Cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."

Professional Learning

Teaching the History and Legacies of Canada’s Residential Schools (Winnipeg)

In this hybrid course, we will explore Canada’s Residential to understand the impact on former students, their families, and Indigenous communities.

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Multi-Session

Our multi-session professional learning series are designed for in-depth exploration of themes and topics that help educators strengthen their skills and competencies. Session information is included in the event details.

Instructor-Led & Self-Paced

This professional learning event will be led by Facing History staff and also contains portions that are self-paced and delivered virtually. When you register, you will receive instructions for how to access and participate in the event.

This event qualifies for Certificate of Completion.

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Experience a holistic and intentional arc of learning on the history and legacies of Residential Schools
Engage in an in-person survivor testimony sharing and experience strategies and care that support learners in carrying such testimonies
Discover new teaching strategies that help students interrogate text, think critically, and discuss controversial issues respectfully
Gather as a community through online and in person classes that embed ceremony, teachings and dialogue

In partnership with Facing History & Ourselves, Winnipeg School Division is offering an optional hybrid model of professional learning for Grade 6-12 Teachers. The learning series will include a 6-week independent online learning component, 2 synchronous virtual sessions (90 minutes, 4:30-6pm) and 2 half-day in-person sessions. Time commitment is expected to be 3-4 hours of independent work per week, beginning April 12^th, 2023, with release time provided for live sessions taking place during the school day.

Spots are limited, only educators pre-approved by Winnipeg School Division will be accepted for participating.

In this hybrid (online and in-person) course, we will explore the history of Canada’s Residential Schools through primary source texts and survivors’ personal testimonies to better understand the devastating history and long-lasting impact on former students, their families, and entire Indigenous communities. We will also look at their historical roots and the legacies that followed while examining the apologies given by government and churches, the work of the Truth and Reconciliation Commission, and the charge of genocide. We will use all these elements to help students connect this history to their own lives and the choices they make.

Please fill out the Educator Application at the bottom of this page to apply for the course.

In this course you will:

Gather as a community through online and in person classes that embed ceremony, teachings and dialogue led by an Indigenous and non-Indigenous team of facilitators and Anishinaabe grandmother Geraldine Shingoose

Experience a holistic and intentional arc of learning that will engage you - and the students you teach/support in reflective learning, historical exploration, emotional connection, ethical consideration, and inspiration

Learn from classroom ready primary source texts (available in English and French) and videos that centre First Nations, Métis and Inuit voices

Discover new teaching strategies that help students interrogate text, think critically, and discuss controversial issues respectfully

Engage in an in-person survivor testimony sharing and experience strategies and care that support learners in carrying such testimonies

Analyze the legacies of the Residential School System, the role of apology, and explore ways to engage students in meaningful reconciliation

Take part in and be guided through a closing ceremony in person on the final day of the course

(Optional): participants are also invited to attend a sunrise ceremony and honouring of the late Theodore Niizhota Fontaine at Wellington Park

After this online course you will:

Become part of the Facing History educator network, with access to a rich slate of educator resources, including unit and lesson plans, study guides, and multimedia.

At-a-Glance:

Duration: 6 weeks. There is a new session each week. The first week's session is designed to welcome you to the course, introduce you to Facing History and Ourselves, your course facilitators, and Elder Gramma Shingoose and connect you with other educators in the course. Weeks two through six are designed so that you will engage with course-related readings, videos, and other resources and leave with concrete strategies and lesson plan ideas to implement in your classroom. Sessions begin on Thursday evenings.

Time Commitment: Approximately 1 hour for week 1. Approximately 4.5 hours per week for weeks 2 through 6.

Format: 3 hours of weekly self-paced, asynchronous online work via Canvas and 4 synchronous classes (See dates and times below). Details for joining the Canvas and the Zoom sessions will be shared by email prior to the event. (Zoom and in person sessions will not be recorded.)

12 April - Course Start Date (Independent study)

19 April - Welcome Session (Virtual class, 4:30-6pm (CT)

3rd May - Indian Act (Virtual class, 4:30-6pm (CT)

10th May - Survivor Speaker (live in-person, 1-3:30pm (CT)

24 May - Closing Session (live in-person, 1-5:00pm (CT)

Certificate of Completion: Awarded upon successful completion of the course, for 20 professional development hours.

Lorrie Gallant (Facilitator)

Lorrie is a writer, illustrator, storyteller, visual artist, educator, and Expressive Arts Practitioner, born and raised on the Six Nations of the Grand River Territory. She is from the Cayuga Nation and of the Turtle Clan. Lorrie worked as the Education Program Coordinator at the Woodland Cultural Centre in Brantford for 10 years and takes an active approach to revealing the rich culture of the Haudenosaunee, the history and current issues including the residential school through presentations and workshops to all ages and diversities. Lorrie is the recipient of the 2015 Ontario Arts Foundation Artist Educator Award.

Lindsay Hutchison (Facilitator)

Lindsay lives and works on the shared, traditional and unceded territory of the Katzie, Kwantlen, and Semiahmoo First Nations. Lindsay is a teacher and Social Studies Department leader currently teaching 20th Century World History, Genocide Studies and Social Studies 10 in Surrey, British Columbia. Lindsay first encountered Facing History & Ourselves resources in 2013 while attending a teachers’ conference. Since then, the Facing History scope and sequence has played a central role in her planning, teaching and personal growth as Lindsay examines the implications of being the descendent of settlers and her personal responsibilities related to reconciliation. When she’s not teaching, Lindsay can be found spending time with her 7-year old son (often building Lego or playing superheroes), experimenting with new recipes in the kitchen or reading about history. Regardless of the activity, you will always see a cup of tea within Lindsay’s reach.

Jasmine Wong (Facilitator)

Jasmine is a people, equity and justice-oriented educator and Associate Program Director with Facing History & Ourselves Canada. She has facilitated collaborative partnerships and thoughtful professional learning experiences that engage head, heart, conscience and action for teachers and coaches for over a decade, with the goal of nurturing a more just, inclusive and humane citizenry. Prior to her work with Facing History & Ourselves, Jasmine worked as a classroom teacher and adult education facilitator. She enjoys weaving her love for the arts, movement, technology, science and literature into history. She currently resides in Tsi T’karón:tó (Toronto), on the traditional and ancestral territories of the Michi Saagiig of the Credit River Anishinaabeg (Mississaugas Anishabeg people) and the Haudenosaunee Confederacy; Treaty 13 and Williams Treaty Territory.

Gramma Geraldine Shingoose (Elder)

I am Anishinaabe Ikwe from Tootinaowaziibeeng Treaty Reserve, Treaty 4 Territory. My spirit names are Sky Woman, Northern Lights Woman and I come from the Bear Clan. A nine-year Residential School Survivor who attended Muscowequan Residential School 1962-1971. I am an Indigenous Grandmother who provides support and guidance in Winnipeg, Manitoba. Being a Knowledge Keeper in the community has brought me grace and love for all people. I receive my strength from the grassroots movement who bring voice to all the colonial injustices experienced today. Currently, as a Knowledge Keeper and Matriarch, I am bringing voice for the children who were found buried on the grounds of Residential Schools across Canada. My voice can be heard in media outlets such as: CBC, CityTv News, NCI FM, CTV, APTN, BBC, TRT World News London, World News Radio New Zealand, and New York Times. Ekosi & Chi Miigwetch.

We would like to thank the following sponsors for supporting this content:

Course partially funded by:

The Winnipeg Foundation

Certificate of Completion

Awarded upon successful completion of the course, for 20 professional development hours.

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Teaching the History and Legacies of Canada’s Residential Schools (Winnipeg)

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