Wednesday, May 24, 2017

Brant County Girls Ball Hockey

A reminder to bring helmet, elbow pads, gloves, shin pads, stick and water bottle.  First game is at rink #1 vs Branlyn @ 10:00am.  Try to be there for 9:40 to get ready.  Don't forget WAIVER FORMS signed which are required to PLAY.  Thanks Mr. Hickey.

Boys make sure to check this site in morning in case of a rain out or Grand Erie District School Board website for tomorrow!

Tuesday, May 16, 2017


If interested, please see attached information:

Tuesday, April 11, 2017

Bay Area Science and Engineering Fair

CONGRATULATIONS to Shailee Sandy and Takia Greene for placing 2nd in the Indigenous Peoples of Canada Scientific Study Awards!

Friday, April 07, 2017

Aboriginal Language Day!

On Friday, March 31, 2017 students participated in activities in their classrooms for National Aboriginal Language Day!

Friday, March 24, 2017

The McMaster N7 Youth Movement
The JC Hill Boys Basketball 🏀 Team coached by Troy Hill had a chance to visit McMaster U for some student-athlete development with Indigenous at McMaster and McMaster Athletics.

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Thursday, February 16, 2017

Sunday, January 29, 2017

Reminder there is NO SCHOOL tomorrow, Monday, January 30, 2017. It is a PD Day.

Image result for Reminder no school tomorrow

Thursday, January 05, 2017

School is Out for the Holidays, 
But Learning is In.

Article By Ellie Hirsch, Founder,

Like a sponge, children’s brains are always open to absorbing knowledge, even though their school might be closed. If we look hard enough and think outside the box, we will realize that learning opportunities are all around us.

Other Websites:

37 Things Students can do During School Holidays

101 Things to do with Children on Holiday Break

How to Keep Kids Entertained During the Holidays

Educational Websites students can go to:

Gizmos (Math and Science):
Also see the links under the “Student” Tab.

For those parents / guardians that would like worksheets, here are some Winter Math Packages that can be printed off:

From Bryant Middle School:

From the School Board of Miami - Dade County:
- Grade 6-8 Reading:

Monday, January 02, 2017

happy new year disney castle fireworks animated gif

On behalf of J.C. Hill staff, 
we want to wish students, family and community a 
healthy, happy and prosperous 
New Year! 

We will see you at school on Monday, January 16, 2017.

Monday, December 19, 2016


On Friday, December 16, 2016 the students made history at the "Student versus Teacher Hockey Game!" It came down to the last minute of play in the game when the score was tie. When out of nowhere the students scored on Johnson in net! Making the final score 10 - 9. A huge NYA:WEH goes out to all the community members who helped the teachers fill spots on the team! CONGRATULATIONS to the STUDENTS!

Tuesday, October 11, 2016

JC Hill Alumna wins James Bartleman Writing Award

Ontario honoured six talented young Indigenous writers from across the province with the James Bartleman Aboriginal Youth Creative Writing Award on October 7th in a ceremony at Queen’s Park. This award was created by James Bartleman to recognize and celebrate the work of young Indigenous youth. The 2016 winners are:

  • Isaiah Aguonie from Sheguindah First Nation receives the 2016 James Bartleman Indigenous Youth Creative Writing Award today from Lieutenant Governor of Ontario Elizabeth Dowdeswell and James Bartleman a proud moment indeed for family, friends and teacher too.
    Aurora Gull for her fictional journal entries chronicling a student’s struggle and growth in her first year of high school.
  • Jewel Moonias for her essay on a real encounter with a rare and injured white wolf.
  • Taeo Baxter for his story on a 16-year-old MĂ©tis boy’s spiritual quest to find his true self.
  • Cole Stevens-Goulais for his one-act theatrical storytelling piece about his grandmother’s death. Cole is from North Bay.
  • Isaiah Aguonie for his story about two wolves on a long and treacherous journey to the south side of Moonlight Island. Isaiah from Sheguindah First Nation on Manitoulin Island.
  • Courtney Miller for her fictional story about a young girl’s experience losing her father in a drinking and driving accident.

