Reconciliation Activities for Children

Justice Ministries

Reconciliation Activities for Children Justice Ministries Editor: Anne Saunders Editorial Assistance: Carragh Erhardt, Katharine Masterton Graphic Design: Tim Faller Design Inc. Contributors: Justice Ministries gratefully acknowledges contributions from: The Rev. Dr. Margaret Mullin & Medicine Wheel (Activity #1) The Rev. Shannon Bell-Wyminga KAIROS: Canadian Ecumenical Blanket Exercise (Activity #2) Justice Initiatives Anne Saunders Memories (Activity #3) Allison Dyjach Keeping Promises (Activity #4) Laura Alary Shannen’s Dream (Activity #5)

Every effort has been made to trace copyright on the materials included in this resource. If any copyrighted material has nevertheless been included without permission and due acknowledgement, proper credit will be inserted in future printings after notice has been received.

Unless otherwise indicated, biblical references are from the New Revised Standard Version of the Bible, ©1989 by the Division of Christian Education of the National Council of the Churches of Christ in the United States of America.

Permission is granted for congregational leaders and individuals to photocopy material in this resource. They are asked to credit the source for materials used. The text may also be downloaded from the website at http://presbyterian.ca/resources/resources-hr/ .

Justice Ministries thanks the Rev. Katherine Bretzlaff (SK), the Rev. Teresa Charlton (BC), Allison Dyjach (ON), Martha Fergusson (SK), the Rev. Dr. Cheryl Gaver (ON), the Rev. Beth Mattinson (NS) and the Rev. Linda Patton-Cowie (ON) for their assistance with this resource.

First edition

Printed in Canada

Reconciliation Activities for Children Table of Contents Introduction to Reconciliation Activities 4 Definitions About Reconciliation Engaging with Difficult Issues Pastoral Care Learning from Indigenous People Protocols for Hosting Elders Communicating with Parents Sample Letter to Parents Activity Outline Acknowledging the Traditional Territory of Indigenous People Our Responsibility Additional Background Resources for Leaders

Activity #1: Medicine Wheel 9

Activity #2: Blanket Exercise 18

Activity #3: Memories 27

Activity #4: Keeping Promises 34

Activity #5: Shannen’s Dream 45

Links 52 Introduction to Reconciliation Activities his activity-centered resource was created in response to requests for activities Tthat help children begin to understand the relationship between Indigenous and non-Indigenous people in Canada and how they can be part of the reconciliation journey. The activities are appropriate for children five to eight years of age. They can be adapted for older groups and may be used with Vacation Bible School programs, Sunday schools, youth groups, mid-week programs and even at home by families. This resource has been written with the intention that Indigenous and non-Indigenous children will both find the activities meaningful. Many Canadians have insufficient knowledge about relationships between Indigenous and non-Indigenous people. This resource includes background information for leaders, and links to additional resources. It is important for leaders to read this information before leading the activities.

Definitions

Aboriginal or Indigenous people are First Nations, Inuit and Métis.

First Nations are Indigenous people who are neither Métis nor Inuit. First Nation can refer to a band or a reserve-based community. There are 634 First Nations governments or bands across Canada.

Inuit are the Indigenous people of the north (from the Arctic land and waters from the Mackenzie Delta in the west to the Labrador coast in the east and from the Hudson’s Bay coast to the islands of the High Arctic).

Métis are recognized Indigenous people who have both First Nation and European ancestry.

Treaties are nation-to-nation agreements between First Nations peoples and the Canadian government (the Crown). Treaties set out responsibilities, agreements and benefits for both. There are 70 recognized treaties in Canada. However, some First Nations never negotiated treaties so their land remains unceded (i.e. not surrendered).

Reconciliation Activities for Children About Reconciliation By using this resource with young people, you are participating in reconciliation. The Truth and Reconciliation Commission published 94 Calls to Action . Two Calls to Action are relevant to this resource:

#59 We call upon church parties to the Settlement Agreement to develop ongoing education strategies to ensure that their respective congregations learn about their church’s role in colonization, the history and legacy of residential schools, and why apologies to former residential school students, their families, and communities were necessary.

#62 We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to: i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.

Reconciliation is about building relationships of trust, respect and friendship. It starts with What the TRC says atoning for wrong-doing and the harm caused about reconciliation by the residential school system (e.g. confessing It requires that the our church’s role in running residential schools). paternalistic and racist It rejects prejudice. It must include walking with Indigenous people as they lead the way. foundations of the residential Reconciliation requires that all Canadians school system be rejected learn about Indigenous cultures, history and as the basis for an ongoing experiences, including racism and relationship. Reconciliation discrimination in Canada. requires that a new vision, based on a commitment Engaging with Difficult Issues to mutual respect, be The history of the relationship between developed. It also requires an Indigenous and non-Indigenous people is often understanding that the most troubling. You may or may not have previous harmful impacts of residential knowledge of the content on which the schools have been the loss activities are based. Each activity includes an of pride and self-respect of Overview for Leaders with critical information Aboriginal people, and the and suggestions for further learning. Read the lack of respect that non- overview material carefully. If you have time, Aboriginal people have been look up some of the references and do your raised to have for their own research. Aboriginal neighbours. Reconciliation is not Pastoral Care an Aboriginal problem; Whether you are Indigenous or non-Indigenous it is a Canadian one. – an adult, youth or child – the material is

Reconciliation Activities for Children sometimes difficult and might evoke strong emotions. Leaders should talk about the issues and their personal reactions to this material with each other, with church leaders, and with family and friends. Leaders must be particularly mindful of emotional responses from the children participating in these activities. If you have questions, discuss them. If you have strong emotions, be compassionate with yourself and others.

Learning from Indigenous People Listening to Indigenous Elders is one of the best ways to learn about Indigenous people and reconciliation. The role of Indigenous Elders varies in different Indigenous cultures. It is common, however, that Elders are acknowledged as an authority for knowledge of their own culture. If possible, invite an Elder to speak to the children. Be specific about what you hope the Elder’s time with the children will accomplish. Ask the Elder what they think is important for children to know about his or her culture and traditions. For example, you might invite an Indigenous Elder to lead an activity such as: u Storytelling – perhaps a creation story, or other stories about their culture or history. u Singing or drumming. Drumming is a powerful and sacred part of many Indigenous cultures. u Dancing. Different Indigenous cultures have different forms of dance. Round dancing is a community activity. Other forms of dance may include hoop or jingle-dress dancing. Friendship Centres can provide you with contact information for Indigenous Elders near you. You may also be able to connect with an Elder through cultural centres or band offices in an Indigenous community, or through the Indigenous studies faculty or student centre at a nearby college or university.

Protocols for Hosting Elders There are general hospitality protocols for Elders. Ask what these may be when you invite an Indigenous Elder or speaker. First Nations Friendship Centres can help to explain protocols. For example, it is common to offer an Elder a gift of tobacco as a gesture of gratitude. Discuss the honorarium when you invite a speaker. It may be necessary to cover travel costs. Discuss this with the speaker. Discuss timing. Ask the Elder to speak and allow time for questions. Do not invite them for only twenty minutes.

Communicating with Parents Let parents and guardians know in advance about the activity(ies) the group will be doing. These activities and the conversations they generate may affect children (and adults) differently. It is important to communicate this to parents, along with the steps you are taking to create safe spaces for these activities. Assuring a parent that they may participate may be one way to alleviate any concerns. Each activity includes a sample letter for parents and includes suggestions for what you may say to parents about the activities. These handouts may provide more information than you feel is necessary: adapt them to suit your group’s needs.

Reconciliation Activities for Children Sample Letter to Parents

Dear parent or guardian, At our gathering on [state date and time] we will be doing an activity related to reconciliation and relationships between Indigenous and non-Indigenous people in Canada. I welcome and invite you to join us for this activity. Sometimes children are surprised and sad by some of the facts from our history. Sharing the experience with a family member can be helpful. We will also be sending home a handout about the activity. If you have any questions please don’t hesitate to contact me. Wishing you God’s peace.

[signature]

[Your name and the group you lead] [Your phone number and email address]

Activity Outline There are five activities in this resource, each related to a different theme:

Activity #1 – Medicine Wheel – Indigenous spirituality & culture Activity #2 – Blanket Exercise – Indigenous & non-Indigenous relationships Activity #3 – Memories – Stories about residential schools Activity #4 – Keeping Promises – Treaties Activity #5 – Shannen’s Dream – Inequalities in education

Each activity is independent of the others and may be used regardless of whether you use any of the other activities. Each activity requires 20-30 minutes depending on group size, and whether you do the craft. Adapt the resource to suit your group size and time availability. If you use all five activities, try to use them in the order as they are presented.

Each activity includes: Objectives Overview for Leaders (background information and additional sources) Preparation (what leaders need to do in advance and supplies needed) Acknowledging Indigenous people’s territory (see page 8) Activity Response Closing (with suggested Bible reading, hymn and prayer) Handout for home use

Reconciliation Activities for Children Acknowledging the Traditional Territory of Indigenous People A territorial acknowledgment is a way to recognize and show respect for the Indigenous people who lived, and continue to live, in the land we now call Canada. It takes a few minutes to explain when it is first introduced. Afterward it is a refrain children can learn to say. Find out the name of the Indigenous people on whose territory you are meeting. Resources for this are: http://native-land.ca/ ; Friendship Centres; or college/university Indigenous studies faculty. You may also contact Justice Ministries at [email protected].

Our Responsibility We cannot change the past; we may not feel responsible for it; but we have a responsibility for the present and, with knowledge, we can bring about changes for the future. Don’t underestimate the important leadership role you can play, simply by giving the young people in your life the opportunity to learn about the relationship between Indigenous and non-Indigenous people. By providing you with this resource, we invite you to follow the example of people like Vivian Ketchum – an Indigenous woman from Wauzhushk Onigum Nation (near Kenora Ontario), currently living in Winnipeg, Manitoba. On March 24, 2017 she shared this story: This week I helped a grade five student with his homework. He had to make a story box. The boy chose residential schools as a topic. The student heard of the Senator’s comments*. Maybe he heard the discussion at home. The boy wanted to learn more about residential schools and find out for himself. I printed off the federal government Apology and other facts about residential schools for him. I did not share my own personal experiences with him. I thought it was best for him to explore and learn for himself. Let him form his own opinions. The brave little boy finished his project and handed it to his teacher. The teacher was very impressed and made a copy of the Apology to hang in the classroom. The lesson is that the boy heard an injustice being spoken in his home. He made an effort to learn and form his own opinions. Based on what he learned, he went out and spoke out about it. He didn’t keep silent and let the injustice continue. He took positive action and taught others. * In Ottawa on Wednesday, March 8, 2017 Senator Beyak told the Senate that the government-funded, church-operated schools where Indigenous children endured widespread sexual and physical abuse were not all bad.

