What is the Passport to Reconciliation?

In November 2021 we launched a year of learning: The Passport to Reconciliation. Each month we share a different learning focus. Learning is action and everyone in KPR has a role to play in Reconciliation. 

Who can participate in the learning?

• Individual staff

• Classrooms

• Whole School

• Departments in a School or at the Board Office

Why is this important?

• Truth and Reconciliation Commission Calls to Action (Education) 62-65

• National Day for Truth and Reconciliation

• Reconciliation: What Does it Mean?

Where do we start?

• You can begin with this month’s focus.

• You can go back and do any learning you missed in any month.

• This learning can happen online or in person. Everything you need to begin is provided.

Why do we need to share our learning?

We are taking action by sharing our learning and its impact. Please submit the Passport Form to document your learning. It is a way to pledge our commitment and to make the learning visible. When your passport is stamped it will be added to the slideshow for that month.

This year we are learning as action. #ReconciliACTIONatKPR

There are staff and students in schools and departments across the system choosing to engage in important learning through the Passport to Reconciliation.

 Our goal is to have every school and every department engaged in learning as action through the Passport to Reconciliation.

It’s up to you to learn.

Education for Reconciliation: 

The Truth and Reconciliation Commission's Calls to Action

62. We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:

1. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples' historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.

2. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.

3. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms.

4. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education.

63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including:

1. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.

2. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history.

3. Building student capacity for intercultural understanding, empathy, and mutual respect.

4. Identifying teacher-training needs relating to the above.

Click here to read all the Calls to Action.

Most engagement at the beginning of the school year. 

• 2021/22: 56 passports submitted.

• 2022/23: 138 passports submitted.

Passport to ReconciliACTION Stories

Jennifer DeCarlo at Highland Heights P.S.

Our Grade 4 class learned about what a land acknowledgement is and why we (as settlers) acknowledge the land we are on. We read the book “The Elders Are Watching" by David Bouchard and engaged in a Four Corners activity to brainstorm ideas about how we could take care of the land. Students then each wrote a Letter to the Land expressing how they feel about nature and what actions they will take to protect it. 

Brianna Hayward at Burnham P.S.

My students amazed me this month with the start of our ongoing learning with Indigenous education. We started by learning about Orange Shirt Day and the significance behind it. From there, we explored residential schools and used the map feature to find out where they all were located and where the closest to where we are was located. We then discussed how powerful it was to wear an orange shirt and discuss the meaning behind it. I was blown away at how much grade 2&3 students understood. I can’t wait to learn more with them as we explore the passport to reconciliation together.

A personal reflection from a staff member 

I am dedicated to learning more about Indigenous ways of being and Truth and Reconciliation. I share my learning with students I work with.

Zoe McLean at North Shore P.S.

I teach music across the grade levels (K-8) and spent the week leading up to September 30 exploring Truth and Reconciliation through songs by Indigenous artists.

Jennifer Dunham and Heather Searle, Charles Bowman P.S.

After chatting with Marjolaine and Jennifer, my grade-alike Kindergarten partner, Jennifer Dunham and I have decided to use the Passport as a school-wide initiative and bring the monthly focus to the forefront this year here at Bowman, and are incorporating Indigenous language into learning as well. Jennifer and her family are Mohawk from Tyendinaga (her father has been helping us with the language piece) and I, a member of Ugpi'Ganjig First Nation. We have transformed our front display to reflect the learning as a school, highlighting each month's focus from the Passport, with the intent of each grade in the school contributing to the display throughout the year. We both feel strongly about representation, accountability, using our Indigenous voices and contributing to our school community, with the guidance of the Passport and the department!

Natalie Dummitt, Prince of Wales P.S.

I engaged in learning about films and stories that would engage very young students especially at the primary level. I viewed multiple films, but was touched by the film Maq and the Spirit of the Woods by Phyllis Grant. I specifically enjoyed the lesson of how Maq learns and begins to care about sharing his journey and understanding gained through his stone creation. The combination of the art work, music and storytelling was moving. 

Danielle Morrison, Dr. G.J MacGillivray P.S.

