1. Museum of
Indiian
Residential
Schools
How to
Start

2. Welcome
To The MIRS
Residential
School
Auction Cash Register
Exit
Integration
Self
Determination
Segregation
Assimilation
Meet The
Curator

3. Museum Entrance
To Entrance
1840–1910:Assimilation

4. Room 3
1911–1951:Segregation
To Entrance

5. Room 4
1952 – 1970: Integration
To Entrance

6. Room 2
1971–Present:SelfDetermination
To Entrance

7. Room 2
CashRegister
To Entrance

8. STATEMENT ON THE PROGRAM OF
STUDIES FOR RESIDENTIAL SCHOOLS
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[SOLD AT $613,040,782]
The goal of the Canadian residential school system aimed to
assimilate aboriginal peoples and eventually abolish native
traditions and beliefs. In an effort to diminish indigenous
culture, various curriculums were instituted to facilitate
cultural and lifestyle integration. The Statement on the Program
of Studies for Indian Schools, published in 1897 in the
Department of Indian Affairs annual report, details aspects of
the residential education system including those of religious
instruction, Canadian history, and “the evils of Indian
isolation”. However, it should be acknowledged that subjects
such as the history of “Indians of Canada and their
civilization”, in addition to ethics and literacy, were included
amongst the curriculum. Nevertheless, great emphasis was
placed on the English language, and Canadian and Christian
customs. Consequently, these children often felt ashamed of
their native heritage and, upon returning to reserves, lacked
the skills necessary to help their families, thus compromising
family systems as a result of loss of culture and language.
Where are the Children?. (n.d.). Exhibit- A Time
Capsule. Retrieved March 6, 2014, from
http://www.wherearethechildren.ca/en/ex

9. WOODEN DOLL
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Carved Wooden Artifact. (n.d.). The History Blog.
Retrieved March 9, 2014, from
http://www.thehistoryblog.com/wp-
content/uploads/2012/09/carved-wooden-artifact.jpg
[ON SALE - HIGHEST BID: $903,000]
The curriculum that was taught during the residential
schooling mainly consisted of different types of manual labor.
The goal of this was to assimilate the First Nations children
into the mainstream society and have them increase the
Canadian labor force. Around the mid 1800s, one of the most
important things Canada needed was a cheap, yet convenient
labor force to support the westward expansion. The idea was
to either convert the Aboriginal children and mass population
into easily accessed labor forces or have them break down so
that they would not be able to contribute to the settlement in
the west. This wooden doll was crafted by Carole Dawson in
her second year at her residential school, when she was
fifteen years old. The doll shows the development of her
vocational skills during her year at the residential school.
During this year, she was educated in many areas such as
wood-working and needlework. The Canadian government
had the children develop these skills so that they could be
incorporated into the Canadian labor force in the future.

10. HIERARCHY SYSTEM
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Brandon Staff Diagram. (n.d.). The Children
Remebered. Retrieved March 8, 2014, from
http://thechildrenremembered.ca/wp-
content/uploads/2010/06/brandon-staff-diagram-
e1362412197206.png
[ON SALE – HIGHEST BID: $503,000]
The Canadian government originally created the
Residential Schools so that they Native American
children could be used as a cheap labor force for the
country’s westward expansion. As a result, the residential
schools were set up in a very strict hierarchy of power
and control. This picture depicts the general ‘social
hierarchy’ system set up within the Residential Schools.
The hierarchy was divided up between the different types
of labors and skill sets that the children were learning at
the school. This was done to assimilate the First Nations
children into the white labor force. By forcing them to
strictly follow rules and staying with people who learn
the same types of skill sets as them, the Canadian
government hoped that the Aboriginal children would be
able to adapt to their environment, and learn the skills
they need to be able to work quicker.

