model
of what family life looked like before residential
schools. Some of the children who were taken
Boys lined up in rows at the away to school never learned how to show love
Download Sample Brandon Indian Residential School in
Brandon, Manitoba, in 1960. to their own children—never hugging them or
by Lisa Charleyboy kissing them good night.
N
Culture is another thing that was taken away
ot many kids can imagine living apart Indigenous children spoke their own by residential schools. Children didn’t learn
from their parents for a month, let alone languages at home, but they were forbidden about their culture, and many didn’t have any
an entire school year. Well, that’s exactly to do so at school. opportunities to learn even after they grew
what happened to more than 150 000 up. There are generations of Indigenous people
The Mohawk Institute Residential School in
Indigenous kids who had to go to residential who have lost their culture because of this.
Brantford, Ontario, was the first recognized
schools far from their homes. Thankfully, many people are working hard to
residential school. Founded in 1828 as the
Across the country, children aged 4 to 16 Mechanics’ Institute, it became a full regain this knowledge.
were taken from their families by the residential school for boys and girls in 1834.
Canadian government. They were forced to This scene is from
The first residential schools were run by We Were Children, a 2012 film by Tim
Loss of Language and Culturekids were
attend residential schools for the whole
churches. Many students had to take part in Wolochatiuk. The film recounts the
school year, and sometimes even longer. story of Lyna Hart and Glen Anaquod,
church activities that were strange to them. ring because
who were both taken from their Many Indigenous languages are disappea
In school, children had to cut their hair, wear lang uage at resid ential school. Being
Later, the schools were turned into boarding homes at a very young age and sent forbidden to speak their
t of the year meant
a uniform, and be called by an English name, to residential school. forced to speak English or French for mos
schools under the Canadian government’s k the language of their
or worse yet, just a number. that many simply forgot how to spea
control. More than 130 schools operated beca me adul ts, they couldn’t teach
ancestors. And when they
either. As Elders and
They also had to follow very strict rules, across Canada between 1831 and 1996. their children how to speak the language
fewe r chances to regain
or they could be punished harshly. Many Knowledge Keepers get older, there are
g peop le learn ing their language
these language skills. Youn
impo rtan t because of this.
30 become even more 31
6 | TRUTH & RECONCILIATION DISCUSSION GUIDE
Sample Article cont.
A lthough residential schools seem as though they happened long ago,
the last one only closed down in 1996. What happened in these
schools is still affecting people’s lives today.
My Mother’s Story
By Rosanna Deerchild
Jacob Pratt’s Story F or most of my life, my mother was a
stranger to me.
J acob Pratt is from both the Dakota and
Saulteaux Nations. He went to the Gordon
Indian Residential School as a day school
“I had no other options for school than
to go to this residential school on my reserve.
The school was run very military-like. For
When I was a wee Deerchild, she showed little
physical affection, was quick to anger, and
suffered from depression. She also struggled
student from grades 3 to 7. The school was instance, when we had to eat, we would run
with alcohol and a difficult marriage.
on the George Gordon First Nations in as fast as we could to the lunch area and we
Saskatchewan. would have to line up facing the wall. We She showed her love in other ways; she kept
the house clean, kept us clean, sheltered and Rosanna Deerchild and her mother Edna Ferguson
weren’t allowed to talk, move, or do anything.
And if you did, you’d have to go to the fed us. Every day, my mother brushed and “I kept everything to myself. I didn’t want
back of the line, and you didn’t want to braided my hair while she hummed and sent to talk about it. I thought people would
do that because there’s only so much me off to school with soup and sandwiches. laugh at me or say, ‘Don’t make up a story.’
good food, and then you’d have to eat That’s what they used to say when we went
I know she cared, but I never understood her.
the food that was leftover—if there was home after school. They didn’t believe what
To me, she was a mystery and it wasn’t until I
any food by the time you got your turn.” we were talking about. What happened at
was in high school that I learned her dark
The conditions at the school Jacob went to secret. It took another 20 years before she school. What the nuns were doing. What
were not as harsh as the conditions that some shared her story with me. the priests were doing.”
students of residential schools faced. Many In 2008, the Truth and Reconciliation
My mother, Edna Ferguson, is a residential
students consider themselves “Survivors,” Commission began travelling across Canada
school Survivor. Born in 1945 in South Indian
because the treatment they faced at school collecting the stories of Survivors. When
Lake, Manitoba, she was raised in the North—
was so difficult. they set up in Winnipeg in 2010, I took a
on the land with her parents and two older
“I don’t consider myself a Survivor. sisters. chance and asked my mom if she would
I consider myself a former residential come with me, just to listen, to know
But that would all be taken away from her. that she was not alone.
