District Teacher-Librarian
Library Technician - Indigenous Education
Introduction
Hadih, Ts’uhoont’i Whuzainya hodul'eh
Hello, we are happy you have come to learn from this resource.
This guide addresses the following core competencies:
This guide addresses the following First People's Principles of Learning:
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits and the ancestors.
Learning involves recognizing the consequences of one's actions.
Learning requires exploration of one's identity.
Learning is holistic, reflexive, reflective, experiential and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
This guide addresses the following areas of the BC Curriculum:
- discriminatory policies and injustices in Canada and the world, including residential schools, the head tax, the Komagata Maru incident, and internments (Social Studies 10)
- Advocating for the health and well-being of others connects us to our community (Physical and Health Education)
- Healthy relationships can help us lead rewarding and fulfilling lives (Physical and Health Education)
- We experience many changes in our lives that influence how we see ourselves and others (Physical and Health Education)
Ways to use this guide:
- Discuss what Residential Schools were, their purpose and why it was an injustice
- Discuss how Residential Schools furthered the idea of Other-ness towards Indigenous people
- Discuss how Orange shirt day started, and why Phyllis' story is important
- Discuss what systemic racism is, how it exists within our society including courts, schools, hospitals, government and many other areas
- Discuss how things like lack of access to clean water, high schools on remote reserves are examples of systemic racism that needs to be addressed.
- Discuss how we stand up and advocate against systemic racism by calling others in to the work.
This guide addresses the following Dakelh Holistic Lifelong Learning Model areas:
Impacts on Protocol
Impacts on Land & Experiential Learning
Impacts on Language
Like the core competencies the Dakelh Holistic Lifelong Learning Model is a central strand to curriculum within School District 57. The planning guide is a reminder for teachers to use the model as a teaching lens when planning their lessons. They should ask themselves how they can incorporate these concepts into their lesson and do the research to ensure these concepts and practices are included. This includes explicitly reminding students when they are used to raise students' awareness of these considerations.
So when planning a lesson a key question would be what, where and how can/should I incorporate Protocol, Land & Experiential Learning and Language into the lesson. As well, how can I weave in the Dakelh Ways of Knowing and Enduring Understandings (Values) into day-to-day practice. It's important to recognize that it is all interconnected and we don't necessarily need to focus on all of them (just like the core competencies) but start with one, two or three etc. Bringing light to, naming, and consciously considering the Dakelh perspective is part of the process and gives us time to reflect, build relationships and develop these competencies.
- Indigenous Education Lesson Plan TemplateIncludes Dakelh Holistic Lifelong Learning Model, and Core Competencies
Do Not ask Residential School Survivors to speak, without prior arrangements in advance. While this work is acknowledging and honouring survivors we kindly remind you to not ask survivors to share their personal experience to protect their mental health & wellness.
High School Books About Residential Schools
- Orange Shirt Day High School Lesson PlansHigh School Suggested activities to accompany reading The Orange Shirt Story by
Phyllis Webstad
Holy Angels (Grade 9 & up recommended) | NFB
Holy Angels, Jay Cardinal Villeneuve, provided by the National Film Board of Canada
Warnings: descriptions of physical abuse.
Find more films in NFB's Residential Schools channel.
eBooks
- Project of Heart eBook
This resource is a visual journey to support classroom teachers, post secondary and adult educators to understand and learn about the hidden history of Indian Residential Schools.
This document can be used towards developing self awareness in every discipline. Developing self awareness is a key element on the journey towards reconciliation. This resource can be used from K to post secondary in a diverse manner.
E.g group discussion and exploration towards self awareness, whole class investigations and supports project base learning etc - Gladys We Never Knew
This eBook is intended to be an interactive resource leading educators from the story to the 'back story' utilizing links on each page to offer related resources. Throughout this book you will find Project of Heart tiles with an 'aura' which indicates that this is a link. Click on each of these tiles to find additional resources including films, videos, documents, articles, activities and more.
A Residential School Survivor: Can They Hear Us Now?
About Wiping The Tears Ceremony June 18, 19 & 20, 2021 @ Lejac Residential School Site
Carrier Sekani Family Services, Nadleh Whut'en First Nation and Stellat'en First Nation hosted a healing ceremony on June 18, 19 and 20, 2021 at the Lejac Residential School site to honour the 215 children found at the Kamloops Residential School and all whose lives have been impacted by residential schools.
As part of this they produced several publications to help others understand what the ceremony was about, the protocols around it for those who might want to attend and information for those who wanted to know more. They are attached below