Residential Residential

DURING:
4. Gather the class so they can see the illustrations in the story. You will read the story
twice to the class. The purpose for the first time is have students listen to comprehend
and make connections to Shi-shi-etko. Also, ensure the students are familiar with the
word “residential” - e.g., by suggesting synonyms.
5. Then, for the second time, set this purpose for listening or reading: ask students to read
or listen for as many different ways that Shin-chi’s school is different from their own
school. Encourage students to pay attention to the images, as they carry important
information. (e.g., expressions on people’s face, use of colour to convey mood)
6. After reading, have students work in pairs to record as many features of the
residential school that differ from their own school on a chart or in their Thinking journals.
By features, we mean the structures, rules, elements. (e.g., long distance from home;
run by priests and sisters; boys and girls segregated) Allow students to look at the text,
and use prompts to get them started, if necessary.
7. Ask the students to look at their completed lists and choose: Which of those features do
you think were challenging for Shin-chi and Shi-shi-etko to experience? (e.g.,
• Removed from home
• Went to school on a cattle truck
• Dormitory for sleeping
• Cutting off hair
• Enforced use of English (not allowed to speak own language)
• Must do daily chores to keep school running [not the custodian]
• No free time during day; every minute is scheduled
• Poor food (porridge and burnt toast)
• Does not go home at all until summertime; never see parents
• Teachers are priests and nuns
This question will help the students determine importance and rule out any features on their
own lists that are not important (e.g., the size of the school).
8. Bring everyone together and compile everyone’s ideas on a chart (or Smart Board).
Encourage discussion student-to-student and students asking clarification where
needed to give them opportunities to justify their selections. As a class, choose the
features that are the most significant (e.g., ask each student to choose their most
significant and record tallies). Focus on how students are providing evidence to justify
their choices. 16
AFTER (CONSOLIDATING LEARNING):
Class discussion - an opportunity to reflect together and revisit the connection to the culture
and traditions. It is suggested that the structure of a talking circle be used.
QUESTION: What has been lost by these children as a result of Residential Schools?
Why was the canoe important to Shin-chi? (Connection with his father, family and home?)
ASSESSMENT AND EVALUATION:
During the class discussions, the teacher could listen for students’ reasoning when selecting
significant features and recalling traditions and cultural identity.
16
Borrowed from FNESC and FNSA document “Indian Residential School & Reconciliation” with permission.
69