11. WESTERN NURSING PHOTOGRAPH
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Photos. (n.d.). - The Children Remembered. Retrieved
March 9, 2014, from
http://thechildrenremembered.ca/photos/?id=1110
[SOLD AT $173,840,950]
The lovely image displayed above is of a teacher instructing
an older student on how to treat illnesses. While aboriginals
had prodigious medical knowledge long before the first
Europeans set foot the new world, they eventually
succumbed to the plethora of alien illnesses that the explorers
brought with them. European medical technology is needed
to combat these diseases. Despite the fact that residential
schools instill upon their students the ability to use these
technologies and offer them a chance to save many lives,
traditional techniques must be eradicated due the nature of
the residential schools’ ultimate goal: to assimilate
aboriginals. The patient in the picture above is clearly in need
of medical assistance. Due to the fact that many people living
in and around residential schools at the time suffered from
diseases due to the putrefied food and poor living conditions,
doctors are in high demand. Training aboriginals in European
medicine may be beneficial to aboriginal society but the price
to pay is the loss of traditional culture.

12. NEEDLE
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Needle. (n.d.). Blogspot. Retrieved March 8, 2014,
from http://1.bp.blogspot.com/-RsRlI-
bKlrc/UtiWLIyg9uI/AAAAAAAAImc/tQXBflzInD4/
s1600/needle.JPG
[ON SALE - HIGHEST BID: $903,757,000]
Aboriginal students were forbidden from speaking their
home language while attending the residential schools.
This was done with the intention of eventually
eliminating First Nations cultural aspects from children.
Instead, the students were required to speak in either
French or English. In order to ensure that Aboriginal
languages were not spoken, one of the techniques that
was utilized was to insert needles into the tongues of
children who disobeyed the rules and spoke in their
native Aboriginal language. This punishment towards the
children brought both physical abuse as well as a sense of
fear and distress. In many of these cases, this punishment
as well as other sources of abuse have impacted the
students psychologically, such as post traumatic stress
syndrome and have made it difficult for survivors to
engage in family, social, and professional circumstances
in the future.

13. VIDEO TAPE: INTERVIEW ON ABUSE AT
FIRST NATIONS RESIDENTIAL SCHOOLS
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Stories Introduction. (n.d.). Where Are The Children.
Retrieved March 9, 2014, from
http://wherearethechildren.ca/stories/#story_1
[ON SALE - HIGHEST BID: $1,903,757,000]
During the school year, many students, both males and females,
were vulnerable to harassment. The most destructive type of
abuse prevalent within the residential schools was sexual and
emotional abuse. Often times, educators or supervisors in power
would abuse their authority to use young children to their sexual
advantage. Rape, genital search, and public strip search were only
a few examples of the sexual harassment that was executed by the
authorities within the school. Children were also whipped with
leather straps, beaten naked publicly until unconscious, locked in
closets and cages, starved, and electrically shocked. All these
forms of abuse towards the Aboriginal children have
psychologically damaged their sense of confidence and security.
Due to this, it has lead to the long-term effect of many First
Nations children and communities healing from high rates of
substance abuse, violence, crime, child apprehension, disease, and
suicide. Domestic abuse and loss of familial connection have also
occurred due to the trauma and impacts that have resulted from
the children’s experience in the residential schools.

14. Student’s Letter
Dear Mom and Dad,
Just thought I’d drop you a few lines to let you know that I’m all right
and hoping you are the same. I just want to thank all of you for sending
those wonderful presents…
Well, mom and dad, the main reason for my writing is that I want to go
home. I’m not homesick or anything, just…this morning at 2 a.m. [he]
woke us up and started to preach to us on how stupid the Indians
were…Then this morning at 5 a.m. [he] got us up to go and scrub the
basement. It was there I decided I’d like to go home because [he] slapped
me around for not getting a haircut that morning…so don’t be surprised
if you see me home pretty soon. I was planning to try to stick out the
whole term, but [he] threw a monkey-wrench into my plans.
P.S. the Christmas I spent here was the worst one in my whole life.
Bidding Info
Edmonton Indian Residential School. (n.d.). The Children Remembered Edmonton Indian Residential School Comments.
Retrieved March 9, 2014, from http://thechildrenremembered.ca/school-locations/edmonton/

