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Watch at this link: https://vimeo.com/39451956

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Mapping

We strive to map Indigenous territories, treaties, and languages across the world in a way that goes beyond colonial ways of thinking in order to better represent how Indigenous people want to see themselves.

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Native Land is a resource to learn more about Indigenous territories, languages, lands, and ways of life. We welcome you to our site.

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Indigenous

Indigenous" is an umbrella term for First Nations (status and non-status), Métis and Inuit. "Indigenous" refers to all of these groups, either collectively or separately, and is the term used in international contexts, e.g., the 'United Nations Declaration on the Rights of Indigenous Peoples' (UNDRIP). Recently, it has been associated more with activism than government policy and so has emerged, for many, as the preferred term.

In some contexts, however, it can be ambiguous: a reference to 'Indigenous Peoples in Canada' could include Maori or American Indian (US) people living here, as well as Canadian Aboriginal people, so in contexts in which legal specificity to people originating in Canada is important, 'Aboriginal,' or a more qualified use of 'Indigenous' may be war- ranted (e.g., The Indigenous Peoples of Canada). Thus, it may be acceptable to use both terms in a formal document or across a communications channel. To avoid confusion, however, do not use both in the same article, unless there is a logical reason to do so.

First Nations

Most, but not all, reserve-based communities in Canada refer to themselves as 'First Nations'. For informal documents, use 'First Nation,' or, collectively in referring to reserve-based communities, 'First Nations,' but in specific references, it is more preferential to use the name that the community (or First Nation) uses publicly.

The term 'First Nations' can be applied to individuals, but, technically refers only to those who have Indian status under Canadian law as part of a recognized community. Many Aboriginal people in Canada do not have this formal connection, and those who are Métis or Inuit should never be referred to as 'First Nations.' Sometimes, the term 'Nation' is more generally applied to a whole cultural group, e.g., "the Mohawk Nation."

Métis are a specific Indigenous (and Aboriginal) group in Canada with a very specific social history. Until very recently, they have not been regarded as 'Indians' under Canadian law and are never considered 'First Nations.' The term 'Métis' may be used as singular or plural, and refers to individuals or groups, e.g., "Tom, a Métis student, is attending Queen's University," or "The Indian Act does not govern the Métis." Please be sure to use the acute accent over the 'e' in Métis unless quoting a name or source in which it is not used.

Inuit are another Aboriginal group, historically located in the Arctic and legally and culturally distinct from First Nations or legally-defined Indians and Métis. The singular of 'Inuit' is 'Inuk,' and because the translation of Inuit is 'the people,' it is redundant to add 'people' after it. Do not use 'Eskimo,' which the Inuit consider a derogatory term.
When in doubt as to what is the most appropriate term to use, ask the person or group involved, learn what is in use in your area or subject field, or simply ask someone knowledgeable.

Terms to Avoid

This term is rarely used in respectful conversations and we advise this term not be used unless there is a specific reason to do so, such as in an organizational name that derives from an earlier period (e.g., Queen's Native Students Association). However, those with Indigenous ancestry might use the term to refer to themselves or other Indigenous peoples. 'First Nations,''Aboriginal,' and more recently, 'Indigenous' are more current and are preferred by many in the community, though each has particular nuances.

Our Native People / Native Canadian / Indigenous Canadian

Indigenous peoples have been on these lands for time immemorial, thousands of years before Canada became a nation. Indigenous peoples are NOT Indigenous or Native to Canada.

Many Indigenous peoples DO NOT consider themselves Canadians. They are part of their own sovereign nations and do not consider themselves part of one that has actively worked to assimilate their people.

Stop saying "our. " Indigenous people do not belong to Canada. Canada is bound to Indigenous peoples through treaties that were made by early representatives of the Crown. By saying "our" or "Canada's Indigenous peoples", you are reinforcing a false narrative that is paternalistic. This narrative is one that was created by the Canadian state and is false.

Aboriginal

"Aboriginal" is a general term that collectively refers to First Nations, Métis and Inuit people in Canada, and is found in the Canadian constitution. This distinction legalized in 1982 when the Constitution Act came into being. Section 35 (2) of the Act states, "Aboriginal Peoples of Canada" includes the Indian, Inuit and Métis peoples of Canada. It is broad, on one hand, because it includes all Canadian groups, but specific, on the other, in that it is not widely used in international contexts. (In the US, for instance, it is not widely understood.) Though until recently a preferred term, it does carry a negative connotation because of its use in government policy, though not nearly as strong a one as its predecessor, 'Indian.' Please note that 'Aboriginal' should never be used as a noun, e.g., "Aboriginals think..."