Throughout the month of November, the announcement team shared learning about historic and current Treaties, the meaning of Treaties, the impact of Treaties and the importance of Treaty recognition. We have been working on our individual connections to the land at staff meetings. One of our Grade 5 classes decided to join in on the learning and posted their personal connections to the land. One of our Grade 2 French Immersion classrooms watched videos provided through the Passport to Reconciliation to support their learning around Treaties and displayed their learning in the foyer. It was great to see and hear the many conversations being had!

Michelle Corneau, Port Hope H.S.

I listen to Rosanna Deerchild's podcast called Unreserved, and recently she had an interview with Buffy St Marie. Buffy is a hero who has broken down barriers for Indigenous musicians, including advocacy work for an Indigenous component and award category for the Junos, and much more. I shared information with our Indigenous Education group here at the school.

Joselyn E Chapman, C.R. Gummow P.S.

We read about the Williams Treaty and located Cobourg on the Treaties map. The kids connected Treaties to contracts and promises. We talked about Wampum belts and the work that went into their creation. Such beautiful and meaningful discussions. 

Upon reflection of this experience: This was powerful learning for my students (and me).

Later in the year, we viewed art, we reacted to art, we created art! We looked at some of Rick Beaver's paintings and talked about the land and the importance of sustainable actions. We watched a video of Jane Ask Poitras and talked about why telling your story and sharing your identity is important and empowering. Kids then learned about collage and created collages to share their own Idenitity. We then took it a step further and wrote, "I Am" poems to match with our collages and tell our stories. The work was personal, touching, important, and rooted in getting to know each other so that we can all move forward peacefully and with good intentions. We will continue with our poetry as we move into March's focus on Language.

A Grade 5 class at John M. James P.S.

For the month of November, we explored many of the passport activities as a class. For Indigenous Veterans Day, we engaged with resources from authentic Indigenous voices. In Social Studies, we are currently evaluating the consequences of contact between European settlers and Indigenous peoples. The discussions during Treaty week helped us dive deeper into our current inquiry project. As we explored the interactive Treaty map, students were shocked to see the number of Treaties in Ontario and the number of reserves. This led us into exploring the Williams Treaty (as we are situated on this land). We are continuing to explore the concept that we are all Treaty people.

Lisa Noble, Crestwood Intermediate School, Grade 7

I regularly try to include Indigenous authors in my own reading, as well as in my classroom. I had originally planned to take part in a workshop with Monique Gray Smith this month about the young adult version of Braiding Sweetgrass, but it has been rescheduled for February, due to illness. I was thrilled to see a quote from Daniel Heath Justice in this month's slides, as I took part in a webinar with him in conversation with Waubgeshig Rice in the fall, and was awed by this thinking. As part of my timetable is teacher-librarian time, I have been trying to include Indigenous authors in each of my library time with classes, including the books that are nominated for Forest of Reading categories. I have a few students in our intermediate building who identify as Anishinaabe, and some have begun checking in with me to see what I have added to the collection that reflects them. 

Jackie Black, Brighton P.S., SK/Grade 1 Class

On Thursday, January 19th, Melody Crowe joined our class virtually to discuss seasonal changes and how it relates to the Medicine Wheel. She also taught us some new words in Ojibway. Melody did a read aloud that showcased an Indigenous author and illustrator. 

Lisa Soch, Prince of Wales, Senior Kindergarten and Grade 3

One of the books we read was Awasis et la delicieuse bannique by Dallas Hunt (Primary Division). I love the pictures and how the book is bilingual (Cree and French or English). 

I decided to use the book to look at how we can learn another language through story. I read the book to my Grade 3 class and also our Reading Buddies in SK, together. We made up animal actions and did them as the book was read. I used visuals for the ingredients in the book too. By the end of the book, we knew what each word meant. I then found a resource that had a mini booklet with all of the Cree words we learned. I had to translate the book into French, but keep the Cree words. We worked with our Reading Buddies to complete these “vocabulaire” booklets in French/Cree with pictures of each animal in the book. Then we read the booklets together with our SK friends.

Further in Grade 3, we looked at the history of bannock and how it came to be an Indigenous staple food with the rations from the government and from placing Indigenous Peoples on reservations, away from their hunting land.

