File contains a presentation by Charlie Thompson, President of hte Port Alberni Friendship Centre. Thompson tells the history of his people, the problems caused by colonialism and the government's approach, his personal experience with residential schools, some issues of self-governance, and the story of his particular Friendship Centre. Following the presentation is a discussion between Thompson and Commissioners Erasmus and Robinson on the challenges facing urban Aboriginals.

This file contains a presentation by Rev. Dr. R. Burn Purdon, Rev. Faye Wakeling and Rev. Pierre Goldberger.

The file contains a presentation by Wes Whetung and Sanford Cottrelle of Newberry House (a halfway house). Whetung and Cottrelle discuss the prison system and Aboriginal offenders offering a comparative view of Aboriginal and Non-Aboriginal halfway houses, compensation for former residential school residents, accessible moneys to implement both cultural and non-cultural programs for children and youth, and stereotypes of Aboriginal people in text-books. Commissioners Dussault and Sillett discuss some of the issues raised with the two presenters.

The file contains a presentation on behalf of Secwepemc re Social Development by Charlene Belleau, Ralph Phillips, and Bob Manuel. The presenters discuss social development as a necessary precondition of land claims and self-governance. They discuss the need to address the social damages inflicted by residential schools and foster homes, dealing with drug and alcohol abuse. Commissioner Sillett discusses some of the issues raised with the presenters.

File contains a presentation by Stephen Sunnipas, of Eskasoni First Nation. Sunnipas discusses residential school experiences, his people's history, and a plea to the Commission to save a Micmac sacred site at Glooscap's Mountain, which has been threatened by development.

File contains a presentation by the Regional Council on Education and Culture by Therese Niquay, and Genevieve Neashit. Niquay presents on education, culture, and linguistic concerns amongst the Attikamek. Genevieve Neashit presents on the steps the Attikamek have taken with regards to educational control. Neashit also requests additional assistance from federal, provincial and Aboriginal governments. Charles Coucou also gives some observations on education, residential schools, and the importance of spirituality.

File contains a presentation by Tom George focusing on the lack of funding for drug and alcohol recovery programs for Aboriginals in Canada. Lack of employment, recreation facilities, and shelter for women and children are problems George's group faces. He calls on the Commission to help secure funding for his organization. Following the presentation is a question-and-answer session with the Commissioners.

File contains a presentation by Violet Monday, Wife of the Chief Councillor of the Ucluelet First Nation for Health Affairs. Monday reads a presentation compiled by the First Nations' family care worker and health worker for the Commission.

File contains a presentation by Micmac Wallace Libillois. Libillois discusses the history of colonization and his people in Canada, the commonalities between indigenous people across the country in their relationship with the state, residential schooling, proseltization, Aboriginal fishing rights, threats to Aboriginal people's rights, an indigenous view of resource use, the Aboriginal roots of many European democratic concepts, and the importance of Constitutional recognition and inclusion for Aboriginal peoples in Canada.

File contains a presentation by Woody Elias, of Fort McPherson. Elias discusses residential schools, government and the fur trade (accusing the government of collusion with the anti-fur lobby), oil companies, and unemployment. Following the presentation is a discussion between Elias and Commissioners Dussault, Snowshoe, and Blakeney.

File contains a presentation by the Sagkeeng Education Program. Following an introduction by Gerald Couchene, the participants engage in a free flowing discussion (pgs 191-198) on education in their community, social services, and government funding. Following this, Patrick Bruyere delivers a presentation on the history of local control over education in his community, and the legacy of past failed educational policies administered by the federal government (pgs 198-209). Following this are some brief comments by Commissioners Sillet and Chartrand on the presentation.

This file contains remarks by Dorothy Spence from the Plains Indian Cultural Survival School. Her remarks emphasize the need to keep Aboriginal students in school.

File contains opening remarks by Stan McKay from Fisher River, Manitoba. McKay relates that his expectations for the Commission are not as high as previous presenters as his life experiences, including a stint in residential school, have made him cynical about such endeavours. He also expresses grave doubts about the presence of political will to make changes in Canada. That said, McKay expresses his hope that the Commission can be an educational opportunity for all Canadians, Aboriginal and Non, to right the wrongs of the past and work for a better future.

This file contains a part of a transcript of a portion of a sitting of the Royal Commission on Aboriginal Peoples at The Fern Resort, Orillia, Ontario. This part includes a presentation by Peggy Monague at the Round Table discussion on Relationship issues with "ourselves, our families and our community."