Additional Background Resources for Leaders Click on the hyperlinked resources below: Truth and Reconciliation Commission Calls to Action , 2015 The Confession of The Presbyterian Church in Canada , 1994 The Statement of Apology of the Government of Canada , 2008 A Brief Administrative History of Residential Schools and The Presbyterian Church in Canada’s Reconciliation Efforts , 2010

Reconciliation Activities for Children Activity Medicine Wheel Indigenous spirituality & culture

What the TRC says about reconciliation It requires that the paternalistic and racist foundations of the residential school system be rejected as the basis for an ongoing relationship. Reconciliation requires that a new vision, based on a commitment to mutual respect, be developed. It also requires an understanding that the most harmful impacts of residential schools have been the loss of pride and self-respect of Aboriginal people, and the lack of respect that non-Aboriginal people have been raised to have for their Aboriginal neighbours. Reconciliation is not an Aboriginal problem; it is a Canadian one.

Inviting an Who are Communicating with Parents Indigenous speaker Indigenous These activities and the conversations The best way to learn people? may affect children (and adults) about Indigenous people The Indigenous differently. Read the section about is from an Indigenous (or Aboriginal) communicating with parents in the Elder. Contact a Friendship people in Canada are Introduction on page 6. Each activity Centre . For protocols for First Nations, Inuit includes a sample letter for parents and inviting Elders, see page 6 and Métis. See page includes suggestions for what you may in the Introduction to this 4 in the introduction say to parents about the activities. resource. for definitions. Adapt them to suit your group’s needs.

Objectives Medicine wheel teachings will differ according to different Indigenous traditions. This activity includes aspects of an Ojibway medicine wheel. It includes instructions for making a medicine wheel and takes about twenty minutes. Children will: 1. Learn about aspects of the medicine wheel common to many Indigenous cultures. 2. Identify colours and directions associated with an Ojibway medicine wheel. 3. Learn that medicine wheels can teach us about living peacefully with all creation. 4. Make a medicine wheel to help children remember and share what they’ve learned.

Reconciliation Activities for Children Overview for Leaders Medicine wheels date back thousands of years to the stone patterns and formations found in places like the plains of southern Alberta and Saskatchewan. Read about these in the Canadian Encyclopedia . Medicine wheels are an ancient tradition but practiced differently – and sometimes not at all – by Indigenous people today. Some Indigenous cultures use medicine wheels in prayer, in healing, in learning or in caring for the land and other sacred teachings. Remember that these teachings can be as diverse as the hundreds of Indigenous cultures in Canada. Medicine wheel teachings in this activity are from the Rev. Dr. Margaret Mullin, executive director of Winnipeg Inner City Missions and the Rev. Shannon Bell-Wyminga, minister with the Cariboo Presbyterian Church. These teachings are integrated into an activity to share this knowledge with children. Watch a six minute YouTube video about a child making a medicine wheel. This video does not depict the exact same activity described in this resource, but will give you a good idea how children can interact with medicine wheel making.

What is a medicine wheel? “The Medicine Wheel is a circular symbol representing the wholeness of traditional Native life. It is a perfectly balanced shape without a top or bottom, length or width. It represents constant movement and change. It also represents and symbolizes unity, peace, harmony and courage. It is a testimony of the human being’s ability to survive and to maintain balance. The ultimate goal is to strike a harmonious balance in life. The circular form of the Medicine Wheel shows the relationship of all things in a unity, a perfect form, and suggests the cyclical nature of all relationships and interactions. Everything in the universe is part of a single whole. ” From Teachings of the Medicine Wheel , Unit 2, Student Manual, Ontario Native Literacy Coalition, 2010, p. 3. The medicine wheel described in this activity and craft draws upon Ojibway teachings. Directions and colours may differ in different Indigenous cultures. Christian teachings have been accorded to the medicine wheel according to teachings by Indigenous Christians in Presbyterian ministries with Indigenous people.

What do the Indigenous people of the territory that you live in believe about the medicine wheel? How could you connect with them to learn more about their beliefs? See the box “Inviting an Indigenous Speaker” on the previous page for links to find Indigenous people living near you

Reconciliation Activities for Children Preparation 1. Using poster paper and coloured cardstock, make a large example of a medicine wheel with the four equal quadrants, the top being white and in clockwise order then yellow, red and black. On each coloured quadrant, label as follows: Yellow: east, spring, new life, earth, physical Red: south, summer, youth, air, emotional Black: west, fall, adult, water, spiritual White: north, winter, Elder, fire, intellectual 2. Prepare one sign in each colour of the medicine wheel and display one sign on each wall of the room with its corresponding direction. Post the yellow sign on the east-facing wall; the red sign on the south-facing wall; the black sign on the west-facing wall and; the white sign on the north-facing wall. 3. Prepare to read the section “Learn about the Medicine Wheel.” 4. If you plan to make a medicine wheel hoop, prepare an example (see page 14). 5. Bring the supplies needed for each child to make either a paper or hoop medicine wheel, including copies of the “Seven Sacred Teachings with Bible Verses.” 6. Bring the items needed for the Closing.

Acknowledging Traditional Territory Find out whose traditional territory you are on. See page 8 for resources on how to do this. Say:

We gather today and stand on the traditional territory of [name the Indigenous people who lived here before you] . We understand u that this land was very important for Indigenous people who lived on it before us; u that this land is still important for Indigenous people today; u and that Indigenous ways of living with each other, and their ways of relating to the Creator, have always been connected to this land and its creatures.

Learn about the Medicine Wheel Parts of the Medicine Wheel Gather in a circle. Hold up the poster of the medicine wheel. Tell the children what it is and ask them to describe it. Encourage their observations and ideas, but introduce these components: u It is always a circle Many Indigenous people believe they are connected to the land – and all creation. These connections are represented by a circle. u The circle is divided into four equal parts These represent different parts of creation. They are equal and interrelated. They balance with each other to make the whole circle complete.

Reconciliation Activities for Children u The quadrants are four different colours The colours, representing all the races on the earth, made by one Creator and making up one circle are: (clockwise from the top) white, yellow, red and black. u The quadrants represent the four directions The directions are: (clockwise from the top) north, east, south, west. u Sometimes the medicine wheel quadrants include the four seasons (winter, spring, summer, fall) and other aspects of life such as the natural elements (fire, earth, air, water), human elements (intellectual, physical, emotional, spiritual), or even types of creatures.

Remind the children that Indigenous people believe that “everything we do, every decision we make, affects our family and our community; it affects the air we breathe, the animals, the plants, the water in some way. Each of us is totally dependent on everything else.” (From Evelyn Steinhauer, Associate Professor, Faculty of Education, University of Alberta.)

Ask children to stand in the middle of the room and have them face the different directions in turn as you read aloud the corresponding section of “Parts of the Medicine Wheel” for each one. Invite children to imagine (and do) actions that correspond with what they are hearing.

Parts of the Medicine Wheel

East is yellow . The sun rises there to start a new day. The season is spring . There is always a new beginning. We think of new life, infants and children . The element is earth which connects us all. We think of our physical well-being.

South is red . Everything coming from there is warm. The season is summer and we think of youth and their energy. The element is air which all life shares and needs to breathe. We are aware of our emotional health.

West is black . Here we are preparing for the completion of our circle. The season is fall with plants changing and leaves falling. We think of adults and the life experiences they have. The element is water , most of our bodies are made up of water and most of the earth’s surface is water. We think of our spiritual needs and beliefs.

North is white . There is cold and some living things go dormant (to sleep). The season is winter . We think of older people, of Elders who have knowledge and wisdom to share with children and grandchildren. The element is fire , which can give warmth. We remember our intellectual abilities.

Reconciliation Activities for Children Life Teachings of the Medicine Wheel Invite everyone to sit in a circle. Read these words from Dave Chief, Oglala Lakota to explain the importance of the Circle, which is the shape of the medicine wheel. As they listen, invite them to make up motions or gestures with you (e.g. pointing) according to the words. At the end you might show them to clasp their two hands together and hold their arms out in front and away from their bodies to show a circle. Read aloud: “The Circle has healing power. In the Circle we are all equal. When in the Circle No one is in front of you No one is behind you No one is above you No one is below you The sacred Circle is designed to create unity.”

Then ask children to describe how they act to show they care about other people? Ask the children what living in unity with creation (the environment) looks like? (Encourage and accept responses.)

Some Ojibway people say this is how we can live in unity with all creation. Read the following: 1. Learn and share your wisdom 2. Seek and speak the truth 3. Be humble 4. Show love for all 5. Respect all creation 6. Have courage in all you do 7. Act and speak honestly

Make a medicine wheel Select or give participants the choice of making one of the following medicine wheels in Part A and then adding life teachings to it as described in Part B.

Part A Craft Choice 1: Medicine Wheel Poster You will need: Templates for drawing a large circle and for drawing quadrants for that size circle, sheets of poster board, different colours of card stock, scissors, glue, stapler, different coloured feathers,

Reconciliation Activities for Children leather or plastic lacing, beads (white, yellow, red and black), fine and thick markers, ruler, hole punch. All supplies are widely available at craft stores and dollar stores.

Instructions: Invite children to make their own medicine wheel with the four colours and to add other elements that are important to them. Use the large circle template to draw the big circle. Cut it out and, using the quadrant templates, children can cut out the different colours and glue them on. Alternatively, help the children draw lines on a large circle and colour in the quadrants or outline them in the different colours. Encourage them to identify the meaning of the four different parts for them, and then to add their own drawings (e.g. animals), coloured feathers or lacing with beads to the sections. Medicine wheels are often primarily pictorial, but words can also be printed on, or labels made and added, about the meanings and teachings. To add the seven sacred teachings, see below. Encourage the children to talk about their choices and to present their medicine wheels to each other.

Craft Choice 2: Medicine Wheel Hoop You will need: Two white pipe cleaners for each hoop (twisted together at ends to make a circle); long, leather or plastic lacing, tape, glue, stapler, ruler, feathers and beads (yellow, red, black and white); Option: long, thin strips of leather or cotton cloth.

Instructions: 1. Detach the pipe cleaner hoop in one place and thread on red, yellow, white and black beads in that order (about 20 of each) to correspond with the medicine wheel colours. Twist the end to close up the circle again. Option: Instead of threading on beads, do #4 below. 2. Cut two lengths of lacing, long enough to fit across the circle, and tie them in a cross over the wire circle so that the interior of the circle is divided into four equal parts. The leather strips should be long enough to hang about 25 cm over each side of the circle. Alternatively, hang two or three strips along the bottom of the circle. 3. Tie or tape yellow, red, black and white feathers to the lacing to correspond to the colour of that quadrant of the circle. 4. Option: Cut narrow strips of leather or cotton cloth and wrap the entire hoop with them. Go round and round the wire, overlapping each round a bit, so that all the wire is covered. You may wish to wrap each quadrant in suitably coloured cloth.

Reconciliation Activities for Children 5. Encourage the children to talk about what aspects of the medicine wheel might have significance in their lives.