school student, but not a Survivor,”
After her dad died on the trapline and her
Jacob says.
mom died after getting sick with tuberculosis,
At only 33 years old, Jacob is one of the she was sent away. She arrived at her first What started out as
youngest former residential school school when she was just five years old. a way for Rosanna’s
attendees in Canada. mother to tell her
“You didn’t go to school to learn. All you residential school
learned was to be mean. I didn’t learn nothing. story turned into a
Think About It!
six-year healing
I didn’t know how to read, and when I talked journey and a book
Cree they grabbed your hair and bang bang on of poetry, Calling
the floor. I was too young to fight for myself.” Down the Sky.
What do you learn fr
om
your family that yo She went to three residential schools between
u the ages of 5 and 14. After returning to South
Jacob has been dancing powwow since he can’t learn from oth
was a child, and is a men’s traditional dancer er Indian Lake, she tried to put the past behind her.
and a hoop dancer. Jacob also works with people? How would
young people, helping them to become
leaders in their communities.
residential schools
affect that learnin
32 g? 33
7 | TRUTH & RECONCILIATION DISCUSSION GUIDE
Far From Home Discussion Prompts
Summary: This selection
explains how residential schools Understanding the Page:
impacted First Nations, Inuit, Minds on 2 O 3 B 4 O
1 O
n page 30, we learn that in some n page 31, we learn that when ecause children were removed n page 31, we learn that many
and Métis children in the past, Reflection (Before residential schools children were children were taken from their from their families and Indigenous languages are threat-
and continues to impact Reading): What purpose forced to cut their hair, were homes to go to residential communities for long periods of ened as a result of
Indigenous families across should schooling and educa- called a strange name, or worse schools, the whole circle of life time, these children also went residential schools. Why are some
Canada today. tion serve? yet, just a number. How do you was broken. What do you think without learning what it was like Indigenous languages
Should it be good for think these actions made the the author, Lisa Charleyboy, to have a loving parent because disappearing today? Why are
Reading Level: children feel? What do you think means by “circle of life”? What they never had that opportunity Elders and Knowledge Keepers
all children?
Vocabulary: residential schools, was the purpose of these actions? circle is broken? Consider how at school. What effect do you important to the survival of Indige-
Canadian government, forced, children grow up and learn from think this had when they raised nous languages?
uniform, strict, culture, Survivor, their families and communities in their own children?
Truth and Reconciliation your answer.
Commission
Health — What is required for a child to Language — Revisit the quote on the Contents
be healthy? Based on what you have page by Freda Ahenakew: “Knowing your
learned about residential schools, do language gives you an inner strength and pride
you think that residential schools in your heritage.” What does this quote mean to
allowed Indigenous children to be you? Think about the importance of knowing
healthy? Provide specific examples for your language in learning about your culture and
why or why not to explain your thinking. heritage. What effect would being cut off from
learning your language have on you? What has
been the experience of Indigenous children?
What are Indigenous Peoples doing today to
revitalize their languages?
Social Studies — What role do families have in
a community? Revisit the quote on page 2 by
Elder Vital Daniels, when thinking about your
answer: “Family is what keeps us happy! Being
together, helping one another out is what family Connecting to
is all about.” What are the different parts that
can make up a family? How do the various parts
the Final Project
of a family work to transmit culture? How did
Remember that an important part of
residential schools disrupt Indigenous families?
What impact do you think this had on
reconciliation is learning about the history
Indigenous communities? and culture of Indigenous Peoples. Think
about the impact that residential schools
had on Indigenous communities over more
Social Studies — On page 30, we learn that the first than 150 years, and the impact they
residential schools were run by churches where continue to have today.
Indigenous children had to take part in church activities Further Inquiry
that were strange to them. What is the purpose of How are different communities working to heal
spiritual practices? Who should teach spiritual practices from the legacy of residential schools? What
to children? What impact do you think learning spiritual actions could you take to participate in this
healing process?
practices that were so different from their own spiritual
practices had on Indigenous children?
