DOCSLIB.ORG

Cree Language and Culture 12-Year Program Guide to Implementation : Kindergarten to Grade 3

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Cree Language and Culture 12-year Program Guide to Implementation Kindergarten to Grade 3 2009 Alberta Education Cataloguing in Publication Data Alberta. Alberta Education. Curriculum Sector: Arts, Communications and Citizenship. Cree language and culture 12-year program guide to implementation : kindergarten to grade 3. ISBN 978–0–7785–8598–5 1. Cree language – Study and teaching – Alberta. 2. Education – Alberta – Curricula. 3. Cree language – Study and teaching – Alberta – Outlines, syllabi, etc. 4. Language and education – Alberta. I. Title. PM989 A333 2009 497.323 For further information, contact: This resource is available on the Alberta Education Web site at Alberta Education http://education.alberta.ca/teachers/progr Curriculum Sector: Arts, Communications and am/fnmi/programs.aspx. Citizenship 8th Floor, 44 Capital Boulevard Copies of this resource are available for purchase from 10044 – 108 Street NW the Learning Resources Centre. Order online at Edmonton, Alberta T5J 5E6 http://www.lrc.education.gov.ab.ca or telephone Telephone: 780–427–2984 in Edmonton or 780–427–2767 in Edmonton (toll-free in Alberta by toll-free in Alberta by dialling 310–0000 dialling 310–0000). Fax: 780–422–0576 The primary audience for this resource is: Teachers Administrators Students Parents Several Web sites are listed in this resource. These sites are listed as a service only to identify potentially useful ideas for teaching and learning. Alberta Education is not responsible for maintaining these external sites, nor does the listing of these sites constitute or imply endorsement of their content. The Crown and its agents, employees or contractors will not be liable for any direct or indirect damages arising from the use of any of these sites. The responsibility to evaluate these sites rests with the user. Note: All Web site addresses were confirmed as accurate at the time of publication but are subject to change. Copyright © 2009, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, Curriculum Sector: Arts, Communications and Citizenship, 8th Floor, 44 Capital Boulevard, 10044 – 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6. Every effort has been made to provide proper acknowledgement of original sources. If cases are identified where this has not been done, please notify Alberta Education so appropriate corrective action can be taken. Permission is given by the copyright owner to reproduce this resource for educational purposes and on a nonprofit basis, with the exception of materials cited for which Alberta Education does not own copyright. Permission is also granted for sharing the electronic files via network capabilities at the school or jurisdiction level. Acknowledgements The Cree Language and Culture 12-year Program Guide to Implementation (Kindergarten to Grade 3) was initially developed through the cooperative efforts of many people. Alberta Education acknowledges the following: Elders and Cultural Advisors Alfred Bonaise Jenny Cardinal Joe P. Cardinal (deceased) Florestine Chowace Linda Oldpan Myron Paskamin Jerry Saddleback Contributors Janice Aubry Malvina Iron Tony Petrone Elise Auger Bryant Johns Bernice Prather Doreen Batchelor Florence Kanhai Lorraine Rain Paul Beauregard Melody Kostiuk Susie Robinson Louise Breland Bertha Laboucan Clifford Ribbonleg Loretta Breland Billy Joe Laboucan Teddy Ribbonleg Norine Buffalo Barb Laderoute Mary Sasakamoose Rosalyn Bull Donna Leask Betty Simon Julia Cardinal Lorna L’Hirondelle Joan Simpson Mary Cardinal-Collins Willie Lightning John Sokolowski Raymond Cardinal Judy Louis Noella Steinhauer Laura Collins Jutta McAdam Marion Stone Anne Crane Rita Marten Josephine Thompson Susan Dion Marjorie Memnook Connie Twin Edith Ellingboe Velma Memnook Stuart Wachowicz Esther Giroux Mary Moore Joyce Wood Rhoda Gladue Laura Moyah Nora Yellowknee Emily Hunter Madeline Noskey Gerald Young Russell Hunter Pauline Ominiyak The process of developing this edition of the Guide was led by Billy Joe Laboucan, Little Buffalo, Alberta; Mary Cardinal-Collins, Saddle Lake First Nation, Alberta; Annette McLean, Sturgeon Lake First Nation, Alberta; with community consultations in the Treaty 6 and Treaty 8 areas. Validators Elders and Cultural Advisors Irene Dion-Martineau, Kehewin First Nation Louise Loyie, Sawridge First Nation Cree Language and Culture 12-Y Guide to Implementation (K–3) Acknowledgements / iii ©Alberta Education, Alberta, Canada 2009 Validation Review Committee Norine Buffalo, Miyowakohtowin Education Authority Susan Dion, Kehewin Education Centre Eliza Gullion, Northland School Division No. 61 Loretta Pete, Miyowakohtowin Education Authority Delores Pruden-Barrie, Alberta Education Lorraine Scanie, Centre for Education, Edmonton Public School Board Bill