Part B The Seven Sacred Teachings (For medicine wheel poster or hoop)

You will need: Scissors, tape, enough copies of the “Seven Sacred Teachings with Bible Verses” list on page 16 so that every child can have one. Option: give one bible verse to a group of three or four children.

Instructions: Seven feathers can be attached to the bottom part of a medicine wheel to represent the seven sacred teachings. This may be done with both craft options (poster or hoop). Some Indigenous Christians have found meaning in these teachings and related them to biblical scripture. Write and cut out the scriptures passages on paper, and attach them to the feather with the appropriate sacred teaching, as in the picture on page 14. Option: Invite the children to help each other find and read aloud the Bible passages.

Closing You will need: a Bible; copies of the Book of Praise hymnal. Bible Story: (1 Corinthians 12:12-31) Today we learned that a medicine wheel has different parts, but that each part is important, and connected. The apostle Paul said something like this about the church! The church is like a body. Each part is different: a hand, a foot, an eye or an ear. But all parts are important because they all do different things. Each part can help us to show our love to God, and to each other.

Sing to the tune of hymn #328 Pray It’s the Creator’s world Dear Creator God, O happy day to see Thank you that we can learn from the rocks and trees, the skies and seas First Nations people! God loves us, you and me! The medicine wheel reminds us that you filled the world with different people, and that each one is special, and that you love all people! In Jesus’ name we pray, amen.

Reconciliation Activities for Children Seven Sacred Teachings with Bible Verses Cut out along dotted lines

Respect “Show proper respect to everyone: Love the brotherhood of believers, fear God, honour the king.” – 1 Peter 2:17

Truth “Jesus said, ‘If you hold to my teaching, you are really my disciples. Then you will know the truth, and the truth will set you free.’” – John 8:31-32

Humility “Whoever becomes humble like this child is the greatest in the kingdom of heaven.” – Matthew 18:3

Love “Above all, love each other deeply, because love covers a multitude of sins.” – 1 Peter 4:8

Honesty “An honest answer is like a kiss on the lips.” – Proverbs 24:26

Wisdom “I pray that the God of our Lord Jesus Christ, the Father of glory, may give you a spirit of wisdom and revelation, as you come to know him.” – Ephesians 1:17

Courage “Be on your guard; stand firm in the faith; be courageous; be strong. Do everything in love.” – 1 Corinthians 16:13-14

Seven Sacred Teachings with Bible Verses Cut out along dotted lines

Respect “Show proper respect to everyone: Love the brotherhood of believers, fear God, honour the king.” – 1 Peter 2:17

Truth “Jesus said, ‘If you hold to my teaching, you are really my disciples. Then you will know the truth, and the truth will set you free.’” – John 8:31-32

Humility “Whoever becomes humble like this child is the greatest in the kingdom of heaven.” – Matthew 18:3

Love “Above all, love each other deeply, because love covers a multitude of sins.” – 1 Peter 4:8

Honesty “An honest answer is like a kiss on the lips.” – Proverbs 24:26

Wisdom “I pray that the God of our Lord Jesus Christ, the Father of glory, may give you a spirit of wisdom and revelation, as you come to know him.” – Ephesians 1:17

Courage “Be on your guard; stand firm in the faith; be courageous; be strong. Do everything in love.” – 1 Corinthians 16:13-14

Reconciliation Activities for Children Handout for Home: Medicine Wheel Dear parent or guardian, Today we did an activity to help us learn about First Nations people in Canada. We made medicine wheels. A medicine wheel is an ancient tradition but practiced differently – and sometimes not at all – by First Nations in Canada. The circular shape is significant for representing the interconnectedness of creation: all parts of the circle are equally important; all parts are dependent on each other. For some Indigenous cultures, medicine wheels are used in prayer, in healing, or in learning about and caring for the land. Ask your child about his/her experience today in making a medicine wheel. What ideas were familiar and what were new? What questions remain? For more information, look up these websites together: Origins of the medicine wheel at http://www.thecanadianencyclopedia.com/en/article/medicine-wheels/ Importance of the circle in Indigenous culture pages 6-7 of http://onlc.ca/wp-content/uploads/2014/06/Medicine-Wheel-Student-Manual1.pdf Video of a child making a hoop medicine wheel at https://www.youtube.com/watch?v=_tocMXU2pVk

To make a medicine wheel at home: There are few rules, or right or wrong ways, to make a medicine wheel. The guidelines we used today included these main components: one circle, divided into four equal parts, with each quadrant representing these characteristics, from the right side going clockwise: Yellow , east, spring, infants and children, earth, physical Red , south, summer, youth, air, emotional Black , west, fall, adults, water, spiritual White , north, winter, Elders, fire, intellectual Different media can be used to make a flat medicine wheel on poster paper. A hoop wheel can be made with these supplies: two white pipe cleaners twisted together at the ends to make a hoop, leather or plastic lacing, beads (red, black, yellow and white), feathers, hole punch, scissors, glue, tape. If you have any questions about this activity, please contact

Name: ______Organization: ______

Phone: ______Email: ______

We believe that reconciliation between Indigenous and non-Indigenous people in Canada requires us to learn and to take action. Through this activity, we are trying to encourage this process. For information about reconciliation in Canada, see www.trc.ca . Activity Blanket Exercise Indigenous & nonIndigenous relationships

Self-Care for Leaders The facts about colonization, residential schools and other discriminatory practices in Canada can be difficult for people of any age to learn. To help yourself and others, read “Pastoral Care” on page 5 in the Introduction to Reconciliation Activities.

Objectives This activity includes the Blanket Exercise with imaginary time travel and a craft response. The children will: 1. Imagine time traveling to different points in the history of Indigenous people in Canada (20 minutes). 2. Learn about Indigenous people’s experiences. 3. Make a craft to help remember and talk about the need for changes and for reconciliation (20 minutes).

Reconciliation Activities for Children *KAIROS is an Overview for Leaders ecumenical organization working with its member The KAIROS* Blanket Exercise (KBE) was developed in partnership between churches, including The Indigenous people and churches working together so that the findings of the 1996 Presbyterian Church in Royal Commission on Aboriginal peoples would not be forgotten. The result was Canada, to fulfill the justice imperatives of the an experiential activity that simulates the loss of land experienced by Indigenous Bible. Kairoscanada.org people since contact with European settlers. This version has been adapted for children ages five to eight years old. Adult leaders will have differing levels of knowledge about Indigenous people and their relationship with non-Indigenous people in Canada. Here is a summary. Prior to the arrival of European explorers in 16th century, millions of Indigenous people lived on the lands we now call Canada. They had diverse cultures, spiritual beliefs, governments, and economic and social systems. Today there are 634 distinct First Nations governments in Canada. The early relationships between Indigenous people and European settlers were generally marked with respect and peace. Indigenous people offered hospitality to settlers who were dependent on their knowledge of how to navigate and survive the environmental conditions. Agreements of peace and friendship were formed out of these early relationships. Even during these years of relatively peaceful co-existence, Indigenous people suffered disproportionately from diseases for which they had no immunity, such as smallpox, measles and tuberculosis. By Confederation in 1867, Indigenous populations had dramatically decreased. In the years that followed, colonial attitudes that reflected a sense of superiority of European cultures and values over Indigenous cultures and values were entrenched in government policies and societal attitudes. This manifested in many ways, including policies of assimilation which led to a further loss of Indigenous land as well as language, culture, spiritual practices, government and social systems. It led to the creation of the residential school system, the impact of which has been condemned as cultural genocide by the Truth and Reconciliation Commission.

Preparation The activity presented here is based on the adult version of the KAIROS Blanket Exercise. For a three minute video explanation on the KBE visit http://www.kairosblanketexercise.org/lessons/1 This version is adapted for young children. If you have time, download and read the adult version of the KAIROS Blanket Exercise . You may also wish to consult other resources for teachers from the National Centre for Truth and Reconciliation (nctr.ca).

Read the adapted KAIROS Blanket Exercise script in this activity. Read it more than once. Adults who participate in the Blanket Exercise bring different life experiences and perspectives that will inform their feelings. It is important for leaders to share these before leading children through the activity. It is especially important to remember that this activity, and the facts it provides, stir up strong emotions. This is an opportunity to provide a safe place for children to talk about their feelings. Begin and end the activity in prayer.

Reconciliation Activities for Children Prayer Loving and caring God of all creation, give us: the willingness to learn about difficult and new things; the sensitivity to help these children hear and respond with hope; and the ability to discern your voice calling us to work for reconciliation. In Jesus name we pray, amen.

You will need: u Several blankets or sheets. The number of blankets will depend on the size of the group. One blanket is needed for every three to four children, and a minimum of six blankets is suggested. u A large room that can comfortably hold all your participants, with room to walk around. u A copy of the script for the leader who will be the Narrator. u Bring a Happy Face sign and a Sad Face sign for each child (the children can make these in advance with popsicle sticks, pieces of paper, markers or stickers and glue). u A sign with the word “Reconciliation.” Option: Make a sign for each time period. u Supplies for the Response option you choose and for the Closing.

Acknowledging Traditional Territory Find out whose traditional territory you are on. See page 8 for resources on how to do this. Say: We gather today and stand on the traditional territory of [name the Indigenous people who lived here before you]. We understand u that this land was very important for Indigenous people who lived on it before us; u that this land is still important for Indigenous people today; u and that Indigenous ways of living with each other, and their ways of relating to the Creator, have always been connected to this land and its creatures.

KAIROS Blanket Exercise script (Adapted for children ages five to eight years old)

Narrator: (Before you begin, spread out the blankets on the floor so that they are touching each other creating a huge blanketed area that will accommodate all the children with space to walk around. Fold one blanket and set it aside. Give each child a “Happy Face” and a “Sad Face” sign.) In this activity, we will be using our imaginations to time travel. At each point in time we will learn something about Indigenous people and their lives during that time. In Canada, there are three different groups who are recognized as Indigenous people: First Nations, Métis and Inuit. Today, we will call them Indigenous people which includes all three. Sometimes you might feel happy and sometimes you might feel sad about the things you hear. Not everyone will feel the same way at the same time. And that’s OK. To tell us how you are feeling, you can hold up your signs. During the time travel we will have a chance to talk about our feelings.

Reconciliation Activities for Children Narrator: (Invite the children to bring their signs and to come with the other leaders to the edges of the blankets, remove their shoes and stand up tall. Ask them to close their eyes, take three deep breaths and imagine themselves travelling thousands of years back in time. Invite them to open their eyes and walk onto the blankets and to walk around on them slowly, telling them to imagine that the blankets are the land that Indigenous people are living on. As they walk about, begin speaking.)