15. STUDENT’S LETTER
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[ON SALE - HIGHEST BID: $427,892,050]
What is most surprising about this artifact is the fact that the
student, on his own free will, wanted to “stick out the whole term”
(unidentified student, 1962) at the residential school. It suggests the
student may have tolerated or even enjoyed this experience if it
were not for the abuse that he, and undoubtedly others, received at
the hands of their instructors. The student describes the physical
and mental abuse, such as labor and racial discrimination, that he
suffered at the hands of someone who the student only described
as “he.” Such flagrant violations of basic human rights were not
uncommon at the time this letter was written. Typical punishments
for paltry crimes include severe beatings, sexual abuse and forcing
students to be outdoors in winter. This letter presents a first hand
account of the abuse that children experienced at residential
schools.

16. UNIFORM PHOTOGRAPH
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Exhibition | Where Are The Children. (n.d.). Where
Are The Children. Retrieved March 9, 2014, from
http://wherearethechildren.ca/exhibition/
[SOLD AT $173,840,950]
Upon entering a residential school, Aboriginal children were
often forced to have their hair cut short and to dress in uniforms
of a European style, as opposed to traditional clothing, thus
eliminating many aspects of their culture. During this particular
time period, traditional Aboriginal dress was considered
“uncivilized”. This dramatic change in appearance, in addition
to the beliefs and values often forced upon native children,
subsequently led to weakened familial ties. This particular
uniform was worn by an eight-year old Thomas Moore, an
Aboriginal child from the Regina Indian Residential
School. Educators sought to abolish the children’s native culture
through the enforcement of strict rules. In addition to the dress
code, students were forbidden to speak native languages and to
associate with siblings and those of the opposite
gender. Misbehavior was often met with strict punishments,
such as public beatings, forced labor, starvation, and sexual
abuse. In consequence, such an environment and the resulting
discrimination and trauma has led to long-term effects including
low self-esteem, poverty, and heightened rates of domestic abuse
amongst Aboriginal families.

17. PICTURE OF PENMANSHIP
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Photos. (n.d.). - The Children Remembered. Retrieved
March 6, 2014, from
http://thechildrenremembered.ca/photos/?id=1088
[ON SALE - HIGHEST BID: $432,983,700]
One of the most notable concerns about the curriculum that was
taught at the residential schools was the lack of proper education.
The residential schools mainly focused on developing the
vocational skills of the Aboriginal children. Therefore, the literacy
skills of the Aboriginal children are severely lacking. This picture
was taken in 1914 at the Red Deer Institute. It depicts some of the
elder children practicing their penmanship on a black board. The
words they are shown practicing are quite simple. This lack of
proper education led to the horrible discrimination and inability
to fit in with the rest of the Canadian society. Their skills were
undeveloped and an eighteen-year-old Native American child
would have difficulty reading something a eight year old
Canadian child would be able to read. This was a problem
because around the time period of 1952 to 1970, Native American
children were relieved from the Residential Schooling system and
integrated into the regular Canada schooling. There, they faced
horrible discrimination and were ultimately unable to fit in with
the rest of the children because of their illiteracy.

18. CREE SYLLABICS
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Norway House Cree Syllabics . (n.d.).The Children
Remembered. Retrieved March 9, 2014, from
http://thechildrenremembered.ca/wp-
content/uploads/2010/06/norway-house-cree-
syllabics.jpg
[SOLD FOR $1,432,703,810]
During his time as a missionary priest for a residential school,
linguist James Evans developed Cree syllabics, a system of
writing Algonquin languages. Due to the fact that most of the
aboriginals who he interacted with knew little English, Evans
composed a writing system to optimize the efficiency of
interactions between these two cultures. On top of being easy
for speakers fluent in Algonquin languages to learn, it also
satisfies Evans’ personal crusade; to impose European values
on native peoples. The first books published in this writing
system were scriptures or related to scripture while
traditional stories came later in the picture. What started as a
means to assimilate aboriginals into the European super-
culture quickly evolved into a vast language, adopted by
many indigenous peoples across Canada. This is an example
of how residential schools have the potential to spawn
magnificent specimens of hybridized culture that may
preserve indigenous cultures in the end. Note the similarities
and differences between Cree Syllabics and the English
alphabet.

