Residential Schools in Canada

History Indigenous studies Language arts Music Social studies
Grades
4-12
Rita Joe with short curly salt-and-pepper hair, glasses, and a patterned shirt.
Mi’kmaq poet Rita Joe, C.M.

About this resource

Cree-Dene songwriter and educator Sherryl Sewepagaham describes the profound impacts of Canada's residential school systems on First Nations people and communities.

Beginning with Rita Joe's poem “I Lost My Talk” to address themes of loss and resilience, activities encourage students (spanning grades 4-12) to engage with the history and troubling legacy of residential schools, fostering empathy and understanding through poetry analysis, creative expression, and personal reflection.

Components include analyzing Joe's work, composing new poems and songs, and creating art projects informed by the resilience of survivors. This section is meant to build students' understanding of reconciliation and raise awareness about the enduring impacts of Canada's colonial past on Indigenous communities.

Author’s note

The traditional First Nations teachings and historical content contained in this document are representative of teachings obtained through various Cree elders, drum teachers, and family members. They do not represent all First Nations or Indigenous peoples throughout Canada. The teachings vary within families, communities, and nations, but share commonalities on a general level.

—Sherryl Sewepagaham

  • About the author

    Sherryl Sewepagaham is Cree-Dene from the Little Red River Cree Nation in northern Alberta and currently lives in Vancouver, BC with her 12-year old son. Sherryl holds a Bachelor of Education degree and has worked as a music teacher, teacher consultant, and children’s choir director. She also holds a Level III Orff-Schulwerk certification through Carl Orff Canada and was an invited clinician for two national Orff conferences.

    Sherryl is a co-founder of the Aboriginal women’s trio Asani, which received a 2006 Juno nomination. She released her debut solo album, Splashing the Water Loudly, in October 2014, which received a 2015 Indigenous Music Awards nomination for Best Indigenous Language or Francophone CD.

    She is a composer of children’s drum songs, education and arts resources, and documentaries. Sherryl continues to work in schools and health organizations presenting music and holistic workshops while pursuing a Bachelor of Music Therapy at Capilano University.

  • Credits and acknowledgements

    A special thank you to our Indigenous contributors and consultants: Andrew Balfour, Daniel Gervais, Lindsay “Eekwol” Knight, Amanda Lamote, Walter MacDonald White Bear, Emily Sewepagaham, and William Sewepagaham

    Cree Language and Cultural Advisors: William and Emily Sewepagaham (Little Red River Cree Nation)

    Additional editorial assistance and layout provided by Natasha Harwood, Geneviève Cimon, Corey Rempel, and Allyson Rogers at the National Arts Centre, and by Alison Kenny-Gardhouse at Connexionarts.

    © 2015 National Arts Centre

Next section Rita Joe’s “I Lost My Talk”

https://nac-cna.ca/en/artsalive/resource/all-my-relations-residential-schools-in-canada

Rita Joe with short curly salt-and-pepper hair, glasses, and a patterned shirt.
Mi’kmaq poet Rita Joe, C.M.

About this resource

Cree-Dene songwriter and educator Sherryl Sewepagaham describes the profound impacts of Canada's residential school systems on First Nations people and communities.

Beginning with Rita Joe's poem “I Lost My Talk” to address themes of loss and resilience, activities encourage students (spanning grades 4-12) to engage with the history and troubling legacy of residential schools, fostering empathy and understanding through poetry analysis, creative expression, and personal reflection.

Components include analyzing Joe's work, composing new poems and songs, and creating art projects informed by the resilience of survivors. This section is meant to build students' understanding of reconciliation and raise awareness about the enduring impacts of Canada's colonial past on Indigenous communities.

Author’s note

The traditional First Nations teachings and historical content contained in this document are representative of teachings obtained through various Cree elders, drum teachers, and family members. They do not represent all First Nations or Indigenous peoples throughout Canada. The teachings vary within families, communities, and nations, but share commonalities on a general level.

—Sherryl Sewepagaham

  • About the author

    Sherryl Sewepagaham is Cree-Dene from the Little Red River Cree Nation in northern Alberta and currently lives in Vancouver, BC with her 12-year old son. Sherryl holds a Bachelor of Education degree and has worked as a music teacher, teacher consultant, and children’s choir director. She also holds a Level III Orff-Schulwerk certification through Carl Orff Canada and was an invited clinician for two national Orff conferences.

    Sherryl is a co-founder of the Aboriginal women’s trio Asani, which received a 2006 Juno nomination. She released her debut solo album, Splashing the Water Loudly, in October 2014, which received a 2015 Indigenous Music Awards nomination for Best Indigenous Language or Francophone CD.

