St.Willibrord's - Improving connections between Aboriginal and non-Aboriginal students through history and culture

At St.Willibrord’s School some creative approaches were taken this year to increase understanding of Aboriginal cultures, in particular Mohawk culture. This is especially relevant at this elementary school because approximately a third of students are from the Mohawk community of Kahnawake. Bullying along cultural lines is not uncommon, and a young teacher Melissa Iannicello took it upon herself to address the issue.

Her initial idea was to create a one-day event near the end of the school year, to have workshops and guest presenters in for cultural activities. As a winning strategy, she outreached to Mohawk students and parents to help her plan the day, which quickly turned into a club focused on promoting awareness of Aboriginal cultures, and anyone was welcome to join. Non-Aboriginal students began to show up, and together the students learned a lot and demonstrated reconciliatory relationship development. The group brainstormed ideas on what they could do.

The group helped to organize a full day of activities on June 11^th, set to coincide with 3rd Annual “Our Dreams Matter Too” Walk on June 11, 2014 – a project of the First Nations Child and Caring Society. Students in all grades participated in activities like beading, traditional food tasting, oral storytelling (from a local community member), and lacrosse.

However, there was also an important activity that emerged later in the planning. Melissa had arranged for the Kairos Canada Blanket Exercise to happen with a grades 3-6 students. This interactive theatre activity was done in class in order to help provide better knowledge about how land was removed from First Nations and to understand more about the Indian Residential School system. Although this is not yet in the curriculum, with 16 of the 25 students in the group being Mohawk, it was quickly obvious how important this history was to cover. The students and other teachers responded so well to the Blanket Exercise that it was decided to repeat it during the cultural day.

In the end Melissa saw the day as a huge success, “I couldn't have asked for better! So many teachers came to thank me and tell me how well organized it was. One particular teacher, when doing the Blanket Exercise, was asked by one of her students why she didn't teach her the history learnt during the activity during class time. Now this teach wants to incorporate it into her teaching in the next years to come. Everyone was blown away by the information we learned. “

Richmond Regional - Indian Residential School history incorporated into Ethics and Religious Culture class

At Richmond Regional High-school, the Sec V Ethics and Religious Culture (ERC) class got a deep-dive into Indian Residential School (IRS) history. Tara-Ann Smith became inspired in January at the CLC Teachers Institute in Montreal. She wanted to introduce her students to some of the history, but didn’t have much background in the information. Eager to learn, Ms. Smith walked away from the Institute with the 100 Years of Loss Edu-Kit in hand. A month later she participated in VC training on the kit with national trainer Charlene Bearhead.

She immediately began to use the kit, with her 30 students, all non-Aboriginal.

Using the kit, she completed five lessons. This included an activity studying photographs, an explanation of the IRS system came to be, a study of “a normal day at the school” and she especially focused on a consideration of the 2008 apology by the Government of Canada.  

"The kit had everything I needed and everything was very neatly packed. It’s a very good resource. I would recommend it! Every history class should have it! Sometimes we think that it is too difficult of a subject for the kids to face, but the kids want to know. They are curious. They want to know and ask 'why did this happen? This created a deep and meaningful point of departure for understanding several ERC curriculum topics.”

But she didn’t stop there! Ms.Smith saw that the students need to channel their reactions to the new information into some kind of expression. So she ordered tiles from the Project of Heart website and had her students create artistic commemorative items to honour the thousands of Indigenous children who died as a result of the residential school experience. Following the PoH model, she learned about an Aboriginal Elder Ena Greyeyes who lived in her area and is a survivor of IRS (through CLC contact with Memphremagog school).

Ena Greyeyes visited the school and led a smudging ceremony of the tiles. Although the students had been through several lessons about IRS by this point, hearing Ena’s stories brought the lessons even more to life, and really had an effect. "When Ena came in, the kids didn’t realize just how bad it was. You know, when you read it in the books and you have someone in front of you, real life, talking about what they went through, it hits harder. The kids couldn’t believe it, that we as Canadians could treat anybody like that. They told me their hearts went out to Ena, that she had to go through it…”

 

Through the smudging and Ena’s discussion however, they also heard a key message that was a the heart of what Tara-Ann had been trying to teach students all year -  the healing power of forgiveness. “I try to help them understand that hatred is not the way to go. We talk about tolerance, it fits into anything I do in my ERC…That’s what makes us strong."

