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

Origins of Residential Schools

Students learn about the establishment, operation, and stated goals of the residential school system, and the profound suffering it caused to Indigenous children, families, and communities.

• Ontario Curriculum Expectations
• ON: Canada, 1914–1929 - Grade 10
• ON: Interactions and Interdependence - Grade 10

About This Topic

The residential school system was a network of boarding schools for Indigenous children, funded by the Canadian government and run by Christian churches. This topic covers the system's establishment in the late 19th century and its operation until the late 20th century. Students learn about the stated goal of 'aggressive assimilation', to 'kill the Indian in the child', and the devastating reality of cultural loss, physical and sexual abuse, and the high mortality rates due to disease and neglect.

This is a sensitive and vital part of the Ontario curriculum, requiring a focus on the experiences of survivors and the systemic nature of the schools. Students examine how the Indian Act made attendance mandatory and how the system sought to sever the link between children and their families, languages, and traditions. This topic benefits from a witness-centered approach, where students engage with survivor testimony and primary documents like the Davin Report. Students grasp the gravity of this history faster through structured reflection and by investigating the long-term intent of the policy.

Key Questions

1. Explain the historical context and motivations behind the creation of residential schools.
2. Analyze the stated goals versus the actual outcomes of the residential school system.
3. Critique the role of government and religious institutions in establishing these schools.

Learning Objectives

• Analyze primary source documents, such as the Davin Report, to identify the stated justifications for the residential school system.
• Evaluate the discrepancy between the stated goals of assimilation and the actual outcomes of cultural destruction and trauma experienced by Indigenous children.
• Critique the legislative and policy frameworks, including the Indian Act, that facilitated the establishment and enforcement of residential schools.
• Synthesize information from survivor testimonies and historical accounts to explain the profound suffering caused to Indigenous individuals, families, and communities.
• Compare the roles and responsibilities of the Canadian government and various religious institutions in the operation of residential schools.

Before You Start

Early Encounters and Colonization in Canada

Why: Students need foundational knowledge of European settlement and early interactions with Indigenous peoples to understand the context in which residential schools were established.

Indigenous Governance and Societies Pre-Confederation

Why: Understanding the diverse structures and ways of life of Indigenous nations before colonization helps students grasp what was lost or suppressed by the residential school system.

Key Vocabulary

Assimilation	The process by which a person or group's language and/or culture come to resemble those of another group, often involving the loss of the original culture.
Indian Act	A Canadian law passed in 1876, and frequently amended, that governs the management of reserves, First Nations individuals, and band governments, and historically mandated school attendance.
Cultural Genocide	The deliberate destruction of the culture of an ethnic group, often through measures like forced assimilation, suppression of language, and removal of children.
Davin Report	A report from 1879 by Nicholas Flood Davin that recommended the establishment of industrial schools for Indigenous children, heavily influencing the residential school system's design.

Watch Out for These Misconceptions

Common Misconception

Residential schools were just 'bad schools' with poor teachers.

What to Teach Instead

The schools were part of a deliberate government policy of cultural genocide, designed to eliminate Indigenous cultures. Using a 'Policy vs. Practice' chart helps students see that the harm was a feature of the system's design, not just an accidental failure of individual schools.

Common Misconception

The schools happened a long time ago and don't affect people today.

What to Teach Instead

The last residential school did not close until 1996, meaning many survivors and their children are living with the effects today. Peer discussion about the timeline of the schools helps students realize how recent this history is and why it remains a central issue in Canada.

Active Learning Ideas

Inquiry Circle: The Davin Report

Students work in small groups to analyze excerpts from the 1879 Davin Report, which recommended the creation of residential schools. They identify the specific language used to justify the system and compare it to the actual experiences of children as told by survivors.

45 min·Small Groups

Gallery Walk: Survivor Testimony

Set up stations with short, age-appropriate quotes or video clips from the Truth and Reconciliation Commission's survivor archives. Students move silently through the room, recording their reflections on the impact of the schools on identity and family.

40 min·Individual

Think-Pair-Share: The Indian Act and Education

Students read the sections of the Indian Act that made residential school attendance compulsory. They discuss with a partner how these laws removed parental rights and what that reveals about the government's view of Indigenous families.

25 min·Pairs

Real-World Connections

• The Truth and Reconciliation Commission of Canada, established in 2008, continues the work of documenting the history and impacts of residential schools, informing policy and public education across the country.
• Indigenous leaders and community organizers today advocate for healing and reconciliation, drawing directly on the historical experiences of residential school survivors to address ongoing intergenerational trauma and systemic inequities.
• Museums and archives, such as the National Centre for Truth and Reconciliation, preserve the records and testimonies of residential school survivors, making this history accessible for research and public understanding.

Assessment Ideas

Discussion Prompt

Pose the question: 'Based on the Davin Report and survivor testimonies, what were the primary motivations for establishing residential schools, and how did these motivations conflict with the lived experiences of the children?' Guide students to cite specific evidence from their readings.

Exit Ticket

Ask students to write two sentences explaining the role of the Indian Act in the residential school system and one sentence describing a specific negative outcome for Indigenous families. Collect and review for comprehension of key concepts.

Quick Check

Present students with three short statements about the goals or impacts of residential schools. Ask them to label each statement as 'Stated Goal' or 'Actual Outcome' and provide a one-sentence justification for their choice.

Frequently Asked Questions

What was the main purpose of residential schools?

The primary goal was the forced assimilation of Indigenous children into Euro-Canadian culture. The government and churches aimed to eliminate Indigenous languages, religions, and cultural practices, effectively 'killing the Indian in the child' to make them more like the settler population.

How many children attended residential schools?

It is estimated that over 150,000 First Nations, Métis, and Inuit children were forced to attend these schools between the 1880s and 1996. Many were taken from their homes by force and forbidden from speaking their own languages or seeing their families for long periods.

What were the conditions like in the schools?

Conditions were often horrific. Children faced overcrowding, poor sanitation, and inadequate food, leading to high rates of tuberculosis and other diseases. Many students also suffered physical, emotional, and sexual abuse at the hands of staff who were supposed to care for them.

How can active learning help students understand the residential school system?

Active learning, particularly through the analysis of survivor testimony and government documents, allows students to build historical empathy and understand the systemic nature of the schools. By investigating the 'why' behind the policy and the 'how' of its impact, students move beyond simple facts to a deeper understanding of the legacy of colonialism. This approach supports the Ontario curriculum's focus on reconciliation and Indigenous perspectives.