Wednesday, December 18, 2019

Canada’s Stonehenge

An ancient medicine wheel geoglyph
https://calgaryherald.com/uncategorized/penner-canadas-stonehenge-older-than-many-great-spirit-sites-of-the-world

From the article:

"The ancient medicine wheel — more accurately, it's a geoglyph, which is essentially a man-made design made on the ground with stones or earth — was constructed over the span of a few thousand years. Incredibly, its first stones were placed approximately 5,000 years ago. So, to put this into context, the wheel is 1,000 years older than Stonehenge, 3,500 years older than the Mayan Pyramid of Chichen Itza, 500 years older than the Great Pyramid of Giza. Now, perhaps, you have a clearer picture of what we're dealing with here. In Alberta. Just a couple of hours from Calgary."

==============

Tuesday, December 3, 2019

O Canada - Our Home and Native Land

The national anthem in traditional languages

Why not have students listen to the national anthem in a traditional language? Many First Nations have translated or adapted the words or intent of the song and given it a uniquely "Canadian" flavour.



Cree version:
https://youtu.be/TuUK666l5u4 
https://youtu.be/vSu150kZ0ZU 

Nisga'a
https://youtu.be/4S6aWgygwRU

Mohawk (Cheri Maracle)
https://youtu.be/9hZFCQTBxrA

Ojibwe
https://youtu.be/_Z-GYZmCJR4

Dene
https://youtu.be/j_kD7FeHm8Y

Inuinnaqtun
https://youtu.be/5ofKc20OVPE


Inuktitut

https://youtu.be/QAzoO-0RG5s

Inuvialuktun
https://youtu.be/R4n3ZwCip4s

Mi'kmaq
https://soundcloud.com/mikmaq-confederacy/oh-canada-mastered-dec-817
http://firstnationhelp.com/ali/okanata.php

The story of one school
https://www.princeedwardisland.ca/en/news/oh-kanata-learning-canadas-national-anthem-mikmaq


also:
11 versions back to back (Indigenous and others) :
https://youtu.be/1jROsqdrLdk

=======

Thursday, November 28, 2019

Indigenous Peoples Atlas of Canada

An Outstanding Resource
https://indigenouspeoplesatlasofcanada.ca/


From the foreword:
 "In this atlas, you will find outstanding reference maps of Indigenous Canada, as well as a section devoted to Truth and Reconciliation, including detailed pages on many aspects of the topic with contemporary and historical photography, maps and more. There's also a glossary of common Indigenous terms. This atlas was created by The Royal Canadian Geographical Society in conjunction with the Assembly of First Nations, Inuit Tapiriit Kanatami, the Métis Nation, the National Centre for Truth and Reconciliation and Indspire."

==============

Wednesday, November 27, 2019

Language Nesters | ta’ulthun sqwal

Hul'q'umi'num' Language Academy

Lyrics and phrases in the Island Dialect. (with audio files.)

==============

Wednesday, November 20, 2019

Dean’s Distinguished Lecture | Senator Murray Sinclair

"We have to ensure that students grow up knowing who they are."

The Dean's Distinguished Lecture with Senator Murray Sinclair – November 19, 2019 at 7:00 p.m.


The presentation starts at about the 35 minute mark in the recording.

===========

Floral Beadwork

A Métis Cultural Heritage to Rediscover
http://www.ameriquefrancaise.org/en/article-476/Floral_Beadwork:_A_M%C3%A9tis_Cultural_Heritage_to_Rediscover_.html



"By developing their own style and by making large quantities of objects that were then sold or exchanged, women played an important economic role within the Western Canadian Métis nation. At the same time, they have also helped spread the cultural identity of the Métis ,a proud nation unique to Canada."


=======================

Wednesday, November 13, 2019

Cedar Bark Weaving Videos

The Art of Cedar Weaving
https://www.revolvy.com/page/Cedar-Bark-Weaving?stype=videos&cmd=list&sml=VgnQZppNrU0

A nice collection of videos that focus on cedar weaving:
"Cedar bark textile was used by indigenous people in the Pacific Northwest region of modern-day Canada and the United States. Historically, most items of clothing were made of this material."

==============

Tuesday, November 12, 2019

Getting started in Hən̓q̓əmin̓əm̓

Vocab and phrases to get you speaking
http://www.sfu.ca/~gerdts/Josephine/index.html

From the webpage: "Our language teacher is Mrs. Josephine Good. Her native name is Laha. She lives at Snuneymuxw First Nation, in Nanaimo, British Columbia. She was born on July 14, 1914, in Port Coquitlam, British Columbia. The language she speaks is called Hən̓q̓əmin̓əm̓. This is the dialect that is spoken in the Lower Mainland in the vicinity of Vancouver. We enjoy studying Hən̓q̓əmin̓əm̓ with her and we hope you will too."

