Experiences of Residential School Survivors

Active learning works for this topic because it transforms abstract historical trauma into tangible, human experiences through collaboration and reflection. Students engage with survivor voices in ways that build empathy and historical understanding without relying on graphic or triggering details alone.

• Grade 10
• Canadian Studies
• 3 activities
• 25 min–45 min

Learning Objectives

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 Synthesize information from historical documents and survivor narratives to articulate the systemic nature of the residential school system.

Inquiry Circle

⏱ 45 min·Small Groups

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.

Prepare & details

Analyze the common experiences of children within residential schools.

Facilitation Tip: In the Gallery Walk, place art pieces with quotes from survivors nearby so students see direct links between artistic expression and lived experience.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 25 min·Pairs

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.

Prepare & details

Explain the various forms of abuse and neglect prevalent in the system.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Gallery Walk

⏱ 35 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.

Prepare & details

Evaluate the impact of cultural suppression on Indigenous identity.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Approach this topic with a focus on lived experiences rather than abstract concepts, using survivor narratives as primary sources. Avoid framing Indigenous communities solely through deficit-based language, and instead highlight cultural continuity and resistance when possible. Research shows that centering Indigenous voices and perspectives reduces harm and increases student engagement with difficult histories.

What to Expect

Successful learning looks like students making explicit connections between systemic policies and their real-world consequences today, using survivor testimonies as evidence. Students should also articulate how resilience and healing are active, ongoing processes in Indigenous communities.

Watch Out for These Misconceptions

Common Misconception

During Collaborative Investigation, watch for students who say, 'Only people who went to residential schools are affected.'

What to Teach Instead

During Collaborative Investigation, use a family tree model to show how the absence of one generation's parenting skills impacts the next two generations, making the harm visible.

Assessment Ideas

Quick Check

After Think-Pair-Share, 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.

Extensions & Scaffolding

• Challenge: Ask students to research and add to the Collaborative Investigation one example of intergenerational healing in their own community or another Indigenous community.
• Scaffolding: For students who struggle, provide a partially completed family tree template showing one generation missing due to residential schools.
• Deeper exploration: Have students interview a local Indigenous elder or knowledge keeper (with permission and appropriate protocols) about how their community addresses intergenerational impacts today.

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.