Residential Schools in Canada

Introduction

These lessons and activities are based on a story and a poem written by Residential School Survivor William Sewepagaham (Cree-Dene) from the Little Red River Cree Nation in northern Alberta.

Subject areas: Social Studies, English Language Arts, Music

Story: “They Called Her Ikwîwak”

By William Sewepagaham

My mother was Cree and Dene from Northern Alberta. She was a strong and healthy woman. She beaded and mended clothes for our family. She tanned moose hides, made tipis, and made drymeat.

In 1948, my dad Pierre, passed away at the age of 42 years, from an infection caused by tuberculosis. My mother had to take over the role of provider by trapping and hunting. She had a dog team, which she used for trapping. Life was very harsh and difficult, but she had to take care of her family. In the winter, she camped in a tent in the middle of nowhere. During this time, her oldest daughter took care of her children at home in a log cabin.

In the summer, my mother hunted moose, bear, and small game. Her hunting skills proved to be important for the survival of her children. Sometimes a pack of wolves would surround her, but she did not kill them. She respected animals and birds that were not meant for food.

All of her children were taken away and brought to the Residential School. This broke her heart and she was lonely during this time. She was unable to resist when her children were taken forcibly. The government authorities threatened her with jail if she refused to let them go. As she watched her children taken away crying and screaming, she was heartbroken and devastated. She cried many days and nights, missing her children.

The Indian Residential School was a two day trip by dog team. She tried to go and see her children during the winter but was denied permission. She stood outside the fence, watching her children. She pushed some candy through the fence and held their hands briefly. In the summer, her children would come home for July and August. Then the pattern of crying and screaming would be repeated every September and for ten months she wouldn’t see her children.

In 1987, my mother passed away due to sicknesses she endured during the harsh winter months while she was trapping. Being lonely for her children and her husband also contributed to her death.

I pray to the Great Spirit to keep her happy and healthy, for she deserves all the happiness she has earned here on earth. I miss my dear mother. She was an inspiration to me. I inherited her perseverance and persistence.

* * *
Ikwîwak is pronounced as “ek-wee-wuk,” which is a term of endearment or a nickname and does not have a specific meaning.

Download: “They Called Her Ikwîwak” by William Sewepagaham

Poem: “I Cried Dry Tears”

By William Sewepagaham, Residential School Survivor

Long ago when bruises hurt
I cried many wet tears.
Long ago when loneliness came
I cried many wet tears.

When I was sick I cried wet tears
My mother cured the sickness.
When children teased me, I cried wet tears
My mother wiped away my tears.

One day some strangers took me away
I travelled for many days and nights on boats and wagons.
This long travel was lonely and scary
I cried many tears but no warm arms were present.

After many days and nights, I reached a strange place
I thought about my warm tipi back home.
I saw strangers who looked like penguins in a maze
That night I lay on a steel bed and cried myself to sleep.

I spent many days and nights in this spooky place
I cried many tears as I lay alone in this dark place.
After many days and nights, my tears were gone
My eyes had no more tears as I lay all alone.

When my mother passed away
I kissed her but still no tears came.
As people lowered her casket, I felt cold
I tried to cry but no tears came, only blame.

Download: “I Cried Dry Tears” by William Sewepagaham

Class Book Project

Target Group: 7-12

Subject areas: Social Studies, English Language Arts, Music

Objective: Students will create illustrations of a survival story to make into a book as a culminating class project.

Materials: art paper, art materials (coloured pencils, markers, charcoal, etc.), binding materials

Preparation before class

Ask the students to come to class prepared to talk about a woman in history who has had to overcome great hardship.

Ask the students to write a short paragraph describing any challenges their mothers or caregivers have had to face as parents (general statements only and not private family information).

It is important that students are aware of the Canadian history of Residential Schools and the genocidal cultural impact it had on First Nations children as well as the impact it continues to have today before beginning this activity.

Useful websites about Residential Schools:

Legacy of Hope Foundation
Truth and Reconciliation Commission
Residential Schools (The Canadian Encyclopedia)

Introduction

Can you think of women in history who have had to overcome hardship?
Before electricity, running water, and central heating of today, what hardships would women and their families face on a daily basis in the past?
Do challenges differ for women and for men when it comes to raising children in hard times? What great challenges have you had to overcome?

Procedure

Step 1. Read the story “They Called Her Ikwîwak” by William Sewepagaham.

Step 2. In working groups, look at the story and write down chronological events that could be illustrated such as enduring the cold winter months, wolves surrounding her camp, her children being taken away, etc. Jot down what points can be illustrated and plan how many illustrated pages you will create for the story.

