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The impact of Residential Schools

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Story by Nicola Campbell

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Four days before having to leave her family and home for residential school, Shi-Shi-Etko learns how important it is to hold on to her memories. Director: Kate Kroll Author: Nicola I.

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by Nicola Campbell
The sequel to Shi shi etko

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By Shirley Sterling - great journal style story. Each "chapter" recounts an event at the Indian Residential School, and contrasts it to a memory from her home

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Roman a lire avec mes etudiants
(French translation of Fatty Legs

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By Christy Jordan-Fenton and Margaret Pokiak Fenton

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A truly inspirational tale, based on real events of a local woman Margaret Pokiak Fenton and her time in residential school. With the encouragement and support of her daughter in law Christy Jordan Fenton, the two women bring us the tale of bravery, and will leave you inspired.

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The author of Fatty Legs shares her story

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This is a story about a residential school survivor, turned successful author, Margaret Pokiak Fenton. At the tender age of eight she insisted she go to school, with desperation to read and write. Her parents both warned her it could be an awful place, the stubborn girl didn't care, "I don't have to like them."

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Graphics, song, story - 2 hour video about the Chanie Wenjack story

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By Jennifer Maruno
Involves time travel and the bridging of cultures

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5 minute video to share with students

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“The Stranger” Official Video - Gord Downie - Secret Path

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Source: The Globe and Mail

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canadian indian residential school system (school district)

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Never-before-seen images of the residential school system released to Canadian public

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Over a 120-year period, 150,000 children were taken from their homes and put into the residential school system. With the opening of the National Centre for Truth and Reconciliation in Winnipeg, many documents and photographs from that era have been unsealed for public viewing

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About Canada's residential schools
* more video links available on "Project of Heart" site

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Canadian Residential School Propaganda Video 1955

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'A New Future' ? http://www.people-express-news.com/show27s/SPEAKERS_CORNER Please share your views on this here by video, and text. Also see and respond to related articles here: http://www.people-express-news.com/show15s/1st_Nations_Station and others throughout the site if you like! "Broadcast Date: March 13, 1955 Orphans, convalescents and those who live too deep in the bush for day school: these are the students of the residential school in remote Moose Factory, Ont.

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There are many links on this site that lead to videos, photos, maps, lesson plans, art ideas.
The site also will lead through the educator through 6 steps of teaching about residential schools.

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To get started you will invite your learner group to conduct their own investigation in to the history and legacy of IRS in Canada. Some of the research questions that you might wish to pose include:

Who went to Indian Residential Schools in Canada?

Who set up the Indian Residential Schools in Canada?

What organizations?

Key people in the development of the system.

Why were Indian Residential Schools established?

What was the goal of the government?

What were the goals of the churches involved?

When did Indian Residential Schools operate in Canada?

When did the first one open?

When did the last one close?

What are some of the significant dates in the IRS period?

What happened to the children who attended Indian Residential Schools?

Did every child have the same experience?

What do survivors have to say about their own IRS experience?

Where were Indian Residential Schools set up in Canada?

What were the locations of the schools?

How many were set up in each province and territory?

Were they located close to the children's homes?

Were the schools in the south the same as the schools in the far north?

How did Indian Residential Schools affect the children who went there?

How did this affect parents and families?

How did this affect communities?

Did the impacts end when the children came home?

NOTE TO THE TEACHER/ GROUP LEADER: It is important to note that as the teacher/group leader you will be the best judge of which questions and resources are appropriate for the age and dynamics of your learner group. Some of the resources are more suited to a particular age group. The goal of Project of Heart is not to shame or traumatize the learner: non-Aboriginal or Aboriginal. The goal is to respect IRS survivors, the learner and the truth by bringing out the true history and allowing each individual to draw their own conclusions, make their own judgments and to build relationships between Aboriginal and non-Aboriginal people in the country based on the truth and respect for one another.

You may want to put the learners in pairs, small groups or they may wish to do some of their research and inquiry individually. Remember that the learning in this project is very intense and the content is heart breaking and disturbing so monitoring of the students and daily discussion/debriefing of what has been learned will be important.
**Be sure to have a counsellor or other support worker notified that you are doing this work so that learners will have support if the work triggers them or causes a response that causes the learner the need for support in processing what has been learned.