Be aware that Aboriginal people, however named, do not 'belong' to Canada. Therefore, do not preface any of the terms considered above with a possessive, e.g., "Canada's Aboriginal (or First Nations, Inuit, Indigenous, Métis) people," or worse yet, "our Aboriginal people." This is profoundly insulting and not easily forgiven, as it invokes an entire history of paternalism and control.

Never use 'Aboriginal' as a noun, but rather as an adjective. The former, especially 'Aboriginals,' connotes an early colonial time when poorly conceived synonyms like 'Indians,' 'primitives' and others were casually applied to Indigenous people. It is also needlessly reductive, as it unnecessarily diminishes an agglomeration of distinct Indigenous groups to a singularly blunt term. For example: Do not say "The Aboriginals of Canada..." or "the student is an Aboriginal". Instead say "The Aboriginal Peoples of Canada..." or "He is an Aboriginal student (person, athlete, leader, etc.) ..."

The term 'Indian' because of its negative connotation, should be avoided in most contexts unless it is used as part of a historical reference or used in reference to a government policy (eg. The Indian Act, 'status Indian').

You may encounter, particularly in legal or policy contexts, the terms:

status Indian

Indian status

status

All refer to the government classification system in which 'status' confers certain agreements based on treaties with the Crown, however; historically, certain penalties were also handed down. This is a technical area with sensitivities, so you may want to consult with knowledgeable people before initiating the use of any of these terms.

More definitions:

Download and share

QU-Indigenous-Terminology-Guide [PDF, 2.4MB]

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Indigenous Indigenous" is an umbrella term for First Nations (status and non-status), Métis and Inuit. "Indigenous" refers to all of these groups, either collectively or separately, and is the term used in international contexts, e.g., the 'United Nations Declaration on the Rights of Indigenous Peoples' (UNDRIP).

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Dr. Susan Dion - The Historical Timeline as Lesson

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Talking Circles Overview from the First Nations Pedagogy Online Project

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Talking Circles or Circle Talks are a foundational approach to First Nations pedagogy-in-action since they provide a model for an educational activity that encourages dialogue, respect, the co-creation of learning content, and social discourse. The nuance of subtle energy created from using this res…

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As a pioneering trans soul singer in the 1960s, Jackie Shane's unapologetic and authentic presence in Toronto contributed to the local R&B music scene and made her an enduring queer icon in Canada.

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As a pioneering trans soul singer in the 1960s, Jackie Shane's unapologetic and authentic presence in Toronto contributed to the local R&B music scene and made her an enduring queer icon in Canada.

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21 Things You Didn't Know About The Indian Act

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OPINION | 21 things you may not know about the Indian Act | CBC News

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The Indian Act imposed great personal and cultural tragedy on First Nations, many of which continue to affect communities, families and individuals today. Here are 21 restrictions imposed at some point by the Indian Act in its 140 years of existence.

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How the Indian Act continues to impact the lives of First Nation people

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How the Indian Act continues to impact the lives of First Nation people

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Unreserved - Indian Act 101

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Originally published on June 19, 2020.

There is no piece of legislation that has had more of an influence on the lives of First Nation people in Canada than the Indian Act.

Originally passed in 1878, the Indian Act outlines everything from the current reserve structure, to the creation of residential schools.

In 2015, author Bob Joseph wrote a viral blog post called, 21 Things You May Not Know About the Indian Act. He has since turned it into a book. This week, Joseph will serve as an Indian Act tour guide.

Wolastoqew artist Emma Hassencahl-Perley examines identity in her work, and in particular, how the Indian Act impacts her life as a First Nation woman. She'll describe her art piece Ahtolimiye (she keeps praying), which is a jingle dress that incorporates pieces of the Indian Act.

Before an amendment to the Indian Act was passed in 1986, First Nation women lost their status if they married a non-First Nation man. Lynn Gehl has been at the forefront of changing this, and spent years trying to get her status back, and fighting the residual sex-based discrimination in the amendment.

Enfranchisement is the legal process by which First Nation people give up their Indian Status, for the promise of gaining the same rights as non-Indigenous Canadians. In 1958, the Michel Band in Alberta was the first community to entirely enfranchise. Band member Celina Loyer tells the story of how that happened, and how the community is still trying to be recognized by the federal government.

While some First Nation people continue to fight to get their status back, others have given it up. Hear how Isaac Murdoch, from Serpent River First Nation, was inspired by the words of his mother and Nelson Mandela to distance himself from the Indian Act.