Sewepagaham, Peace River School Division No. 10 Emily Sewepagaham, Peace River School Division No. 10 Joyce Wood, Saddle Lake Education Authority Gerald Young, Northland School Division No. 61 Editors Billy Joe Laboucan (Woods Cree language) Susan Dion (Plains Cree language) Neil Sawers J. Marilyn Scott Thanks also to Donna Paskemin for her review and comments. Alberta Education (Former Learning and Teaching Resources Branch) Raja Panwar Director Stella Shrum Acting Director Greg Bishop Assistant Director, Resource Development Delores Pruden-Barrie Resource Manager, FNMI Aboriginal Projects and Cree Learning and Teaching Resources Kim Blevins Document Production Coordinator Helen Czar Editor Lee Harper Desktop Publishing Esther Yong Desktop Publishing Thomson Duval House Design and Production Joanne Meredith Jeff Miles Leslie Stewart Thomson Duval General Manager Glenn Rollans We thank the following educators for supporting their staff’s participation in the validation process: Dale Bischoff, Deputy Superintendent, Peace River School Division No. 10 Debra Cardinal, Director, Saddle Lake Education Authority Linda Gadwa, Principal, Kehewin Education Centre Willy John, Director of Education, Kehewin Education Centre Bryant Johns, Coordinator, Kayas Cultural College Dennis Laboucan, Director of Education, Little Red River Board of Education Florence Quinn, Principal, Onchaminahos Elementary School Annette Ramrattan, Superintendent, Northland School Division No. 61 Debbie Stockdale, Principal, Ermineskin Primary School Don Tessier, Acting Principal, St. Thersea School iv/ Acknowledgements Cree Language and Culture 12-Y Guide to Implementation (K–3) 2009 ©Alberta Education, Alberta, Canada Lyall Thomson, Superintendent, Edmonton Public School Board Judy Toews, Principal, Prince Charles Elementary School Genevieve Unger, Acting Principal, Kateri School Greg Woronuk, Superintendent, Peace River School Division No. 10 The writers and editors wish to acknowledge the following sources for certain materials that were used or adapted for this document: Aboriginal Perspectives Teacher Resource, Aboriginal Studies 10. Duval House Publishing, 2006 Alberta Education Health and Life Skills Kindergarten to Grade 9 Program of Studies, 2002 Saskatoon Tribal Council Blue Quills First Nations College ACCESS—The Education Station. Cree Language and Culture 12-Y Guide to Implementation (K–3) Acknowledgements / v ©Alberta Education, Alberta, Canada 2009 vi / Cree Language and Culture 12-Y Guide to Implementation (K–3) 2009 ©Alberta Education, Alberta, Canada Table of Contents Acknowledgements ............................................................................................... iii Chapter 1: Introduction ...................................................................................... 1 Message to the Teacher .................................................................................... 1 Cree Worldview ............................................................................................... 2 Cree Values ...................................................................................................... 4 Nehiyaw Pedagogy ........................................................................................... 6 Oral Tradition ................................................................................................... 7 Protocol with Kihteyayak (Elders) ................................................................... 8 Language Variation .......................................................................................... 8 Using This Guide ............................................................................................. 9 Chapter 2: Teaching and Learning Cree Language and Culture ................... 11 Communicative Language Competence ........................................................... 11 Developing Cree Language Competence ......................................................... 12 Teaching for Cree Language Competence ....................................................... 12 An Effective Cree Language Learning Environment ....................................... 15 Suggested Teaching and learning Strategies .................................................... 16 Combined Grades in the Cree Language and Culture Classroom .................... 17 Chapter 3: Planning for Instruction .................................................................. 21 Why Plan? ........................................................................................................ 21 Sample Planning Procedure ............................................................................. 22 Areas of Experiences—Themes ......................................................................
Recommended publications
  • The Rose Collection of Moccasins in the Canadian Museum of Civilization : Transitional Woodland/Grassl and Footwear