===================

Thursday, November 7, 2019

Coast Salish Artwork at the Mall

Tsawwassen Mills features Indigenous Art
https://www.tsawwassenmills.com/en/mall-artworks/

Of the 22 artworks present in the mall, the majority feature Coast Salish artists from the region. The link above will let you view images of each piece and learn more about the artists. After viewing them virtually, why not head over to the mall to see them in person?

================

Wednesday, October 16, 2019

Why do we acknowledge territory?


 

A personal reflection:


Why do we acknowledge territory? It has become a common practice at the start of official events in schools, municipalities and at community cultural celebrations. While some may say that the acknowledgment statement has become a simple formality, it is also an important opportunity to advance the cause of Reconciliation, and give us all a context for the work we do our everyday lives.

 

I think the more we can personalize what this means, the easier it is for students and staff to understand how important acknowledgement statements can be.

 

When we think about the history of a place, the city we live in, our province or the country as a whole, I am reminded that the colonial history is not very deep. We think of Canada as being established in 1867, but even that date only refers to the smaller, initial group of provinces. 


When my parents, who were both born in Newfoundland, and who moved to the BC coast later in life met people new to Canada, and the conversation turned to who was not born here, my parents both raised their hands. And when asked where they are from, they responded "Newfoundland!" When someone invariably pointed out that Newfoundland is in fact part of Canada, they loved to say "Not when we were born there it wasn't." 

 

My parents loved to have a bit of fun with this, but for me, it is a very real reminder of the short history of the country we live in.  It means that Canada, with its 10 provinces including Newfoundland, is younger than my mother! (pause for effect!)

 

The Canadian history that lies upon this land is very young, and the roots are really not that deep. Imagine, a country that is younger than my mother! But the archeological digs done recently in Pitt Meadows (ancient Wapato Gardens) tell us about infrastructure work done by the Katzie people 3800 years ago, and discoveries on Triquet Island (ancient firepits) testify to 14,000 years of repeated occupation by the Heiltsuk. 

 

The roots of Indigenous people stretch back thousands of years, and acknowledgement of territory is an opportunity for all of us to recognize the depth of that history and to remember that those people (myself included) are still here today. And so, when I take a moment at my job site in Surrey BC to acknowledge that we are meeting, working and learning, on the shared traditional territory of the Katzie, Semiahmoo and Kwantlen First Nations, a land with deep roots and a unique culture, it helps provide an important context for the ongoing educational work that I do.


===========================

 

Friday, September 20, 2019

Cindy Blackstock - interview with Peter Mansbridge

On the relationship between Indigenous & non-indigenous Canadians. 
https://www.youtube.com/watch?v=ahGQ0WBd0ng

Mansbridge One on One: Cindy Blackstock, one of Canada's leading Aboriginal voices and a passionate advocate for repairing the relationship between indigenous and non-indigenous Canadians.
==========

Tuesday, September 17, 2019

Classroom Technologies and First Peoples Principles of Learning

A blend of new and old
https://www.setbc.org/2018/07/classroom-technologies-and-first-peoples-principles-of-learning/#1532558255273-9d6146f2-86f7


"This course explores examples and strategies of ways teachers can use technology-based projects aligned with the First Peoples Principles of Learning to begin infusing a First People's perspective into their classroom environment and community."

==============

Wednesday, July 3, 2019

Mohawk artist (re-)creates stories with graphic arts

I'm inspired by the struggles in our legends
https://newsmaven.io/indiancountrytoday/lifestyle/mohawk-artist-creates-traditional-and-story-art-with-a-bit-of-star-wars-and-aliens-thrown-in-too--hBH3zVbPEm-b4Ox-6bJRg/


"I graduated from Syracuse University in 2017 with a BFA in Illustration and a minor in Indigenous Studies. I'm always trying to improve my art, as well as learning each variation of our Haudenosaunee legends. For the past two years I've been traveling around and educating people about the Haudenosaunee culture and teachings while funding my art and myself, as they're one in the same," said David.