This file contains a part of a transcript of a portion of a sitting of the Royal Commission on Aboriginal Peoples at The Fern Resort, Orillia, Ontario. This part includes a presentation given by Marlene Stiles at the Round Table discussion on self-sufficiency issues and economic development in the Aboriginal Community.

Educational Studies Thesis (Ph.D.)--University of British Columbia, 1998.

Outlines duties of various employees, protocols for correspondence, hiring, promotion, etc., care of buildings and grounds, and rules pertaining to pupils. Reflects attitudes and policies of the time.

Outlines rules for: enrolment, physical welfare, industrial training of students. Reflects attitudes and policies of the time.

Accounts of conditions at residential schools that contributed to this form of protest.

Background information on heritage, history, traditions, cultural teachings specific to the Niagara region, as well as instructional strategies.

Documentary on relationship between Aboriginal people and the land, water and rest of Canada. Duration: 52:00.

Nine elders in discussion at Saddle Lake Reserve. They talk about aspects of life before contact with whites, Treaty #6, the history of amalgamations and land sales, and a traditional story of a boy raised by buffalo.

Looks at one work of nonfiction and one of fiction in a discussion about attempted assimilation through education and language, and what constitutes a truly a "native" education. Entire issue on one pdf. To access article, scroll down to appropriate page.

Looks at the theme of clothing in American Indian Stories.

Sample consisted of 3,018 people. Questions were asked about shared understanding of history, authentic relationships, cultures and worldviews, and political, economic, and social systems. Related material: 2019 General Population Survey: Results from a Saskatchewan-based Survey on Attitudes toward Reconciliation (Technical Report).

Position paper recommends "That the Ministry of Education move forward with curriculum renewal that includes the rich and diverse history of First Nations and Métis Peoples with their experience of the arrival of the European newcomers, and the legacy of the Indian Residential School era".

Comments on an Act of Reconciliation, made by the Saskatoon Police Chief, on the final day of the Truth and Reconciliation Commission national event. Article located by scrolling to page 3.

Satsan (Herb George), President of the National Centre for First Nations Governance, speaks at the Symposium on Reconciliation in Toronto, Ontario, February, 2011. Duration: 4:37. Part 3 of 5.

History Research Thesis (Ph.D.)--King's College London, 2017.

A poem reflecting life in a boarding/residential school.

Looks at mother-tongue medium (MTM) education as vital to the survival of Indigenous languages.

Uses example of schools in British Columbia to illustrate that while children's health education was used as a method of assimilation, children were undernourished and conditions were unsanitary encouraging the spread of disease.

Commentary and personal reaction to the Royal Commission on Aboriginal Peoples in 1998.

Monthly newsletter was produced by the Carlisle Industrial School, Carlisle, Pennsylvania. Reflects attitudes and policies of the time. Issues included: June-1880, Sept-Dec 1880, Jan-May 1881, September 1881-January 1882, April 1882, December 1882.

Looks at the 1956-1957 diary of nurse Sarah Elizabeth Page, who worked at the Moose Fort Residential School in Ontario.

[History] Thesis (Ph.D.)--Arizona State University, 1996.

Based on data from 2006 Aboriginal Peoples Survey on Children and Youth relevant to children aged 6 to 14 living off-reserve. Chapter three from Learning, Technology, and Traditions, which is vol. 6 in the Aboriginal Policy Research series. Originally presented at the third annual Aboriginal Policy Research Conference, 2009.

Describes compensation dispersal for the survivors of the residential school settlement.

Outlines a proposed project which will compare students' experiences at the Kamloops Residential School and a school in Sweden for Sami children. Project to examine educational ideas and practice as part of policies for suppressing indigenous people. Paper presented at the European Conference on Educational Research, University of Hamburg, 17-20 September 2003.

Education Thesis (M.Ed.)--University of Alberta, 1998.

Looks at various aspects of Hopi-white relations and the role of education in their interactions.

Looks at how Andrew S. Draper, a public school educator, urged the use of schooling to instill Anglo-American sociocultural values in American Indians to facilitate their assimilation into society.

Last three dioceses approve residential schools agreement with federal government.

Anglican primate signs agreement with federal government limiting church's liability to $25 million despite objections of the Anglican Council of Indigenous Peoples.

Discusses the residential school settlement agreement payment, which is the largest class action settlement in the history of Canada.

Revised agreement between Church and federal government significantly reduces liability in residential schools settlement.

Fund for payment of residential schools liability reaches 5.5 million.

Describes the destruction caused by the forced relocation of Aboriginal children into the residential school system.