CLC Coordinator Siu-Min Jim was invaluable support in terms of accessing resources and funding, and she was happy to share news of the project that was captured in a local newspaper.

Pierre Elliot Trudeau - Deepening the learning about IRS over time, three years with Project of Heart

Demonstrating the escalating value of repeating a project and growing a relationship with an elder, this was the third year in a row that Pierre Elliot Trudeau School did Project of Heart(PoH).

Three years ago, Lisa Howell did PoH with her class, and a Kindergarten class joined in as well. Last year five classes participated, and their project inspired several other CLC schools to begin taking on PoH activities. This year seven classes participated; it just keeps expanding. The school has also started to build up a resources library to support the learning, with related books, teacher videos, comics etc…

Asked about the value of repeating the project annually, Lisa Howell commented “In the first year you’re just scratching the surface, it’s such a huge history; you just can’t cover it in a year. And, kids are just starting to grapple with the idea. We can never “be done” learning about IRS.”

She went on to highlight the fact that extending the learning has created the opportunity for student-leaders to emerge, “As some students become comfortable and knowledgeable they can help teach, it makes it more of an active learning environment.”

This year teachers used lessons from the 100 Years of Loss Kit and some classes screened the “We were children” film before decorating the PoH tiles. In total 120 students participated, with about 40 being First Nation, Inuit and Metis students. The students got to choose a final shape for a large art piece that incorporated their tiles. This year they chose to create a giant medicine wheel, and revealed it at a school assembly.

Cree Elder Mary Lou Iahtail visited the school, as she has done each year, to perform a smudging ceremony. The students’ relationship to Mary-Lou has deepened each year. She has also come to share stories and lead discussions with them. “She’s like a grandmother figure for them now.” Lisa said. Dermot Guinnane, CLC Coordinator added that when they asked for someone to prepare a thank you speech, “A grade one boy, one who has a lot of difficult behaviours, volunteered. He spoke from his heart and told her ‘We really wanted to thank you. It’s really special to us when you come.’ And then he hugged her.”

Principal David McFall now views PoH as part of the school ethos of compassion. It was new to him at first, but now sees it included under PETE’s “safe & healthy schools approach”. Ms.Howell pointed out that having an elder visit the classroom, learning the history, it really opens up the heart and spirit domains, aspects of holistic development that are sometimes harder to address.

This has a positive impact on all students, but is especially important for schools with First Nation students, to address some of the additional aspects that help to make a school “safe and healthy for First Nations students. “When the elder comes in it feels more like home for them. They see some of their own culture rather than colonial culture reflected,” Ms.Howell said, pointing out the links to increased belonging.

Mr.Guinnane also added a quick story – “It happened on the day Mary Lou came in to do smudging with the student’s tiles, that a parent who is also a supply teacher brought a class to the ceremony. He said afterwards ‘That was unbelieveable!’ He was really moved.” Like most people who become involved with PoH, he affirmed the importance of the teachers doing this, and that we all need to do more of this.

Next year PETES will do PoH again, but Ms.Howell pointed out that she wants to keep adapting the project each year. “Next year we want to focus more on our local area and history. She also pointed out that since the history is still emerging through the Truth and Reconciliation Commission and efforts by Aboriginal organizations, the contemporary situation is rapidly evolving. “So the tiles and other parts of the project provide continuity, but the context is changing every year.”

Ormstown - Teachers inspired to educate themselves and bring Aboriginal history into the classroom

At Ormstown Elementary School grade 3-4 teachers Emilie McCaig and Joy Palmer became part of a growing number of educators who are taking it upon themselves to include more connection to Aboriginal cultures and history in their classrooms. The Provincial Resource Team of the CLC Network are hoping to see more teachers joining this avant-garde, turning their schools into sites of reconciliation.

With the help of CLC Coordinator Kim Wilson, the teachers carried out two new activities with their classes. First students were first introduced to key concepts and an historical overview using the Blanket Exercise. A facilitator came from Ottawa to lead this interactive theatre-based lesson one afternoon. As, with most students who first learn about the negative aspects of colonial history, including the Indian Residential School (IRS) system, they were surprised and angry.

