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Who Is To Blame?
Reflect on different indigenous leaders' thoughts about the role of perpetrators in achieving reconciliation after the Indian Residential Schools system.
Why Reconcile?
Consider how important it can be for survivors of the Indian Residential Schools system to speak about their experiences.
Dissecting the Compelling Question (en español)
Students use this handout to read and annotate the compelling question for the inquiry. This resource is in Spanish.
Educational Justice Anticipation Guide (en español)
Students decide if they agree or disagree with a variety of statements about schools and education. This resource is in Spanish.
Boston Community Profiles (en español)
This handout includes short overviews of the three fastest-growing racial and ethnic groups in Boston in the 1960s, as well as the city’s shrinking white population during that time. This resource is in Spanish.
Defining Educational Justice (en español)
Students use evidence from sources to create a definition of educational justice. This resource is in Spanish.
A Latina Mother Responds to Conditions at School (en español)
Historian Tatiana Cruz describes what a Latina mother saw when she visited her daughter’s school in Boston in the 1970s. This resource is in Spanish.
Cultural Genocide
Consider how the term cultural genocide describes the efforts of the Canadian government to assimilate the Indigenous Peoples through residential schools.
White Paper, Red Paper
Learn how activists rejected the White Paper policy and led a campaign to get the Canadian government to honour its past agreements with the Indigenous nations.
Mississippi Black Codes (1865) (en español)
In Spanish, the Mississippi Black Codes attempt to codify expectations of freedpeople around topics such as intermarriage and labor laws.
Is It a Crime for Women to Vote? (en español)
In Spanish, read the speech Susan B. Anthony delivered after being arrested for voting in a presidential election before women had gained the right to vote.