Educating Our Educators Guide for Staff - Algoma District School ...

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Canadian society did not challenge either the intent of the system or the assumed beneficial effects of the programthroughout its history. Aboriginal people, for the most part, experienced residential schools as inherently violent even inthose situations where school personnel were kind and educational benefits were valued.In order to implement the policy, Truant Officers, Indian Agents, and/or RCMP police officers went to ‘Indian reserves’ toforcibly remove First Nations’ children ages 5 to 15 years from their families in order to attend residential schools. ManyFirst Nation children lost their family connections or contact to their communities for years at a time.Although the schools are often referred to as Indian residential schools, Métis children were recruited to fill places in themthroughout their history. From 1955 to 1970, residential schools and hostels for Inuit students were operated in the Northunder federal authority. Before 1955, Anglican and Roman Catholic churches in the Arctic operated residential schoolswith federal subsidies. After 1970, schools came under the authority of the government of the Northwest Territories. From1950 to 1970, the integration of Aboriginal people into residential school systems was recognized as a failedpolicy which resulted in placing Aboriginal children into mainstream public schools in the late 1950s.Residential Schools in the Algoma DistrictThere were 6 Indian residential schools that were in operation within the territory covered by the AlgomaDistrict School Board: Shingwauk and Wawanosh in Sault Ste Marie; St. Peter Claver, St. Joseph’s, andGarnier High School in Spanish; and St. John’s in Chapleau.Students of Shingwauk Residential SchoolEducating Our Educators – Educating Our Aboriginal StudentsRevised March 201136
In Sault Ste Marie, there were two Indian Residential Schools in operation, the Shingwauk IndustrialSchool for Boys (1873 – 1970) and the Wawanosh School for Girls (1877 – 1935). The ShingwaukHome was first established in Garden River in 1873, but was destroyed by fire six days after it wascompleted. In 1874, a new school was built along the north shore of the St Mary’s River, closer to Sault SteMarie and opened in 1875. The Wawanosh Home for Girls was built on property by the “Northern Road’ andopened in 1879. In the 1890s the Wawanosh School moved to the Shingwauk site and was formallyamalgamated as one institution, the Shingwauk Indian Residential School in 1935 when a new building,Shingwauk Hall was constructed. The Wawanosh site is now the home of the Royal Canadian Legion onGreat Northern Road while Shingwauk Hall became part of Algoma University College.Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201137
Page 2 and 3: Table of ContentsIntroduction page
Page 4 and 5: IntroductionThis revised handbook/g
Page 6 and 7: Message from the Director of Educat
Page 8 and 9: Supporting Our Aboriginal StudentsO
Page 10 and 11: Educating our EducatorsAs we learn
Page 12 and 13: Differences in Beliefs and Ways of
Page 14 and 15: Educating Our Educators - Educating
Page 16 and 17: Aboriginal Self Government - Govern
Page 18 and 19: Indian Residential Schools Settleme
Page 20 and 21: Oral History - Evidence taken from
Page 24 and 25: Other practical knowledge base orig
Page 26 and 27: First NationsFirst Nations is a ter
Page 28 and 29: The InuitThe Inuit and the LandThe
Page 30 and 31: OjibweThe Ojibwe are an Algonkian-s
Page 32 and 33: The Métis Nation of OntarioThe Mé
Page 38 and 39: The Spanish schools comprised of St
Page 40 and 41: ImpactsThe loss of family and commu
Page 42 and 43: Today Communities are working toget
Page 44 and 45: About Aboriginal and Treaty RightsW
Page 46 and 47: These Treaties have never been abri
Page 48 and 49: First Nations Code of EthicsThere a
Page 50 and 51: Traditional WisdomThe Seven Gifts -
Page 52 and 53: Medicines (Four Sacred Plants)Tobac
Page 54 and 55: The people of the Martin Clan were
Page 56 and 57: construction of the arbour ( an ope
Page 58 and 59: Metis TraditionsMetis FlagThe horiz
Page 60 and 61: The Inuit Culture and FamilyThe Inu
Page 62 and 63: Igloo - An igloo translated some ti
Page 64 and 65: Creating a Welcoming Learning Envir
Page 66 and 67: Office/Front Foyer/Student Services
Page 68 and 69: Why Involve Elders and/or Senators?
Page 70 and 71: Elder Protocol - Metis Senator Prot
Page 72 and 73: In Our Schools: Intentionally plan
Page 74 and 75: Building Capacity with Educators Wo
Page 76 and 77: National Aboriginal Day: June 21Nat
Page 80 and 81: Aboriginal Youth Leadership GroupAD
Page 82 and 83: Education Day - Algoma UniversityAl
Page 84 and 85: Aboriginal Education CommitteeADSB
Page 86 and 87:
First Nations Education Directors/C
Page 88 and 89:
First Nations of OntarioAamjiwnaang
Page 90 and 91:
Educating Our Educators - Educating
Page 92 and 93:
Appendix iiFor ADSBSchool Administr
Page 94 and 95:
Some things to Think about and Cons
Page 96 and 97:
Appendix iiiSupporting Aboriginal S
Page 98 and 99:
The Stolen Generation, the 60’s S
Page 100 and 101:
Sinclair, Judge M., Phillips, D. &
Page 102:
their homes and we apologize for ha
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