10,000 Years Ago Imagine that it’s 10,000 years ago. These blankets make up the land we call Canada. But before it was called Canada it had another name - Turtle Island. There are no cities or highways or buildings like we have today. Look at the rivers and lakes, the ocean shore, the forests and fields, hills and valleys. Imagine what Turtle Island is like. What a long, long time ago! It’s long before anyone arrived from Europe. Turtle Island was home to millions of Indigenous people who lived in hundreds of different nations and communities. They had their own languages, cultures, traditions, laws and governments. Depending on where they lived, they did a lot of fishing, or hunting. They made their own clothing. They made their own buildings. Many lived in large family groups with their parents and brothers and sisters, and their grandparents and aunts, uncles and cousins. When the nations disagreed with each other they ended fights by making promises called treaties. We believe the Creator will take care of us if we take care of this land, and each other!

Pause for Children’s Reflection

Narrator: We have travelled back in time 10,000 years! What did you see? What did you do? (Encourage the children to use their imaginations and share. Accept their ideas with phrases like “maybe” or “imagine that!” or asking for more ideas with phrases like “and would that have been OK for you” or “how do you think that worked.”) How do you feel about living on Turtle Island 10,000 years ago? (e.g. Sad? Happy? Encourage them to show their signs and, if they wish, to talk about their feelings.)

Narrator: (Invite everyone to walk around some more on Turtle Island.) 500 years ago Now we are going to time travel to 500 years ago. The people on Turtle Island have found new people on their lands. The kings and queens in Europe were looking for new places to live and rule over. Their sailors explored the ocean. There were no airplanes. They came to Turtle Island. Walk around the edge of the blankets. Imagine new people called explorers visiting your home and land. Pretend to greet them. The newcomers looked, and sounded and behaved very differently than Indigenous people. They needed help to find their way around, and to survive the cold winters. Indigneous people taught them how to live here, so that they would know too. Sometimes Indigenous people and the European newcomers made promises to each other (treaties) as to how they will peacefully share the land,

Reconciliation Activities for Children plants, water and animals. Indigenous people taught them how to have enough to eat, how to hunt and fish, what plants are safe to eat, and medicines that can be used when you are sick. Indigneous people taught them how to form a circle and talk about important things. Imagine what it’s like to share all this important knowledge! How would you share all this with someone else?

Pause for Children’s Reflection

Narrator: (Invite everyone to sit in a circle on the blanketed area.) What did you feel when the new people came? Were you excited? Happy? Scared? (Accept the children’s input with phrases like “maybe” or “imagine that!” or asking for more ideas with phrases like “and would that have been OK for you” or “how do you think that worked?”) Encourage them to show their signs and, if they wish, to talk about their feelings.)

Narrator: (Invite everyone to stand up and walk around some more on the blanketed areas. Before you begin talking turn up some of the edges so that the area becomes smaller and smaller and walking becomes more like “walking on the spot.”)

220 years ago Now we are going to time travel to the beginning of the 1800s. That was 220 years ago. Life on Turtle Island is changing! There are more new people from Europe than there are Indigenous people. And more people keep coming. One of the reasons that there are fewer Indigenous people is because the new people had sicknesses that Indigenous people never had, and so their bodies could not fight them! Some of these diseases were called smallpox, measles and tuberculosis. Many, many Indigenous people got very sick.

Pause for Children’s Reflection

Narrator: (Invite everyone to sit in a circle on the blanketed area.) Imagine having many people in our families and communities getting sick. This might have been your family members and friends. To help us imagine, I am going to go around and touch some of you on the shoulder. If I touch you on the shoulder, you must lie down because you are one of the Indigenous people who got sick. (Go around and touch every third child on the shoulder and then return to your place. Do this until half the children are laying down. Ask everyone to stay in their position, either sitting or lying down, and to look around.) What a difference this has made to our circle! We will now remember those who got sick and died. Remember the families and communities who loved and missed those people. (Have a moment of silence.) What did you feel when you saw some people lying down because they were sick? How do you feel when you’re sick? (Encourage the children to show their signs if they haven’t been holding them up, and to explain their feelings.) Sometimes, it is sad to hear about and imagine this part of history. Remember that there are many strong Indigenous people today. Remember that this part of history is just as important as remembering the parts that make us happy.

Reconciliation Activities for Children 150 years ago Now let’s travel to when Canada was formed. Does anyone know how old Canada is? We’ve travelled back 150 years. In 1867, non-Indigenous people gave part of Turtle Island a new name. They called it Canada. And they made a government and made up rules for people to live by. This new Parliament of Canada was very different than Indigenous governments. The Canadian government decided on rules differently than Indigenous people, and the government thought their laws were more important than the laws and rules of Indigenous people. Do you remember when the new people first arrived, and we made promises to each other? What were those called? Treaties! Indigenous people believe treaties are important agreements. But the new laws didn’t follow the rules Indigenous people agreed to in the treaties! What were some of the things we talked about in the treaties? Treaties talked about sharing land. Non-Indigenous people wanted more land so they made new laws that said that Indigenous people could only live on small pieces of land called reserves. And they couldn’t leave the reserves! Come and stand over here. (Fold up some of the blankets on one side.) Now stand over here. (Fold up some of the blankets on the other side so that the blanket space is smaller but still enough for all the children to stand on with a little space between each other, but no longer any space for walking.) Careful, we all want to stay standing on some “land.” But we have so little room to move! Pause for Children’s Reflection Narrator: What do you think about going from lots of blankets to small blankets? Is it easier or harder to move around? Is it easier or harder to see other people? Narrator: For Indigenous people this change was really hard. They couldn’t fish or hunt in the same places. All the things that were familiar in the trees, in the water, in the plants and animals changed. And for many this meant that they couldn’t get enough food. Some became very hungry and sick. To help us imagine, I am going to touch some of you on the shoulder and you must sit down near the edge of the blanket, because you are one of the Indigenous people who is hungry and weak. (Touch every fourth child on the shoulder and then return to your place. Ask everyone to stay in their position, either standing or sitting and look around.) What a difference this has made to our circle! This was a difficult time. How do you feel hearing about this? (Encourage the children to show their signs and to talk about their feelings.) It is sad to learn about and to imagine this time in history. Today Indigenous people are strong people and they teach us about Turtle Island and the people who were here first. 100 years ago Narrator: Okay, let’s time travel again! (Invite everyone to “walk on the spot” on the blanketed area.) We are travelling back in time to 100 years ago. The parts of Turtle Island that Indigenous people can walk on has become much smaller. Many people got sick from diseases and some got hungry because Indigenous people couldn’t hunt and fish like they used to.

Reconciliation Activities for Children About 100 years ago, many Indigenous children were sent to school. Who goes to school here? What do you do at school? (Invite children to talk about what they do at school). Invite children to use their faces to show whether school makes them happy or sad. Indigenous children went to a different kind of school. They went to a residential school, which means that they had to leave their homes and live at the schools. For a lot of kids, this meant that they didn’t get to see their parents and grandparents while they were at school. Do you think you’d miss your parents? Would school be easier or harder if you were missing your family so much? The Government of Canada wanted Indigenous children to become like other Canadians. They wanted them to speak the same languages, to live in the same places, and to forget that our families do things differently. Because of these schools, Indigenous people forgot many of the things their parents and grandparents taught them about where they came from, how they lived, and even their language! Because students at these schools lost their Indigenous languages, many couldn’t talk with their parents when they went home! Imagine what residential schools mean for parents and grandparents. From September to June, families and communities don’t hear the voices and laughter and singing of children. And at the schools, the children miss their families and their home and the places where they played, the water they canoed on, and the forest paths they walked on. To help us imagine, I am going to touch some of you on the shoulder indicating you must sit down on this other blanket, because you are an Indigenous child who went away to residential school. If I don’t touch you, then you are a grown-up whose child goes away. (Touch every fourth child on the shoulder and then return to your place. Ask everyone to stay in their position and to look around.) What a difference this has made to our circle!

10 years ago Let’s time travel again! We have traveled back to 2008. This was when the Prime Minister of Canada apologized to Indigenous people. The Prime Minister said it was wrong to send children to schools away from their parents, and said sorry that the Government of Canada did this.

Pause for Children’s Reflection

Narrator: What do you think about this? How are you feeling? (e.g. Sad? Happy? Encourage them to show their signs and, if they wish, to talk about their feelings.) Now we are back in the present time and we have finished time travelling. We have learned about some of the things that happened in the past that have hurt Indigenous people from Turtle Island. There is a lot of sadness that still exists because of our past. But because there are Indigenous people who share about the past and remind us of our promises in the treaties, we are learning how to make a better future through reconciliation. Reconciliation means learning how to be friends. What are some things you think you can do to be a good friend? Now we are going to make a craft that can help us remember what we learned and think about the future!

Reconciliation Activities for Children Craft You will need: Large safety pins (size 3), pinking shears, coloured fabric pens and permanent markers, an old white sheet or pillow cases that can be cut up and written on, card stock templates for shapes. The children will cut out circles or other shapes from the blanket that are large enough for up to five or six words – about 5 in. or 12 cm across. (Option: cut out shapes in advance.)

Instructions: Invite children to make a “blanket button” or badge. As they create, encourage them to talk about what they have learned and how they feel about it. Ask the children about what they want to say in a word or two after this KAIROS Blanket Exercise – something that will prompt them to talk about the experience when somebody reads the button and asks what it means. Encourage them to think of one or two words or a short phrase like: “I did the Blanket Exercise”, “Turtle Island”, “reconciliation”, “let’s be friends.” Help them to write on their badge. When finished pin the “blanket button” on the child’s shirt.

Closing You will need: A Bible and the Book of Praise.

Remind the children that Jesus taught us how to live in peace with respect and love for one another. Ask an older child or a leader to read aloud what Jesus said in Matthew 7:12: “In everything do to others as you would have them do to you…”

Sing to the tune of hymn #328 Prayer It’s the Creator’s world Dear God, O happy day to see Thank you that we can learn about the rocks and trees, the skies and seas the past. Help us to talk to our God loves us, you and me! families and friends. Thank you for your love! Amen.

Reconciliation Activities for Children Handout for Home: Blanket Exercise Dear parent or guardian, Today we did the KAIROS Blanket Exercise to help us understand the history of relationships between the first people of Canada, the Indigenous people (First Nations, Métis and Inuit), and the European settlers. We spread out blankets to make the land of Canada and imagined ourselves travelling back in time. We began 10,000 years ago before Europeans arrived and then travelled to the 16th, 19th, and 20th century, and then to the present. The children learned how disease, colonization and the residential school system hurt Indigenous people and all aspects of their way of life. Throughout and after the Exercise, the children gathered in a circle to share their feelings and ideas. The children also learned that u People find hope through sharing these true stories u In reconciliation new, fair relationships form between Indigenous and non-Indigenous people u Reconciliation is possible if non-Indigenous people take action. Afterward there was a craft. The children made a “blanket button” to help them remember and talk about today’s experience and the need for changes to make reconciliation happen. Your child might like to create something bigger like a poster to express their feelings in words or images that could be shown to other family members, friends and neighbours. It could express what they want others to know about Indigenous people and the importance for all of us to participate in reconciliation. It could be displayed somewhere in your home or taken to school or to another program where the leader might help your child share their experience and ideas. To help your child u Ask about the experience today in time travelling and the Blanket Exercise. What parts did they like the most? What parts did they find were the saddest? Wonder together about what your family might do to change relationships, to make conditions more fair for Indigenous people (e.g. learn more, tell others). u Learn more by reading a script of the KAIROS Blanket Exercise. The one we used was adapted to have less content and more movement for young children with the idea of time travel added. However, reading one of the online versions for adults or older youth will introduce you to the facts behind today’s exercise. For background and both a youth and adult script see http://m.ashbury.ca/wp-content/uploads/2016/04/AC_BLANKET-Exercise-Standard- Edition_web.pdf If you have any questions about this activity, please don’t hesitate to contact

Name: ______Organization: ______

Phone: ______Email: ______

Objectives This activity includes reading a story together and then making a craft. The children will: 1. Hear a story about an Indigenous child and family’s experience of residential school. 2. Learn some of the ways Canadians are expressing that they are sorry about residential schools.