    The Rose Collection of Moccasins in the Canadian Museum of Civilization : Transitional Woodland/Grassl and Footwear

    THE ROSE COLLECTION OF MOCCASINS IN THE CANADIAN MUSEUM OF CIVILIZATION : TRANSITIONAL WOODLAND/GRASSL AND FOOTWEAR David Sager 3636 Denburn Place Mississauga, Ontario Canada, L4X 2R2 Abstract/Resume Many specialists assign the attribution of "Plains Cree" or "Plains Ojibway" to material culture from parts of Manitoba and Saskatchewan. In fact, only a small part of this area was Grasslands. Several bands of Cree and Ojibway (Saulteaux) became permanent residents of the Grasslands bor- ders when Reserves were established in the 19th century. They rapidly absorbed aspects of Plains material culture, a process started earlier farther west. This paper examines one such case as revealed by footwear. Beaucoup de spécialistes attribuent aux Plains Cree ou aux Plains Ojibway des objets matériels de culture des régions du Manitoba ou de la Saskatch- ewan. En fait, il n'y a qu'une petite partie de cette région ait été prairie. Plusieurs bandes de Cree et d'Ojibway (Saulteaux) sont devenus habitants permanents des limites de la prairie quand les réserves ont été établies au XIXe siècle. Ils ont rapidement absorbé des aspects de la culture matérielle des prairies, un processus qu'on a commencé plus tôt plus loin à l'ouest. Cet article examine un tel cas comme il est révélé par des chaussures. The Canadian Journal of Native Studies XIV, 2(1 994):273-304. 274 David Sager The Rose Moccasin Collection: Problems in Attribution This paper focuses on a unique group of eight pair of moccasins from southern Saskatchewan made in the mid 1880s. They were collected by Robert Jeans Rose between 1883 and 1887.
  • Obviation in Michif Deborah Weaver

    Obviation in Michif Deborah Weaver

    University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects 8-1-1982 Obviation in Michif Deborah Weaver Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Weaver, Deborah, "Obviation in Michif" (1982). Theses and Dissertations. 672. https://commons.und.edu/theses/672 This Thesis is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. OBVIATION IN MICHIF by Deborah Weaver Bachelor of Science, Wheaton College, 1976 A Thesis Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Master of Arts Grand Forks, North Dakota August 1982 -s J 1 I This thesis submitted by Deborah Weaver in partial ful­ fillment of the requirements for the Degree of Master of Arts from the University of North Dakota is hereby approved by the Faculty Advisory Committee under whom the work has been done. This thesis meets the standards for appearance and con­ forms to the style and format requirements of the Graduate School of the University of North Dakota, and is hereby ap­ proved . ( I W k i 11 Title OBVIATION IN MICHIF Department Linguistics Degree Master of Arts In presenting this thesis in partial fulfillment of the requirements for a graduate degree from the Uni­ versity of North Dakota, I agree that the Library of this University shall make it freely available for in­ spection.
  • Thistle Indian-Trader.Pdf

