Every Child Matters

Core Competencies

Communication 

• Students develop shared understandings of information, issues, situations, and problems in pursuit of common purposes and goals.

Thinking 

• Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences.

Personal and Social 

• Students value diversity, defend human rights, advocate for issues, and interact ethically with others.

First People’s Principles of Learning:  This lesson supports students’ understanding of the importance of Orange Shirt Day and the history of residential schools in Canada. It is meant to show students that every child matters and is important, and to remember those who never came home from residential schools. (Excerpt from Orange Shirt Day website)

English Language Arts

Big Ideas:

• Everyone has a unique story to share. (K-3)
• Through listening and speaking, we connect with others and share our world. (K-3)
• Stories and other texts connect us to ourselves, our families, and our communities. (K-3)
• Using language in creative and playful ways helps us understand how language works. (K-3)
• Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. (4-7)
• Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. (4-7)
• Developing our understanding of how language works allows us to use it purposefully. (4-7)

Curricular Competencies:

• Use sources of information and prior knowledge to make meaning.
• Use developmentally appropriate reading, listening, and viewing strategies to make meaning. (K-3)
• Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community.
• Recognize the importance of story in personal, family, and community identity. (K-3)
• Show awareness of how story in First Peoples cultures connects people to family and community. (K-3)
• Exchange ideas and perspectives to build shared understanding. (K-3)
• Apply a variety of thinking skills to gain meaning from texts.
• Use personal experience and knowledge to connect to text and deepen understanding of self, community, and world (4-7)
• Access information and ideas from a variety of sources and from prior knowledge to build understanding. (4-7)
• Respond to text in personal, creative, and critical ways. (4-7)

Social Studies

Big Ideas:

• Our communities are diverse and made of individuals who have a lot in common. (K-3)
• Our rights, roles, and responsibilities are important for building strong communities. (K-3)
• Learning about indigenous peoples nurtures multicultural awareness and respect for diversity. (K-3)
• Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors. (K-3)
• Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity. (4-7)
• Canada’s policies and treatment of minority peoples have negative and positive legacies. (4-7)
• Systems of government vary in their respect for human rights and freedoms. (4-7)

Curricular Competencies:

• Explain the significance of personal or local events, objects, people, or places. (K-3)
• Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgment). (K-3)
• Explore different perspectives on people, places, issues, or events in their lives (perspective). (K-3)
• Explain the significance of personal or local events, objects, people, or places. (4-7)
• Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgment). (4-7)
• Explore different perspectives on people, places, issues, or events in their lives (perspective). (4-7)

Assessments

• Assess students' effort to describe their feelings and thoughts after watching Phyllis’ video. 
• Assess students' understanding of the significance of Orange Shirt Day. 
• Assess students' understanding of empathy and respect through their responses and reflections during class discussion. 
• Assess students’ creativity and their ability to express their feelings through the Orange Shirt activity.

These teaching notes contain answers to questions about the purpose and importance of Orange Shirt Day, truth and reconciliation, and Indigenous language revitalization. There are also many other resources linked for deeper learning on the topic.

• Who are Indigenous peoples? The Inuit, Métis, and First Nations people are Indigenous and Aboriginal people of what is now known as North America. Many of these cultures called the land Turtle Island, as the continent resembles the shell of a turtle. There are more than 1.67 million people in Canada who identify themselves as Indigenous.  The Inuit are the peoples of the Arctic and also means “the people of the Inuktitut language. Métis people are cultural identities that come from the union between Aboriginal and European people in Canada. First Nations describes the “first peoples” or Aboriginal people of Canada who are neither Métis nor Inuit.
• What were residential schools? Children of the Indigenous peoples were taken from their families and sent to residential schools. The goal was to make the children follow a different culture than their own. This happened for many years and stopped in 1996. Residential schools were not a good place for the Indigenous children. Many of them were hurt physically and emotionally. Some never returned home to their families.
• What is Orange Shirt Day? Orange Shirt Day takes place every year on September 30. It is a day to remember the people who suffered from the many impacts of residential schools.
• Who is Phyllis Webstad? Phyllis Webstad is a First Nations woman who is known for her story about a special orange shirt. When she was a young girl, she wore a bright orange shirt to her first day at a residential school, but it was taken away from her. This shirt has become a symbol of remembering the children who went to these schools and the importance of treating everyone with respect and kindness. Phyllis' story helps us learn about history and how we should always show care for others. Learn more about Phyllis’ story: orangeshirtday.org/phyllis-story.
• Why was Phyllis Webstad so upset about her orange shirt? Phyllis Webstad was upset about her orange shirt because it was taken from her on her first day at a residential school, and it was a special gift from her grandmother, symbolizing her identity and belonging. When she arrived at the school, her shirt was taken away along with her other personal belongings, leaving her feeling disrespected and devalued. This experience represented a broader attempt to strip Indigenous children of their culture and identity.
• What does the Orange Shirt Day symbolize? The orange shirt now symbolizes the resilience of Indigenous communities and serves as a reminder of the importance of honoring and preserving their cultural heritage. Orange Shirt Day, which grew from Phyllis Webstad's story, is observed to acknowledge the painful legacy of residential schools and to promote reconciliation and respect for Indigenous peoples.
• Explaining why every child matters and is important: The significance of "Every Child Matters" on Orange Shirt Day highlights the importance of respecting and valuing each person. For example, Phyllis Webstad’s story or reading You Hold Me Up by Monique Gray-Smith, students learn that everyone deserves to be treated with respect and kindness, and that remembering this helps us honor the experiences of those who were harmed. The message "Every Child Matters" reminds us to celebrate and respect each individual’s identity and contributions, reinforcing that everyone is important and deserving of care and dignity.
• What is truth and reconciliation? Truth and Reconciliation is an important process aimed at addressing and healing the injustices faced by Indigenous peoples. It began with the Truth and Reconciliation Commission of Canada, which was set up to investigate the impact of residential schools on Indigenous communities. This process involves acknowledging the painful history of these schools, where many Indigenous children were taken from their families and communities, often facing abuse and cultural suppression. The goal is to educate people about these injustices, promote understanding, and build respectful relationships between Indigenous and non-Indigenous communities. By integrating these lessons into the classroom, teachers help students understand the importance of respect and equality, fostering a more inclusive and informed society.
• Indigenous language revitalization: Preserving and revitalizing Indigenous languages is important because they carry unique cultural expressions and traditional knowledge. Language is one way to preserve customs, stories, and practices. It’s important to note that language is not limited to spoken word, as it can include actions and gestures. Language helps us know about the land and relationships with the world from different perspectives, towards building community and promotes pride and identity among Indigenous people. In this activity, students are encouraged to learn a few words from the Carrier/Dakelh Peoples.  The word 'care' is whughunli, and 'honour' is budihti'.
  