    She is a composer of children’s drum songs, education and arts resources, and documentaries. Sherryl continues to work in schools and health organizations presenting music and holistic workshops while pursuing a Bachelor of Music Therapy at Capilano University.

  • Credits and acknowledgements

    A special thank you to our Indigenous contributors and consultants: Andrew Balfour, Daniel Gervais, Lindsay “Eekwol” Knight, Amanda Lamote, Walter MacDonald White Bear, Emily Sewepagaham, and William Sewepagaham

    Cree Language and Cultural Advisors: William and Emily Sewepagaham (Little Red River Cree Nation)

    Additional editorial assistance and layout provided by Natasha Harwood, Geneviève Cimon, Corey Rempel, and Allyson Rogers at the National Arts Centre, and by Alison Kenny-Gardhouse at Connexionarts.

    © 2015 National Arts Centre

Rita Joe’s “I Lost My Talk”

Introduction

These lessons and activities are based on the poem “I Lost My Talk” written by Mi’kmaq poet Rita Joe about her experiences at Shubenacadie Residential School.

Subject areas: Social Studies, English Language Arts, Music

  • “I Lost My Talk” Poem

    By Rita Joe

    I lost my talk
    The talk you took away.
    When I was a little girl
    At Shubenacadie school.
    You snatched it away:
    I speak like you
    I think like you
    I create like you
    The scrambled ballad, about my world.

    Two ways I talk
    Both ways I say,
    Your way is more powerful.
    So gently I offer my hand and ask,
    Let me find my talk
    So I can teach you about me.

Poetry Analysis (grades 4-6)

Target grades: 4-6

Subject areas: Social Studies, English Language Arts, Music

Objective: Students will explore a poem, discuss the content, and write their own poem about what it feels like to lose something that is valuable to them.

Preparation: Research the biography and work of Rita Joe and residential schools.

Materials: Rita Joe poem “I Lost My Talk”; chart paper or Smart Board; recording of “I Lost My Talk” composed and sung by Sherryl Sewepagaham

Introduction

  • Have you ever lost or misplaced something of value to you?
  • How did it make you feel when you lost or misplaced it?
  • Where did you look? How long did you look for it?

Procedure

Step 1. Read through Mi’kmaq poet Rita Joe’s poem “I Lost My Talk”. 

Step 2. Reflect and discuss:

  • What is the poet talking about when the she writes, “I lost my talk?” What was taken or “snatched away?” (First Nations language, culture, freedom, family bond, self-esteem, etc.)
  • Who is the “you” she is talking about in the poem?
  • What does “scrambled ballad” mean?
  • What are the poet’s feelings that are reflected in this poem?
  • What other languages do you speak? What language do your parents or grandparents speak? Is it still spoken at home?
  • How would you feel if you were not allowed to speak the only language you knew and were forced to learn a new language you did not know?
  • How would you communicate with one another without understanding each other’s language?

Step 3. Compose your own poem beginning with “I lost my…” Think of what you lost that was of great value to you (not necessarily monetary value), or think of something that you are afraid to lose and how it would make you feel if you were to lose this.

Step 4. Share your poems with the class.

Step 5. Listen to the song, “I Lost My Talk” sung by Sherryl Sewepagaham. 

Step 6. Discuss any feelings or thoughts the song may bring up in relation to the previous discussion.

Step 7. Close this activity with a group discussion:

  • Do you have a better understanding of the poem and the impact of losing one’s language?
  • Do you have a better understanding of what it feels like to lose something of value?

Poetry Analysis (grades 7-12)

Target grades: 7-12

Subject areas: Social Studies, English Language Arts, Music

Objective: Students will work together in groups of 2 or 3 to create a poem, song or story from the perspective of a First Nations child in a Residential School.

Materials: Rita Joe poem “I Lost My Talk”; chart paper or copy of poem displayed on Smart Board; recording of “I Lost My Talk” sung by Sherryl Sewepagaham

Useful online resources:

Introduction

  • What are Indian Residential Schools?
  • What is assimilation?
  • Define and discuss “reconciliation” as a class.

Procedure

Step 1. Read the poem, “I Lost My Talk”, by Rita Joe.

Step 2. Reflect and discuss:

  • What is the poet talking about when the she writes, “I lost my talk?” What was taken or “snatched away?” (First Nations language, culture, freedom, family bond,
    self-esteem, etc.)
  • Who is the “you” she is talking about in the poem?
  • What does “scrambled ballad” mean?
  • What are the poet’s feelings that are reflected in this poem?
  • What other languages do you speak? What language do your parents or grandparents speak? Is it still spoken at home?
  • How would you feel if you were not allowed to speak the only language you knew and were forced to learn a new language you did not know?