    Thistle Indian-Trader.Pdf

    THE UNIVERS]TY OF MANITOBA INDIAN--TRADER RELATIONS: AN ETHNOH]STORY OF WESTERN WOODS CREE.-HUDSONIS BAY COMPANY TRADER CONTACT IN THE CUMBERLAND HOUSE--THE PAS REGION TO 1840 A thesis subnitted to the Faculty of Graduate Studies in partial fulfillment of the requirenents for the degree of Master of Art s in the Indívidual Tnterdisciplinary Programne (Anthropology, History, Educat i on) by Paul Clifford Thistle .Tu 1v 19 8 3 INDIAN--TRADDR REI-ATIONS: AN ETHNOII ISTORY 0F I¡]ESTERN WOODS CREE--HUDSONTS BAY COMPANY TRADER CONTACT IN THE CUMBERLAND HOUSE--THE PAS REGION TO I84O by PauI Cl ifford Thistle A tlìesis submitted to the Faculty of G¡aduate Studies ol the University of Manitobâ in partial fulfillment of the requirenìer.ìts of the degree of MASTER OF ARTS @ 1983 Pe¡missjon has been granted to the LIBRARY OF THE UNIVER- SITY OF MANITOBA to lend or sell copies of this thesis. to the NATIONAL LIBRARY OF CANADA to microfilnr this thesis and to lend or sell copies of the film, and UNIVERSITy MICROFILMS to publish an abstract of this thesis. The author reserves other publication rights, and neither the thesis nor extensive extracts from it may be printed or other- wise reproduced without the autho¡'s w¡ittelr perurissiotr. TABLE OF CONTENTS ACKNOWLEDGEMENTS ABSTRACT vl1 CHAPTER I ]NTRODUCT ION 1 The Prob 1em 1 Purpose 3 Scope 4 S igni ficance 5 Method 11 The o ry T4 (i) Ethnic/Race Relations Theory 16 (ii) Ethnicity Theory 19 (iii) Culture Change and Acculturat i on Theory 22 Sumrnary Discussion 26 II ETHNOGRAPHY OF THE RELATION z8 Introduction .
  • The Evolution of Health Status and Health Determinants in the Cree Region (Eeyou Istchee)

    The Evolution of Health Status and Health Determinants in the Cree Region (Eeyou Istchee)

    The Evolution of Health Status and Health Determinants in the Cree Region (Eeyou Istchee): Eastmain 1-A Powerhouse and Rupert Diversion Sectoral Report Volume 1: Context and Findings Series 4 Number 3: Report on the health status of the population Cree Board of Health and Social Services of James Bay The Evolution of Health Status and Health Determinants in the Cree Region (Eeyou Istchee): Eastmain-1-A Powerhouse and Rupert Diversion Sectoral Report Volume 1 Context and Findings Jill Torrie Ellen Bobet Natalie Kishchuk Andrew Webster Series 4 Number 3: Report on the Health Status of the Population. Public Health Department of the Cree Territory of James Bay Cree Board of Health and Social Services of James Bay The views expressed in this document are those of the authors and do not necessarily reflect those of the Cree Board of Health and Social Services of James Bay. Authors Jill Torrie Cree Board of Health & Social Services of James Bay (Montreal) [email protected] Ellen Bobet Confluence Research and Writing (Gatineau) [email protected] Natalie Kishchuk Programme evaluation and applied social research consultant (Montreal) [email protected] Andrew Webster Analyst in health negotiations, litigation, and administration (Ottawa) [email protected] Series editor & co-ordinator: Jill Torrie, Cree Public Health Department Cover design: Katya Petrov [email protected] Photo credit: Catherine Godin This document can be found online at: www.Creepublichealth.org Reproduction is authorised for non-commercial purposes with acknowledgement of the source. Document deposited on Santécom (http://www. Santecom.qc.ca) Call Number: INSPQ-2005-18-2005-001 Legal deposit – 2nd trimester 2005 Bibliothèque Nationale du Québec National Library of Canada ISSN: 2-550-443779-9 © April 2005.
  • Fpcc-Newsletter-Spring-Summer-2014

    Fpcc-Newsletter-Spring-Summer-2014

    first peoples’ news spring /summer 2014 first peoples’ cultural council IN THIS ISSUE New Museum Exhibition 2 New Arts Funding from FPCC Available for First Nations Youth SHOWCASING B.C.’S LIVING in B.C. FIRST NATIONS LANGUAGES 3 New Resources Available for First Nations Languages in B.C. Most people are unaware of the variety approaches with contemporary storytell- and richness of languages in this prov- ing. It will make use of audio and visual 4 FirstVoices Resources: Flash Card ince. With 34 Indigenous languages and media, artwork and narrative text in Eng- and Label Maker 61 dialects, B.C. is the most linguistically lish as well as First Nations languages. diverse region in Canada. Most importantly, it will demonstrate 4 Geek Alert! PC Keyboard In an inspiring new partnership, the the diversity and resilience of languages Software Update First Peoples’ Cultural Council (FPCC) in B.C. by showcasing languages by has been working with the Royal BC region as well as individual efforts to 5 Seabird Island Language Nests is Museum to create the innovative rejuvenate languages through hard work Engaging Young Language Learners Our Living Languages exhibition, which and perseverance. will provide an opportunity to celebrate “This is exciting for us and a progressive 6 Mentor-Apprentice Teams Creating these First Nations languages and the move on behalf of the Royal BC Museum,” a New Generation of Speakers people who are working to preserve says FPCC Chair Lorna Williams. “The and revitalize them. museum is a wonderful venue in which to 8 In Conversation with AADA Recipient The exhibition will fuse traditional share the stories and perspectives of First Kevin Loring Continued next page… 9 Upgrades to the FirstVoices Language Tutor Now Available to Communities 10 Community Success Story: SECWEPEMCTSÍN Language Tutor Lessons 11 FirstVoices Coordinator Peter Brand Retires…Or Does He? Our Living Languages: First Peoples' Voices in B.C.
  • Language Data Tables User Guide

