Residential Schools in Canada: History and Heritage Education Guide

// Modification Ask students to identify and define five new words from the Minute. Students can write a point-form timeline of the events in the Minute. Going scene by scene, have students make a list of words describing Chanie’s emotions, and a list of their own emotional responses to what they are viewing. Analyzing Historical Photographs Understanding Residential Schools The photograph to the right, entitled Quewich and his children , was taken around 1900 at the Qu’Appelle Industrial School in Saskatchewan. Not much is known about its subjects, but this photo was frequently used by the Department of Indian Affairs to display their confidence in the residential school system. 1. Study the photograph closely and take notes. What does this photograph reveal about the policy of assimilation? What can you infer from the differences between the parent and children? What does this reveal about separation from traditional communities and ways of life? 2. Write a paragraph discussing what you think the message the Department of Indian Affairs thought was being communicated through this photograph. Use your inferences from Step 1 to guide your answer. Quewich and his children , Qu’Appelle Industrial School, c. 1900 (courtesy of Saskatchewan Archives Board photograph collection, Brock Silversides Fonds/R-A 22202 #23965). // Modification Have students answer the questions in point form. 1. As a class, watch the Chanie Wenjack Heritage Minute and read the Chanie Wenjack article on The Canadian Encyclopedia . Respond to the following questions together in groups: • Why do you think Chanie chose to run away from residential school? What does this say about the conditions students faced in the school? • The quote in the Minute, “Kill the Indian in the child,” was frequently used to describe the aim of the residential schools. What does this tell you about the intentions of the policies that led to the formation of the residential school system in Canada? Do you think the quote accurately reflects the intentions of the residential schools? • What kind of impression of the residential schools does this Minute leave? Compare this to what you have learned about residential schools from other sources. Why is it important to explore different perspectives and use multiple sources? • How do you think this story might be different if it were told from the perspective of the school’s principal or a teacher? What does this teach you about historical perspective and how we remember the past? • According to his family, Chanie Wenjack’s name was changed to “Charlie” by the people who ran the Cecilia Jeffrey Indian Residential School. What does this tell you about cultural repression and assimilation? How would this contribute to feelings of disconnection and isolation? What do you think were the goals and the impacts of name changing? “[C]hildren…have rebelled against the harsh discipline by running away. Caught and brought back, they are locked in a room with just a mattress on the floor, left only their under-clothes, and put on a bread-and- milk diet.” — Ian Adams, “The Indians: An Abandoned and Dispossessed People,” Weekend Magazine vol. 15, no. 31, 1965 The Chanie Wenjack Heritage Minute was originally released in 2016. In 2019, a new version of the Minute was released in Chanie’s mother tongue, Anishinaabemowin. 9