Truth and Reconciliation in Canadian Schools

Dr. Pamela Rose Toulouse is an Anishinaabe-Kwe and Indigenous Scholar from Sagamok First Nation in Northern Ontario. Dr. Pam (as she is more fondly known) is the author, researcher and developer of over 55 resources in Indigenous Education (e.g. books, chapters, articles, curriculum, webinars, others). She has 28 years of experience across the education continuum from K to 12, post-secondary and administration. Dr. Pam is the recipient of several awards including the: Recipient of the Ontario Undergraduate Student Alliance Teaching Excellence Award (2021); Inspiring Indigenous Women of Northeastern Ontario Award (2019); 3M National Teaching Excellence Fellow Award (2015); Laurentian University Full Time Faculty Teaching Excellence Award (2014) and the Laurentian University Professional Schools Teaching Excellence Award (2013).

• Contents Acknowledgments  vii Preface ix Introduction xi PART 1: Program Foundations 1Introduction to Part 1: Program Foundations 3 Chapter 1 Residential Schools Legacy 5 Introduction 5 Education in Traditional Indigenous Societies 7 A History of Residential Schools in Photographs 9 Why Literacy Is an Ideal Approach to Teaching About Residential Schools 12 Reconciliation Activities 15 Conclusion 16 Chapter 2 Indigenous Peoples of Canada 17Introduction 17 Traditional Values vs Technological Values 20 The Indian Act of 1876 21 What I Know About First Nations 22 What I Know About the Inuit 24 What I Know About the Métis 25 Why The Arts Are an Ideal Approach to Teaching About the Indigenous Peoples of Canada 27 Conclusion 29 Chapter 3 Treaties of Canada 30Introduction 30 Differing Views on Treaties 32 Summary of Select Treaties and Relevant Acts 32 Wampum Belts, Sacred Scrolls, Artifacts, and Oral History 39 Wampum Belts 39 Sacred Scrolls 40 Petroglyphs and Pictographs 41 Why Social Studies, History, Geography, and Canadian and World Studies Are an Ideal Approach to Teaching About Treaties 42 Conclusion 44 Chapter 4 Contributions of Indigenous Peoples 45Introduction 45 Turtle Island and Indigenous Traditional Lands 46 Specific Contributions of First Nation, Inuit, and Métis Peoples 48 First Nations 48 Inuit 50 Métis 51 Anishinaabek, Mushkegowuk, and Haudenosaunee Contributions 52 Why Science Is an Ideal Approach to Teaching About Indigenous Contributions 54 Conclusion 57 Chapter 5 Sacred Circle Teachings 58Introduction 58 The Teachings of the Sacred Circle59 Teachings from the East 60 Teachings from the South 61 Teachings from the West 62 Teachings from the North 63 Seven Living Teachings 64 Why Health and Physical Education Is an Ideal Approach to Teaching About the Sacred Circle 67 Conclusion 70 PART 2: Truth and Reconciliation Lesson Plans By Grade 71Introduction to Part 2: Lesson Format and Scope/Sequence 73 Scope/Sequence of Lessons 74 Kindergarten – Mother Earth 75 Grade 1 – First Nations 80 Grade 2 – Métis 85 Grade 3 – Inuit 90 Grade 4 – Contributions 95 Grade 5 – Treaties 101 Grade 6 – Residential Schools 107 Grade 7 – Blanket Exercise 112 Grade 8 – National Celebrations 117 Grade 9 – Making a Difference 122 Grade 10 – Project of Heart 127 Grade 11 – No More Stolen Sisters 133 Grade 12 – Moving Beyond Acknowledgments and Apologies 139 References 144 Image Credits 147

Every educator in Canada needs to know what is in this book. In our national and global call to truth and reconciliation action, Toulouse has written an essential resource to teaching and learning about Indigenous history, knowledge, culture, and contributions. Her text moves “beyond acknowledgements and apologies” to restorative education about, and with, Indigenous peoples. In well-organized, clear language, Toulouse maps, scaffolds, and guides important First Nations concepts and methods for meaningful teaching and learning.