================

Land acknowledgment is the start of action

"A verbal memorial in honor of Indigenous peoples"
https://theconversation.com/ive-started-acknowledging-the-people-who-lived-on-this-land-first-and-you-should-too-118496

Chip Colwell is a lecturer on Anthropology, from the University of Colorado Denver. In this article (see excerpt below) he speaks about why he believes territorial acknowledgement is an important part of the reconciliation process:. (Visit link for complete post.)


"...But, in recent months I have come to believe land acknowledgment is the start of action – a concrete step to bring forgotten histories into present consciousness. Land acknowledgment is a recognition of a truth, a kind of verbal memorial that we erect in honor of indigenous peoples. Like a memorial, land acknowledgment pays respect to indigenous peoples by recognizing where they came from and affirming who they are today. And like a memorial, land acknowledgment is an education – enlisting speakers and audiences to learn about a region's indigenous history.

Reconciliation with indigenous peoples will require work: improving education, creating economic opportunities, protecting sacred places and much more. Confronting the past in all its beauties and horrors does not replace these efforts, but helps animate them."


==========

Friday, June 28, 2019

Indigenous Renaissance: 10 to Watch at the NFB

Reshaping Canada's cultural landscape and national self-image
https://blog.nfb.ca/blog/2019/06/19/indigenous-awakening-10-to-watch-at-the-nfb/


"The National Film Board is now two years into its Indigenous Action Plan, a plan that commits to putting no less than 15% of production funds into Indigenous projects, and there are currently over thirty Indigenous-driven projects in the works in English Program alone. The filmmakers mentioned below represent different communities across Canada, and their work ranges from classic linear storytelling to community-engaged doc projects and experimental forays into Augmented Reality."

==============

Wednesday, June 12, 2019

Video -The 6,000-Year-Old Village

Hauyat - ancient village
https://greatbearrainforesttrust.org/explore-2/
Learn more about a landscape touched by a people.

=================

Tuesday, June 4, 2019

Indigenous Games for Children

A collection of traditional Indigenous activities

"The Indigenous Games for Children Resource is a collection of traditional Indigenous games and activities to help front line leaders introduce or reconnect children to recreational and sport activities that reflect the rich cultural heritage of our Indigenous peoples across Canada. Through consultation with Indigenous communities and cultural organizations, researchers and existing publications, this resource is a collection of activity cards for use by leaders working with children in a program setting. There are several activities that put children in touch with nature. Indigenous people in Canada have always had a special bond with their natural environments and for many years, depended entirely upon Mother Earth for their survival. "

==============

Wednesday, May 29, 2019

Traditional Food "Fact Sheets"

Fish, Hunting, and more
http://www.fnha.ca/documents/traditional_food_fact_sheets.pdf


This PDF compilation of traditions food "Fact Sheets" offers a comprehensive overview of food that would have been historically consumed (and still are in certain regions.) by First NAtions across BC: Salmon, Moose, Bivalves, Deer, Seaweed, Berries, Roots, etc.

=============

How can we embed Truth and Reconciliation in every school?

A journey for all students and educators
https://www.edcan.ca/articles/how-can-we-embed-trc/


This one-page handout offers practical advice for teachers wanting to be more intentional in how they embed Indigenous perspectives into their instruction.

"Eleven of the ninety-four Calls to Action of the Truth and Reconciliation Commission of Canada (TRC) final report are specific to education. Call to Action 63, "Building student capacity for intercultural understanding, empathy, and mutual respect," challenges Canadian education systems to focus on students' understanding of Indigenous human rights and social justice initiatives. Non-Indigenous students are now beginning to learn about the truth of residential schools, treaties and other long-standing issues facing Indigenous communities such as lack of clean drinking water, housing and food shortages. Truth and reconciliation is a spiritual and emotional journey required of all students and educators – from the head to the heart – that will unfold differently for everyone."

=======

Monday, May 27, 2019

"Empowering the Spirit" Website

Educational Resources to Support Reconciliation

"This website provides support for all levels within school jurisdictions to increase awareness, understanding and application of First Nations, Métis and Inuit histories, perspectives and ways of knowing for the purpose of implementing treaty and residential schools education and Truth and Reconciliation Commission Calls to Action for education."


Friday, May 24, 2019

Treaties and the Treaty Relationship - Canada's History

A More Balanced Understanding of Treaties
https://www.canadashistory.ca/education/kayak-in-the-classroom/treaties/treaties-educational-package

Browse the PDF versions of these documents and access the educators' guides that come with them.

