Residential Schools in Canada: History and Heritage Education Guide

THE JOURNEY TOWARDS RECONCILIATION I n the 1980s and 1990s, Survivors began to speak out about the abuses they had experienced in the residential schools. They took the Government of Canada and the churches involved to court for damages and compensation. By 2002, more than 12,000 legal claims had been filed. Many Survivors worked together in class action lawsuits. Faced with a deluge of lengthy court battles, the Government of Canada and the churches entered into a negotiated settlement with residential school Survivors. The result was the Indian Residential Schools Settlement Agreement (IRSSA), reached in 2005. It was ratified in provincial courts in 2006 and implemented in 2007. One of the legacies of the IRSSA was the creation of the Truth and Reconciliation Commission of Canada (TRC) in 2008. The TRC delivered its final report in December 2015. More than 6,750 people gave statements to the commission. The TRC identified 94 recommendations, or Calls to Action, which are specific ways that Canadian society can help make amends for the injustices experienced by Indigenous peoples, particularly the legacies of the residential school system. Many of the Calls to Action focus on the Government of Canada, while others include provincial, territorial, and municipal governments. Many appeal to the Canadian people to honour the legacy of the residential schools and to help right injustices through concrete actions. Five years after the TRC’s final report, only a handful of these recommendations have been acted upon. Part 1: 1. In pairs or small groups, read the Truth and Reconciliation Commission article and the Indian Residential Schools Settlement Agreement article on The Canadian Encyclopedia . You can also read the full TRC reports at nctr.ca/reports.php. 2. Together, answer the following questions: • What were the main outcomes of the Agreement? Summarize the five components that were agreed on. • What were the main outcomes of the TRC? Part 2: 1. Have a class circle discussion or write a personal reflection about reconciliation and our responsibilities as Canadians. You may choose to address all of the following, or you can select one larger topic to focus on. • There are many definitions of reconciliation. What does the word mean to you? • How are you involved in the reconciliation journey? Have you participated in any activities that have commemorated residential school students and their families? Have you engaged in projects or events that have honoured Indigenous cultures? What are some ways that individuals can personally contribute to the reconciliation process? • Why are things like apologies and compensation payments only a small part of reconciliation? What do you think Canada would look like if all 94 Calls to Action were fully implemented? What would change? • How can your community, including your school and local community organizations, contribute meaningfully to the reconciliation process? What can you do to help make reconciliation a reality? Who is responsible for reconciliation? “From the outset, this Commission has emphasized that reconciliation is not a one-time event; it is a multi-generational journey that involves all Canadians.” — Honouring the Truth, Reconciling for the Future , Truth and Reconciliation Commission of Canada, 209 Teacher Tip: You may want to have a circle discussion or ask your students to write a personal reflection, or do both. You can adjust the assignment based on the needs of the classroom and individual students. Above: Justice Murray Sinclair greets the audience at the release of the Truth and Reconciliation Commission’s Final Report in Ottawa, Ontario, on December 15, 2015 (courtesy of The Canadian Press/Adrian Wyld). Below: Participants in the Reconciliation Walk march towards Queen’s Park in Toronto, Ontario, May 31, 2015 (courtesy of Newzulu/Lars Paronen). 12