    Language Data Tables User Guide

    Demolinguistic Data for Indigenous Communities in Canada Language Data Tables User Guide Version 0.7.1 Norris Research Inc. https://norrisresearch.com/ref_tables.htm 1 January 2021 Norris Research: Language Data Tables Users Guide DRAFT January 1, 2021 Recommended Citation: Norris Research Inc. (2020). Demolinguistic Data for Indigenous communities in Canada: Language Data Tables Users Guide, 01 January 2021. Draft Report prepared under contract with the Department of Canadian Heritage. Norris Research: Language Data Tables Users Guide DRAFT January 1, 2021 Table of Contents Table of Contents .................................................................................................................................................................... 3 !! IMPORTANT !! ..................................................................................................................................................................... 9 A Cautionary Note ............................................................................................................................................................... 9 Website Tips and Tricks ........................................................................................................................................................ 11 Tables ................................................................................................................................................................................ 11 Tree View .........................................................................................................................................................................
  • LANGUAGES of the LAND a RESOURCE MANUAL for ABORIGINAL LANGUAGE ACTIVISTS

    LANGUAGES of the LAND a RESOURCE MANUAL for ABORIGINAL LANGUAGE ACTIVISTS

    LANGUAGES of THE LAND A RESOURCE MANUAL FOR ABORIGINAL LANGUAGE ACTIVISTS Prepared by: Crosscurrent Associates, Hay River Prepared for: NWT Literacy Council, Yellowknife TABLE OF CONTENTS Introductory Remarks - NWT Literacy Council . 2 Definitions . 3 Using the Manual . 4 Statements by Aboriginal Language Activists . 5 Things You Need to Know . 9 The Importance of Language . 9 Language Shift. 10 Community Mobilization . 11 Language Assessment. 11 The Status of Aboriginal Languages in the NWT. 13 Chipewyan . 14 Cree . 15 Dogrib . 16 Gwich'in. 17 Inuvialuktun . 18 South Slavey . 19 North Slavey . 20 Aboriginal Language Rights . 21 Taking Action . 23 An Overview of Aboriginal Language Strategies . 23 A Four-Step Approach to Language Retention . 28 Forming a Core Group . 29 Strategic Planning. 30 Setting Realistic Language Goals . 30 Strategic Approaches . 31 Strategic Planning Steps and Questions. 34 Building Community Support and Alliances . 36 Overcoming Common Language Myths . 37 Managing and Coordinating Language Activities . 40 Aboriginal Language Resources . 41 Funding . 41 Language Resources / Agencies . 43 Bibliography . 48 NWT Literacy Council Languages of the Land 1 LANGUAGES of THE LAND A RESOURCE MANUAL FOR ABORIGINAL LANGUAGE ACTIVISTS We gratefully acknowledge the financial assistance received from the Government of the Northwest Territories, Department of Education, Culture and Employment Copyright: NWT Literacy Council, Yellowknife, 1999 Although this manual is copyrighted by the NWT Literacy Council, non-profit organizations have permission to use it for language retention and revitalization purposes. Office of the Languages Commissioner of the Northwest Territories Cover Photo: Ingrid Kritch, Gwich’in Social and Cultural Institute INTRODUCTORY REMARKS - NWT LITERACY COUNCIL The NWT Literacy Council is a territorial-wide organization that supports and promotes literacy in all official languages of the NWT.
  • Jtc1/Sc2/Wg2 N3427 L2/08-132