However, this opened a discussion about appreciation of First Nations culture, which is especially important in their neighborhood, that is almost entirely non-Aboriginal, but which is geographically very close to large Mohawk populations. This immediately made an impact on one of the key goals the CLC had in mind for this project, “Students are informed, engaged and caring citizens.” The one Mohawk student in the class began to share more of his language, names in his language, etc. One student said to his teacher:  “You can re-do this activity anytime!”

This history lesson allowed the students to be even more open and receptive on a subsequent field-trip to the Tsiionhiakwatha/Droulersarchaeological site. The site is a full scale historical reconstruction of an Iroquoian village (circa 1450) where approximately 500 St.Lawrence Iroquoians established a village near the La Guerre River in what is now the municipality of Saint-Anicet.

They recommend this field trip to other teachers as it was educational and hands-on, “The visuals alone were awesome and everything wasn’t behind a showcase. Sitting on actual beds in the longhouse, for example. They got to see how enclosed a family of 5 would be living in. Students were able to make comparisons from then to today.” They also learned that women were very strong leaders in traditional Iroquoian society. A booklet of activities was also received to take back to school with questions for students as a quiz or as follow-up class discussion. 

Students seemed to concur with their teacher’s assessment:

 “I enjoyed sitting in the real animal skin and feeling the different ones."

“The long houses were really cool!"

"It's was so cool to see, it covered some of the stuff we covered in class."

" I liked Seeing their tools."

"I enjoyed all of it, was really cool to see how the lived."

"It surprised me how they played games like lacrosse, but with different rules"

"Interesting how men and women had their own job.”

“Womens [sic] were very important in their culture"

Ms. McCaig also participated in a teacher’s training by VC on the 100 Years of Loss Kit which is a curriculum kit covering the IRS history. She’s ordered a French version of the kit and is planning to begin incorporating more of this important history into her classroom next year.

New Richmond - Lessons in art and culture enhance school life for First Nations students and peers

At New Richmond High School, teacher Natalie Hardy demonstrated that awareness of Aboriginal cultures can quite successfully be integrated into the classroom. With the help of local Mi'kmaq artist and elder Theresa Caplin, her primary cycle 3 group she completed a gorgeous art mural project. The project was embedded into several subjects, not only Arts Education but also Geography, History and Citizenship Education. The mural was mounted and unveiled in the school entrance at the end of the project.

The mural represents the medicine wheel, the four directions, the four seasons and the traditional activities associated with each. Students worked on four separate canvases that were put together to form the final product. Students used stucco, acrylic paint, paper, and glue for the creation of the project. The artist combined the canvases together by creating a 3D turtle that was placed in the center of the mural. Finally, she created a 3D eagle that was attached to the top right of the mural. This eagle was to represent the school logo and the name of the mural "Gitpu Giwto'qwasit" (Eagle Circling).

Theresa Caplin visited the grade 5-6 class every Wednesday morning for six weeks. She shared traditional spiritual teachings about her culture and worked with students to create this very inspired mural project related to Aboriginal spirituality. It was very positive for students to make a connection and build a relationshop with a member of the community who they knew of, but had never previously had the opportunity to work with and learn from.

CLC Coordinator Sarah Hayes assisted with project funds by applying for a grant from MELS, demonstrating the synergistic help that underlies the successful CLC approach.

Of course there were difficulties along the way as with all projects involveing partners outside the school setting, including arranging the meetings between the class and the artist. As well weather and Ministry exams made it difficult at times to meet.

This project was especially important and appropriate at NRHS, as the majority of the class are First Nation students. Principal Patrick Beer, Ms. Hayes and Ms. Hardy all saw that it was important to reflect the First Nation culture and hertiage of the area and of many of the students. Indeed Ms.Hardy observed that students demonstrated more enthusiasm at school on days involving the project. She also saw improved peer relationships between students involved.

Metis Beach - Cultural learning and new friendships formed with Alaqsite'w Giptu School

Cross-cultural understanding and reconciliation was very tangible at Metis Beach School (MBS) CLC this year. After several months of planning and correspondance, including a skype call between students, Helene Sims grade 5-6 and Erin Ross's sec 1-2 travelled to Listuguj First Nation to meet the enrichment class of Alaqsite'w Giptu School (AGS), the name means "the eagle will soar".  

Beginning in April, Helene Sim and I began to dialogue with Anita Basque, AGS's guidance counselor.  The plan was a two day trip in May where 25 MBS students would be paired with 18 students from AGS.

