Presentation by the Chair of the Truth and Reconciliation Commission of Canada on the history of residential schools, treaty promises, abuse in the schools and more. Duration: 44:59.

International/Intercultural Education Thesis (M.Ed.)--University of Alberta, 1991.

International / Intercultural Education Thesis (M.Ed.)--University of Alberta, 1991.

Presents timeline beginning at 1755 leading up to the inception of the residential school system and ending at 2014 with the Truth and Reconciliation Commission hearings wrap up.

Variables examined: institutions (physical conditions, methods of discipline, program, administration), adaptation (to dominant culture), and adjustment (student attitudes and aspirations).

Includes: historical overview, chronology of events, key events in litigation, statement of reconciliation, and apologies from churches.

Map.

Three components: setting the stage for inquiry, relationship of 150 years, and research projects. Unit developed in response to the Truth and Reconciliation Commission's call for development of age-appropriate educational materials. Access Book Two.

Documents relating to the “Indian Question”, residential schools, The Bryce Report (health conditions in the schools), the McKenna McBride Commission, further restrictions imposed by the Indian Act, post-war activism, etc. Backgrounders and primary sources for topics covered in Book One.

Four components: purpose of schools, assaults and their legacy, resistance and change, and action of reconciliation. Unit developed in response to the Truth and Reconciliation Commission's call for development of age-appropriate educational materials.

Developed in response to the Truth and Reconciliation Commission's call for development of age-appropriate educational materials.

Reports on the progress of the Department established to attempt to resolve claims, address the results of the school system, and foster healing and reconciliation.

Reports on the progress of the Department established to attempt to resolve claims, address the results of the school system, and foster healing and reconciliation

Legal settlement agreement between Canada and the churches that operated Indian Residential Schools plus the Merchant Law Group.

Describes the settlement benefits and how to get them.

[History] Thesis (Ph.D.)--Royal Holloway, University of London, [2017]

Organization supports research, promotes awareness, and advocates justice and healing for survivors in British Columbia. Provides links to history, forms, newsletter and crisis line.

Provides a historical overview of the TRC and looks at its purpose, terms of reference, and transitional justice initiatives.

"This paper presents a chronological history of the criminal law convictions relating to Canada's Indian residential schools."

Book review of: Indian Resilience and Rebuilding by Donald L. Fixico.

Brief pamphlet produced when the school had only been in existence for four months. Reflects attitudes and policies of the time.

Rationalizes need for boarding school system, describes school and its curriculum, and includes list of staff. Reflects attitudes and policies of the time

File contains 2 negatives of a painting behind a Church Altar at a school (presumably All Saints Residential School), Prince Albert, Saskatchewan, December 14, (year illegible, presumably 1950s-1960s).

Argues that while school officials regarded the practice of placing male students as farm labourers during the summer months as a method of assimilation, many used their employment to serve their own purposes.

File contains 2 negatives of a Grade Eight class from an unidentified school, presumably the All Saints Residential/Prince Albert Student Residence in Prince Albert, Saskatchewan, June 9, 1969.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. On cover: A Magazine Printed by Indians. Articles reflect the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time. Document cannot be downloaded, but can be viewed. .

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. On cover: The Navajo: His Reservation and Shall We Have Normal School for Indian Teachers?. Articles reflects the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Industrial and Agricultural School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time. Document cannot be downloaded, but can be viewed.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time. Entire document cannot be downloaded, must be viewed page by page, using "jump to" feature, or through table of contents.

The scanned image shows a shot of a child apparently drawing water from a well at the Kinsmen Christmas Party at the Indian School (All Saints?) in Prince Albert, Saskatchewan taken on December 16, 1961.

Responds to criticisms of rules enforced in terms of eligibility for employment and salaries. Originally published in the New York Evening Post, February 1, 1897. Reflects attitudes and policies of the time.

File contains 9 negatives showing a new dormitory at the All Saints Residential School/Prince Albert Indian Residence on June 15 of an unidentified year. Scanned image shows the frontal profile of the new building.

A photograph of the view across the river of the Indian Industrial School in Battleford (left side).

Historical note:

The building was formerly Government House. Taken over as the Indian Residential School in 1883, and remained that until 1914. First principal was Thomas Clarke. The building was given heritage designation in 1984.

Book review of: The Indian School on Magnolia Avenue edited by Clifford E. Trafzer, Matthew Sakiestewa Gilbert and Lorene Sisquoc. Review located by scrolling to page 183.

Focuses on personal narratives of former students of Mount Pleasant Indian Industrial Boarding School. Duration: 41:38.

Scanned negative shows two females in uniform posing for a portrait selling candy at a Women's Auxillary tea(presumably of the All Saints Residential School). (bad quality photo)

File contains 6 negatives from a banquet to honour student graduates at the Prince Albert Indian Residence on May 2, 1969. Scanned image shows five male and three female graduates posing for a portrait in formal attire.

Discusses the federal education policy toward Native Americans from a Native American experience and a White perspective.

Looks at the industries, education and religion of First Nations women across Canada. Chapter 14 from Women of Canada: Their Life and Work compiled by the National Council of Women of Canada. Entire book on one pdf. To access chapter, scroll to page 432.

History Thesis (M.A.)--Indiana University, 2017.

Discusses the use of print media to promote educational reforms, substitution of community day schools for boarding schools, replacement of curriculum to promote Aboriginal culture, and the use of vocational programs to benefit Aboriginal communities.

Image of Aboriginal children and youth seated in two canoes to cross a body of water to attend school. Older male youth in foreground pushing a canoe off shore; children and supplies in canoe.

Presenters discuss issues of intellectual or cognitive imperialism; summarize the Eurocentric knowledge systems, religions, and doctrines on which historical and current education are built and the means of enforcement by which those frameworks are held in place. Stress the need for Universities to implement Indigenous ways of knowing and thinking in all colleges and disciplines in order to affect change. Duration: 1:18:01