    Jtc1/Sc2/Wg2 N3427 L2/08-132

    JTC1/SC2/WG2 N3427 L2/08-132 2008-04-08 Universal Multiple-Octet Coded Character Set International Organization for Standardization Organisation Internationale de Normalisation Международная организация по стандартизации Doc Type: Working Group Document Title: Proposal to encode 39 Unified Canadian Aboriginal Syllabics in the UCS Source: Michael Everson and Chris Harvey Status: Individual Contribution Action: For consideration by JTC1/SC2/WG2 and UTC Date: 2008-04-08 1. Summary. This document requests 39 additional characters to be added to the UCS and contains the proposal summary form. 1. Syllabics hyphen (U+1400). Many Aboriginal Canadian languages use the character U+1428 CANADIAN SYLLABICS FINAL SHORT HORIZONTAL STROKE, which looks like the Latin script hyphen. Algonquian languages like western dialects of Cree, Oji-Cree, western and northern dialects of Ojibway employ this character to represent /tʃ/, /c/, or /j/, as in Plains Cree ᐊᓄᐦᐨ /anohc/ ‘today’. In Athabaskan languages, like Chipewyan, the sound is /d/ or an alveolar onset, as in Sayisi Dene ᐨᕦᐣᐨᕤ /t’ąt’ú/ ‘how’. To avoid ambiguity between this character and a line-breaking hyphen, a SYLLABICS HYPHEN was developed which resembles an equals sign. Depending on the typeface, the width of the syllabics hyphen can range from a short ᐀ to a much longer ᐀. This hyphen is line-breaking punctuation, and should not be confused with the Blackfoot syllable internal-w final proposed for U+167F. See Figures 1 and 2. 2. DHW- additions for Woods Cree (U+1677..U+167D). ᙷᙸᙹᙺᙻᙼᙽ/ðwē/ /ðwi/ /ðwī/ /ðwo/ /ðwō/ /ðwa/ /ðwā/. The basic syllable structure in Cree is (C)(w)V(C)(C).
  • THE USE of INDIGENOUS LANGUAGES in PROCEEDINGS of the HOUSE of COMMONS and COMMITTEES Report of the Standing Committee on Procedure and House Affairs

    THE USE of INDIGENOUS LANGUAGES in PROCEEDINGS of the HOUSE of COMMONS and COMMITTEES Report of the Standing Committee on Procedure and House Affairs

    THE USE OF INDIGENOUS LANGUAGES IN PROCEEDINGS OF THE HOUSE OF COMMONS AND COMMITTEES Report of the Standing Committee on Procedure and House Affairs The Honourable Larry Bagnell, Chair JUNE 2018 42nd PARLIAMENT, 1st SESSION Published under the authority of the Speaker of the House of Commons SPEAKER’S PERMISSION The proceedings of the House of Commons and its Committees are hereby made available to provide greater public access. The parliamentary privilege of the House of Commons to control the publication and broadcast of the proceedings of the House of Commons and its Committees is nonetheless reserved. All copyrights therein are also reserved. Reproduction of the proceedings of the House of Commons and its Committees, in whole or in part and in any medium, is hereby permitted provided that the reproduction is accurate and is not presented as official. This permission does not extend to reproduction, distribution or use for commercial purpose of financial gain. Reproduction or use outside this permission or without authorization may be treated as copyright infringement in accordance with the Copyright Act. Authorization may be obtained on written application to the Office of the Speaker of the House of Commons. Reproduction in accordance with this permission does not constitute publication under the authority of the House of Commons. The absolute privilege that applies to the proceedings of the House of Commons does not extend to these permitted reproductions. Where a reproduction includes briefs to a Standing Committee of the House of Commons, authorization for reproduction may be required from the authors in accordance with the Copyright Act.
  • Aboriginal Languages and Selected Vitality Indicators in 2011