19. VIDEO TAPE: TRUTH AND
RECONCILIATION
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Truth and Reconciliation. (n.d.). Mission and Justice
Relationships. Retrieved March 1, 2014, from
http://www.anglican.ca/relationships/trc
[ON SALE - HIGHEST BID: $5,918,326,240]
The impact of residential schools and its legacy of trauma
passed down through generations has had a profound
impact on the relationship between Canada’s Aboriginal
peoples and its other citizens. In order to mend this
relationship, collective efforts from both parties -
Aboriginal peoples and Canadian society-are necessary to
ensure a goal of healing and reconciliation. Efforts must
be made in collaboration with the government, churches,
Indigenous groups, and residential school
survivors. Reverent Fred Hiltz, the speaker in the above
video, reiterates the importance of harmony and peace
amongst Canadians. Moreover, the act of recognizing the
damage inflicted through the residential school system
and of apologizing is emphasized.

20. PRIME MINISTER STEPHEN HARPER’S FORMAL
LETTER OF APOLOGY TO THE FIRST NATIONS
PEOPLE
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Statement of Apology. (n.d.). Government of Canada; Indian and
Northern Affairs Canada; Communications Branch;. Retrieved
March 1, 2014, from http://www.aadnc-
aandc.gc.ca/eng/1100100015644/1100100015649 Rolled Scroll.
(n.d.). The Arrived. Retrieved March 6, 2014, from
http://thearrived.hashemstudios.com/wp-
content/uploads/2012/11/rolled-scroll.jpg
Glass Encased Artifact Case. (n.d.). DC Universe Online Life.
Retrieved March 9, 2014, from http://dcuo.mmorpg-
life.com/furniture_images/Glass_Encased_Artifact_Case_dcuo_furn
iture_CLASS_ENCASED_ARTIFACT_CASE.jp
[ON SALE - HIGHEST BID: $11,238,376,721]
On Wednesday June 11th in 2008, the Prime Minister of Canada,
Stephen Harper, made a formal Statement of Apology to the
former students of the Indian Residential Schools, on behalf of all
Canadians. The Canadian government once sought to “kill the
Indian in the child”. This was the purpose of the centuries of
discrimination and assimilation that was brought about by the
Indian Residential Schooling system. Canadians once believed
that all Aboriginal cultures and traditions were inferior to their
own. This formal apology that includes a recall of all the terrible
experiences that the First Nations children had to go through and
a statement of ‘we are sorry’ in the Canadian languages as well as
three of the Aboriginal languages effectively concludes the period
of Residential Schooling with a bittersweet ending. With this
letter, Canadians and First Nations people alike move forward
into a new era of healing, reconciliation, and new partnerships.
The two distinct groups of people start to forge a renewed
understanding of the two different cultures and take a step into
the future of Canada together.
For complete letter, visit:
http://www.aadnc-
aandc.gc.ca/eng/1100100015644/1100100015649

21. INSTRUCTIONS
You are a successful businessman—a multimillionaire. After a successful
negotiation with a wealthy museum owner, they invited you to attend
their secret auction over the weekend. The auction’s theme is: First
Nations Residential Schools. The invitation letter informed you that the
auction was going to sell off paintings, video tapes, pictures, and rare
artifacts. Having too much money on your hands, you decided to
accept the offer. The envelope also included specific rules that you had
to follow. They were listed as follows:
1. Dimmed paintings and artifacts are not being auctioned. Do not
touch them.
2. Do not mess with the security cameras in the rooms. Bad things will
proceed if this warning is ignored.
3. Be respectful with the artifacts. You will have to pay a fine if property
is damaged.
Enjoy! Meet the curator once you are inside the museum.
Begin

22. “HEY!”
You hear the alarm sound as your hand barely grazed the lens of the
security camera. Panicked, you quickly fake a befuddled expression as you
mingle in together with the other guests. You had ignored the warning on
the letter and now you wondered what the consequence was going to be.
As time passed, the people around you began to grow more restless. They
were whispering amongst themselves. At that instance, five security guards
came in, grabbed your arms, and then threw you outside the museum.
“Expect a large fine at your doorstep tomorrow,” one said.
“And don’t you dare come back again,” the other added before slamming
the door in your face.
You really should have followed the instructions…
Return to Room