"The Canada's History Treaties issue features guest editor Treaty Commissioner Loretta Ross from the Treaty Relations Commission of Manitoba. Contributing writers, from throughout Canada, have shared their insights and knowledge on a wide variety of aspects of Treaty history and the Treaty Relationship. As Commissioner Ross states in her Forward: "For too long, Canadians have learned about Treaties with First Nations from a singular, non-First Nations perspective. The goal of this special issue is to try to provide a more balanced understanding of Treaties and the Treaty relationship."
=====

Wednesday, April 24, 2019

Sxwi'em': Stories from the Hul'q'umi'num' people

spulqwitth'e' 'i' kwasun – Owl and Star – 
http://sxwiem.hwulmuhwqun.ca/spulqwitthe-i-kwasun-owl-and-star/

Explore this site to hear poems and stories in the Island dialect. This is an excellent resource for hearing (and seeing) Hul'q'umi'num'.

===========

Tuesday, March 5, 2019

WorkBC Career Guide for Indigenous people

Information on career planning, employment, and education and training

This guide has been developed through a collaboration of provincial Ministries and Indigenous partners. It provides information on career planning, employment, and education and training resources available for Indigenous job seekers in British Columbia.

https://www.workbc.ca/getmedia/9f259552-8baf-4d22-a78c-0d5f3559ec2d/BC-Career-Guide-Indigenous-People-2018.pdf.aspx



==========


Friday, February 1, 2019

Dreamcatcher Bios

The life stories of amazing, successful game changers
https://aptn.ca/dreamcatcherbios/



"Dreamcatcher Bios tells the life stories of amazing, globally successful game changers and how their spirit got them to the top. These Indigenous heroes tell the stories of the tribulations they endured and the eventual triumphs that they celebrate. Learn about their ambitions and goals, the challenges they faced, and the adversities they overcame, to make it big as the inspirational actors, athletes, astronauts, and musicians we all know and love."


Tuesday, January 22, 2019

Musqueam Teaching Kit

xʷməθkʷəy̓əm: qʷi:l̕qʷəl̕ ʔə kʷθə snəw̓eyəɬ ct
https://moa.ubc.ca/wp-content/uploads/2018/02/Teachers-Resource-ENGLISH-March30_sm.pdf

This is the downloadable resource that accompanies the MOA kit on Musqueam culture and language.
"This teaching kit offers educators a unique opportunity to learn from us about our rich history and our contemporary lives. We have provided you with a wealth of information on our community, past and present. We do this first in each section of the Teacher's Resource because it is important to us that we provide educators with as full a picture as possible. Each chapter begins with quotes from Musqueam community members as a way to start the learning process and to reinforce that we, as Musqueam people, are sharing our history xʷməθkʷəy̓əm: qʷi:l̕qʷəl̕ ʔə kʷθə snəw̓eyəɬ ct 2 Musqueam: giving information about our teachings Teaching Kit Overview and our culture with you and your students. We hope these quotes, drawn from in-person interviews, will guide you, inspire you, and encourage you and your students to learn more about us. Our goal is to build a better understanding of our history, our language, and our culture. Each of the learning resources in the kit is supported by instructions, guided activities, and suggested discussion questions that draw on aspects of our rich culture." 

===========

Repatriation of First Nations Cultural Property - Resource

Returning the Past: MOA
https://moa.ubc.ca/wp-content/uploads/TeachingKit-Repatriation.pdf

"This resource provides a unit of study on First Nations repatriations for secondary school students. The case studies are designed to be used whole or in part. Written in collaboration with First Nations knowledge holders, the case studies are meant to provide teachers and students with a record of the experiences of repatriation from four different First Nations communities, three in British Columbia and one in Alaska. Each case study is presented with a map, images and a timeline. Initial inquiry activities, lesson ideas, research activities, and glossary are also provided. All bolded words are defined in the glossary."

===============

Speaking Our Truth

Inquiry Student Group

We are looking at Monique Gray Smith's "Speaking Our Truth" as a way of unlocking important conversations about Truth and Reconciliation. As part of the conversation, we're also looking at some additional resources:


================

Wednesday, January 9, 2019

Alberta Indigenous media archive being digitized

"Bought for a buck, now priceless"
JASON FRANSON/THE CANADIAN PRESS

Read about how this archive preserves valuable cultural and linguistic knowledge:
















"The archive is an invaluable record of voices that have long passed, said Crowfoot. They tell stories both traditional and personal — tales of residential schools, for example.There's powwow music and there are country songs. Phone-in shows from remote Indigenous communities. Crowfoot thinks there's a feature film as well. And it's priceless evidence of how the Cree language has changed over nearly 60 years."

=====================