PART 1: TILES PROJECT BACKGROUNDER - TILES PROJECT - Diversity and Coming Together as One
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
TILES PROJECT – Diversity and Coming Together as One PART 1: TILES PROJECT BACKGROUNDER What is the Tiles Project? Reconciliation Canada has been working in partnership with the Project of Heart to have wooden tiles decorated by school-aged children in honour and commemoration of the children who were placed in Indian Residential Schools. Reconciliation Canada's Tiles Project is based on a short lesson that involves a group discussion followed by a tile decorating activity, which is described below. The Tiles Project lesson plan begins with a facilitated discussion, which touches on the concept of "Namwayut" (meaning "we are all one"), as well as present day relationships between Aboriginal people and all other Canadians. This discussion may also include the reading of a picture book which introduces children, in a very gentle way, to the history of residential schools. The lesson is designed, first and foremost, to emphasize the strengthening of the foundation of our future to allow all children— regardless of race or religion—to reach their highest potential. As such, the Tiles Project has a future focused message that we believe acknowledges the past and encourages children to imagine themselves in a similar circumstance to promote understanding. The decoration of the tiles is meant to complement the group discussion. Children are encouraged to decorate a blank tile using markers to reflect upon what they have learned and to demonstrate their feelings of peace and empathy for those who have been hurt in the past as well as their hope for the future. What is the purpose of the tiles? The tiles collected by Reconciliation Canada will be used as gifts for all those who participate in September's New Way Forward Ceremony and Walk for Reconciliation, which are being held here in Vancouver and are expected to draw 50,000 participants. By receiving this gift, participants will be accepting the responsibility to carry forward the message of Reconciliation into their lives and their communities. This gifting consistent with the custom in certain First Nations cultures to share a gift with witnesses to an important ceremony. These tiles may be given to anyone who participates, including residential school survivors or their supporters. How prescriptive is the Tiles Project curriculum? Can I adapt it to suit my organization’s needs? The Tiles Project curriculum is designed to be very low-barrier to use. Therefore, the lesson plan included below is kept short and it is meant to be easily facilitated by anyone, even those facilitators that do not have an extensive knowledge of residential school history. If for any reason, an organization would like to adapt the curriculum to suit their staff’s abilities and the organizations’ particular circumstances , they can let the Tiles Project lead know and the curriculum may be adapted collaboratively. Reconciliation Canada is happy to accommodate changes to this curriculum permitted that the key messages are preserved.
PART 2: LESSON PLAN The following is a suggested lesson plan for engaging children in discussion and decorating the tiles. Part A: Introduction Leader stands in front of a group of kids who are seated. The leader holds up a sign that says “Namwayut” and reads it aloud. Leader says: “This word comes from the Aboriginal Kwakwaka'wakw (pronounced “Kwalk-walk-ya- walk”) language and it means ‘we are all one’. This is a language that was spoken here in British Columbia long before European explorers arrived. What does “Namwayut” mean? Well, let’s do an experiment”. Leader chooses two children to come stand next to them—i.e. Kayla and Ben. Leader says: “So let’s take a look at Kayla and Ben. Kayla, show me your best silly face while Ben closes his eyes. OK, now Ben, show me your best silly face”. Leader asks other kids if their silly faces were different—likely they will be. “Now can everybody tell me what colour t-shirt Kayla is wearing? How about Ben”? Leader continues by involving the kids in a game of spotting the differences between Kayla and Ben with another few prompts. Leader says: “Well, it seems like Kayla and Ben are really different. So what are we talking about when we say ‘Namwayut’, or ‘we are all one’? Let’s try another experiment. But first I need Kayla and Ben to promise with a pinky shake that they will tell the truth with every question. OK. Close your eyes. Now Kayla and Ben, put your hand up if you have two legs. OK, now put your hand up if you have ever laughed. Now put your hand up if you like to play games with your friends”. Continue by asking questions that point out their similarities Leader says: “Thank you Kayla and Ben. You can have a seat. What Kayla and Ben have just demonstrated to us is that even though we are all different in our own special ways, in fact, ‘we are all one’. We all belong to the human race, while our skin colour, our clothes, or our “silly faces” might be different, we have similar dreams—to have a happy life, to be respected, and loved by family and friends”. Part B: Residential School History Context * *Note: This portion of the lesson plan is optional and based on your time availability and the needs of your organization.* Leader reads “When I was Eight” to the children. Leader asks: “What cultural group do you think Olemaun belongs to?”
Leader prompts kids by returning to the beginning of the book which describes her home life before residential school. Once the kids share some ideas, explain to them that Olemaun is an Inuit person. The Inuit are Aboriginal people whose traditional territory is in the Northern part of Canada. Her people lived in Canada before European explorers came. Leader asks: “Do you think Olemaun was treated unfairly? Why?” Leader prompts kids by returning to the part of the book that explains that Olemaun was asked to clean instead of learning how to read. Why might the nun think it was right to make the kids do chores instead of learn at this school? Leader explains to children that many Aboriginal kids like Olemaun were treated unfairly at sleep-away schools. Unfortunately they often caused them to feel hurt, just like Olemaun did in the story. Part C: Tiles Activity Leader says: “Sometimes, people forget about ‘Namwayut’ and they treat others with less respect because of their differences [much like the nun in the story]. Today, you and I have a very important job. In September, 50,000 people, including Aboriginal people and Canadians of many other backgrounds, will be walking together across downtown Vancouver to demonstrate their support for a future where everyone is accepted regardless of their personal beliefs, culture, or skin colour. You and I have been asked to create gifts that will be shared with the participants of this walk so that when they go home they will always remember the truth of “Namwayut”. And they will carry that message of peace and friendship forward with them in their day to day lives once the walk is complete. You and I are going to decorate these tiles with important messages of hope, peace, and friendship.” Leader provide prompts/ideas to kids, i.e. “What can we draw to symbolize togetherness? (hand holding, peace signs, medicine wheels etc.) “What animals symbolize peace and cooperation”? (Turtles because of their quiet determination? Bees because of their cooperation etc.) Show a photo of completed tiles to help provide additional ideas. This is all that is required to complete the tiles for Reconciliation Canada. If you wish to talk more about Indian residential schools these books also represent a relevant Canadian perspective: Kookum’s Red Shoes, by Peter Eyvindson (2012) ISBN:9781894717540 Shi-shi-etko, by Nicola Campbell (2005) ISBN: 9780888996596
PART 3: TILES PROJECT TIPS
During the Tiles Project lesson delivery, please encourage children to:
Brainstorm ideas prior to drawing on the tiles. You may wish to provide markers and paper to
the children prior to giving them the tiles to draw on. If necessary, you may also prompt them
with ideas (i.e. what is a peaceful animal or place? What kinds of things make you happy? If your
friends weren’t getting along, what would you draw for them to help?)