23. REFERENCES
Residential School Basics. (n.d.). Indian Residential School Resources RSS. Retrieved February 27, 2014, from http://irsr.ca/residential-school-basics/
The Residential School System. (n.d.). The Residential School System. Retrieved February 28, 2014, from
http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html
Where Are The Children. (n.d.). Where Are The Children. Retrieved March 2, 2014, from http://www.wherearethechildren.ca/flash/WATCSite.html
At least 4,000 aboriginal children died in residential schools, commission finds. (n.d.). National Post. Retrieved March 2, 2014, from
http://news.nationalpost.com/2014/01/03/at-least-4000-aboriginal-children-died-in-residential-schools-commission-finds/
Where are the Children?. (n.d.). Exhibit . Retrieved March 2, 2014, from http://www.wherearethechildren.ca/en/exhibit/impacts.html
Indian Residential Schools Educational Resources. (n.d.). Indian Residential Schools Educational Resources. Retrieved March 2, 2014, from
http://www.anishinabek.ca/irscp/irscp-about-residential.asp
The Children Remembered. (n.d.). - United Church Residential Schools Archives Project. Retrieved March 2, 2014, from http://thechildrenremembered.ca/
Brief History of Residential Schools. (n.d.). 1000 Conversations RSS. Retrieved March 2, 2014, from http://1000conversations.ca/?page_id=48
At least 4,000 aboriginal children died in residential schools, commission finds. (n.d.). National Post. Retrieved March 6, 2014, from
http://news.nationalpost.com/2014/01/03/at-least-4000-aboriginal-children-died-in-residential-schools-commission-finds/
Brief History of Residential Schools. (n.d.). 1000 Conversations RSS. Retrieved March 5, 2014, from http://1000conversations.ca/?page_id=48
Indian Residential Schools Educational Resources. (n.d.). Indian Residential Schools Educational Resources. Retrieved March 5, 2014, from
http://www.anishinabek.ca/irscp/irscp-about-residential.asp
Return to Room

24. CURATOR INTRODUCTION
While it is now widely accepted that the separation of children from their parents without taking
into account the wellbeing of the children is a deleterious practice, one needs to dive into the
strange world of epigenetics in order to appreciate the magnitude of the destructive power of
these actions. Not only does the human genome contain DNA, it also possesses the Methyl group
(CH3). This molecule attaches to the nitrogen base, cytosine, altering its ability to code proteins. If
the genes in the brain were to become methylated, it could cause severe behavior such as extreme
depression and bad parenting. The concentration of methyl groups in cells depend on a variety of
external factors such as diet and past experiences (Meany and Szyf, 1997). Studies by Szyf
(2011) show how methylation is most prominent in individuals who have suffered abuse or
poverty while they were young. Since residential schools fill most of the criteria required to allow
methylation to occur it can be theorized that not only did residential schools leave physical and
emotional marks on their victims, they also altered the fundamental genetic material of the
children they claimed that they were helping. While not proven as of now, the methylation of
germ-line (reproductive) cells could result in children bearing methylated genes (Nestler, 2013).
The children of people who attended residential schools may be inheriting part of their parents’
burden. The abusive actions of residential schools have carved a cross-generational scar across the
genome of their victims.
Return to Entrance
Hurley, D. (2013, June 13). Grandma's Experiences Leave a Mark on Your
Genes.discovermagazine.com. Retrieved March 5, 2014,
from http://discovermagazine.com/2013/may/13-grandmas-experiences-leave-epigenetic-
mark-on-your-genes#.UxpRRihhMy4
Disclaimer: Virtual museums were first introduced by educators at Keith Valley Middle School in Horsham,
Pennsylvania. This template was designed by Dr. Christy Keeler based on one of the sample virtual museums provided
by the Keith Valley staff at ISTE’s NECC 2005. Contact Dr. Keeler for more information on using this template.