Reconciliation Activities for Children Overview for Leaders The Government of Canada “As early as the Government funded a church-operated Indian Residential Schools system of Canada received reports beginning in 1876 for Indigenous depicting the gross neglect of basic children. There were as many as sanitation medical care nutrition 130 schools at one point. The last and protection which was running one closed in 1996. About 150,000 rampant in the schools even in children attended residential relation to the standards of the schools. Communities and families day This extreme neglect was were left without their children. Children were raised in a foreign largely the product of government environment without the benefit of underfunding” close connections with families and – From John Milloy communities. At least 4,000 children A National Crime: The Canadian Government died at these schools. School and the Residential School System conditions varied, but were (Winnipeg: University of Manitoba Press ) generally poor. Students were often underfed and did not receive adequate health care. If and when children went home, family dynamics changed. Children, siblings and parents were often strangers to each other. Their place in the community may have been unclear. They may not have spoken the same language. Many ongoing health and social problems in Indigenous communities are a result of residential school experiences. The Presbyterian Church in Canada ran 11 residential schools. After 1925, The Presbyterian Church in Canada ran two schools, Cecilia Jeffrey in Kenora, Ontario and Birtle in western Manitoba. Our Confession regarding this legacy was made in 1994. The 2006 Indian Residential Schools Settlement Agreement was the largest class-action suit in Canadian history, involving about 80,000 survivors. In 2008 the Government of Canada issued a Statement of Apology. The Truth and Reconciliation Commission (TRC) of Canada was established and completed six years of work. The TRC released 94 Calls to Action in June 2015. The two books suggested in this activity are by award-winning Indigenous author Nicola I. Campbell and introduce age-appropriate information about residential schools. They each take about 10 minutes to read. For more information visit The National Centre for Truth and Reconciliation http://umanitoba.ca/nctr/ You can watch this video from the National Centre for Truth and Reconciliation for reflections from children about residential schools. Also watch this video from the First Nations Child & Family Caring Society of Canada for children’s reflections on reconciliation.

See also “Additional Background Resource for Leaders” on page 8 in the Introduction.

Reconciliation Activities for Children Preparation Teaching tip: Get a copy of one or both of the suggested books: Shi-shi-etko , Groundwood Books/House of Anansi Press, Toronto, 2005; or Shin-chi’s The six-minute movie Canoe , Groundwood Books/House of Anansi Press, Toronto, 2008. They Shi-shi-etko is based are available in many public libraries and also through online book sellers. on the book. It is Read one or both of these books. Decide which you will use in your suitable for leaders activity. Plan how you will read the story. Note: If you use both books, and older children begin with Shi-shi-etko . (because of language After the story, guide children through a small group discussion and subtitling). then a craft. The crafts that accompany the stories were conceived by the First Nations Child & Family Caring Society of Canada. The first heart garden event took place at the Governor General’s residence in Ottawa as one part of the Closing Event of the Truth and Reconciliation Commission of Canada in June 2015. Thousands of hearts were planted in gardens across Canada. Creating heart gardens honours residential school survivors and their families. Heart gardens can be outdoors or indoors. Review this online gallery for ideas. https://www.pinterest.com/ KAIROSCanada/heart-gardens-honouring-memories-planting-dreams/. More information can be found here. Craft preparation details are below.

Ottawa children plant a heart garden at the Governor General’s residence on June 3, 2015

Acknowledging Traditional Territory Find out whose traditional territory you are on. See page 8 for resources on how to do this. Say: We gather today and stand on the traditional territory of [name the Indigenous people who lived here before you] . We understand u that this land was very important for Indigenous people who lived on it before us; u that this land is still important for Indigenous people today; u and that Indigenous ways of living with each other, and their ways of relating to the Creator, have always been connected to this land and its creatures.

Reconciliation Activities for Children Memories – Reading a story book Invite the children to sit in a circle and think about their home. Ask questions to encourage sharing: Who are the people that you live with, that you see most days, like friends and family? What are some of the things you do together? What are the favourite places you go to together to play or have fun? Tell the children: u I am going to read a book that tells the story of an Indigenous child’s first time going to school and being away from their family, their home and their familiar surroundings. They had to go and stay at school, sleep at school, because it was the law. u Life was very different for children at these schools because they were never ever away from their families. Before, the children were with their families all day and every day until they began school. So this was a big change in their lives. u The children and family in the book are true, based on the author’s experiences. Invite the children to get comfortable and/or move to a different space. Option: Have children who are the oldest in their families sit together, only children in another group, and children who have older siblings in another group. Tell them: In this story there is a lot about trying to remember everything to do with home. Listen to what the child in the story is trying to remember about her/his home.

u Read Shi-shi-etko and/or Shin-chi’s Canoe . Afterward ask: What did you like about the story? What didn’t you like? Listen for reactions and questions. Answer any questions honestly but as simply as possible. It’s OK to say you’re not sure and can’t answer or comment on everything they say.

u Encourage the children to think about Shi-shi-etko/Shin-chi’s memories of home What were the things they tried to remember (e.g. people, surroundings)? What were the things they used to do with their family that they missed (e.g. canoeing, fishing)?

u Explain that many children went to residential schools like Shi-shi-etko/Shin-chi did Today more and more Indigenous people are telling their stories and saying how hard it was to be away from home. They are talking about what it was like to lose their language and their way of life, and how hard it was to be away from families and communities. Do you know what it means to apologize? (Encourage all to respond and talk about what it means to say “I’m sorry.” Then talk about the Government of Canada’s Apology.) Almost 10 years ago the Government of Canada apologized for forcing Indigenous children into residential schools. They said words like “We hurt you and your families. We were wrong. We are very sorry.” And now more and more Canadians want to say, “We know those schools hurt you and your families.

Reconciliation Activities for Children We know those schools were wrong, and we are very sorry.” Many young people decided to remember those children and to show they care by making hearts. Making a heart can show that we remember the children who went to residential school. These hearts can say what we are thinking and feeling in words and in pictures. What are some things that we say and do to show we’re sorry? (Encourage all to respond.)

Response Choose one or both of the following craft responses.

Making Hearts You will need: u A variety of craft supplies like heart templates, card stock or construction paper (red, pink, white); scissors, crayons and markers, safety pins, ribbon or lacing, beads, feathers, hole punch. u Plan what options you will give the children for sharing their heart messages – e.g. take them home, or create a display in the church or church garden. If you display the hearts in a public place, be sure to include information to explain the purpose of the heart garden.

Instructions: Prepare large hearts ahead of time. Talk to children about what words or pictures they want to create. Help them print a few words or phrases on their hearts such as “I remember” or “I care” or “Reconciliation matters.” Ask the children to think of words that describe what they are feeling. Assist them as they make their hearts. Use markers, glitter glue, and prepared shapes cut out of construction paper (small hearts, peace doves, hands, etc.).

A Heart Garden Invite the children to make a heart garden to remember children and families whose lives have been affected by residential schools. Each heart can be in memory of one child. Talk about making and planting a heart to remind ourselves that we can

Reconciliation Activities for Children “plant” ourselves in a place that wants change and to make sure nothing like this happens again. Making the hearts takes about 10-15 minutes.

You will need: u Craft supplies like heart templates, card stock or construction paper (red, pink, white), scissors, planting sticks (at least one per child), laminate for outside heart gardens, clay pots and planting soil for indoor gardens. Option: flower seeds (or a small plant) to be planted around sticks in an outdoor garden. u A plan of how you will plant the heart garden.

Instructions: 1. Invite each child to take a heart (or two) to decorate and mount on a stick. Hearts can be decorated with a mixture of images, colours and words. Each heart will be unique. Children may want to take their heart home with them. If you plan a display, invite children to make two hearts: one to take home, and one for the display. Have one heart ready as an example. 2. Hearts that are 12-18 inches or 30-45 cm are large enough to display. 3. Do not decorate both sides of the heart; you’ll have to affix one side to a stick. 4. Popsicle sticks are usually too small: use a larger mount for the heart such as a planting stick. If you plant hearts outside, insert the stick into the earth deep enough to stand straight. 5. As you make the hearts and mount them, help the children talk about the importance of remembering the children who went to residential school. This is part of reconciliation. 6. Prepare a sign to explain the significance of the garden. If you plant the hearts outdoors, weather-proof them with plastic wrap. If you will be creating an indoor garden, fill one or more pots with stones or soil to support the sticks.

Closing You will need: a Bible and the Book of Praise. Bible Story (Mark 12:28-31). Explain that Jesus was teaching about what is most important. He said it was to “love the Lord your God with all your heart, and with all your soul, and with all your mind, and with all your strength.” It is also important to love others. Remembering children who went to residential schools shows we care.

Sing to the tune of hymn #328 Pray It’s the Creator’s world Dear God, O happy day to see Thank you that we can learn about the rocks and trees, the skies and seas the past. God loves us, you and me! Teach us to how show love to our neighbours, just as you love us. Amen!

Reconciliation Activities for Children Handout for Home: Memories Dear parent or guardian, Today we read one or two stories that described a young Indigenous child’s experience leaving home and going to residential school. They are called: Shi-shi-etko. Groundwood Books/House of Anansi Press, Toronto, 2005 Shin-chi’s Canoe. Groundwood Books/House of Anansi Press, Toronto, 2008 Nicola I. Campbell is the award-winning author of these stories. She is of Interior Salish and Métis ancestry. The stories are based on experiences from her family and community. In these stories, we learned about the love between parents and children, the day-to-day experiences at residential school, and memories of things at home that children missed while at residential school. Through the story, your child may have become aware of some facts about residential schools such as u Parents did not have a choice about sending their kids to residential school. u Men (i.e. school agents) came in trucks and took children from their homes. Some children were as young as five or six years old. u At school the children were forbidden to speak their own language or to speak with their siblings. They had to cut their hair and wear unfamiliar clothes. u The children could not go home or see their families until the end of the school year. Your child(ren) had a chance to talk about what home means to them, and what they liked and didn’t like about the story. They were told that there are no more residential schools and that the Government of Canada has said it is sorry for running residential schools. They also heard that we can participate in reconciliation by remembering the children who went to residential school. We made hearts for a heart garden as a way of showing we remember and care. To help your child u Ask about the story about Indigenous children going to residential school and what they liked and didn’t like about the story. Here is a video prepared by the National Centre for Truth and Reconciliation that includes reflections from children about the heart garden activity: https://www.youtube.com/watch?v=V1NQ_tgR_oA

If you have any questions about this activity, please don’t hesitate to contact

Name: ______Organization: ______

Phone: ______Email: ______

Objectives This activity includes a game about sharing space and resources followed by a craft response. The children will: 1. Play a game where teams must share space and materials. 2. Learn about how Indigenous people viewed land and resources differently from the Europeans. 3. Reflect on how Indigenous people were affected when treaties were ignored. 4. Create a symbol to help remember the importance of keeping promises.