8 | TRUTH & RECONCILIATION DISCUSSION GUIDE
Far From Home Discussion Prompts
Understanding the Page:
1 O
n page 32, former residential by the time you got your turn.” unable to hug her children? What Why was it important for Edna
school student Jacob Pratt is When you read this quote, how does Edna’s story tell you about Ferguson to hear the stories of
quoted as saying, “We weren’t do you feel? Does Jacob’s school the effects that residential other residential school
allowed to talk, move, or do experience sound anything like schools continue to have on Survivors?
anything. And if you did, you’d yours? Explain your answer. families today? 4 Why is it important to learn about
have to go to the back of the 2 On page 33, Rosanna Deerchild 3 We learn on page 33 that in 2008 the experiences of First Nations,
line, and you didn’t want to do that shares that when she was a child, the Truth and Reconciliation Inuit, and Métis children in
because there’s only so her mother, Edna Ferguson, Commission began travelling residential schools? What can we
much good food, and then you’d showed little physical affection. across Canada collecting the learn from their experiences in
have to eat the food that was What ways did Rosanna’s mother stories of Survivors of residential these schools? Should we share
leftover—if there was any food show her love despite being schools. Why was it important for what we learn? Explain your
Survivors to tell their stories? thinking.
Social Studies — Often residential
schools are talked about as if they existed
in the deep past. However, based on Global Connections — Residential schools
Jacob Pratt’s story on page 32, we learn happened in places other than Canada,
that he is only 33 years old and is a former including the United States, Australia, and New
residential school student. Do you find it Zealand. Learn about how these schools
surprising that these schools existed up worked in other countries by doing some
until 1996? Explain why you are, or are not, research. Why do you think Indigenous people
surprised. were treated in similar ways in countries around
the world? What can we learn from these
experiences?
Social Studies — In Jacob Pratt’s short piece
about his experience, he described what is
called a “day school.” Rosanna Deerchild on
page 33 describes her mother’s experience in a
residential school. Read both of these stories Links to Inquiry Question
and describe what the difference is between a
Now that you have read many of the selections in
day school and a residential school. Why are
this book, think about the inquiry question: “What
both types of schools sometimes described as makes communities strong?” Write down your
residential schools? What is the common opinions. Have your opinions changed? How have
message that people are trying to get across they changed? How have your opinions been
when they describe them as the same thing? challenged? Discuss the opinions and think about
the question as a group.
Think About It! Further Inquiry
The discovery of unmarked grades on the grounds of former residential schools over
What do you learn from your family the summer in 2021 made the horror of residential schools real for many Canadians.
that you can’t learn from other It also confirmed what Survivors of residential schools told the Truth and Reconciliation
people? How would residential Commission of Canada. What else can we learn from the Survivors’ stories? What can
schools affect that learning? we do to ensure that their stories are no longer ignored? For example, on Orange Shirt
Day on September 30 wear an orange shirt to support Indigenous children and learn
about residential schools, encourage others to take part in reconciliation, take a pledge
of reconciliation yourself, learn about the United Nations Declaration of the Rights of
Indigenous People, or take action on any of the Calls to Action in the TRC.
9 | TRUTH & RECONCILIATION DISCUSSION GUIDE
Videos
What Happened?
Learn More
What Has Been the Purpose and the Role of the TRC?
How Should People Feel?
Truth and Reconciliation Commision of Canada Namwayut: we are all one. Truth and reconciliation in Canada
Chief Robert Joseph, hereditary chief of the Gwawaenuk First Nation, shares his
(TRC) Commissioner Dr. Marie Wilson gives a experience in residential schools.
backgrounder on the history of residential schools, In their own words
their impact on Indigenous communities, and Nine Survivors talk about their experiences in residential school and its impact
on their lives.
information about the TRC, and Survivors share
#Next150 Challenge: Survivor Stories
their stories. Click to watch each video. As part of the Next 150 Challenge initiative, Survivors of residential schools tell
their stories.
Residential school survivor says her last name was stolen
Residential school Survivor Vivian talks about her time in residential school.
Residential school survivor on waiting for reconciliation
Residential school Survivor Wanbdi Wakita talks about the need to right the wrongs
caused by residential schools with meaningful actions.
Please note: These external web links provide additional information
Residential School Survivor Stories
that is consistent with the intended purpose of this discussion guide;
From the Legacy of Hope Foundation, Survivors of residential schools tell their stories.
however, the external links are subject to change and not maintained
by Scholastic Canada Ltd.
Learn more about Take Action for Reconciliation:
www.scholastic.ca/education/take-action-for-reconciliation
10 | TRUTH & RECONCILIATION DISCUSSION GUIDE Cover Photo: © Peter Berglund/Getty ImagesYou can also read
