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When We Were Alone
David A. Robertson and Julie Flett
Parent/Teacher Guide
Susy Komishin
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IntroductionThere are many situations we encounter daily that
can be difficult to experience and discuss. As adults, we may not
want to discuss difficult topics with children because we find them
hard to explain. However, it is our responsibility to ensure that
children receive accurate information to help them make sense of
the world and to view sensitive issues as part of everyday life. It
is not necessarily the topic or issue that makes it difficult to
discuss, but our comfort level in discussing it.1
RationaleWith the guidance of a parent or teacher, picture books
can be used to develop understanding and empathy in children.
Picture books encourage children to make a connection to their own
lives. They can build upon the news and facts of an issue by
providing a context for understanding who was affected by an event
and what happened.
Talking about Residential SchoolsThe topic of residential
schools is a dark part of Canada’s history, but is a subject that
must be discussed with children if we want to create a civil and
caring society. Discussing the issue can also help children develop
empathy, which begins with the capacity to take another perspective
and to walk in another’s shoes. Regularly considering other
people’s perspectives and circumstances helps children develop
empathy.
With young children, it is important to know what is
developmentally appropriate for their age and their ability to
understand. We do not want to frighten children when talking about
something powerful and real like residential schools, but we can
discuss the topic without traumatic details. Parents and teachers
should take care to assure children that they are safe and have
additional support persons available such as an Elder or
counsellor.
For more information about the history of residential schools in
Canada and other resources, visit the Educational Resources page of
the National Centre for Truth and Reconciliation website at .
Preparing for ReadingTeachers need to inform parents that they
will be discussing the topic of residential schools. Teachers
should also notify the appropriate school personnel so they are
aware. As children will ask questions, it is important that you are
prepared to answer them as openly and honestly as possible. Read
the story to yourself a few times so that you are familiar with the
story, and feel comfortable reading it.
1 Mankiw, Sue, and Janis Strasser. “Tender Topics: Exploring
Sensitive Issues with Pre-K through First Grade Children through
Read-Alouds.” National Association for the Education of Young
Children, March 2013.
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Key Concepts of Residential Schools• Removal from family;
siblings separated
• Loss of identity through assimilation, colonization: “They
wanted us to be like everybody else.”
• Forbidden to practise culture or speak traditional
language
• Cutting of hair
• Wearing of uniforms
• Separation of boys and girls
Key Concepts of Indigenous Perspectives• Seasons: spring, fall
(autumn), winter, summer
• Connections to nature, land, and animals
• Importance of family and community
• Culture and language: Cree language, long hair/braids, jingle
dress dancer
Cree Word ListKókom grandmother Nókom My grandmother
Nósisim My grandchild Nókomis My uncle
Other Vocabularyrainbows, prune, chameleon, storm clouds,
community, hues, vines, latch, strong, proud, blades, strands,
poem, birdhouse, flock, crows, blended, whisper, allowed, bannock,
moist, warm, melted, chores, separated
Considerations Before ReadingThere are many ways that When We
Were Alone can be examined. Key concepts of Indigenous perspectives
can be reviewed or become additional areas of study, vocabulary
words and meanings can be discussed, and the Cree words and their
meanings can be explored. You may also review the different types
of schools that we have in Canada today.
To determine what children already know, you may want to look at
the cover and at images in the book, and ask children what they see
and what they think the story may be about.
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Considerations During ReadingLook at the pictures, and ask
children open-ended questions such as:
• What would it be like to go to school far away from home? How
would you feel if you had to leave your family?
• How would you feel if you had to wear the same clothes as
everyone else? Have children look at how they are currently
dressed; if students are wearing uniforms, ask how they feel about
them.
• Ask children if they have played in the fall leaves – piled
them, jumped in them, covered themselves in them. Ask them to
describe what the leaves look/feel/smell like in the fall.
• What would it be like if you had to cut your hair off to go to
school? How would you feel if you had to have the same haircut as
every other boy and girl?
• What would it be like to go to a school where you did not
speak the language? What would it be like if you were not allowed
to use your own words to talk? How would you feel if no one
understood you and you had to learn to speak a new language?
• What kinds of things do you do when your family or friends
come over? What are some of your favourite activities?
Considerations After Reading• Practise the Cree words from the
story, and talk about the other Indigenous
peoples and languages in Canada.
• Learn to braid, using yarn; have someone come in and show the
children braided sweetgrass; go outdoors and create experiences
related to the book.
• Make bannock, and invite family to share it.
• Plant or grow a vine plant.
• Compare similarities and differences between residential
schools and their own school.
• Invite guests to share Indigenous knowledge related to both
language and cultural practices (Elders, jingle-dress dancer,
etc.).
• Discuss contemporary rights and freedoms in Canada.
Additional Resources for Teachers and Parentswww.naeyc.org
(tender topics for young children)
www.fnesc.ca (residential school curriculum resources)
www.umanitoba.ca/nctr/ (National Centre for Truth and
Reconciliation)
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