Canadian Studies · Grade 10 · Residential Schools & Indigenous Rights · Term 1

Experiences of Residential School Survivors

Students engage with survivor testimonies and historical accounts to understand the daily realities and abuses within residential schools.

• Ontario Curriculum Expectations
• ON: Canada, 1914–1929 - Grade 10
• ON: Identity, Citizenship, and Heritage - Grade 10

About This Topic

Intergenerational trauma is the transmission of the effects of trauma from those who experienced it directly to their children and subsequent generations. In the context of residential schools, this topic explores how the disruption of family bonds, the loss of parenting models, and the suppression of culture have had lasting impacts on Indigenous communities. Students examine how these historical experiences manifest today in challenges related to mental health, substance use, and the overrepresentation of Indigenous people in the child welfare and justice systems.

This topic is essential for understanding that the 'legacy' of residential schools is not just in the past, but is a lived reality for many. Students learn about the concept of 'epigenetics' and the social determinants of health in an accessible way. This topic benefits from collaborative problem-solving and discussions focused on resilience and healing. Students grasp the complexity of intergenerational effects faster through peer explanation and by investigating the community-led initiatives that are working to break these cycles.

Key Questions

1. Analyze the common experiences of children within residential schools.
2. Explain the various forms of abuse and neglect prevalent in the system.
3. Evaluate the impact of cultural suppression on Indigenous identity.

Learning Objectives

• Analyze survivor testimonies to identify common daily routines and experiences within residential schools.
• Explain the various forms of physical, emotional, and sexual abuse documented in residential school survivor accounts.
• Evaluate the impact of forced assimilation policies, such as the prohibition of Indigenous languages and spiritual practices, on individual and collective Indigenous identity.
• Compare the perspectives of different survivors regarding their experiences and the long-term effects of residential schooling.
• Synthesize information from historical documents and survivor narratives to articulate the systemic nature of the residential school system.

Before You Start

Early European Colonization in Canada

Why: Understanding the initial colonial context is necessary to grasp the motivations and power dynamics that led to the establishment of residential schools.

Indigenous Peoples and Early Contact

Why: Prior knowledge of diverse Indigenous cultures and societal structures provides a baseline for understanding the impact of cultural suppression.

The Indian Act

Why: Familiarity with the foundational legislation governing Indigenous peoples in Canada helps students understand the legal framework within which residential schools operated.

Key Vocabulary

Assimilation	The process by which a person or group's language and/or culture come to resemble those of another group. In residential schools, this was a primary goal, aiming to erase Indigenous cultures.
Cultural Suppression	The active discouragement or prohibition of Indigenous languages, ceremonies, and traditions. This was a core component of the residential school system's design.
Testimony	A formal written or spoken statement, especially one given in a court of law or before a commission. Survivor testimonies are crucial firsthand accounts of residential school experiences.
Intergenerational Trauma	The transmission of historical trauma and its effects from one generation to the next. This is a direct consequence of the abuses and cultural loss experienced in residential schools.
Neglect	The failure to provide people with the care that they need. In residential schools, this included inadequate food, clothing, medical care, and emotional support.

Watch Out for These Misconceptions

Common Misconception

Intergenerational trauma means that everyone in a community is 'broken.'

What to Teach Instead

Trauma is a response to systemic harm, not a personal failing. It is also balanced by incredible resilience and strength. Peer discussion about 'resilience' alongside 'trauma' helps students see Indigenous communities as active agents of healing rather than just victims.

Common Misconception

If someone didn't personally go to a residential school, they aren't affected by them.

What to Teach Instead

The schools disrupted entire family structures and cultural knowledge, which affects how children are raised and how communities function. Using a 'family tree' model in a simulation helps students visualize how the absence of one generation's parenting skills impacts the next.

Active Learning Ideas

Inquiry Circle: The Cycle of Trauma

In small groups, students use a 'concept map' to trace how a specific impact of residential schools (e.g., loss of language) can affect a survivor, their children, and their grandchildren. They then identify 'points of intervention' where healing can occur.

45 min·Small Groups

Think-Pair-Share: Resilience and Healing

Students watch a short video or read an article about a community-led healing initiative (e.g., land-based learning). They discuss with a partner how these programs address intergenerational trauma by reconnecting people with their culture and identity.

25 min·Pairs

Gallery Walk: Indigenous Art and Healing

Display images of contemporary Indigenous art that addresses residential school legacies. Students move through the gallery, discussing in pairs how art can be a tool for expressing trauma and fostering community resilience.

35 min·Pairs

Real-World Connections

• The National Centre for Truth and Reconciliation, located at the University of Manitoba, archives survivor statements and historical records, serving as a vital resource for researchers and the public seeking to understand this history.
• Indigenous legal professionals and human rights advocates continue to work on cases related to residential school settlements and the ongoing impacts of the system, drawing directly from survivor accounts to inform their work.
• Public museums and educational institutions across Canada, such as the Canadian Museum for Human Rights, feature exhibits that incorporate survivor narratives and historical evidence to educate visitors about the residential school era.

Assessment Ideas

Discussion Prompt

Pose the following question to small groups: 'Based on the survivor testimonies you have read, what were the three most common challenges children faced daily in residential schools? Be prepared to share specific examples from the texts to support your choices.'

Exit Ticket

Students will write a brief response to: 'Describe one specific form of abuse or neglect experienced by children in residential schools, and explain one way this experience might impact a survivor's identity or well-being long-term.'

Quick Check

Present students with a short excerpt from a survivor's testimony. Ask them to identify and list two distinct forms of cultural suppression mentioned or implied in the text. Review responses for accuracy in identifying the specific practices being suppressed.

Frequently Asked Questions

What is intergenerational trauma?

It is the transmission of the psychological and social effects of trauma across generations. For Indigenous families, the trauma of residential schools, such as the loss of family connection and cultural identity, can affect the mental health and well-being of descendants who did not attend the schools themselves.

How does intergenerational trauma affect Indigenous communities today?

It can manifest in various ways, including higher rates of mental health challenges, substance use, and family instability. It also contributes to systemic issues like the overrepresentation of Indigenous children in foster care, as the schools often prevented survivors from learning traditional parenting skills.

What is being done to address intergenerational trauma?

Many Indigenous communities are leading their own healing processes through land-based programs, language revitalization, and traditional ceremonies. The Truth and Reconciliation Commission's Calls to Action also provide a framework for the government to support these efforts through better health and social services.

How can active learning help students understand intergenerational trauma?

Active learning strategies, such as concept mapping and investigating community-led healing, help students move from a clinical definition to a human understanding of trauma. By focusing on both the 'cycle of trauma' and the 'cycle of resilience,' students develop a more balanced and empathetic view of Indigenous history and the ongoing journey toward reconciliation. This approach encourages students to think about their own role in supporting healing.