Leave minimal blank space on the tile. They can colour on the front and the back as well as the
sides. This makes the tiles look more complete. Note that this may be a challenge for younger
children, so use your discretion about whether or not to take this approach.
Complete three to five tiles each. If you require more tiles to be delivered, contact Annie
Merritt at annie.merritt@reconciliationcanada.ca in order to have additional tiles delivered to
your organization.
After the Tiles Project lesson delivery, please:
Quickly scan through the tiles that have been completed in order to ensure that none of the tiles
contain inappropriate material. These tiles will be shared with the participants of the Walk for
Reconciliation, many of whom may be survivors of residential schools, or have a family member
who attended a residential school. Therefore it is of utmost importance that the tiles convey a
message of peace, empathy, and hope.
Count the number of completed tiles and place them in the Ziploc bag that is included in your
tiles kit. This bag should then be labeled with the name of your organization and the number of
tiles contained in each bag.
Complete the Tiles Project Feedback Form included in the package you received from RCI.
Depending upon the pickup method you discussed with the Tiles Project lead previously, either
mail tiles or call Reconciliation Canada office to inform us that the tiles are ready for pickup.
Mailed tiles can be addressed to:
Reconciliation Canada
Suite 206 – 1999 Marine Drive
North Vancouver, BC
V7P 3J3PART 4: Children’s Frequently Asked Questions
The Reconciliation Canada Tiles Project is designed to help children understand the barriers to
relationship building that exist between Aboriginal and non-Aboriginal Canadians and most importantly,
to imagine a future of a shared tomorrow. Because this exercise is future-focused, a detailed
understanding of residential school history is not required in order to lead children in this project.
Reconciliation Canada nevertheless acknowledges that many children may have never heard about
Indian Residential Schools previously and therefore raising this topic may give rise to some questions
among these young participants. This guide has been developed to equip those leading this exercise
with some of the answers to common questions about residential schools.
What kinds of bad things happened to children at the residential schools?
If participants ask for elaboration on the nature of the abuse suffered by children in residential schools,
it is not necessary to go into great depth, as historical education is not the purpose of the Tiles Project
exercise. However, a few details that you may wish to share with children if they ask are as follows:
Many children fell ill with Tuberculosis due to living conditions in the schools.
Many children were asked to do hard physical labour instead of being taught skills like reading
and writing.
Children were not permitted to speak their Aboriginal language even though when they arrived
they did not know how to speak anything else.
Children did not receive the same care and love that they would have received from their
parents and would go very long stretches of time without seeing their families. When they did
return to their families, they sometimes had trouble understanding one another because the
schools had taught them the language and customs of Euro-Canadians.
How old were the children attending residential schools?
Children as young as four years old often attended residential schools. For many years attendance was
mandatory for all children aged 7-15 years.
Where were the residential schools located?
The residential schools were located all across Canada. Here in BC, there were residential schools in
many communities including Port Alberni, Alert Bay, North Vancouver, and Tofino, among others.
Why did the government and churches think that they were “helping”?
When the new people came to Canada they brought with them a lot of changes in the way people made
a living. Many people in the churches and government thought that the residential schools would be
helping Aboriginal people to adapt to these changes by learning to be more like other Canadians.
How could parents let this happen?
In many cases, parents faced jail time if they did not send their children to residential school. In some
families, many generations (grandparents, parents, and children) would attend the schools so it became
normal.Haven’t residential schools have been closed for a long time? Why do they still matter? In fact, the last residential school did not close until 1996, only 17 years ago. It is true that some schools closed much earlier but for many of the children who went to residential school, they still carry the hurt from that experience today, as adults. In some cases, this hurt may also be carried by their children or their children’s children. What has been done to make up for this mistake? In 2008, Canada’s prime minister provided an apology to all Aboriginal people for the residential schools and the hurt that they caused. Many of the churches that helped the government to run these schools have also offered an apology. In 2013, the City of Vancouver announced a Year of Reconciliation which is aimed at recognizing the history of residential schools and imagining a new relationship and shared future between Aboriginal people and all Canadians. In September, there will be a big Walk for Reconciliation and you and your families are invited to attend to show their support for this cause. My relative attended a residential school and they said that had a good experience. Are they telling the truth? Every child’s experience in residential school was unique. If you have any questions about the experience of someone you know who attended a residential school, this is a conversation that you should have with that person or with someone you trust. Note: if personal family residential school stories or unforeseen questions arise during this activity, it is best to respond honestly that you too are still learning about residential school history and do not have all the answers. You can encourage them to look up the answers to their questions at home, or if possible, return with an answer on another occasion.
You can also read