Reconciliation Activities for Children Overview for Leaders Please note that this activity is not suited for groups with predominantly young children (e.g. all five and six year-olds). It is better suited for children with mixed or older ages. Before Europeans first came to the land we now know as Canada, the land was populated by many different communities of Indigenous people. Despite the differences in languages, culture, tradition, laws and government, Indigenous communities cooperated with one another and shared their resources like land, water and wildlife. When there were disagreements or fights, Indigenous people would resolve them by making treaties. A treaty was a spoken promise that was never to be broken and it was often marked by a ceremony or in some symbolic way. When Europeans arrived, they were initially dependent on Indigenous people’s knowledge and experiences of the climate and the land, learning how to organize a sustainable way of life in a very different and often harsh natural environment. Over decades they became trading partners, formed alliances against outsiders, and together defended the territories they shared. In fact, written treaties were made between the settlers and the Indigenous people. These written treaties explained how the land’s resources would be shared, showed respect for Indigenous people and their independent nations, and acknowledged their rights. Over time it became evident that Europeans had a very different way of thinking about the land. It was an attitude well-ingrained in Europeans since the 15th century when Pope Alexander proclaimed that non-Christian people or nations cannot own land. Therefore, Indigenous people, living on land discovered by Christian nations would lose their rights to the land. This mindset was not a predominant theme at the beginning of the relationship between Indigenous and non-Indigenous people, but became more prominent. As time went on, Europeans neglected their treaty responsibilities. Breaking these promises is one of the contributing factors to the inequality that exists between Indigenous and non-Indigenous people in Canada today. In 1867, Canada was founded and its Constitution Act (the British North America Act or BNA Act) stated that Indigenous people and their lands came under the control of the Government of Canada. In 1876, the Indian Act not only reinforced this but added to it: Indigenous people had to live on reserves. It also attacked Indigenous culture and spiritual traditions by out-lawing them (e.g. the potlach, the pow-wow). “It is important to honour the promises made in agreements. Speaking with honesty and truthfulness is very important. First Nations people believe in only making promises that they can fulfill. They honoured the promise with integrity. Long ago, if you made a promise, you would give up something special to the other party. If one does not live up to the promise, things do not work out too well...” Elder Gladys Wapass-Greyeyes, Thunderchild First Nation, Saskatchewan

For more information read “Treaty-Making, Promise-Keeping” on page 39 and see these references: Treaties in Canada: Education Guide http://education.historicacanada.ca/files/104/Treaties_Printable_Pages.pdf Treaties and Cultural Change http://firstpeoplesofcanada.com/fp_treaties/fp_treaties_two_views.html

Reconciliation Activities for Children Preparation

You will need: u Balls (that can be easily tossed) u Plastic cups (for stacking) u Markers and pieces of paper u Masking tape u Envelopes for Challenge Cards u Timer u To prepare Team Challenge Cards and Secret Messages u To prepare the space u To understand the game and read over the script a few times u Supplies for the response craft and the Closing

About the game: u This game is ideally played in a gym or other large, open room indoors with teams of six or fewer children. u These instructions are for playing with two or three teams. If you anticipate having more than 18 in your group, set up the space for four teams and double the Two-Team Version u Each team will have a set of six challenges to complete in a particular order in 10 minutes. (See Challenge Lists on pages 42-43 .) u Each team will have some of the materials needed to complete their challenges; some of the materials will need to be borrowed from other groups. In order for each team to complete all of their tasks, they will need to find ways to create agreements about sharing materials and working together so that they can all finish their list of challenges. u Their goal for completing all of the challenges is to receive one of the “secret messages” from you. These are the three secret messages for you to print on three different pieces of paper:

“Two people are better than one. They get more done by working together.” (Ecclesiastes 4:9)

“It is said, that when God made this world he made many different things; that is why the newcomers and First Nations people must help each other and work together.” (Elder Louie Dih ttheda, Black Lake First Nation)

“Let us think about each other and help each other to show love and do good deeds.” (Hebrews 10:24)

(Note: Only the first two are needed for the Two-Team Version. Add in the third for Three-Team Version)

u The main “catch” is that players are not allowed to enter another team’s side unless they ask permission: they need to call out to someone on the other team

Reconciliation Activities for Children and ask, “May I enter?” The member of the other team can decide to answer, “no, you may not” or “yes, you may enter.” u The challenges are set up in a particular order so that teams will be able to complete the first couple of challenges using the materials they have in their own space. u To complete the later challenges, the teams will need more materials from other teams; they will need to cross into another team’s space; and they will even need to work with another team to accomplish the task. u Throughout the game, the children will experience the benefits and struggles of sharing resources and land with each other, and why making agreements and promises are so important. u Following the game, there is a suggested guideline for debriefing and sharing the history of treaties in Canada.

Prepare the space: 1. Divide the room into even sections, one for each team, using masking tape to create lines on the floor. 2. In each team’s area, set out their required materials; they can be spread out in any order. The required materials are: Two-Team Version: Team 1: a ball, 5 cups, 4 markers; Team 2: 5 cups, 4 pieces of paper Three-Team Version: Team 1: a ball, 4 markers; Team 2: 4 cups, 6 pieces of paper, 4 markers; Team 3: 10 cups 3. Once the playing area is set up, place each team’s list of challenges in an envelope (to add suspense!). Hold on to them or place them in their space.

Acknowledging Traditional Territory Find out whose traditional territory you are on. See page 8 for resources on how to do this. Say: We gather today and stand on the traditional territory of [name the Indigenous people who lived here before you] . We understand u that this land was very important for Indigenous people who lived on it before us; u that this land is still important for Indigenous people today; u and that Indigenous ways of living with each other, and their ways of relating to the Creator, have always been connected to this land and its creatures.

Keeping promises – Playing a game As children come in, evenly divide them into the different teams and instruct them to sit in their team’s assigned area, but not to touch the materials there. Leaders can be dispersed evenly between groups. Begin saying:

I need everyone to listen very closely. Today I have a challenge for each of you and I want to explain this quickly so you can get started as soon as possible! Now, you are already sitting in the teams that you need to be in, which is great – so we’re almost

Reconciliation Activities for Children ready to get started! In the envelopes, I have placed a list of challenges for each group to complete. Each team’s list is a little different. Your team will need to work together to complete as many challenges as you can in 10 minutes. For some of these challenges, you might need certain materials and objects that are not in your team’s space and will have to look around the entire room to see what you can use. When you have completed all your challenges, you will receive a special secret message from me. Now, there are a few rules that you MUST follow when completing these challenges: 1. You MUST stay inside this room. Everything you need to complete the challenge is in this room! 2. You must work to complete all of the challenges in your list IN ORDER. 3. And this is very important: each team has their own space marked off with tape (point to the masking tape lines). Each team also has their own materials that belong to them (point to the different materials in each team’s area). You MUST NOT cross over the tape and enter into another team’s area, and you MUST NOT take another team’s materials UNLESS you ask AND you receive permission. Your team has its own space and its own materials, and the other team(s) has its own space and its own materials. 4. You MUST ask AND receive permission to cross the lines into another team’s space. You might want to do this if you are faced with a challenge on your list and you don’t have what you need in your space but you see it in another team’s space. If you want to step into another team’s area, you MUST call out to someone on the other team and ask: “May I enter?” The person on the other team has a decision to make. And they can call back “No, you may not enter!” Or they can call back, “Yes, you may enter!” Option: Practice this by having someone from one team walk up to, but not crossing, the tape line and call out “May I enter?” to the team on the other side. Have someone from that team answer (choosing either the yes or no reply). Do this again with a person from the other team initiating it, and someone from the other team giving the opposite reply so that both examples are demonstrated.

Now, I am about to start our timer and then you can open the envelopes. Does anyone have any questions? (Answer any questions.) Remember , if you need to use another team’s materials, you need to ask before you take them, and they can decide if they want to say yes or no. And remember, you must work to complete all of the challenges in your list IN ORDER, using the objects in this room. If you need to cross into another team’s area to get an object, you MUST ask first; and if you need to use an object from another team’s area, you NEED to ask them first.

Hand out envelopes, and start timer for 10 minutes. When a team completes all its challenges, hand out one of the secret messages. (It doesn’t matter which team gets which message.) Instruct them to figure out what it means and why it’s important until the timer goes off.

Reconciliation Activities for Children When the timer goes off, gather all the teams together as one group and sit in a circle for a discussion. If a team did not finish their challenges before the timer went off, reassure them that everyone did a great job working together, and hand them their secret message.

Discussion Ask someone from each team to read aloud their secret message one at a time. Then encourage comments and discussion by asking questions such as: 1. Where does your message come from? (If needed, you can explain that one is from the Bible, and one is a quote from a Dene (de-nay) Elder from Black Lake First Nation in Saskatchewan. Explain that the Dene are a First Nations group who were among the Indigenous people living on the land now known as Canada when the European settlers came. Their traditional territory is in Northwestern Canada.) 2. What do you think your message means? 3. Why do you think this might be an important message? 4. How do you think the messages connect to the game? 5. What was one of the easy challenges that your group had to do? Why was it easy? 6. What was one of the hard challenges that your group had to do? Why was it hard? (Hopefully someone will say the challenges where they had to go to another group’s area were harder.) 7. How difficult was it when you had to borrow another group’s materials, or work with another group to complete your challenge? 8. How did you and another group decide if you were going to share? (Prompt them to remember what they thought about making the agreement, or deciding to work together.) 9. The one message is from a Dene Elder, an Indigenous person. (Ask someone to read it again.) What do you think this game has to do with Indigenous people?