When you click on any of the categories included on this page you will find a variety of resources from many different sources. This will give you a good start for your learner research. You are now ready to start. Good luck and good learning.

The following is a list of categories of resource materials that we have compiled for your use in Project of Heart. If you click on any one of these headings you will have access to multiple resources to help you in your journey of learning.
Films/Videos
Historical Documents
Maps/Visual Aids
Newspaper Articles
Timelines
Survivor Reflections and Testimonials
Apologies
Expression Through the Arts
Teacher Guides/Lesson Plans
By Teachers for Teachers
Downloadable Publications
Websites
Where to Buy Resources
Recommended Reading Survivor Cards

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Step 1 - Investigation into the History and Legacy of Indian Residential Schools in Canada

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To get started you will invite your learner group to conduct their own investigation in to the history and legacy of IRS in Canada. Some of the research questions that you might wish to pose include: Who went to Indian Residential Schools in Canada? Who set up the Indian Residential Schools in Canada?

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Terrific B.C. made resource to discuss the impact of residential schools, through the lens of one girl, Gladys Chapman, from Spuzzum, B.C.

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"The story of Dr. Peter Henderson Bryce is about the strength of people who make a choice to stand up for what is right for children in a peaceful and respectful way, even when faced with doubt and criticism." p.3

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Step 1 - Investigation into the History and Legacy of Indian Residential Schools in Canada

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You may want to put the learners in pairs, small groups or they may wish to do some of their research and inquiry individually. Remember that the learning in this project is very intense and the content is heart breaking and disturbing so monitoring of the students and daily discussion/debriefing of what has been learned will be important.

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This is the story that inspired "The Secret Path", written by Gord Downie

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Chanie "Charlie" Wenjack (born 19 January 1954; died 23 October 1966 near Redditt, ON). Chanie Wenjack, an Anishinaabe boy from Ontario, ran away from his residential school near Kenora at age 12, and subsequently died from hunger and exposure to the harsh weather. His death in 1966 sparked national attention and the first inquest into the treatment of Indigenous children in Canadian residential schools.

Early Life

Wenjack grew up at Ogoki Post, on the Marten Falls Reserve, with his parents, sisters and two dogs. Ogoki Post did not have a day school. At age nine, Wenjack and three of his sisters were sent to Cecilia Jeffrey Indian Residential School, more than 600 km away, where he was given the name "Charlie."

Cecilia Jeffrey Indian Residential School

Located near Kenora, Ontario, the Cecilia Jeffrey School was run by the Women's Missionary Society of the Presbyterian Church in Canada, and paid for by the federal government. During the 1960s, 150 students lived at Cecilia Jeffrey and attended classes at schools in Kenora.

Wenjack started residential school at Cecilia Jeffrey when he was nine years old and was placed in grade one. After two years, he was put in remedial classes with special instruction in English and arithmetic.

The principal of the Kenora school remembered Wenjack as a boy with a good sense of humour, particularly adept at noticing wordplay. However, he died before learning how to read English.

Escape

On 16 October 1966, Wenjack and two of his friends escaped from the Cecilia Jeffrey School during their afternoon time on the playground. They were wearing only light cotton clothes when they ran away. This was Wenjack's first, - and last, - attempt at escape.

Children ran away frequently from residential schools. At Cecilia Jeffrey, principal Colin Wasacase, a member of the Cree Nation, instituted strapping as punishment for students who ran away. The day that Wenjack and his friends left, nine other children also escaped from Cecilia Jeffrey. Running away was dangerous; children could lose limbs to frostbite or accident. Many, like Wenjack, died.

Children ran away from residential schools for many reasons. Wenjack told his friends that he wanted to see his father. At the inquest into his death, the jury and journalist Ian Adams concluded that Wenjack had run away because he was lonely. Wenjack's sister, Pearl (Wenjack) Achneepineskum believes that he may have run away because he was sexually assaulted. Many students were sexually and physically abused at residential schools.

In his escape, Wenjack followed his two friends to the cabin of their uncle, Charles Kelly, near Redditt, Ontario. On the first day of their escape, they walked for over eight hours before stopping at a friendly home for the night. After they arrived at the cabin, Kelly took his nephews to his trapline. Wenjack walked the nearly 5 km to meet them, then set out alone to find his father. Kelly advised Wenjack to follow the railroad tracks and to ask railway workers for food. Wenjack carried only a glass jar with a few matches.