  

Additional resources

Books to read aloud:

• Kookum’s Red Shoes by Peter Evyindson — A children's book that tells the poignant story of an elderly woman, Kookum, reflecting on her childhood experiences. The narrative centers on her life-changing experience in a residential school.
  
  
• I Am Not a Number by Jenny Kay Dupuis and Kathy Kacer —  A children's book based on the true story of Dupuis' grandmother, who was taken from her family and placed in a residential school. This book educates young readers about a painful part of Canadian history and the impact of residential schools on Indigenous communities.
  
  
• Shi-shi-etko by Nicola Campbell — A children's book that tells the story of a young girl named Shi-shi-etko who must leave her family and the familiar surroundings of her home to attend a residential school in just four days. The book captures the impact of the residential school system on Indigenous families and highlights the importance of cultural heritage and memory.

University of British Columbia’s Library: Indigenous Children’s Literature on the Indian Residential School system. Many books are written by survivors who speak about their experiences. Visit guides.library.ubc.ca/Indigenouschildrensliterature/irss.

The Canadian Children’s Book Centre: This source provides suggestions for books to highlight voices in Indigenous communities and features books for different ages with a short synopsis for each book. Visit bookcentre.ca/resource-library/indigenous-history-book-list-1.

First People’s Maps: Explore this interactive web-based map of British Columbia and the diverse Indigenous languages and arts found in different parts of the province. There are many clickable sites that describe the art, language and heritage of hundreds of Indigenous communities. Visit maps.fpcc.ca.

Videos: 

• Writing the Land (NFB): This short documentary (length: 7:50) is narrated by Elder Larry Grant, who is of Musqueam and Chinese descent. He speaks about the land and his family, and about finding his roots through language. This is a gentle narrative by Elder Grant and shares the interwoven cultures with Indigenous peoples because of historical industrialization. (Watch here)
• Messages for kids on Orange Shirt Day (CBC): This video (6:01) from CBC Kids News shares first-hand testimonies about the importance of Orange Shirt Day as a way to honour residential school survivors. Includes messages from Indigenous children and Dr. Cindy Blackstock. Suitable for students in Kindergarten to Grade 3, that explains Orange Shirt Day by Indigenous Youth who are social media influencers. (Watch here) 
• The word Indigenous—explained (CBC): This short video (2:27) from CBC Kids News explains what the word Indigenous means to young students. This is an animated video and goes into further explanation of the proper usage of the word Indigenous, and explains why other references may be hurtful. (Watch here)
  
  

Additional teaching resources: 

• University of British Columbia’s Indian Residential School History and Dialogue Center: UBC’s teaching and learning resources have further materials to support learning about Residential Schools and their history in Canada. This link provides a search function to search for books and media for students in Kindergarten through Grade 12, including resources for adults. Visit irshdc.ubc.ca/learn/orange-shirt-day-resources.
• Assembly of First Nations Educational Toolkit: The resources from the Assembly of First Nations provides a toolkit to “bring together First Nations and non-First Nations people and foster a spirit of cooperation, understanding, and action” with learning modules for educators and the public. Topics include Residential Schools, Impacts of Contact, The Indian Act, Timelines and Maps, and a First Nations Performance Indicators checklist for assessing and developing programs to enhance learning from a First Nations perspective. Visit education.afn.ca/afntoolkit.
• Orange Shirt Day Society: A variety of teaching and learning resources and guides that are free to download for various grades. Including resources in French and English. Visit orangeshirtday.org/reconciliation-hub/for-teachers.