The Honourable Elizabeth Dowdeswell, Lieutenant Governor of Ontario, presented the awards at a Queen’s Park ceremony today, along with the Honourable James Bartleman, 27th Lieutenant Governor of Ontario and Dr. Shafiq Qaadri, MPP and Parliamentary Assistant to the Minister of Citizenship and Immigration.
Submissions are accepted from youth 18 years of age or younger at the time they submit an entry, enrolled in an Ontario school, self-identify as an Indigenous person, and be a permanent resident of Ontario.
“These six young authors are changing our world for the better. They are contributing to a dialogue beyond their own communities and inspiring Ontarians to take notice of what it means to be an Indigenous youth in our province,” said Elizabeth Dowdeswell, Lieutenant Governor of Ontario.
“Each year, I am inspired by powerful submissions put forward by Indigenous youth from across the province. These six recipients are pillars of strength and courage, as they share their unique perspectives, which are essential to understanding our First Nations communities,” explained James K. Bartleman, former Lieutenant Governor of Ontario.
The livestream video of this presention can be found by clicking here.
To view this article from its original source, click here.

Thursday, June 30, 2016

Residential Schools

Residential Schools

The legacy of residential schools in Canada is recognised as one of the darkest times in history. The purpose of this paper is to explain the effects of residential schools in Canada, and how they impacted indigenous culture. The reason for this paper is my own personal background being indigenous, and having my great grandfather attend the residential school in Brantford entitled the Mohawk Institute, sometimes referred to as the “Mush-hole”.

The residential schools were run by the federal government and church. The first residential school opened in 1879 in Pennsylvania, and the last federally run residential school closed in 1996, in Saskatchewan, which was not that long ago. There were over 150,000 native children who were forced to attend the residential school, and the key purpose of this according to the federal government and church were to assimilate the native children into the western society through civilization, and converting the children to Christianity.

According to some academics, they argue that the schools’ purpose was to eliminate the Indian problem, through assimilation. This resulted in harsh experiences for the native children who suffered various forms of abuse including sexual, emotional, and spiritual abuse. But, equally important, the native children were abused and punished for speaking their native tongue, and practicing their traditional ceremonies, which were not allowed.

The schools themselves were poorly built, and unsanitary. They were filled with numerous amounts of diseases, and rats, which were very unhealthy. As a result of the harsh and abusive experiences, this led to negative consequences when the children returned home to their native communities. The children’s experiences led to loss of culture, language, and most importantly, the loss of cultural identity. This is because they were taught to be ashamed of whom they were.

Consequently, when the children returned to their native communities, there was a disconnection from their cultural identity, because they forgot how to speak their languages, and engage in their traditional ceremonies. However, most importantly, the lasting impacts resulted in intergenerational impacts on the survivors’ families. This led to alcohol dependence, drug abuse, violence, and many other behaviours to try to rid the pain they suffered.

Recently, many native communities have started to revitalize, or bring back, their traditional ceremonies and languages, through resistance and treatment options. This demonstrates the strength and determination of native communities to sustain and revitalize their culture and native languages through resistance and treatment practices, by incorporating native medicines, or ways of knowing, to help heal those in pain and suffering.

Lastly, as a summary of what I have discussed throughout this paper, the impacts of residential schools in Canada on native culture were; the intention of assimilation, harsh experiences, lasting impacts of the negative outcomes, and finally; survivors and families taking action, revitalizing native languages and culture. In conclusion, I leave you with this final thought; the use of residential schools in Canada did NOT eradicate the indigenous culture.

                                                                        Nya:wen. Thank you.

                                                                        By; LV
My topic discusses the legacy of residential schools in Canada and how it impacted indigenous culture. The purpose of this paper is to explain the intergenerational impacts of residential schools on many families today. The reason why I chose this topic is because my great grandfather attended the residential school in Brantford, ON. His resiliency and determination to escape/overcome the negative experiences of residential schools led him to become the first native lawyer in Canada. Due to his resiliency; I wanted to discuss the positive changes of bringing back languages and cultural knowledge to many native communities. Personally, I wanted to express my thoughts and personal knowledge from family to present to my class of the harsh experiences that many native children had to endure.