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. © The Presbyterian Church in Canada, 2017 50 Wynford Drive Toronto, Ontario M3C 1J7 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.