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How the Indian Act continues to impact the lives of First Nation people | CBC Radio

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There is no piece of legislation that has had more of an influence on the lives of First Nation people in Canada than the Indian Act. Originally passed in 1878, the Indian Act outlines everything from the current reserve structure, to the creation of residential schools.

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Indians Claim Italy by "Right of Discovery"

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Indians Claim Italy by "Right of Discovery"

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Indigenous Title and the Doctrine of Discovery

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Understanding how the Doctrine of Discovery continues to impact Indigenous Peoples in Canada is important to the discussion around reconciliation.

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Source Material for Heritage Minute Storyboards

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Source Material for Heritage Minute Storyboards

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Find it here: https://www.google.ca/books/edition/Encyclopedia_of_American_Indian_Contribu/QIFTVWJH3doC?hl=en&gbpv=1&printsec=frontcover

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The First Peoples of the Americas use the circle or Medicine Wheel symbol as a way to remember and teach the lessons of the creator on many aspects of daily life. Typically medicine wheels were constructed at ground level and laid out as a wheel like pattern of stones symbolizing many aspects and teachings. In most instances the alignment of the wheel symbol was consistent with the cardinal directions.

The symbol of the circle, the alignment of the medicine wheel and the wisdom that is associated with this iconic symbol is truly amazing and elegantly demonstrates the religious/spiritual, astronomical, seasonal calendars and shows the cycles of all things, the harmony and interconnectedness and the depth of knowledge that the elders possessed. It is a proud symbol to explore and learn as it shows the cultural depth and level of awareness of complex scientific and spiritual truths that predates the first contact with Europeans by many generations.

The Medicine Wheel is a circle divided into four colored sections, each of which represent an aspect of human life and the world around us or the seven common teachings. It ties together important teachings of balance, harmony and respect for one's self and respect for the community.

The Medicine Wheel can be used as a valuable teaching and conversational tool and sample lessons or conversation starters are provided in the form of a booklet.

Summary: Teachings of the Medicine Wheel

There are seven common teachings that can be demonstrated in the symbol of the Medicine Wheel. As seen above these are:

1. The Cardinal Directions

2. The Seasons of the Year

3. The Elements

4. The Sacred Spirit Animals

5. The Sacred Medicinal Plants

6. The Heavenly Bodies

7. The Life Stages of Humans

Please enable JavaScript to view the comments powered by Disqus. comments powered by

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The First Peoples of the Americas use the circle or Medicine Wheel symbol as a way to remember and teach the lessons of the creator on many aspects of daily life. Typically medicine wheels were constructed at ground level and laid out as a wheel like pattern of stones symbolizing many aspects and teachings.

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Strong Nations Publishing

2595 McCullough Rd
Nanaimo, BC, Canada, V9S 4M9

Phone:(250) 758-4287

Email:contact@strongnations.com

Our logo reflects the greater Nation we live within-Turtle Island (North America)-and the strength and core of the Pacific Northwest Coast peoples-the Cedar Tree, known as the Tree of Life. We are here to support the building of strong nations and help share Indigenous voices.

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Strong Nations - Indigenous & Native American Books, Aboriginal Kids Books, First Nations Kids Books, Inuit, Métis - Building Strong Nations Together!

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Strong Nations offers the best selection of Indigenous, Native American, Aboriginal, First Nations, Inuit, and Métis books for all ages.

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Colonialism created food insecurity in the Arctic. It will take huge changes to end the crisis

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Ending food insecurity in Inuit Nunangat — the Inuit homeland in Arctic Canada — will require profound transformations to reduce poverty, bolster airports and harbours, and undo decades of harmful colonial policies, according to a new plan by Inuit Tapiriit Kanatami.

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The Inuit Way: Rebecca Iquollaq - Gjoa Haven Elder

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Indigenous Educational Resources for Schools and Libraries

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GoodMinds.com, is a First Nations family-owned business and passionate about Indigenous education. We supply Indigenous educational resources for schools and libraries in North America, while continuing to promote Indigenous authors, illustrators and translators. Our French Collection of resources continues to expand.

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Project of Heart would like to acknowledge the work of the students in the Faculty of Social Work at the University of Manitoba for their Project of Heart learning experiences.

