Elizabeth Spohn

Humanities Unit 1: To what extent do diverse ways of life impact our past and present
October 1, 2019
Grade: 7 Lesson Title: Orange Shirt Day/
Lesson Duration (mins): 43

Alberta Program of Study - Objectives

5.1.4d demonstrate respect for diverse ideas, cultures and traditions portrayed in oral, print and other media
texts
Critical Questions
Orange Shirt Day
- What does Orange Shirt Day symbolize?
- What are the lasting impacts of the Residential School System on Indigenous individuals, Peoples and
communities?
- What is the purpose of the Truth and Reconciliation Commission of Canada?

Learning Objectives
Students will…
- Discuss what Phyllis’ orange shirt symbolizes.
- Explore the lasting impacts of residential schools on First Nations peoples
- Reflect on the role of truth and reconciliation in Canada today

Differentiation/Accommodation/Modification
N/A
Assessment
Formative Assessment:
- Think/pair/share conversations; whole class discussion; responses to videos

Learning Resources
- Orange Shirt Day Activities: https://bctf.ca/uploadedFiles/Public/AboriginalEducation/OrangeShirtDayActivities.pdf
- Stranger Lyrics:
http://www3.sd71.bc.ca/School/abed/resources/teacher/Documents/Stranger%20Lyrics%20worksheet.pdf
- Voices and Visions Textbook
- https://secretpath.ca/

Material and Equipment

- Secret Path by Gord Downie and Jeff Lemire
- Smartboard
- Video “Stranger”: https://www.youtube.com/watch?v=za2VzjkwtFc (Reflection)
- Video “St. Joseph’s Residential School Stories”:
https://www.youtube.com/watch?v=ll1pUrK29MM&feature=youtu.be (Phyllis Webstad’s Story)
- Video “Canada is…”: https://www.youtube.com/watch?v=2zuRQmwaREY (on reconciliation)
- Printed copy of Phyllis’ story (attached to lesson plan)
- Prayer of lament (attached to lesson plan)
- Stranger Lyrics handout (26 copies)

Lesson Procedures
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Introduction (10 min.):

Today is Orange Shirt Day. In order to get to know what Orange Shirt Day is all about, we are going to explore
stories from 3 individuals who attended Residential schools. Through our discussions, I hope we all can gain a
better understanding of what orange shirt day is, the lasting impact of the residential school system, and what
truth and reconciliation means to Canada in 2019. We are first going to learn about Phyllis Webstad, the person
that sparked Orange Shirt Day, then we are going to hear Chanie Wejack’s story told by Gord Downie, and then
last, we are going to watch a video from Chief Robert Joseph.

What is Orange Shirt Day?

- Draw a shirt on the board to write student ideas in.
- Where did Orange Shirt Day come from? Read students Phyllis Webstad’s story in her own words (attached to
lesson plan)
- Video: St. Joseph’s Residential School Stories (3 minutes)
- Discussion (7 minutes)
Write Questions on Board (during video) and have students THINK/PAIR/SHARE
1) Why was Phyllis so upset about the orange shirt? Was it just the shirt? How would you feel if your parents
bought you something very special to start the school year and it was taken away from you? Would it be even
worse if you were being sent away to a new and very strange school?
2) So, what do you think Orange Shirt Day is really all about?
3) What is the orange shirt a symbol of? (sadness, heartbroken, unkindness, humiliation, cruelty, loss of
identity, hurt, heartbroken, unkindness, meanness) Write student responses to the questions inside the orange
shirt.
- Add to the orange shirt as students learn more about the legacy of residential schools.

Body (28 min.):

“The Stranger” A Secret Path – ~20 minutes
- To explore another person’s residential school story, we are going to explore A Secret Path by Gord Downie and
Jeff Lemire. It tells the story of Chanie Wejack.
- While students are watching Chanie’s story, have them think about his experience, and the lyrics of the song.
- Hand students out the lyrics to the song. As they are listening have them think about:
What do these lyrics mean?
What is happening in the story?
What do you think the songs message is about?
What do you think he wants you to understand and know?
What is the big idea?
- Video: “The Stranger” Official Video – Gord Downie – Secret Path (~6 minutes)
- Video discussion: (6 minutes)
Go through the questions with students. What other questions came up for them?
- Read students the back of “The Secret Path” (3-5 minutes)
- Chanie, unfortunately did not survive his residential school experience and is greatly missed by his family
- Many families were separated because of residential schools, and some people were never able to reconnect with
their families at all.

Chief Robert Joseph - ~8 minutes

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- As students watch the video have them think about:
1) What is the lasting impact of residential schools that Chief Robert Joseph speaks about? (segregation, not
learning how to socialize; loss of spirituality because of conversion; loss of identity, taking away everything they
learned and who they were; addiction, alcoholism, violence)
2) What is the Truth and Reconciliation Commission?
3) What does Truth and Reconciliation mean to us?
- Have classroom discussion about these questions. Tell students to feel free to share their thoughts about any of
the videos we have watched this class.