Step 3. Create a poem, song, or story from the perspective of a child who has lost his or her language. Include how you would feel about the loss and how you would feel about being forced to learn a new language.

Step 4. Share your poem, song, or story with others.

Step 5. Close this activity with a group discussion:

  • Allow students to discuss any feelings or thoughts that may have arisen through this activity.
  • Listen to the recording of “I Lost My Talk”, sung by Sherryl Sewepagaham.
  • Do you feel the singer has captured the emotion of Rita Joe in the song?

Extension activities

  • Change the last line of “let me find my talk” into a First Nations language.
  • Write your own song with the poem, “I Lost My Talk.”
  • Write your own lyrics inspired by Residential Schools.

A Survivor’s Story of Indian Residential Schools

Introduction

These lessons and activities are based on a story and a poem written by Residential School Survivor William Sewepagaham (Cree-Dene) from the Little Red River Cree Nation in northern Alberta.

Subject areas: Social Studies, English Language Arts, Music

  • Story: “They Called Her Ikwîwak”

    By William Sewepagaham

    My mother was Cree and Dene from Northern Alberta. She was a strong and healthy woman. She beaded and mended clothes for our family. She tanned moose hides, made tipis, and made drymeat.

    In 1948, my dad Pierre, passed away at the age of 42 years, from an infection caused by tuberculosis. My mother had to take over the role of provider by trapping and hunting. She had a dog team, which she used for trapping. Life was very harsh and difficult, but she had to take care of her family. In the winter, she camped in a tent in the middle of nowhere. During this time, her oldest daughter took care of her children at home in a log cabin.

    In the summer, my mother hunted moose, bear, and small game. Her hunting skills proved to be important for the survival of her children. Sometimes a pack of wolves would surround her, but she did not kill them. She respected animals and birds that were not meant for food.

    All of her children were taken away and brought to the Residential School. This broke her heart and she was lonely during this time. She was unable to resist when her children were taken forcibly. The government authorities threatened her with jail if she refused to let them go. As she watched her children taken away crying and screaming, she was heartbroken and devastated. She cried many days and nights, missing her children.

    The Indian Residential School was a two day trip by dog team. She tried to go and see her children during the winter but was denied permission. She stood outside the fence, watching her children. She pushed some candy through the fence and held their hands briefly. In the summer, her children would come home for July and August. Then the pattern of crying and screaming would be repeated every September and for ten months she wouldn’t see her children.

    In 1987, my mother passed away due to sicknesses she endured during the harsh winter months while she was trapping. Being lonely for her children and her husband also contributed to her death.

    I pray to the Great Spirit to keep her happy and healthy, for she deserves all the happiness she has earned here on earth. I miss my dear mother. She was an inspiration to me. I inherited her perseverance and persistence. 

    * * *
    Ikwîwak is pronounced as “ek-wee-wuk,” which is a term of endearment or a nickname and does not have a specific meaning.

    Download: “They Called Her Ikwîwak” by William Sewepagaham

  • Poem: “I Cried Dry Tears”

    By William Sewepagaham, Residential School Survivor

    Long ago when bruises hurt
    I cried many wet tears.
    Long ago when loneliness came
    I cried many wet tears.

    When I was sick I cried wet tears
    My mother cured the sickness.
    When children teased me, I cried wet tears
    My mother wiped away my tears.

    One day some strangers took me away
    I travelled for many days and nights on boats and wagons.
    This long travel was lonely and scary
    I cried many tears but no warm arms were present.

    After many days and nights, I reached a strange place
    I thought about my warm tipi back home.
    I saw strangers who looked like penguins in a maze
    That night I lay on a steel bed and cried myself to sleep.

    I spent many days and nights in this spooky place
    I cried many tears as I lay alone in this dark place.
    After many days and nights, my tears were gone
    My eyes had no more tears as I lay all alone.

    When my mother passed away
    I kissed her but still no tears came.
    As people lowered her casket, I felt cold
    I tried to cry but no tears came, only blame.

    Download: “I Cried Dry Tears” by William Sewepagaham

Class Book Project

Target Group: 7-12

Subject areas: Social Studies, English Language Arts, Music

Objective: Students will create illustrations of a survival story to make into a book as a culminating class project. 

Materials: art paper, art materials (coloured pencils, markers, charcoal, etc.), binding materials

Preparation before class

Ask the students to come to class prepared to talk about a woman in history who has had to overcome great hardship.