The students were taking Dr. Tracey Bone's Feminist Perspectives in Social Work Practice and Social Welfare course, when they were introduced to Project of Heart through participating in a field trip to the National Center for Truth and Reconciliation in 2017. Since then, students in subsequent years have been doing adapted versions of Project of Heart in their course work. They attend a presentation on residential schools by one of the Center's educators, then share their experiences of their learning with the first gesture of reconciliation. Decorating the small wooden tile, done in remembrance of a child who died as a result of attending the *school*, celebrating the resilience of the survivors, and explaining its significance to their peers is just one aspect of the learning/action they do.

Dr. Bone ensures that the student work is seen by both students and staff at the University of Manitoba through displays of the framed tiles on International Women's Day (coming up on March 8th). As Bone states, "The exercise has been emotionally impactful for the students in my various courses as it moves the painful reality of Residential Schools beyond simple knowledge to application of learning."

Miigwetch to the students and Dr. Bone for their investigating the horrific truths of Canada's past and learning about the direct implications of that past to the present day. The forced separation of Indigenous children from their homes and communities was designed to eradicate the identity of thousands of children. These social work students are learning the tough work of supporting radical change in child welfare systems so that First Nations children can grow up in culturally supportive communities with loving family members to ensure their well-being. Keep up the good work!

A new and exciting partnership has been struck, and Project of Heart couldn't be happier!

World-Changing Kids is teacher-activist Lindsay Barr's social enterprise dedicated to leadership development, community building and social justice.

With her team of Indigenous Youth leading the way, World-Changing Kids is facilitating Project of Heart in communities where children, youth, and their families wish to learn about the history of the Residential Schools. Students are taking action to address ongoing injustices as they learn from Inuit and First Nation youth leaders in Project of Heart workshops.

Lindsay was recently on Daytime Ottawa to talk about these workshops - you can watch the clip here: https://youtu.be/4GCJ6Gi1d74

Read more about this initiative here: https://worldchangingkids.ca/archives/7775

Welcome Lindsay and World-Changing Kids!

First Event: Peterborough Public Library (June 4, 2022)

The Peterborough Public Library invited the community to commemorate Indigenous History Month on Saturday, June 4 for Project of Heart: An Exploration of the Legacy of Residential Schools. This inter-generational Truth and Reconciliation activity was open to adults and families with children ages 10+ and ran from 10:30 am to 12:00 noon.

In this interactive program, community members learned about the history and legacy of residential schools from Project of Heart facilitator, Nancy Hamer Strahl, and Residential School Survivor, Mary Kelly. Participants commemorated the lives of children and families affected by Residential Schools by creating two small art tiles- one to keep and one to add to the community art project at the library as starting points for continued discussion and learning.

Second Event: Ajax Public Library (September 30, 2022)

Ajax Public Library honoured the National Day for Truth and Reconciliation, where we remember the lost children and Survivors of residential schools, their families, and communities. In this interactive program, participants learned about the history and legacy of residential schools from Project of Heart facilitator, Nancy Hamer Strahl, and Residential School Survivor, Mary Kelly. Participants created two small art tiles to commemorate the lives of children and families affected by Residential Schools - one to keep and one to add to the community reconciliation project as starting points for continued discussion and learning.

Project of Heart is an initiative that calls all Canadians to action, through social justice endeavors, to change our present and future history collectively. The Library encourages their community to learn more about Indigenous history and heritage. The continued tradition of oral histories through storytelling will ensure that Indigenous peoples' truths are not erased and historical accuracy is preserved.

Third Event: Annual Metis Heritage Celebration (June 25, 2022)

Annual Metis Heritage Celebration participated in Project of Heart in the 13th Annual Metis Heritage Celebration on June 25 at the Children's Arena in Oshawa. This free family event celebrated Metis culture with Indigenous vendors and food, storytelling, cultural workshops, children's activities, arts and crafts and musical performances by fiddlers, singers, drummers, and jiggers.

The workshop was facilitated by Kathy Morgan who told the story of her grandmother who was a student at the Qu'Appelle Indian Residential School (LeBret) for 3 years. Nancy Hamer Strahl helped the participants create a commemorative pin to honour Metis Residential School survivors and their families. The story of the Metis children in Residential schools is often forgotten. It was an opportunity for the Oshawa and Durham Region Metis council to offer its members an opportunity to learn more about their history and heritage.

It's been a long time coming, but Project of Heart has finally found a local, business that can can source tiles that are not only 'made in Canada', but come from recycled wooden materials when possible.

Junction Gore Laser (to see where they got their name, click here: https://www.junctiongorelaser.com/our-story ), situated in the heart unceded Algonquin territory in Ottawa, has partnered with Project of Heart to produce tiles for learners who desire to use art to express their solidarity with the families and Nations who lost loved ones as a result of the Residential Schools.