Closure (5 min)
Prayer of Lament
- Ask that students bow their heads to pray a prayer of lament. This prayer is for survivors of Residential schools.
Read prayer to students.

Reflection:

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Phyllis’ Story
“I went to the Mission for one school year in 1973/1974. I had just turned 6 years old. I lived with my
grandmother on the Dog Creek reserve. We never had very much money, but somehow my granny
managed to buy me a new outfit to go to the Mission school. I remember going to Robinson’s store
and picking out a shiny orange shirt. It had string laced up in front and was so bright and exciting – just
like I felt to be going to school! When I got to the Mission, they stripped me, and took away my
clothes, including the orange shirt! I never wore it again. I didn’t understand why they wouldn’t give it
back to me, it was mine! The color orange has always reminded me of that and how my feelings didn’t
matter, how no one cared and how I felt like I was worth nothing. All of us little children were crying,
and no one cared. I was 13.8 years old and in grade 8 when my son Jeremy was born. Because my
grandmother and mother both attended residential school for 10 years each, I never knew what a
parent was 4 supposed to be like. With the help of my aunt, Agness Jack, I was able to raise my son
and have him know me as his mother. I went to a treatment centre for healing when I was 27 and have
been on this healing journey since then. I finally get it, that the feeling of worthlessness and
insignificance, ingrained in me from my first day at the mission, affected the way I lived my life for
many years. Even now, when I know nothing could be further than the truth, I still sometimes feel that
I don’t matter. Even with all the work I’ve done! I am honoured to be able to tell my story so that
others may benefit and understand, and maybe other survivors will feel comfortable enough to share
their stories.”

Today…
Phyllis Webstad is Northern Secwpemc (Shuswap) from the Stswecem’c Xgat’tem First Nation (Canoe
Creek Indian Band). She comes from mixed Secwepemc and Irish/French heritage, was born in Dog
Creek, and lives in Williams Lake, BC. Today, Phyllis is married, has one son, a stepson and four
grandchildren. She earned diplomas in Business Administration from the Nicola Valley Institute of
Technology; and in Accounting from Thompson Rivers University. Phyllis received the 2017 TRU
Distinguished Alumni Award for her unprecedented impact on local, provincial, national and
international communities through the sharing of her orange shirt story.

Source: https://bctf.ca/uploadedFiles/Public/AboriginalEducation/OrangeShirtDayActivities.pdf

Truth and Reconciliation

- Goal is to uncover the truth of human rights violations in Canada’s past, and to hold people (primarily
the Canadian government) accountable for their actions. It also hopes to bring closure and healing to
families who are impacted by Residential schools.

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Prayer of Lament by Rev. Maggie McLoud, daughter of a File Hills School Survivor

O God, we come before you with pain in our hearts as we remember the children of the Indian
Residential Schools. We remember how they were plucked up from their homes by a system of
arrogance that denied a good way of life. Their tears, their hunger, their loneliness and their fear is not
forgotten. The shame that was taught, lingers yet. The pain that was inflicted on their bodies remains.

We remember the parents, the aunties; the uncles; the grandmas and grandpas left to grieve the
empty places in their home and their communities. Mothers were left with tear stained aprons; fathers
suffered in unyielding silence; How was it they were expected to carry on, having lost their joy, their
purpose? And how was it that their community could continue to come together to celebrate life and
move together toward a bright future, when their future is gone?

How long will it take to strengthen family, homes, and spirits? How long will it take to heal the
memories? Who must we be, and what must we do to restore integrity and dignity to your world?

God of all great transformation, in our lament we cry out to you. God of all healing power, in our pain
we call your name.
God of all life, in our hope we come before you in humble prayer.

We pray that all your children may once again sing and dance the songs planted in their hearts since
time immemorial. We pray that in their play and in their learning they be strengthened in wisdom and
truth. May they carry the knowledge of their ancestors – those ways of life that brought abundance
and joy to this pilgrimage on earth.

We pray for the children’s health and wholeness; may they reconnect with your unending love that
they may once again know who they are; their giftedness; and their value. We remember those
children who have found their home in you. We acknowledge those who left this earth having heard
no words of apology or lament. We are grateful that you hold these ones close. May they find in you
the peace and rest that eluded them on this earth.

We pray for parents and extended family, too. Release them from their feeling of guilt and burden.
Help them to express their grief. May their homes once again ring out with laughter and hope. May
communities reflect the joy of family life once again. May young and old come together to work
toward reclaiming and renewing minds, bodies, emotions and spirits.
And finally, we pray that one day this world, your world, will be a place where children are no longer
harmed and will never again be removed from a mother’s embrace, or a father’s helping hand.

We pray in the name of Jesus, your Son, who showed us a way to your Kingdom come on earth. All my
relations, Amen.1
1
Adapted from the work of Maggie McLeod, in Canadian Ecumenical Anti-Racism Network’s Mamow-Be-Mo-Tay- Tah: Let
us Walk Together (Toronto, ON: Canadian Council of Churches Press, 2009), 107-109.