In this online course, we will explore the history of Canada’s Residential Schools through primary source texts and survivors’ personal testimonies to better understand the devastating history and long-lasting impact on former students, their families, and entire Indigenous communities. We will also look at their historical roots and the legacies that followed while examining the apologies given by government and churches, the work of the Truth and Reconciliation Commission, and the charge of genocide. We will use all these elements to help students connect this history to their own lives and the choices they make.
In this online course you will:
- Receive historical background materials, classroom-ready videos and participatory teaching strategies to engage students in learning about the Indian Residential Schools
- Use teaching strategies to safely navigate student discussion when exploring difficult history
- Discover new teaching strategies that help students interrogate text, think critically, and discuss controversial issues respectfully
- Engage with survivor testimony and use sensitive and thought-provoking teaching strategies to bring this history into the classroom
- Analyze the legacy of the Residential School System, the role of apology, and methods of meaningful reconciliation
- Explore ways to engage students in meaningful reconciliation in response to the TRC’s Calls to Action
- Receive a free copy of Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools.
After this online course you will:
- Become part of the Facing History educator network, with access to a rich slate of educator resources, including unit and lesson plans, study guides, and multimedia
- Be able to borrow books and DVDs through our online lending library at no cost.
Who should take this course: 8th - 12th grade Canadian History, Humanities, and English Language Arts teachers and curriculum specialists. Please note due to our funding sources, acceptance priority into this course will be given to Canadian classroom educators.
Duration: 6 weeks. There is a new session each week. The first week's session is designed to welcome you to the course, introduce you to Facing History and Ourselves, your course facilitators, and Elder Shirley John, and connect you with other educators in the course. Weeks two through six are designed so that you will engage with course-related readings, videos, and other resources and leave with concrete strategies and lesson plan ideas to implement in your classroom. Sessions begin on Thursday and end on the following Wednesday.
Time Commitment: Approximately 1 hour for week 1. Approximately 4 hours per week for weeks 2 through 6.
Format: Weekly 60-75 minute “live virtual learning” video conference calls with facilitators, Elder Shirley John, and online course colleagues; a mid-course 1 hour live survivor testimony sharing; 3 hours of weekly self-paced, asynchronous, with facilitated online and webinar discussions.
Certificate of Completion: Awarded upon successful completion of the course, for 20 professional development hours
About the Facilitators and Guests:
Lorrie Gallant (Facilitator) is a writer, illustrator, storyteller, visual artist, educator, and Expressive Arts Practitioner, born and raised on the Six Nations of the Grand River Territory. She is from the Cayuga Nation and of the Turtle Clan. Lorrie has worked as t he Education Program Coordinator at the Woodland Cultural Centre in Brantford for 1 0 years and takes an active approach to revealing the rich culture of the Haudenosaunee, the history and current issues including the residential school through presentations and workshops to all ages and diversities. Lorrie is the recipient of the 2015 Ontario Arts Foundation Artist Educator Award.
Shirley John (Elder) "Strong White Buffalo Woman" member of the Loon Clan /Grizzly Bear Clan of the Chippewas of Saugeen along the beautiful shoes of Lake Huron. Grandma Shirley is a fluent speaker of the Anishinaabe language, she speaks through her interactive teachings sharing her passion of the Love of Creation and her Love for the Water to numerous organizations and conferences throughout Turtle Island. Over the years she has been a visiting Elder with Georgian College sharing her personal guidance and traditional teachings and a long-time friend to the friendship movement. Shirley has walked with her lifelong partner for 42 years who shares the joy of the Anishinabe way of life.
Theodore Fontaine (Guest Speaker) is a member and former chief of the Sagkeeng First Nation in Manitoba. He graduated in civil engineering from Northern Alberta Institute of Technology in 1973 and went on to work in the corporate, government, and First Nations sectors, including eleven years with the Assembly of Manitoba Chiefs as executive director, lead on Indian residential schools, and negotiator of national employment equity claims. His memoir, Broken Circle: The Dark Legacy of Indian Residential Schools, is a Canadian bestseller.
Jasmine Wong (Facilitator) is a Senior Program Associate with Facing History and Ourselves, where she manages programming and partnerships, and facilitates teacher professional development in workshops, conferences, and through social media for educators across Canada. Prior to her work with Facing History and Ourselves, Jasmine worked as a classroom teacher and adult education facilitator in Canada and internationally. She earned her M.A. in Education Policy, Organization and Leadership Studies at Stanford University, and her B.Ed. from the Ontario Institute for Studies in Education at the University of Toronto. Jasmine is second-generation Canadian whose family emigrated from Hong Kong. She currently resides and works in Toronto (Tkaranto), on the traditional homeland of the Mississaugas of the Credit First Nation, the Haudenosaunee (Ongehonwe) Confederacy, and the Wendat Nation.