You can now go to Junction Gore's Project of Heart page , and to view the product page, click here.

For 15 years Project of Heart purchased milled tiles from the United States, but now we finally have a choice. And imagine, no more paying duty to purchase wood that in all likelihood, comes from Canada in the first place! We have long believed that we need to *do right* by the environment, so here's our first step taken, in addressing a sustainability concern that has plagued us for a while.

We are grateful to Heather and Bill for partnering with us, and we look forward to getting feedback from the teachers and facilitators that will be using these products.

The inaugural National Day of Truth and Reconciliation (NDTR) - was a landmark day in the nation's capital. For the first time ever, Canada's National Cemetery - historical Beechwood Cemetery in the forested east end of Ottawa - held a day of remembrance for the young victims of our country's notorious Indian Residential School (IRS) era - the many thousands who were taken from their families and never seen again.

In partnership with long-time reconciliation resource Project of Heart and The Caring Society, on September 30 the cemetery hosted 1300 guests in a day-long program of events to mark the NDTR. Also honoured as Orange Shirt Day, the opportunity to participate in meaningful remembrance and reflection was taken up by hundreds of educators and their students.

The day's events included the launch of the 57,000 tile exhibit, created by learners across Canada - each tile representing the life of a child who died in an IRS.

Another highlight for many was a visit to the final resting place of Dr. Peter Bryce, the famous "good doctor" who, a hundred years ago, tried to blow the whistle on the horrific conditions in the schools, where children were starved, mistreated, and ultimately neglected to the point of death. Bryce's dire warnings were ignored by the government of the day, most notably by the senior bureaucrat in charge of the deadly IRS administration, the notorious Duncan Campbell Scott, who promised that the schools would "kill the Indian in the child". Scott's grave, along with that of IRS proponent Nicholas Flood Davin, is included with Dr. Byrce's in Beechwood's "Reconciliation Walk", where historically accurate gravesite plaques now tell the real story of historical personages interred in the cemetery.

"From Project of Heart's point of view this day was a day to be cherished", said Sylvia Smith, creator of the teaching resource that has been taught in every Canadian province and territory. "We had POH alumni from across Ontario and Quebec - teachers and students alike - come to Beechwood to see the tiles they had created join with the 57,000 others to be displayed as an entire collection for the first time ever - it was incredibly moving. And it was a wonderful opportunity for many of the alumni to meet each other at last, instead of just seeing each other's name on an email chain all these years."

Adding to its symbolism, the display of tiles was installed by young members of the Assembly of Seven Generations, an organization dedicated to empowering Indigenous youth.

The day's events were well covered by various news media outlets - links to a some of the coverage are below.
https://www.cbc.ca/news/canada/ottawa/indigenous-project-heart-tiles-beechwood-cemetery-residential-schools-1.6192284 https://ottawa.ctvnews.ca/project-of-heart-on-display-at-beechwood-cemetery-in-ottawa-1.5605848 https://www.saltwire.com/atlantic-canada/news/if-this-isnt-a-genocide-then-what-is-it-indigenous-residential-school-students-honoured-at-beechwood-cemetery-100640214/

When I began learning, conversing, looking, reflecting, and listening to and about Indigenous lives outside of the school context, I was able to connect the historical and contemporary facts with raw trauma and growth and healing. These are the moments that connect factual information with real people and real lives... I have learned through Project of Heart, I can be an agent for reconciliation by standing with Indigenous people.

Through listening, learning, growing, and opening my mind and sharing my experience and knowledge with my peers, I continually move towards a greater understanding of the truth, and towards reconciling relationships based on this truth and recognition. These are learnings that extend far beyond the four walls of the classroom.

So says concurrent education student Emily Hoch in her reflections about a new initiative at Brock University, embedded into Professor Bobby (Stanley) Henry's "Pedagogies of Indigenous Arts" teacher ed course.

Professor Henry incorporates Project of Heart to help concurrent education students bridge the gap between taking on new understandings and actually becoming "agents of reconciliation" in their own classrooms. With Professor Henry's permission, the course description and learning expectations are the latest addition to POH's Teaching Resource section and are ready to be adapted into teacher ed courses across a range of disciplines.

Professor Henry is no stranger to the discussion around the legacy of Indian Residential Schools ; here he is in an interview with CP24 News, talking about the devastating discovery of mass graves this past summer.