Treaty-Making, Promise-Keeping Ask the children to think about how the Indigenous people were living on the land we call Canada for over 10,000 years – long before the explorers and settlers came from Europe. At first the Europeans cooperated and the Indigenous people shared the land and its resources and their knowledge to help the newcomers. They even made treaties about this sharing and cooperation. Can any of you tell me what a treaty is? (Encourage and be accepting of their ideas.) A treaty is an agreement between two groups of people who want to share the same space and the things on that space. Doesn’t this sound a bit like the challenge game we just played? (Encourage children to respond and talk about how they made agreements.) When you make an agreement, it’s sort of like making a promise , isn’t it? What is a promise? (Encourage responses.) A promise is when you tell someone that you will definitely do something. So in our game, we were making promises and agreements by saying that other people could come into our team’s area and by agreeing that they could use our materials.

Reconciliation Activities for Children We all agreed to respect each other’s area and to not enter it without permission. A treaty is like that – it’s like a promise made between two groups of people. Treaties are promises about what each group of people will do. Indigenous people were used to making treaties with each other so that they could get along in peace, sharing the land they lived on and the places they hunted and fished. Those treaties were spoken, not written down, and celebrated with ceremonies and maybe by making something special as a symbol and as a reminder. When the European settlers learned about treaty-making, they started to make treaties with the Indigenous people. They wrote down that they promised to share the land and all the things from the land needed for life, so they could live together as good neighbours. Sort of like how we made agreements to share our balls, and cups, and paper to complete our challenges! Has anyone ever broken a promise that you made, or a friend made to you? How did that feel? (Encourage responses.) It feels really bad when people promise to do something and then they break their promise, doesn’t it? How do you think you would feel if a team told you they would let you use one of their materials, like their ball, but then they actually took the ball away from you and didn’t let you? (Encourage responses.) It isn’t fair when a promise is broken, is it? But this is what happened to the treaties the Europeans made. It didn’t take very long before they started to break their promises and take over land that didn’t belong to them. They started to tell Indigenous people what land they could live on and what land they couldn’t, where they could fish and hunt, and where they couldn’t. The Europeans made it very difficult and sometimes impossible for Indigenous people to get enough good food to eat. The Europeans broke their promises, over and over again, and caused a lot of hardship for Indigenous people living in Canada. The settlers broke their promises and when promises are broken, relationships between people are also broken. Today Indigenous people are reminding Canadians about the many, many broken promises, and the treaties that have not been respected. They are asking us to learn about the broken promises, to remember and tell others, and together find ways for all of us to keep our promises so that we will be good neighbours, living together and helping each other.

Response You will need: A variety of art supplies like coloured paper, Play-Doh, lacing, beads, feathers, paper, coloured markers, scissors, glue, tape.

Instructions: Recap for the children that when Indigenous people made a treaty with each other, they did not write down the agreement. Instead they might have held a celebration or a ceremony or made something special as a symbol and a reminder about the agreement. Set out the craft supplies and invite the children to make or draw something to remind them of the activity today; perhaps something that will help them talk about it with others. For example, if there is a space on their creation for some words help them print the words that they think of, such as “I promise”, “Keep promises”, “Make treaties”, “Love our neighbours.”

Reconciliation Activities for Children Closing You will need: a Bible and the Book of Praise. Read from the Bible Remind the children that the Bible talks a lot about people making promises to be in right relationship with God, each other and all creation. Jesus asked us and showed us about how to love one another. Ask an older child or a leader to read aloud Hebrews 10:23-25.

“Let us hold firmly to the hope that we have confessed. We can trust God to do what he promised. Let us think about each other and help each other to show love and do good deeds. You should not stay away from the church meetings, as some are doing. But you should meet together and encourage each other.” (International Children’s Bible)

Sing to the tune of hymn #328 Pray It’s the Creator’s world Dear God, thank you for loving O happy day to see everyone. the rocks and trees, the skies and seas Help us to be good listeners to God loves us, you and me! Indigenous brothers and sisters. Help us to keep our promises to you, to Indigenous people, and to everyone. And help us to remember that when we work together, and share what we have, we can do amazing things! In Jesus’ name we pray, Amen.

Reconciliation Activities for Children Challenge Cards: TwoTeam version Cut out along dotted lines

Team 1 List of Challenges

1. Pass a ball between all of your group members three times

2. Hop on one foot from one end of the room to the other (remember to ask permission if you are crossing another team’s area!)

3. Make up a handshake for your group that everyone can do together, and show it to the leader

4. Make a pyramid using 10 cups

5. Hold hands with another group and sing the ABCs

6. Draw a picture of everyone in your group with their names on it

Team 2 List of Challenges

1. Make up a handshake for your group that everyone can do together, and show it to the leader

2. Pass a ball between all of your group members three times

3. Hop on one foot from one end of the room to the other (remember to ask permission if you are crossing another team’s area!)

4. Draw a picture of everyone in your group with their names on it

5. Hold hands with another group and sing “Row, Row, Row Your Boat”

6. Make a pyramid using 10 cups

Reconciliation Activities for Children Challenge Cards: ThreeTeam version Cut out along dotted lines

Team 1 List of Challenges 1. Pass a ball between all of your group members three times 2. Hop on one foot from one end of the room to the other (remember to ask permission if you are crossing another team’s area!) 3. Make up a handshake for your group that everyone can do together, and show it to the leader 4. Hold hands with another group and sing the ABCs 5. Make a pyramid using 10 cups 6. Draw a picture of everyone in your group with their names on it

Team 2 List of Challenges 1. Draw a picture of everyone in your group with their names on it 2. Make up a handshake for your group that everyone can do together, and show it to the leader 3. Pass a ball between all of your group members three times 4. Hop on one foot from one end of the room to the other (remember to ask permission if you are crossing another team’s area!) 5. Hold hands with another group and sing “Row, Row, Row Your Boat” 6. Make a pyramid using 10 cups

Team 3 List of Challenges 1. Make a pyramid using 10 cups 2. Make up a handshake for your group that everyone can do together, and show it to the leader 3. Hop on one foot from one end of the room to the other (remember to ask permission if you are crossing another team’s area!) 4. Draw a picture of everyone in your group with their names on it 5. Pass a ball between all of your group members three times 6. Hold hands with another group and sing “The Wheels on the Bus”

Reconciliation Activities for Children Handout for Home: Keeping Promises Dear parent or guardian, Today we played a game and talked about the history of relationships between Indigenous people (First Nations, Métis and Inuit) and European settlers in Canada. In the game the teams had a defined space that was theirs. Certain materials were in each space. Each team was given a list of challenges to complete. However, they could not complete all the challenges unless they had permission to cross into another team’s space and, sometimes, permission to borrow materials that belonged to the other team. During the game the children learned to share space and work out agreements among themselves so that they could accomplish their tasks. Afterward we talked about the experience, and how they would have felt if the other team had not kept to the agreements. This led us to talk about what it means to make, keep and break promises. Information was introduced about the history of European settlement in Canada and the impact on Indigenous people. The children learned how there was cooperation at first; that the settlers made treaties with Indigenous people, outlining how the land and its resources would be shared. However, over time, and especially after the founding of Canada in 1867, laws were introduced that gave power over the land to the Europeans and restricted Indigenous people to living on small pieces of land where it was often difficult for them to continue their traditional way of life. The children learned that today Indigenous people are reminding Canadians about the broken promises and treaties that have not been respected. By learning about this history and by talking about it with others, we talked about making changes so that Indigenous and non-Indigenous people can live together as good neighbours, helping each other. This is what reconciliation is all about. The children could then create crafts that would help them remember today’s experience and the importance of keeping promises. To help your child u Ask about what he/she thinks about treaty-making and keeping promises. Wonder together about what your family could do to help repair broken relationships between Indigenous and non-Indigenous people in Canada (e.g. learn more, tell others). u Learn more about the history of treaty-making by looking up these resources Treaties in Canada: Education Guide http://education.historicacanada.ca/files/104/Treaties_Printable_Pages.pdf Treaties and Cultural Change http://firstpeoplesofcanada.com/fp_treaties/fp_treaties_two_views.html If you have any questions about this activity, contact

Name: ______Organization: ______

Phone: ______Email: ______We believe that reconciliation between Indigenous and non-Indigenous people in Canada requires us to learn and to take action. Through this activity we are trying to encourage this process. For information about reconciliation in Canada, see www.trc.ca . Activity Shannen’s Dream Inequalities in education

Objectives This activity includes storytelling and a craft response. The children will 1. Hear the true story of an Indigenous student, Shannen Koostachin, and her dream. 2. Learn about the unequal quality of schools for Indigenous children on reserves compared to other schools in Canada. 3. Be encouraged to share Shannen’s story with others.

Reconciliation Activities for Children Overview for Leaders Schools on reserves, particularly in remote regions of Canada, are underfunded. While we think of education as provincially funded, it is the Government of Canada that is responsible for the education of Indigenous young people living in reserve communities. The Parliamentary Budget Officer has reported that Indigenous and Northern Affairs Canada’s funding mechanisms: u do not adequately take into account circumstances that drive up the cost of running band-operated schools (i.e. size of school and geographic location); u put remote northern regions at significant disadvantage.

(From Federal Spending on Primary and Secondary Education on First Nations Reserves , 6 December 2016 http://www.pbo-dpb.gc.ca/en/blog/news/ First_Nations_Education )

Many First Nations schools receive only two-thirds of the funding per student that provincial and territorial schools receive and they do not receive funding for libraries, computers, languages or extracurricular activities. Less funding also means that many Indigenous children are exposed to hazardous conditions including mold contamination, high carbon dioxide levels, rodent infestations, sewage, and inadequate or lack of heating. ( https://fncaringsociety.com/shannens-dream )

The story of Shannen Koostachin has been shared across Canada and many people, particularly students, who have been advocating for change. The suggested responses in this activity were influenced by the campaigns of the First Nations Child & Family Caring Society of Canada. For ideas, go to these websites: https://www.facebook.com/CaringSociety/videos/1018073454958808/ https://fncaringsociety.com/have-heart-day-gallery-and-resources https://fncaringsociety.com/our-dreams-matter-too

Preparation Choose one leader to be the storyteller and provide the script so that he or she can read it a few times in advance, Teaching tip: becoming familiar with the story and A storyteller knows the main how to tell it to engage young people. points of the story but may It includes instructions in italics for the change the exact words and storyteller. phrasing as he or she looks up You will need: at the children while speaking. For the storytelling The storyteller may also engage u A bag with a child’s winter toque, in conversations, questions and scarf, pair of gloves, pair of snow answers with the children during boots and, in the very bottom, the telling of the story. a pair (or picture) of moccasins.

Reconciliation Activities for Children u A map of Ontario on which Attawapiskat and Ottawa are clearly indicated e.g. with stars, arrows, or a circle around their names. Optional: You may wish to show the children a map of where they live. u A photo of school children in Attawapiskat. https://tinyurl.com/y9hdeqd3 For the response u Choose a craft: set out writing and drawing supplies like different types of paper for letter writing, drawing, making signs or banners; large envelopes; a variety of craft supplies like coloured pencils and markers, pastels, scissors, glue, fabric pieces, feathers, buttons, ribbons, pipe cleaners. Optional: Digital camera or video recorder(s).