Step 3. Decide together what each illustrated page will contain and what will be drawn. Decide who will illustrate and who will handwrite or type the story sections to match the illustrated pages. Decide who will be responsible for binding the finished product.

Step 4 (optional). Sharing with other classes:

As a class, decide how you can share the story and your illustrated book with younger grades in your school or nearby schools. Perhaps you want to read to residents of seniors’ homes.
After reading the story with your chosen group, share the book making process and what you learned about residential schools. Be sensitive to violent content when sharing with young children.

Step 5. Close this activity with a group discussion:

How does the writer view his mother through the story?
What things would have made life easier for the mother if she had the conveniences of today?

A Traditional Feast
Following the completion of the activity, organize a traditional feast of bannock with cooked blueberries or jam, and tea. Easy bannock recipes can be found online.

Music was always a part of the feast event and followed the meal. Some Canadian artists to accompany the feast can include:

Susan Aglukark – Inuit folk

Whitefish Jrs. – Round Dance songs

A Tribe Called Red – First Nations electronic

Sherryl Sewepagaham – First Nations contemporary

Asani – First Nations and Metis trio

Camerata Nova – Renaissance, Aboriginal-infused choral

Daniel Gervais – Métis fiddle

Walter White Bear MacDonald – Folk-style songs and Native Flute

Mary Madeline (Boucher) Sewepagaham 1907- July 25, 1987.

Art Activity

Target Group: 7-12

Subject Areas: Social Studies, English Language Arts, Art

Objective: Students will discuss the meaning of a poem with classmates and share their interpretation of the impacts of trauma through an art form of their choice.

Materials: art materials (various types of paints, brushes, canvas, charcoal, art paper, markers, or pencil crayons); chart paper; poem “I Cried Dry Tears”; KWL chart

Preparation before class

It is important that students are aware of the Canadian history of residential schools and the genocidal cultural impact it had on First Nations children as well as the impact it continues to have today.

Useful websites about Residential Schools:

Legacy of Hope Foundation
Truth and Reconciliation Commission
Residential Schools (The Canadian Encyclopedia)

Introduction

Using a KWL chart, have the students brainstorm individually:

What do I know about residential school survivors?
What do I want to learn about residential school survivors?
Leave the last section blank until the end of the activity.

Before reading the poem, discuss what it means when the poet says, “I cried dry tears.”

Procedure

Step 1. Read the poem “I Cried Dry Tears" by William Sewepagaham.

Step 2. In groups, analyze and discuss each paragraph of the poem to interpret what the poet survivor is expressing through his words. Select a scribe and spokesperson within the group. The scribe will write down ideas on chart paper for later sharing. Questions to ask and discuss:

Is the poem from a first person perspective or an observer?
Who do you think the strangers were?
Who are the penguins in the poem?
Why did wet tears turn to dry tears?
Why did he have no feelings for his mother?
Why do you think he felt blame?
What is the transition of the poet survivor from the beginning of the poem to the end of the poem?
What is trauma and what impact can trauma have on a person?
What long-term effects can trauma have on society?

Step 3. The spokesperson presents what was discussed in the group with the class.

Step 4. Individually, choose one part of the poem to illustrate in a drawing or painting. You can choose to illustrate or paint in abstract form, illustrate or paint a scene, sketch a portrait, or paint, draw, or sketch the poet’s emotion using various mediums.

Step 5. When finished, include your selected paragraph as part of the finished piece. This can be typed or handwritten.

Step 6. Be prepared to discuss and share your work with others and to explain why you chose the selected paragraph as inspiration for your artwork.

Step 7. Close this activity with a group discussion:

What did I learn about Residential School survivors?
Discuss and share what you learned and how this activity has or has not changed your perspective on this topic of Residential School survivors.

Rita Joe’s “I Lost My Talk”

Introduction

“I Lost My Talk” Poem

“I Lost My Talk” Song

Poetry Analysis (grades 4-6)

Introduction

Procedure

Poetry Analysis (grades 7-12)

Introduction

Procedure

Extension activities

About this resource

Author’s note

About the author

Credits and acknowledgements

Rita Joe’s “I Lost My Talk”

Introduction

“I Lost My Talk” Poem

“I Lost My Talk” Song

Poetry Analysis (grades 4-6)

Introduction

Procedure

Poetry Analysis (grades 7-12)

Introduction

Procedure

Extension activities

A Survivor’s Story of Indian Residential Schools

Introduction

Story: “They Called Her Ikwîwak”

Poem: “I Cried Dry Tears”

Class Book Project

Preparation before class

Introduction

Procedure

A Traditional Feast

Art Activity

Preparation before class

Introduction

Procedure