In a milestone event for Project of Heart, Ottawa's Beechwood Cemetery has partnered with the First Nations Child and Family Caring Society and POH to host an exhibit featuring the 57,000 tiles created by students from across Canada over the 14 years the Project has been teaching. Thousands of schools, classrooms, and workplaces have contributed to the collection.

The official launch of the exhibition is on the first National Day of Truth and Reconciliation, September 30, and all POH participants, past and present, are invited to be present at the unveiling of the tiles. Complete details of the event can be found in this news release from the Caring Society. It is part of a day-long program of events marking Orange Shirt Day at the cemetery and registration is open to all.

Beechwood Cemetery, known as Canada's National Cemetery, is the final resting place for renowned leaders and contributors to the national life of Canada. It's relationship with reconciliation and remembering is well-established, and while visiting the site you can also experience the Reconciliation Walk, which culminates at the graveside of Dr. Peter Bryce, the physician and health inspector who blew the whistle on the horrors of the Residential Schools almost a hundred years ago, and whose warnings were tragically ignored by Canada.

A longtime Project of Heart collaborator has shared some very useful and timely news with us today. Here's Lisa Howell, an educator located on unceded, unsurrendered, ancestral lands of the Algonquin people in Ottawa:

For virtual students, teachers, staff, and administrators, I have created a "virtual heart garden". You are invited to share words of solidarity, feelings, and commitments to reconciliation. There are options to upload drawings as well. I explain all of this on the short (less than 5 mins!) video tutorial below.

Link to Virtual Heart garden: https://padlet.com/lhowe054/heartgarden

Here is a link with a short video tutorial I made for using the padlet: https://youtu.be/aTOSF-dX1oc

To add your contributions to the padlet, click on the padlet link. Share this link with your students. Once you are in the Virtual Heart garden, you will see many messages. To add yours, click on the plus sign in the bottom right corner. A "sticky note" will pop up. At the top of the sticky note, you are invited to add your name, your treaty/territory and your school and grade. Below, write a message to honour the 215 children and to make a commitment to the work ahead. At the bottom of the sticky note, there are options to add photographs or drawings. Padlet saves automatically. Once you are finished writing, click anywhere on the padlet. Now, you can go back to your post if you want to edit or change the background colour. Just hover over the top right-hand corner of your sticky note. You will see options to edit come up. Important reminders: please instruct your students to only write on their sticky note. They are not to modify/change anyone else's. Also, as this is a public memorialisation, please review your students' messages to ensure that they are honourable, with correct spelling and terminology.

This is a public call to action for change in this country: to value and honour the lives of Indigenous children, their families and communities, while also expressing our collective grief and honoring of the children lost and the families left behind.

Thank you Lisa Howell for this amazing resource!

Canadians from coast-to-coast have been shocked at the news coming from Kamloops this past week. The unmarked graves of 215 children have been discovered at the site of the Kamloops IRS, validating the memories of survivors and confirming the oral history they have passed down to their children and grandchildren and demonstrating once again that far from being "isolated cases", the cruel mistreatment of child captives was too often the norm in Canada's IRS era, rather than the exception.

In recent years, the Kamloops IRS and has been the focus of meaningful historical teaching both in BC and across Canada, and resources have been created that give educators the tools to address this incredibly disturbing chapter of Canada's colonial history.

The BCTF and BC's Project of Heart - ebook - this amazing resource tells the hidden stories behind BC's residential schools, and gives learners practical ways to include their new knowledge in meaningful gestures or reconcilation.

Hidden history - links and resources prepared by the BCTF, including videos, presentations, online resourcesm and teacher's kits.

To find out how your classroom or learning group can honour the memory of the children who died at the Kamloops IRS and at residential schools across Canada, Project of Heart has prepared a 6-step learning module that has been used by educators in thousands of classrooms from coast to coast. And to see how educators in your province or school board have worked with Project of Heart, there are links to provincial Project of Heart sites at the top of this page.

Big Project of Heart thanks go out to Courtney Richard, music teacher at Westboro Elementary School in Sherwood Park, Alberta, for this excellent report!

Our journey with Project of Heart has left us feeling excited, grateful, wondering...what is the word to describe a project like this? It is a project of truth. It is a project of reconciliation. We have learned, we have grown, we have been inspired; we took our time to ensure that we put our very best effort into a project that meant so much.

It started with a full day teacher professional development session with Charlene Bearhead. I, the music teacher for Westboro Elementary, attended this meeting to learn about incorporating more Indigenous teachings and ways of knowing into our classrooms. Charlene showed a video of a song that students at Pierre Elliott Trudeau Elementary had created with N'we Jinan artists called "Important to Us." She also shared Project of Heart. It was the first time I had heard of this project and I knew that I had been called to action and that we, as a school body, needed to do something.