Ask the students to write a short paragraph describing any challenges their mothers or caregivers have had to face as parents (general statements only and not private family information).

It is important that students are aware of the Canadian history of Residential Schools and the genocidal cultural impact it had on First Nations children as well as the impact it continues to have today before beginning this activity. 

Useful websites about Residential Schools:

Introduction

  • Can you think of women in history who have had to overcome hardship?
  • Before electricity, running water, and central heating of today, what hardships would women and their families face on a daily basis in the past?
  • Do challenges differ for women and for men when it comes to raising children in hard times? What great challenges have you had to overcome?

Procedure

Step 1. Read the story “They Called Her Ikwîwak” by William Sewepagaham.

Step 2. In working groups, look at the story and write down chronological events that could be illustrated such as enduring the cold winter months, wolves surrounding her camp, her children being taken away, etc. Jot down what points can be illustrated and plan how many illustrated pages you will create for the story.

Step 3. Decide together what each illustrated page will contain and what will be drawn. Decide who will illustrate and who will handwrite or type the story sections to match the illustrated pages. Decide who will be responsible for binding the finished product. 

Step 4 (optional). Sharing with other classes:

  • As a class, decide how you can share the story and your illustrated book with younger grades in your school or nearby schools. Perhaps you want to read to residents of seniors’ homes. 
  • After reading the story with your chosen group, share the book making process and what you learned about residential schools. Be sensitive to violent content when sharing with young children. 

Step 5. Close this activity with a group discussion:

  • How does the writer view his mother through the story?
  • What things would have made life easier for the mother if she had the conveniences of today?

  • A Traditional Feast

    Following the completion of the activity, organize a traditional feast of bannock with cooked blueberries or jam, and tea. Easy bannock recipes can be found online. 

    Music was always a part of the feast event and followed the meal. Some Canadian artists to accompany the feast can include:

    • Susan Aglukark – Inuit folk
    • Whitefish Jrs. – Round Dance songs
    • A Tribe Called Red – First Nations electronic
    • Sherryl Sewepagaham – First Nations contemporary
    • Asani – First Nations and Metis trio
    • Camerata Nova – Renaissance, Aboriginal-infused choral
    • Daniel Gervais – Métis fiddle
    • Walter White Bear MacDonald – Folk-style songs and Native Flute

Art Activity

Target Group: 7-12

Subject Areas: Social Studies, English Language Arts, Art

Objective: Students will discuss the meaning of a poem with classmates and share their interpretation of the impacts of trauma through an art form of their choice.

Materials: art materials (various types of paints, brushes, canvas, charcoal, art paper, markers, or pencil crayons); chart paper; poem “I Cried Dry Tears”; KWL chart

Preparation before class

It is important that students are aware of the Canadian history of residential schools and the genocidal cultural impact it had on First Nations children as well as the  impact it continues to have today. 

Useful websites about Residential Schools:

Introduction

Using a KWL chart, have the students brainstorm individually:

  • What do I know about residential school survivors?
  • What do I want to learn about residential school survivors?
  • Leave the last section blank until the end of the activity. 

Before reading the poem, discuss what it means when the poet says, “I cried dry tears.”

Procedure

Step 1. Read the poem “I Cried Dry Tears" by William Sewepagaham.

Step 2. In groups, analyze and discuss each paragraph of the poem to interpret what the poet survivor is expressing through his words. Select a scribe and spokesperson within the group. The scribe will write down ideas on chart paper for later sharing. Questions to ask and discuss:

  • Is the poem from a first person perspective or an observer?
  • Who do you think the strangers were?
  • Who are the penguins in the poem?
  • Why did wet tears turn to dry tears?
  • Why did he have no feelings for his mother?
  • Why do you think he felt blame?
  • What is the transition of the poet survivor from the beginning of the poem to the end of the poem?
  • What is trauma and what impact can trauma have on a person?
  • What long-term effects can trauma have on society?

Step 3. The spokesperson presents what was discussed in the group with the class.

Step 4. Individually, choose one part of the poem to illustrate in a drawing or painting. You can choose to illustrate or paint in abstract form, illustrate or paint a scene, sketch a portrait, or paint, draw, or sketch the poet’s emotion using various mediums.

Step 5. When finished, include your selected paragraph as part of the finished piece. This can be typed or handwritten.

Step 6. Be prepared to discuss and share your work with others and to explain why you chose the selected paragraph as inspiration for your artwork.

Step 7. Close this activity with a group discussion: 

  • What did I learn about Residential School survivors?
  • Discuss and share what you learned and how this activity has or has not changed your perspective on this topic of Residential School survivors.