    Aboriginal Languages and Selected Vitality Indicators in 2011

    Catalogue no. 89-655-X— No. 001 ISBN 978-1-100-24855-4 Aboriginal Languages and Selected Vitality Indicators in 2011 by Stéphanie Langlois and Annie Turner Release date: October 16, 2014 How to obtain more information For information about this product or the wide range of services and data available from Statistics Canada, visit our website, www.statcan.gc.ca. You can also contact us by email at [email protected], telephone, from Monday to Friday, 8:30 a.m. to 4:30 p.m., at the following toll-free numbers: • Statistical Information Service 1-800-263-1136 • National telecommunications device for the hearing impaired 1-800-363-7629 • Fax line 1-877-287-4369 Depository Services Program • Inquiries line 1-800-635-7943 • Fax line 1-800-565-7757 To access this product This product, Catalogue no. 89-655-X, is available free in electronic format. To obtain a single issue, visit our website, www.statcan.gc.ca, and browse by “Key resource” > “Publications.” Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner. To this end, Statistics Canada has developed standards of service that its employees observe. To obtain a copy of these service standards, please contact Statistics Canada toll-free at 1-800-263-1136. The service standards are also published on www.statcan.gc.ca under “About us” > “The agency” > “Providing services to Canadians.” Standard symbols Published by authority of the Minister responsible for Statistics Canada The following symbols are used in Statistics Canada publications: .
  • Glossary Descriptions and Definitions of Some of the Concepts, Characters

    Glossary Descriptions and Definitions of Some of the Concepts, Characters

    Glossary Descriptions and definitions of some of the concepts, characters, places, nations and peoples mentioned on this site. A useful lexicon. CONCEPTS Dominion Land Surveyor Dominion Land Surveyors were sent out to western Canada by the federal government to divide Crown lands into square sections (cadastres) for agricultural and other purposes. Métis, métis Métis, with a capital M, means a member of the Métis nation, a person of mixed Indigenous (primarily Anishinaabe and Cree) and European (primarily French and Scottish) descent. Section 35 of the Constitution Act , 1982, recognized the Métis as Aboriginal people. The Métis constitute a nation not just legally, but socially: over time they have established a national consciousness, a distinctive identity, and their own culture and values. A person can self-identify as métis, a more generic term for a person of mixed heritage. This is an individual identity rather than an expression of membership in a distinctive culture with specific rights. Michif or mechif or mitchif Linguists classify Michif as a mixed language rather than a creole language, though there is some disagreement about this categorization. Michif emerged in the early 19 th century from the increasing contact between (French) Canadian fur traders and the Indigenous inhabitants of the Prairies, particularly the Cree. Michif typically consists of French nouns, numerals, articles and adjectives, combined with Cree syntax and verb structures. Michif was also influenced by Assiniboine and Nishnaabemwin, an eastern Ojibwa dialect. It was spoken by the Métis of western Canada and North Dakota. Like many languages around the world, Michif is slowly disappearing: currently, there are fewer than 1,000 Michif speakers in Canada.
  • Hunting Buffalo Under the Ground: Encounters in Heritage Management

    Hunting Buffalo Under the Ground: Encounters in Heritage Management

    Hunting Buffalo Under the Ground: Encounters in Heritage Management by © Claire Charlotte Poirier A Dissertation submitted to the School of Graduate Studies in partial fulfillment of the requirements for the degree of PhD, Department of Archaeology, Faculty of Humanities and Social Sciences Memorial University of Newfoundland Graduation September 2018 St. John’s Newfoundland and Labrador Abstract This dissertation problematizes the notion that ‘heritage’ is a singular, agreed-upon concept within the context of central Alberta, Canada. Given this region’s particular history, geography, and policy-legal framework, the concept of heritage is embedded within networks of relations that take shape through archaeological, ceremonial, and bureaucratic practices, to name a few. By focusing on Plains Cree ceremonialism and the Government of Alberta’s strategies for heritage management, this research asks how or in what ways the state’s approach to the management of heritage infringes upon Plains Cree ancestral relations that are maintained through ceremony. For those leading a Plains Cree ceremonial way of life, heritage refers to living relations with land-based entities, which require constant care and nurturance. For the state, heritage applies to tangible sites and materials associated with the land’s past inhabitants, which are dispensable in the name of economic progress. As the state implements procedures for the management of heritage, the relations that form Plains Cree ancestral networks come up against the modernist intellectual lineage that informs the state’s notions of what heritage is. Even as the state recognizes that local Indigenous people continue to retain a connection to sites and materials defined as heritage, the management of those sites and materials remains under state control.