The following year we began intentionally working with our students to teach about residential schools. What were they? Why did they exist? How were Indigenous peoples affected? How has our Canadian society been impacted as a result of these schools? We, both staff and parents, learned alongside the children. Our students saw the injustices that had occurred, but also saw that one step in moving forward is for all of us to come together to stand as one. And so began our Project of Heart. Not through tiles, or through video, but through song.

We began our process brainstorming with Elder Wilson Bearhead what message we wanted for our song. It was our students' talent, hard work, and creativity that took our vision and turned it into reality. Our song speaks of the past, the present, and the future. It encourages all cultures to come together to "Stand As One." I am so proud of what our students were able to achieve. We hope that it inspires others to recognize no matter what age they are, we all have a voice and we all can make a difference in our country's road to reconciliation. Our song and accompanying music video can be seen above this post.

It took a full school year to complete steps 1-3 of Project of Heart, but we made sure the following school year that we would fulfill all components of this project. It is true that we must apply what we have learned. Our project was a learning journey in and of itself, but what we do with this project extends the learning and takes it to a higher level. We listened to Rev. Mary Battaja's survivor story ( http://wherearethechildren.ca/en/stories/#story_2) and are grateful to Where Are The Children for filming so many stories that we can learn from. We chose to use the project we created as our social justice action. How can we continue to share our message? How can we take action by sharing our song through many different avenues so the message does not become lost or forgotten? We: posted it to our school website, shared on our district website, shared with friends and family, invited media to attend its release, shared with other teachers across the province, and promoted its use at conferences. Our job has not ended and in the years to come we hope to continue to work towards sharing our message of strength in unity. In doing so, it is our hope that it may spark a few others to do the same. Maybe one day we will all be able to look back at our past and see that we all did come together to Stand. As. One.

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Project of Heart would like to acknowledge the work of the students in the Faculty of Social Work at the University of Manitoba for their Project of Heart learning experiences.

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Did you live near a residential school? Explore our interactive map to find out.

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The residential school system separated 150,000 Indigenous children from their families - and the last one closed in 1997.

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Truth and Reconciliation in YOUR Classroom | EdCan Network

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Teachers have amazing potential to help make Truth and Reconciliation a reality, and to move the next generation forward in creating an inclusive Canada.

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September 30, 2021

September 30 is the National Day for Truth and Reconciliation. It's a day to honour the survivors of residential schools, as well as the children who never went home. It is also Orange Shirt Day, an initiative started by residential school survivor Phyllis Webstad, Northern Secwepemc (Shuswap) from the Stswecem'c Xgat'tem First Nation, to raise awareness of residential schools and spread the message that every child matters.

For more than 160 years, Indigenous children were taken from their homes to residential schools. At these schools, children suffered physical, mental, emotional, sexual, and verbal abuse and the loss of their language and traditions. The legacy of these schools resulted in intergenerational trauma among Indigenous people and communities.

It's estimated that over 150,000 First Nation, Métis, and Inuit children were sent to residential schools before the last one, Gordon's Indian Residential School in Punnichy, SK, closed in 1996. The Truth and Reconciliation Commission estimated that approximately 6,000 children may have died, but it is unknown how many deaths were not documented.

Canada launched the Truth and Reconciliation Commission in 2008 to inform the public about residential schools and what happened to survivors, families, and communities. In 2015, they released their " What We Have Learned" report and 94 Calls to Action for the government and all Canadians. In "What We Have Learned," the Commission defined reconciliation as "establishing and maintaining a mutually respectful relationship between Aboriginal and non-Aboriginal peoples in this country. In order for that to happen, there has to be awareness of the past, acknowledgement of the harm that has been inflicted, atonement for the causes, and action to change behaviour." They asked for Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as well.

Murray Sinclair, former Senator and Chair of Canada's Truth and Reconciliation Commission, talks about what he thinks reconciliation is in this video.

The National Centre for Truth and Reconciliation is hosting free, virtual events all week. You can also check out CBC's Beyond 94 project, which monitors the progress on the Truth and Reconciliation Commission's 94 Calls to Action.

For Truth and Reconciliation week, and every week, PLT Canada is committed to continuing our education and advancing reconciliation through our work. We've compiled a few resources that we have found particularly helpful in this journey in learning about truth and reconciliation. This is not a complete list of resources, and we encourage everyone to spend more time researching and furthering their learning.
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Resources

General Resources

Listen to Eddy Robinson as he explains why "How can I help?" is not the right question to ask. He says, first, you need to educate yourself.