Wenjack survived for the next 36 hours. The weather turned harsh, with snow squalls and freezing rain. The temperature went down to between -1 and -7°C. With only a cotton windbreaker and no food, Wenjack covered 19 km on foot. When he was found, his body was bruised from repeated falls.

Death

Wenjack died in the early morning of 23 October 1966, one week after he escaped from Cecilia Jeffrey School. He died of exposure and hunger. A Canadian National Railways engineer passing on a freight train discovered his body beside the track. Wenjack was over 60 km from the Cecilia Jeffrey School.

According to a letter written by Wasacase to his supervisor in November of 1966, Wenjack's mother had requested that his body be returned home. After first refusing the expense, the Department of Indian Affairs made the travel arrangements. By train, Wasacase, several of Wenjack's sisters and his mother accompanied Wenjack's body to Nakina, then by plane to Ogoki Post.

The same letter addressed to Wasacase's supervisor in 1966 claims that Wenjack's father did not know that his son had died. Wasacase, the police and Indian Affairs had attempted unsuccessfully to contact him. Wenjack's father had only received an earlier letter that said his children were doing well at Cecilia Jeffrey. The Wenjack family later learned the details of the inquest through CBC radio and newspaper reports. They were not allowed to attend the inquest.

Wenjack was buried on 27 October 1966. According to Wasacase, Wenjack's family examined his body at the graveside. Seeing autopsy marks, Wenjack's father feared that he had been stabbed. He had the Ontario Provincial Police confirm how Wenjack had died before he allowed his son to be interred.

Inquest

A coroner's inquest into Wenjack's death was held 17 November 1966. The coroner and Crown attorney questioned witnesses, including the boys who had been with Wenjack during his escape and the men with whom they had stayed.

The jury was composed of five local residents, none of whom were Indigenous. Their report recognized that "The Indian education system causes tremendous emotional and adjustment problems for these children." They recommended that "a study be made of the present Indian education and philosophy. Is it right?" This prompted ethical and moral questioning of the culturally oppressive and abusive environments in the residential schools.

Journalist Ian Adams brought Wenjack's story to national attention with his article, "The Lonely Death of Charlie Wenjack," published by in February 1967.

Significance

Wenjack has become a symbol of resistance to the power of colonization in Canada. In 1972, Indigenous students and members of Trent University 's Native Studies department lobbied for the university to name its newly built college after Wenjack. Ultimately, a theatre in the college was named "Wenjack Theatre."

Wenjack has inspired several artistic tributes, including the song "Charlie Wenjack" by Mi'kmaq artist Willie Dunn (1978) and the painting Little Charlie Wenjack's Escape from Residential School by Anishinaabe artist Roy Kakegamic (2008). He has also inspired the creative works of author Joseph Boyden and filmmaker Terril Calder.

In October 2016, Tragically Hip frontman Gord Downie released The Secret Path, a multimedia project that includes an album, graphic novel (illustrations by Jeff Lamire) and animated film (aired by the CBC on 23 October) based on Wenjack's story. Proceeds from the project will be donated to The Gord Downie Secret Path Fund for Truth and Reconciliation through the National Centre for Truth and Reconciliation at the University of Manitoba.

Wenjack's story, as well as the many similarly tragic stories of residential school students, led to eventual legislative reforms and class action lawsuits, including the Indian Residential Schools Settlement Agreement and the Truth and Reconciliation Commission.

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Chanie "Charlie" Wenjack (born 19 January 1954; died 23 October 1966 near Redditt, ON). Chanie Wenjack, an Anishinaabe boy from Ontario, ran away from his residential school near Kenora at age 12, and subsequently died from hunger and exposure to the harsh weather.

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by Richard Wagamese
This is a good read for teachers, perhaps some students who are really advanced. It is touching and sad. 2018 movie released based on this book.

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Based on the award-winning novel by Richard Wagamese that has sold over 65,000 educational copies in Canada alone, Indian Horse the movie will be theatrically released by Elevation Pictures in 2018. Indian Horse is a survivor's tale that foregrounds the resilience of the Indigenous peoples of North America in the face of aggressive assimilation policies and racism.