May 5 is the National Day of Awareness for Missing and Murdered Indigenous Women and Girls
Primary grades
By Jean Moir, teacher, Langley
As a non-Indigenous teacher, I only use children’s stories written and, hopefully, illustrated by Indigenous authors and artists. For my Grade 3 class, the story I use is Together We Drum, Our Hearts Beat as One, written by Métis author Willie Poll and beautifully illustrated by Métis author and artist, Chief Lady Bird. This story can be used to approach the subject of Murdered and Missing Indigenous Women and Girls (MMIWG) in a sensitive manner for primary students. Teachers can choose how deeply to engage with this book. For example, it could start the conversation with young children about the hardships Indigenous women and girls face, as well as how all of us can learn to deal with painful events, racism, and what Willie Poll calls “a monster named Hate.”
To begin the discussion about MMIWG, I ask students why they think the women standing together in Poll’s book are dressed in red. After hearing and discussing responses, I explain that a Métis artist named Jamie Black began The REDress Project in 2010 because she wanted everyone to know about the tragedies that have happened, and continue to happen, to Indigenous women and girls. When we see the red dresses, she wants people to think about Indigenous women and girls, to honour them the way all women and girls should be honoured, to remember those who are no longer with us, and take action.
Since our school begins teaching Indigenous history and culture in Kindergarten, my Grade 3 students know a lot about the history of residential schools in Canada and the devastating impact they have had on Indigenous Peoples. The students are already able to discuss how badly Indigenous women and girls were treated in the past and understand they are still treated unfairly. To deepen understanding, we discuss how important it is for us to help all Canadians understand and, most importantly, take action to ensure Indigenous women and girls are treated with the respect and kindness they deserve.
As a follow-up activity, students create their own red dresses, then collaborate with others to make a hall display to educate others in our school about The REDress Project and its importance. The children are always engaged and devoted to this project. For my Grade 3 students, I cut out red felt dresses using blackline masters. Heavy red cardstock paper could also be used to make dresses. To design the dresses, I provide a wide selection of self-adhesive rhinestones or “jewels,” buttons, beads, etc. You could attempt sewing beads on the dresses, but would likely need volunteers and lots of time.
Secondary grades
By Penny Carnrite, teacher, Langley
It is important for students to make the connection between the past and the present; they must see history as something that is in progress. Historicizing events as things that happened in the past and are now over, without examination, can lead to social injustice and inaction.
My unit on MMIWG has several components. Each component is guided by the following questions:
What is MMIWG?
Who are the women and children who are missing and murdered? What are their individual stories?
Are Canadians aware of MMIWG? How can knowledge about MMIWG be shared?
What was the MMIWG National Inquiry? What were the findings?
What is the root cause of Canada’s staggering rates of violence against Indigenous women, girls, and 2SLGBTQIA+ people?
How do Indigenous Peoples advocate for justice? How do they resist colonization?
First, students watch videos and read articles about the inquiry into MMIWG, the Highway of Tears, and coverage of the ongoing crisis. We also debrief what they learn from the videos, and how it relates to the guiding questions for our unit.
In my MMIWG unit, students are reminded of earlier government policies that were repressive to Indigenous women. These colonial and patriarchal policies often displaced women from traditional roles in communities and diminished their status in society—leaving them vulnerable to violence. Students are also invited to look at the action and inaction of governments to address the persistent and deliberate human and Indigenous rights violations and abuses that are the root cause behind Canada’s rates of violence against Indigenous women. As they listen to the stories of mothers, aunts, and sisters they will understand the injustice and inaction of police and governments.
Later, students research the story of a specific Murdered or Missing Indigenous Woman or Girl. My Grade 12 students watch Episode 1 of “Taken,” on CBC Gem, about Tina Fontaine. They are given a red piece of paper to display the findings of their research and to share the stories of MMIWG. The red papers are displayed in our school hallways so the school can learn these stories.
Next, students learn about the ways that art can be used to communicate and honour stories. We use Jamie Black’s The REDress Project as an example. Students then brainstorm ideas for art displays that create public remembrance. In the past, students have created a memorial vigil with the assistance of Tara Helps, Aboriginal support worker. They have invited other classes to participate in the vigil. They’ve also invited other classes to share in their remembrance by displaying images of MMIWG, hanging red dresses in the school, and writing messages of hope and healing on the jingles of a jingle dress.
My Grade 12s are also invited to join the Women’s Memorial March each year on Valentine’s Day. It was a moving and transformative experience for all those who participated. Students were asked to respond to their experience at the march. Some chose to create a photo exhibition featuring powerful images of the event. This exhibit will be on display at the Langley School Board office as of May 5. Next year, it will travel to all the high schools in our district.
When teaching Indigenous history, it is important that stories of resilience and resistance are celebrated. That is why I decided to not only teach my students the tragedy of MMIWG but also share stories of courage with them. Gregory Scofield’s poem “She is Spitting a Mouthful of Stars” attempts to change the tone of the narrative. And taking students to the Women’s Memorial March allows them a powerful view of resistance.