Here are a few resources to start your education. Again, this list is not all encompassing, and we encourage you to continue your research.

Territory acknowledgements: Knowing whose traditional territory you live and work on is part of truth and reconciliation. To learn more, one resource you can explore is Native-Land, an interactive map that helps you search for different traditional and treaty territories. Then, read this short article on why we acknowledge territory and some tips on how to. In general, a respectful territory acknowledgement will identify the Indigenous communities or nations who assert their rights, historical, or contemporary presence in an area; recognize the people identified as how they refer to themselves; and include the purpose and intent behind the acknowledgement. PLT Canada also developed a 2-hour course on Acknowledging Traditional and Treaty Territory with Sault College.

The Indian Act: The Indian Act has been in place for over 140 years. This CBC article highlights 21 restrictions that have been imposed at some point by The Act.

The Pass System: For more than 60 years, many First Nations were not allowed to leave their reserves without a pass. This documentary, which you can rent for $5, features Nehiyaw, Saulteaux, Dene, Ojibwe, and Niitsitapi elders who talk about their experiences living under the pass system.

Residential Schools: One of the reports from the Truth and Reconciliation Commission was called "The Survivors Speak," which compiles statements from some residential school survivors. Survivors also share their stories and discuss the generational impacts of residential schools in Stolen Children, Wawahte, and We Were Children. The three-part podcast, Residential Schools, commemorates the history and legacy of residential schools as well.

Sixties Scoop: In the 1960s and later, thousands of Indigenous children were taken from their families and placed in child welfare systems. Watch this short video to get background information on the Sixties Scoop, then hear from survivors and activists on the ongoing impacts.

Jordan's Principle: Jordan's Principle ensures that First Nations children have equal access to government-funded services. The law is named after Jordan River Anderson, who spent all five years of his life in the hospital as provincial and federal governments argued over his care. Watch the documentary, Jordan River Anderson, The Messenger, to learn about his story.

Missing and Murdered Indigenous Women and Girls: Canada launched a National Inquiry to investigate the systemic causes of violence against Indigenous women and girls. You can read the final report here. You can also listen to one girl's story on the Missing and Murdered: Finding Cleo podcast and watch Searchers: Highway of Tears, which follows an ex-cop who investigates some of the cases of missing and murdered women along the Highway of Tears, a 724km corridor of Highway 16 between Prince George and Prince Rupert, BC, where many Indigenous women have been murdered or gone missing.

Resources for educators

Reconciliation can be incorporated throughout your curriculum, and there are many lesson plans and resources available for educators. The National Centre for Truth and Reconciliation also has educator-focused events during Truth and Reconciliation week; see the schedule here. Check out some more resources below:

Resources for kids

There are many resources available to help parents, or those with children in their lives, talk to kids about residential schools and reconciliation. Here are just a few:

Resources on land, treaties, and environmental stewardship

PLT Canada's office and much of our team lives and works in the traditional, unceded territory of the Algonquin nation. We recognize the Algonquin's time-honoured relationships with and stewardship of its lands and waters, and are committed to upholding our shared responsibilities to continue that stewardship for present and future generations.

It is important to acknowledge and respect the land we are on, and reflect on it. Here are some resources about traditional territories, treaties, and Indigenous stewardship.

Support Indigenous media

A great way to learn more is to listen, watch, and read content created by First Nations, Inuit, and Métis people.

This Place podcast, hosted by Rosanna Deerchild, takes you through 150 years of Indigenous resistance and resilience.

Comb through this list of 48 books by Indigenous writers for kids and adults.

Jeremy explores his identity as someone of Indigenous and white heritage through the Pieces podcast.

On ConnectR, you can explore tons of resources to watch, listen, read, and support.

You can also consume news from Indigenous media! A non-exhaustive list of publications includes:

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Truth and Reconciliation Resources - Project Learning Tree Canada

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September 30 is the National Day for Truth and Reconciliation. It's a day to honour the survivors of residential schools, as well as the children who never went home. It is also Orange Shirt Day, an initiative started by residential school survivor Phyllis Webstad, Northern Secwepemc (Shuswap) from the Stswecem'c Xgat'tem First Nation, to raise awareness of residential schools and spread the message that every child matters.

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What non-Indigenous Canadians need to know

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An Indigenous Journey to Leadership | Eddy Robinson | TEDxStMaryCSSchool