We then watched a video on how to make bannock in French: https://www.youtube.com/watch?v=Qeah1kZiE3w

and then read an article about my good friend Shawn Adler who owns The Pow Wow Cafe in Toronto, selling bannock tacos. We connected this all with the books and our new learning about the history and how modern bannock making is about family and love. Our next step is to follow the recipe at the end of the book and make it ourselves. 

Jeff Seymor, Brighton P.S.

 One month we listened to the reading of "The Giving Tree" read by Jessica Outram. We also took a look at The Mishomis Book: The Voice of the Ojibway by Edward Benton-Banai. We have also started reading from Embers by Richard Wagamese and include it as part of our daily routine.

Another month we discussed Indigenous Art and the difference between appreciation and appropriation.  We also were inspired by Isaac Murdoch to go outside and explore our school yard during the winter.  We discussed the importance of trees and took the time to stop, look and listen while we spent time with the trees on our school yard.  We also learned about Mikwam (Ice) and watched "The Power of Mikwam (Ice)" video.

Leslie Toulman, Brighton P.S.

In January we had Melody visit us and share the teaching of love. During her visit Melody also shared the story of Josephine Mandamin, and read The Water Walker to the class. She shared a number of videos about Josephine with us to watch later as well. Following that introduction, we extended our learning by reading 'We Are Water Protectors' by Carole Lindstrom. 

We also listened to the Haida story of 'Flight of the Hummingbird'. Students made many connections between these stories of caring for the earth, including considering how our mental health is impacted by feeling helpless sometimes. Many students were inspired by Josephine, and the hummingbird, for doing what they could. One student even made connections to our session with Melody from November about wisdom, and how these individuals were truly using their gifts. I

In February This month our class was inspired by the provocation "The Power of Mikwam: Ice" by Isaac Murdoch and Jodie Williams. We explored watercolour techniques to create ice like the images we saw in the video. This encouraged thinking about how animals use and are impacted by the coming of the ice. This learning also connected beautifully with our participation in the Take Me Outside Winter Challenge.

In May our class learned more about our relationship with, impact on, and responsibility to the water of our world. A highlight was attending the Tri-County Water Festival in Batawa, where we heard a water blessing, and learned a water song from an Elder. Our class had previously learned the song during a visit with Melody, so students were very proud to participate and sing along during the drum circle. Students connected their learning of All Our Relations to the organisms that we share water with, and developed a deeper appreciation for how they use and treat water every day.

In April Our class used the Indigenous Peoples Atlas of Canada giant floor map to learn about Inuit place names. Students also noticed and discussed how areas designated as reserves were so small considering the vastness of Canada. They enjoyed finding the different language areas across the map as well.” FYI: The Floor Map is available through the LRC.

Nade Nixon, Port Hope H.S.

I share information on Indigenous visual artists in a variety of ways:

• Students research First Nations, Metis and Inuit artists. I provide a list of more than 30 artists and they carry out a research assignment.

• Introduce contemporary Indigenous artists by focusing on political, cultural and social subject matter and/or by seeking out artists who work in various artistic mediums. This includes printmaking (a great opportunity to introduce Inuit printmaking), assemblage and artists working multiple mediums; professional designers, architect Douglas Cardinal, performance artists, Terrance Houle, Maria Hupfield and visual artists.

• Read and research new artists regularly. My new favourite artist currently is Terri Greeves.

• Watched several documentaries on artists on APTN to increase my knowledge base.

Karen Foster, Port Hope H.S.

In my SNC1W class, we did a week of stations about Inuit culture, Climate Change, and how climate change impacts Inuit communities in ways that are different to how we might be affected here in Port Hope. Stations included: 1) the Inuit food guide, 2) declining ice conditions and new safety precautions that Inuit hunters need to take to go out on the land, 3) Inuit musicians and throat singing (videos of songs by the Jerry Cans, Tanya Tagak), 4) the Inuit calendar (berry gathering time, caribou migration...), 5) "The Right to Be Cold" video of a speech by Sheila Watt Cloutier, 6) melting sea ice research, 6) melting permafrost article. 