Twenty-five MBS students made the journey May 14-15^th, and were greeted by the AGS school and community drummers and dancers. The students were paired with eighteen AGS enrichment class students.  Together they enjoyed a tour of the community, sharing skills in traditional cultural crafts and a traditional Mi'gmaq meal were prepared. They also were introduced to some of the community elders. On the second day they also travelled to a local Heritge Site and Museum called Metepenagiag. This is the oldest village in New Brunswick, located near the city of Miramichi.

The trip was a huge success. Not only was a good time was had by all, teachers felt that this trip went a long way towards the goal of cultivating an appreciation about the significance of the Mi'gmaq people. Teacher Erin Ross explains, “This project was a first step in our process to eliminate the stereotypes of First Nations people that we still hear our students repeat in the classroom setting. We (the staff) felt that our students needed to visit a First Nations community to see those perceptions shift towards something more positive.”

Indeed, beyond knowledge or awareness, the trip directly resulted in many personal friendships, which one will hope to be the beginning of long lasting relationships. The students only spent two days together but when they left the Listuguj reserve, there were many hugs and tearful goodbyes. “They attached to one another so quickly” Ms. Ross said. As an unexpected learning she went on to observe that several students who were typically disengaged were the most excited about the experience, “What I realized is that the project helped meet social needs that are not necessarily met with our smaller classes.”

Further evidence of success in building reconciliatory relationships emerged during a follow-up activity in their English classes, in which MBS students prepared written responses about their trip. “The comments were overwhelming positive and they have asked every day since when they will see their friends again.” Some students mentioned that it changed their perception of the culture. For example, one student mentioned in their response that [Mi’gmaq] dancing and drumming meant so much more than he realized, i.e. that it told a story.

Through-out the project, the support of principal, Brett Mitchell was essential to the project’s success. Including, his application for CLC grant funds to cover transportation. In the end, all involved agreed that more schools in Quebec should be developing partnerships with First Nations school communities, pointing out that both Aboriginal and non-Aboriignal students and teachers could benefit.

Memphremagog - Connecting with the earth and traditional spirituality with a Three Sisters Garden

At Memphremagog Elementary School, traditional Iroquois teachings enhanced a pre-existing garden project. The garden has been built up over the last few years. It now consists of a 9,000 sq foot fenced-in garden space with both raised and in-ground beds. The vision is to create an enchanting, living, learning environment for our students and community. The garden has become a catalyst for all sorts of interesting cross-curricular and community-related connections.

One of the most interesting projects this year, was the addition of a traditional “Three Sisters Garden”. Some students had learned last year about the idea, during the Project of Heart activities. But this year artist and Elder Ena Greyeyes became involved and not only spoke to the students, but led a seed-planting ceremony. All day classes came out and each student was given a seed. Once they’d planted the seeds correctly she played her drum and visualized with the students about the symbiotic connection between the land and their bodies, having them feel the heartbeat of the earth and their own heartbeat.

CLC Coordinator Pervana Mladenov explained, “Before this the students understood the idea of a Three Sisters Garden, they had learned it was a companion planting technique; for example they knew that the corn supports the beans. But Ena brought a whole other dimension of wisdom and history and spirituality to it that had a profound impact.”

Though Ena is a Cree Elder, not Iroquois, she now lives in this area and she was able to learn what was needed to help the students and brought her deep wisdom about traditional spirituality to help everyone really feel the connection between the earth and the seeds and ourselves. Ena is a Residential School Survivor, an artist and a children’s writer and storyteller. In fact she had been visiting the school for many months doing art projects and sharing stories with cycle 2-3 social studies classes, when Pervana and she got to talking about the garden.

Follow up after the seed-planting revealed the depth of impact. Many teachers who hadn’t been doing Aboriginal related content in their classrooms thanked Pervana for organizing the event. Unanimously teachers agreed it would be worthwhile to repeat next year. Kids in every grade level were so well behaved. “They were really respectful & very engaged the whole time. Ena really had a way of opening your heart, even kids who are usually unfocused during activities.” In feedback surveys many students mentioned that they now felt more responsible for the garden and the earth. Another frequent comment was that they learned a lot listening to Ena’s stories.

