This page is for the use of any teacher who wishes to use this lesson.
All posts and pages on this blog (aside from this one) are designed for students to access.
This page includes information to think about when facilitating students’ exploration of Indian Residential Schools in Canada, and information about the use of Learning Logs.
While this lesson uses communication technology to enable students to explore a topic and develop their own understandings, the subject matter does suggest that the lesson be used in a blended format where students have face to face access to the teacher.
The following protocols are adapted from BC First Nations Studies 12 and the Indian Residential Schools and Reconciliation Teacher Resource Guides for grades 5 and 10 (in draft).
We know that it is important to deal with the topic of residential schools with thoughtfulness. How this is accomplished will depend on the age, maturity and family background of students, and teachers will be the best judges of how to approach the material with their students. As classes work through the material, it is helpful to be aware of a number of potential sensitivities.
For Students:
• Students of all backgrounds may experiences emotional reactions to the injustices discussed. It is important to convey to them that the purpose for understanding this past is to be part of a more positive future.
• For some students, the topics discussed may be very sensitive; this may be especially true if they have personal connections with residential school survivors, or have come from strife or war torn areas of the world.
For Parents:
• Some parents may not understand why this subject is being taught. It is important to convey that it is included in the Ministry of Education curricula, and it is an important part of Canadian history.
• For some parents (and extended family) the topics discussed will be very sensitive; this may be especially true if they have personal connections with residential school survivors, or are survivors themselves.
It is important to note that these reactions may occur; do not expect that each person, no matter what shared background they may with others, will respond similar ways.
Since some of the text and video content may elicit an emotional response from students and/or adults, teachers should be prepared to help students deal with the difficult emotions if they arise. In order to provide the best learning environment for the learning about Residential schools, a number of steps are recommended to take prior to instruction:
• Know who your students are.
• Talk with school counsellors to let them know about the topic being taught.
• Plan to teach the unit well in advance of a weekend or school holiday so that if issues arise for students, they are not left alone with their thoughts until school resumes.
Try to give students the tools and skills to discuss these topics rationally in the school and community. Some considerations for making sure the topic is presented fairly and with sensitivity include the following:
• understanding that the classroom is not a platform;
• understanding that these topics are best taught through discussion rather than direct instruction;
• ensuring that discussion promotes understanding and is not merely an exchange of intolerance;
• allowing time to deal with students’ concerns and questions;
• closing classroom conversations appropriately; don’t let classes end in the middle of conversation.
When discussing sensitive and controversial topics such as the Indian Residential School System, it is important to set ground rules to ensure a safe environment for sharing ideas and opinion, such as:
• respecting and valuing what others bring to the discussion;
• protecting diverging views among participants;
• letting students know that it is okay to feel some discomfort in the learning process.
Students can be encouraged to analyze any controversial issue by asking the following questions:
• What is the issue about?
• What are the arguments?
• What is assumed?
• How are the arguments manipulated?
Let your students know that if issues arise for them as a result of the topic, they should talk with someone right away. In certain circumstances teachers may wish to refer older students to a crisis line for confidential support:
• Indian Residential Schools Crisis Line. Their mandate is to support residential school survivors and their families but their policy is not to turn anyone away. 1-866-925-4419 (Canada)
• Kids Help Phone, an anonymous and confidential phone and on-line professional counselling service for youth. 1-800-668-6868 (Canada)
Learning Logs
Learning Logs can be an effective way to help students develop the habit of reflection and thinking about their learning. They are most effective when they are used regularly through-out a course and can be adapted for a variety of uses.
Information about them can be found at:
http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/28learning-logs-and-learning-journals.pdf