Catherine Kirkwood, Smithfield PS

During our "Jeudimage" (Thursday Image) each week we would look at art from a different Indigenous Art and use French vocabulary to describe what we saw and what themes we thought were in the image. We looked at art by Norval Morisseau - Man changing to Thunderbird and compared it with the recent Toronto Maple Leafs jersey design by Ty Rushnel. We examined the theme of water is life in a mural by Christi Belcourt & Isaac Murdoch. We looked at a painting by Elisapee Ishulutaq "Yesterday and Today" when discussing the circumpolar winter games held in Wood Buffalo, Alberta this year.

Eric Grice’s grade 3 at Keith Wightman PS

We engaged in the language learning in several ways. We learned some Indigenous language through the dictionary provided on the slides. We found another dictionary at https://ojibwe.lib.umn.edu/ that helps as well by providing pronunciation. We learned about the importance of Indigenous language through the TED talks. We also had a group called TRACKS come in from Trent to teach us about ecosystems through an Indigenous lens which also incorporated Anishinaabe words. 

Giselle Peters’ grade 3-4 at Queen Mary PS 

As a class, we read the story, 'It's a Mitig', by Bridget George. The story has Ojibwe words in it. Through the images in the story, we were able to understand what each word meant. We listened closely to the author's pronunciation of each word. Together, we created a vocabulary list that comprised 13 Ojibwe words and their meanings in English. Then the students used their planning sheets to draft out a poem of their own using the Ojibwe words. It was a wonderful learning activity and the children enjoyed it thoroughly. They were very excited to learn and use Ojibwe words. 

Erinn, Mark and Nikki led this learning with their classes at Ganaraska Trail PS

We talked about what a treaty is, and how important it is to honour your word. That telling others you are going to do something then you need to make sure you are following through. We then watched a video on The Two Row Wampum and talked about who it was between, what was the intention of it, and how it was broken. 

Carley and the SK class at Waverly PS

We enjoyed learning words in another language! We are noticing changes in the weather and that lead us into a discussion about the seasons. We discussed what activities we like to do in each season and made our own seasons art to show what each season looks like. We know that there are many languages that people in our community speak. We thought we might learn some the names of the seasons in Anishinaabemowin. We enjoyed hearing the speaker tell us how to say the new words and giving them a try ourselves. We are now curious about the medicine wheel. Students have begun colouring their own medicine wheels during unstructured play time.  We will continue to ask questions that we wonder about. We hope this inquiry will also lead us into discussions about the land and how we can care for and protect it.

Cindi Rose Gray and the class at Lydia Trull PS

We read a story in the Library for World Water Day on March 22nd titled Water Protectors By Carole Lindstrom and we then discussed water usage, saving water, how water is not readily available to everyone at a turn of a tap (which was something that not everyone realized) we then discussed clean water and the need for it for everyone and how it is not available in this way for everyone.  Lots of great discussions ensued.

Paige Nock and the class at Lydia Trull PS

Each week our grade 3/4 class listens to an Indigenous read aloud. Following the read aloud we have a whole group discussion about the theme of the book.  During the week of World Water Day we listened to multiple read alouds and connected our learning to topics being discussed in literacy, science and social studies.  Example read alouds we listened to include We Are Water Protectors, Nibi's Water Song, Nibi Is Water and Flight of the Hummingbird. 

The Whole School at Roseneath Centennial PS

Students engaged in learning with their classroom teacher and the Anishinaabemowin teacher throughout the month, to learn new words and demonstrated their learning through videos and sharing. The outcome is displayed in the hallway for the whole school to read and actively participate in, using a QR Code reader.

Top 5 Tips for Bulletin Board Displays

1. Focus on Indigenous excellence.

   • Images and information about modern Indigenous people and their achievements, linking to historical connections as appropriate.

   • Showcasing the excellence, diversity and authenticity of contemporary Indigenous role models for the specific topic of the bulletin board.

2. Do the research. Use the KPR Tool for Evaluating Resources for Anti-Indigenous Bias to choose your sources. 

3. Know your students. Use a trauma-informed approach to making choices of what to include.  

4. Name the learning. What will students be able to do or to know differently after seeing this bulletin board?  How will it provoke curiosity and more learning?

5. Keep it updated. Reflect the learning in which the school community is currently and actively participating.