Now that this connection has been formed, Pervana is committed to having Ena come back to the school next year, and to continue growing this friendship that notably focuses on both the beautiful aspects of traditional culture, and the diffculties of IRS history in Canada.

Heritage Elementary -Social studies field trip to the Huron-Wendat village

At Heritage Elementary school, grade 5 and 6 classes get to takes an educational trip to Quebec City each year. Usual activities include tours of different museums and other educational tours to complement their studies throughout the year. This year, teachers decided to add a trip to the Huron-Wendat Village cultural site.

CLC Coordinator Jayme McClintock stated that a goal was to get students out of their usual environment to help teach them more about history and topics they’ve learned int eh classroom. They also wanted to address the goal “Students are informed, engaged and caring citizens. There are many Aboriginal communities’ nearby to the school, but not much understanding or connection between them and the mostly non-Aboriginal school population.

 In grade 5 & 6 social studies class students looked at some of the history of traditional and contemporary living of the Inuit People and Mi’kmaq First Nation. Neither of these cultural groups are in the area of the school, but teachers liked the idea of exposing students to a more regional history to build on what they had learned in class. This was a good first step for students and teachers in what may prove to be a growing interest in better understanding their First Nations neighbours.

HAECC - Voc Ed Horticulture students study local plants with a Mohawk teacher

Denise Chavez leads the Voc-Ed Horticulture program at HAECC in the Chateguay Valley. This year she created a very interesting new endeavour, incorporating a study of local, native plants and their traditional uses. Ms. Chavez has a friend with this knowledge who lives in a nearby Mohawk community, a teacher at the Kahnawake Survival School (KSS).

With his help, and support from the new CLC Coordinator Jayme McClintock, a field trip was arranged for the 10 Voc Ed students to visit KSS and learn in a hands-on way about native plants. McClintock saw this as part of a larger CLC goal to increase positive relationships between the school and Mohawk neighbours, “There are many aboriginal communities’ nearby to HAECC, but not much understanding or connection between them and our mostly non-Aboriginal school population.”

To apply their new knowledge, the students then partnered with Heritage Elementary School CLC and worked with 30 elementary school students and several community members to plant a garden. Ms.Chavez agreed that some students typically disengaged took more initiative during this project.

Making this connection to the KSS has helped to further both student and teacher knowledge of Mohawk culture. Ms.Chavez added, “Creating this relationship to help further our understanding of the culture is a very positive benefit, and to have a positive opening with the KSS for future projects.”

Organisers noted that with such community-engaged projects one has to be very committed and engaged because, “A lot of things come up that push projects aside. Be prepared to take 2 steps forward and one step back!”

Gaspe High School - Students learning to organize a cultural exchange trip

At Gaspe High School, Teacher Ellen Smith worked across several competency areas to teach students leadership and organizing skills while learning more about Mi’kmaq culture during 2 night / 3 day visit to the Gesgepegiac Reserve. Powerful lessons were learned along the way.

Secondary Cycle 2 students were supported with workshops from community partner organizations, for example Carrefour Jeunesse Emploi and Compass (CASA) and many class activities related to group dynamics and planning.  Ms.Smith notes, “My baseline goal was to encourage the Cycle II students to learn how to establish a plan, and set realistic goals using the SMART concept.

Assessment of skills was very serious. In fact he Sec V group was unable to demonstrate negotiation and compromise with each other in their decision-making process while planning the trip. In the end this unfortunately resulted in the group not being involved in the trip. “The biggest lesson learned was demonstrated by the twelve Sec IV students who accomplished all the necessary steps which resulted in an organized educational trip,” explained Ms.Smith. “Sec V could not believe how Sec IV were so inspired and used concept mapping to help them clearly outline what had to be done.”

During the trip the students had full days of activities, many led by Mi’kmaq elders, including the opportunity to make drums using elk skin. Designated groups of students took turns preparing and organizing meals, and everyone helped to clean up. Through-out the trip, students were evaluated based on a leadership inventory. This included individual problem solving, which in the end had a noticeable affect on self-esteem building.

Summarizing the impact of the trip, Ms.Smith notes, “It was a tremendous experience for all of us; there are no words to describe the feeling of sitting around a campfire in Maria, Baie des Chaleurs following a full day of activities with Mi’kmaq Elders. Over 3 days we learned & evolved as a group. It was a pleasure getting to know my students on a whole new level; This is what memories are made of.”