Gibaajimominaan: Our Stories

Grade Levels: 7/8, 9

Subject Area: Social Studies/History/Indigenous Studies

Lesson Overview

In this lesson students listen to a residential school Survivor* tell their story, respond with a personal comment or question, link the Survivor’s experiences with the Seven Sacred Teachings, and consider what they can do to support the Survivors and their families. (*Students may opt to personally interview a Survivor)

Learning Outcomes

Student will:

• Explore the history of residential schools in Canada.
• Identify historical sources used to study residential schools.
• Engage with a residential school Survivor testimony.
• Value the importance of Survivor testimony/lived experience.
• Appreciate Indigenous knowledge systems, using the Seven Sacred Teachings as a lens.

Background

Gibaajimominaan means ‘our stories’ in Anishinaabe.

The Lesson Activity

Part 1:

• Familiarize yourself with Guidelines for Learning from Residential School Survivors: Strategies for Teacherslink opens in new window at the end of this lesson before beginning the learning activity.
• Provide an overview of residential schools in Canada. Incorporate maps, images, etc.
• Encourage questions; invite dialogue

Part 2:

• Divide the class into table groups. Distribute Kitayánán: We are Still Herelink opens in new window.
• Facilitate a small group reading activity.
• Check for understanding. Ask: what types of sources can we use to learn about student experiences in residential schools? Capture responses on whiteboard/flipchart.
• Encourage questions; invite dialogue.
• Pay special attention to Survivor lived experiences and personal testimonials.
• Distribute Learning and Listening with Respectlink opens in new window. Read over with the class.
• Engage students with a Survivor’s personal story. You may access stories herelink opens in new window, invite a Survivor to class, have students interview a Survivor; or listen to a Survivor speak during the Every Child Matters virtual event.link opens in new window
• Encourage questions; invite dialogue.
• Make time for student introspection.

Part 3:

• Introduce the concept of Indigenous knowledge by sharing the definition provided by the United Nations Educational, Scientific, and Cultural Organization (UNESCO):

Local and indigenous knowledge refers to the understandings, skills and philosophies developed by societies with long histories of interaction with their natural surroundings. For rural and indigenous peoples, local knowledge informs decision-making about fundamental aspects of day-to-day life.

This knowledge is integral to a cultural complex that also encompasses language, systems of classification, resource use practices, social interactions, ritual and spirituality.

These unique ways of knowing are important facets of the world’s cultural diversity, and provide a foundation for locally-appropriate sustainable development.

• Explain that different Indigenous nations throughout Canada and the world will have different knowledge systems. Provide an overview of the Seven Sacred Teachings, which is a set of teachings that are common to many Indigenous groups in Canada. [There are many versions of these seven teachings which are sometimes referred to as the Seven Grandmother Teachings or the Seven Sacred Teachings. Nations and communities may use differing stories to impart these teachings, but the same guiding principles and morals can be found in all.]
• Distribute Gibaajimominaan: Our Storieslink opens in new window. Instruct the students to complete.
• Guide and assist as necessary.

Materials/Resources

• Access to Internet, including video and audio capabilities (optional)
• Guidelines for Learning from Residential School Survivors: Strategies for Teacherslink opens in new window
• Learning and Listening with Respectlink opens in new window Student Resource – copies as needed
• Kitayánán: We are Still Herelink opens in new window Student Resource – copies as needed
• Gibaajimominaan: Our Storieslink opens in new window Student Resource – one copy per student

References/Further Resources:

“Residential School Survivor Storieslink opens in new window,” Legacy of Hope

“Residential Schools in Canadalink opens in new window,” The Canadian Encyclopedia

“Seven Grandfather Teachingslink opens in new window,” Our Stories: First Peoples of Canada 

National Student Memorial Register Booklink opens in new window, National Centre for Truth and Reconciliation

Extension Activity

Extension activity for grades 4-9:

Using Objects to Tell the Story of Residential Schools 

• Introduce ‘The Witness Blanket’ to students by exploring the website http://witnessblanket.ca/blanket/
• Click on the objects
• Facilitate a class discussion
• Explain how a curator pieces carefully selected objects together to represent a story.
• Introduce the steps of curator:

1. The curator selects objects that represent the topic they are sharing.

2. The objects together must represent a story.

3. All of those stories together must represent an overall coherent narrative.

4. The objects must fit within a defined space

Have students design an exhibit dedicated to the history and legacy of residential schools in your class. Encourage students to bring items from home, items from school, etc.