Acknowledging Traditional Territory Find out whose traditional territory you are on. See page 8 for resources on how to do this. Say:

Shannen’s dream – Hearing a true story The storyteller invites the children to sit down and get comfortable to hear a story that begins with a girl about their age. As you speak names that may be new or hard to pronounce for them, repeat them and ask them to try saying them. Have the bag with supplies nearby. If it includes a pair of moccasins, pull them out the first time you say the phrase “Just keep walking in your moccasins” and holding Teaching tip: them up every time you say the phrase Listen to the children’s (in boldface). Perhaps it could become responses and be ready for like a refrain that the children join in on. unexpected answers. For Today, I want to tell you a true story example, if a child says that of an Indigenous girl named Shannen their own school is cold and has Koostachin (Koo – stash – in). Shannen a leaky roof, a good response lived in the Attawapiskat (Atta – wa – pe – skat) First Nation community in northern might be: Ontario. The story starts when Shannen “I’m sorry to hear that! It must was six years old, in grade one. It’s about make it pretty hard to learn Shannen and her school. There are some when you are cold. Shannen had sad parts to this story, but the ending tells us about people who are happy and full a similar problem at her school. of hope. Now tell me something about Her school wasn’t nice at all.” your school or your classrooms.

Reconciliation Activities for Children (Encourage them to talk about the physical characteristics: What’s their classroom like? Is it warm or cold inside on a winter’s day. What other rooms are there in the school e.g., a gym, or library?) Your schools sound pretty nice! Shannen’s school wasn’t nice at all. The nice school building was closed down when a fuel pipe burst. After that all classes were moved into portables. Look at what Shannen needed to wear in class on a winter’s day… (One by one, pull winter clothes out of the bag and name the items) . Imagine needing to wear these things in class. Shannen had to because the portable doors didn’t shut properly! The winter winds blew in through cracks in the walls. Students’ fingers got so cold and stiff they could hardly write! And the portables were small and crowded. The school made Shannen feel ashamed and sad. But away from school, Shannen felt happy and proud of her family and community. For example, she loved the annual spring camp when they all spent two weeks in the bush. She learned where to find berries, how to recognize animal tracks, how to make a fire, and how to imitate the call of geese! And after dark, sitting in a circle around the campfire, Shannen and her brothers and sisters and cousins loved to listen to the Elders telling stories about long ago. One night, snuggled up to her father, Shannen exclaimed, “It feels so good to be here. But I never feel like this at school. School makes me feel like we don’t matter. Why can’t we have a real school, like other kids do?” Shannen’s father said, “You feel like you are part of this place; together we keep the circle strong. But never give up when you face difficulties. Never give up. Just keep walking in your moccasins .” (Hold up the moccasins or the picture and place them beside you.) School day after school day, school year after school year, Shannen kept hoping. Finally, when she was in grade eight and about to graduate, the government said there would be a new school – a real school! Shannen was so excited! But just as suddenly the news changed. The government said, “No! There’s no money.” Shannen exclaimed, “How can they say no?” Her friends said, “Oh, government leaders don’t care. They live far away. They don’t see our problems.” Shannen thought of her father’s words and said to her friends, “ We can’t give up. Just keep walking in our moccasins . We must help them see.” So one winter day Shannen and all the other students stood outside their portables in the icy wind holding signs, saying things like “We’ve never seen a real school. And if the government has its way, we never will.” Photos of them appeared in newspapers around the country. (Pass around the photo of students in Attawapiksat for the children to look at.) Shannen and her friends also wrote to the government asking for help. But nothing happened. Shannen kept thinking, “We can’t give up. Just keep walking in our moccasins.” She knew they needed a bigger, stronger circle. So Shannen and her friends made videos of themselves and they posted the videos on YouTube. In the videos they asked other students to write letters to the government, to spread the word. And little by little, word did spread. Shannen was invited to speak at other schools. She even travelled to Ottawa to speak to government people. (Hold up the map of Ontario and show the distance between Attawapiskat and Ottawa.) Some days Shannen got tired; she was discouraged when she saw how beautiful other buildings were. But her father still urged her, “Don’t give up. Just keep

Reconciliation Activities for Children walking in your moccasins.” So she kept going. Even though she was now in high school in New Liskeard, Ontario, she kept making speeches, writing letters, telling the story in different places. The more Shannen spoke, the more people listened. The more they listened, the more they cared. Students, teachers and churches all around Canada and around the world joined the circle and brought strength to the voices of Shannen and the students at her school. It seemed like nothing could stop Shannen. But one day something did stop her. Shannen was in a car accident and she died. However, when her family and friends gathered in a healing circle to share their sadness, they knew what they needed to do. Shannen had shared her dream of a new school. So her friends said, “We can’t give up. Just keep walking in our moccasins.” Four years later in 2014, a new elementary school opened in Attawapiskat. It has long hallways, big warm classrooms, a library, a music room, bathrooms and a gym. One of the first big events in the gym was a play put on by the students. The play retold stories celebrating people who lived there since long ago, people who spoke up for the community, people who dreamed of a better world, people who had made a difference. It celebrated people like Shannen. This is the end of our story, Shannen’s Dream. But it’s not the end of the story about improving schools for Indigenous children. As more and more school students learn about the unfair school situation in Canada for Indigenous students, they want to bring about changes. They are speaking out and taking action, following Shannen’s example. And we can join in.

Response Invite children to gather around the writing and craft supplies that have been set out. Encourage everyone to think about Shannen’s story and talk about how they feel about it. Speaking from her heart, Shannen told others about the inadequate, unsafe schools in Attawapiskat and other remote Indigenous communities. She inspired them to speak out. What do the children want to say about Shannen’s dream? Ask them to use words and pictures to describe what they are feeling. Ask the children who they want to share Shannen’s story with. Consider helping them send pictures and letters to family members or politicians to share Shannen’s story.

Closing You will need: A Bible and the Book of Praise. Read from the Bible Remind the children that Bible stories often include children in important roles. Read 1 Timothy 4:12: “Don’t let anyone think less of you because you are young. Be an example to all believers in what you say, in the way you live, in your love, your faith, and your purity.” Ask everyone to repeat the phrase a few times, getting louder and louder each time.

Reconciliation Activities for Children Sing to the tune of hymn #328 Pray It’s the Creator’s world Thank you God, for creating O happy day to see each one of us, the rocks and trees, the skies and seas and for making us stronger God loves us, you and me! when we work together. Help us learn from Shannen: to believe in our dreams, to never give up, to keep walking in our moccasins, to make a better world. Amen.

Reconciliation Activities for Children Handout for Home: Shannen’s Dream Dear parent or guardian, Today we heard an interactive, true story about an Indigenous student, Shannen Koostachin, from Attawapiskat, a remote First Nations community in Northern Ontario. Shannen attended a primary school in an uninsulated portable. It was an unsafe environment for learning. Shannen began asking “Why?” and speaking out. She had a dream of a new school for her community and good quality education for all Indigenous children in Canada. She kept drawing people’s attention to this unfair situation. Her fellow students helped her and they began to get media attention that led to her going to Ottawa where she spoke from her heart to people in the government – because the Government of Canada is responsible for the education of Indigenous children. A new school was finally built in Attawapiskat in 2014. Sadly, Shannen died in a car accident before the new school was built. From this story the children learned that young people can make a difference, that change can happen and that there is hope for better schooling for Indigenous children in Canada. But they also know that many Indigenous children are still learning in schools that are in very poor condition. The children continued to talk about the changes needed as they responded creatively to the story. With images and words they expressed their messages of hope for change so that all children in Canada are treated fairly and given access to a good education. To help your child u Ask about the story of “Shannen’s Dream” and what your child liked and didn’t like about it. Wonder together about what your family could do to support Shannen’s dream for quality education for all Indigenous children in Canada (e.g. learn more, tell others). u Learn more by reading about Shannen’s story at: Shannen Koostachin, Indigenous education advocate, named one of 150 greatest Canadians http://www.cbc.ca/news/canada/sudbury/shannon-dream-legacy-150-canada-1.3981858 Shannen’s Dream for Safe and Comfy Schools https://fncaringsociety.com/shannens-dream https://www.facebook.com/CaringSociety/videos/1018073454958808/

If you have any questions about this activity, contact

Name: ______Organization: ______

Phone: ______Email: ______

We believe that reconciliation between Indigenous and non-Indigenous people in Canada requires us to learn and to take action. Through this activity we are trying to encourage this process. For information about reconciliation in Canada, see www.trc.ca . Additional Links Historica Canada – Medicine Wheels Links thecanadianencyclopedia.ca/en/article/medicine-wheels Teachings of the Medicine Wheel Student Manual onlc.ca/wp-content/uploads/2014/06/Medicine-Wheel- Main Resources Student-Manual1.pdf Blanket Exercise – KAIROS: Canadian Ecumenical Heart Gardens – Pinterest Justice Initiatives pinterest.com/KAIROSCanada/heart-gardens-honouring- kairosblanketexercise.org memories-planting-dreams

Brief Administrative History of Residential Schools – Treaties in Canada: Education Guide – Historica Canada Presbyterian Church Archives education.historicacanada.ca/files/104/ presbyterian.ca/wp-content/uploads/healing_ Treaties_Printable_Pages.pdf administrative_history_of_residential_chools.pdf

Treaties and Cultural Change – Canada’s First Peoples Calls to Action – Truth and Reconciliation Commission firstpeoplesofcanada.com/fp_treaties/ trc.ca/websites/trcinstitution/File/2015/Findings/ fp_treaties_two_views.html Calls_to_Action_English2.pdf

Federal Spending on Primary and Secondary Education Confession of The Presbyterian Church in Canada on First Nations Reserves – Office of the Parliamentary presbyterian.ca/resources/resources-hr Budget Officer pbo-dpb.gc.ca/en/blog/news/First_Nations_Education Education and the National Centre for Truth and Reconciliation Videos nctr.ca/educators.php This Is Emily Yeung Making A Medicine Wheel youtube.com/watch?v=_tocMXU2pVk First Nations Child and Family Caring Society of Canada Finding Heart – National Centre for Truth and Honouring Memories, Planting Dreams; Reconciliation Shannen’s Dream; Have a Heart Day; Our Dreams Matter Too youtube.com/watch?v=V1NQ_tgR_oA fncaringsociety.com The 7th Generation our Ancestors Prayers For – First Nations Child and Family Caring Society of Canada National Association of Friendship Centres youtube.com/watch?v=WuqtXdgKrKY nafc.ca/en/friendship-centres

Shi-shi-etko Statement of Apology to Former Students of Indian Residential Schools – Indigenous youtube.com/watch?v=tKErhCGjSDE and Northern Affairs Canada aadnc-aandc.gc.ca/eng/1100100015644/ Have a Heart Day on Parliament Hill, February 14, 2017 1100100015649 facebook.com/CaringSociety/videos/1018073454958808

1707080401 Reconciliation Activities for Children