DOCSLIB.ORG

WE Stand Together Connection Points

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
WE Stand Together Connection Points WE Stand Together Connection Points Despite billions of dollars in funding and a campaign pledge from the Liberal government, there are still drinking water advisories in First Nations communities today. What are the causes of water issues in First Nations communities? How have these water issues been addressed? How can we move toward a solution? As part of the 2016 federal budget, the Liberal government committed $1.8 billion to How to take action water and wastewater infrastructure for First Nations communities over the course Unlike provincial and territorial of five years1. This commitment is part of a project working toward ending boil regulations for drinking water and water advisories on reserves across Canada. Despite this, water advisories still affect sanitation, there are no enforced many First Nations communities1, leaving families vulnerable to sickness due to a regulations on reserves in Canada4. lack of clean drinking water. Allocating appropriate resources On the border of Manitoba and Ontario, isolated from the mainland, residents of on behalf of the government is Shoal Lake 40 First Nation have been unable to drink the community water since important in tackling the water crisis 19982—struggling with sickness related to unsafe drinking water for more than 20 in Indigenous communities. Learn years. The lack of year-round road access made it incredibly expensive to bring in more about clean water strategies in materials and supplies to build a water treatment plant. In June 2017, construction First Nations communities in Canada. was started on Freedom Road3, a road that will connect the community back to the Find out who is responsible for these mainland and potentially one day end the boil water advisory. The completion of projects and determine how you can this road will support this community in moving on to the next development phase: take action to support them. To learn a water treatment plant. more, visit www.aadnc-aandc.gc.ca/ eng/1506514143353/15065142307425. Meet: Nathaniel Harper Nathaniel Harper, a Métis student from Winnipeg, Manitoba, has a passion for protecting water in his community. He has grown up with a strong understanding of the importance of access to clean water and has been working with his class to protect and care for the water in the Red River. At school, Nathaniel and his classmates sing a Dakota water song to bless and pray for the water. And in the spring when the water in the river begins to flow, they place an offering of sage, cedar and tobacco to help the Red River heal. Nathaniel says it’s important to protect and care for the water, as well as give thanks to the water you drink and use every day, using the word Miigwetch, meaning thank you in Ojibwe. Connect further! www.lsf-lst.ca/en/projects/teacher-resources/additional-resources/ protecting-our-sacred-water6 WE Stand Together Connection Points Since 2013, Orange Shirt Day7 has been recognized by schools and individuals across the country in an effort to come together for reconciliation and show support and respect for Indigenous peoples for generations to come. What are other ways people in Canada can recognize the wrongdoings of the past and work toward a more respectful future? Inspired by the story of Phyllis Webstad, the Orange Shirt Day campaign originated in How to take action Williams Lake, B.C., in 20137. Webstad was one of approximately 150,000 Indigenous Orange Shirt Day is recognized every children removed from their communities and sent to a government-funded, church- year on September 30. Take action by run residential school. When she arrived at school on her first day, school officials took organizing and participating in an event away the flashy new orange shirt her grandmother bought her—she never saw the with your school or community. You can shirt again. Orange Shirt Day8 now serves as a day to remember residential school also use this day to start conversations survivors, their families and the ones who are no longer with us today. about the history of residential schools, From 1929 to 1996, Indigenous children attended Residential schools, which often the lasting impacts and how we can removed them from their communities and the influence parents had in the spiritual, move toward a more respectful and cultural and intellectual development of First Nations, Métis and Inuit children. inclusive country through reconciliation. Research and share stories of residential The untreated trauma-related stress associated with residential schools was then school survivors to help spread 9 passed on to the next generation, causing intergenerational trauma . The scope awareness of the wrongdoings of the of damage was not understood until years later. past and learn from Indigenous elders about how to create a better future. In 2008, the Truth and Reconciliation Commission of Canada was established as a response to the charges of abuse that Indigenous children experienced in residential schools. In 2015 they released 94 calls to action10 to begin the process of reconciliation. Meet: Cody Coyote Cody Coyote is an Ojibwe artist taking the hip hop world by storm—but things have not always been easy for him. One of the many challenges Cody faced in high school was bullying due to his long hair. This bullying added to the stresses he was facing from the struggles of disconnection between himself and his Indigenous culture. Being the victim of bullying for years led him down a road of anger, violence, substance abuse and conflict with the law. That’s when Cody began to turn to poetry, and later music, as an outlet, using a studio at school as both a safe place from bullies and an opportunity to explore his creativity. Cody later became more involved with community initiatives and cultural practices, which helped him on his healing journey—a journey that now includes nominations for Single of the Year and Best Rap/Hip-Hop CD at the 2015 Indigenous Music Awards, an #OC150 Award from Parliament Hill in 2017, as well as musical performances, public speaking and workshop facilitation across Canada. Now Cody is sharing his passion for positive change in communities across Canada and helping others take action against bullying. Connect further! www.trc.ca11 www.orangeshirtday.org/8 WE Stand Together Connection Points In April 2017, the Canadian government and Métis Nation signed the Canada-Métis Nation Accord, which is set to be the foundation for a renewed nation-to-nation relationship12. Six months later, the Métis National Council publicly urged the government to address concerns over discriminatory practices against Métis Nation veterans. Why do you think their services were not sufficiently recognized prior to this agreement? At least 3,000 First Nations members13 were enlisted in the Second World War, as well How to take action as a number of Inuit and Métis people. Since then, all soldiers, except the Métis Nation, In 2016, Canada’s top court ruled that have been recognized for their service. While many of the Métis Nation members Métis are now under the jurisdiction of who served have since passed, the remaining are urging the federal government to the federal government. Prior to this, formally recognize the sacrifices they made while serving the country14. non-status Indians* and Métis were not In September 2017, Veterans Affairs Minister Seamus O’Regan issued a statement15 considered “Indians” under the 1867 in regards to Métis veterans, saying that each and every veteran should be cared for Constitutional Act16, meaning that the and their service should be respected. The statement explained that the government federal government did not have the same would begin work immediately to address the Métis Nation veterans’ concerns responsibility to them as to status Indians surrounding discriminatory practices and, in the spirit of reconciliation, take concrete and Inuit people. Before this ruling, Métis action to address these findings. and non-status Indians were deprived of significant funding for programs, services Métis National Council President Clement Chartier is leading the push for the and other benefits from the government. government to recognize Métis veterans, saying that the country they served has Discuss with your peers what impacts this not served them well in return. He is hopeful for results now that the process has will have moving forward. Then learn more begun, but with only a few veterans left, he’s disappointed that many have already about a Métis veteran’s story and share passed without receiving the recognition they deserved. the story of their incredible service with your class. * The word “Indians” is a government term. Spotlight on: Henry Louis Norwest Henry Louis Norwest was born on May 1, 1884, in Fort Saskatchewan. He was of French-Cree descent and was a rodeo performer and ranch-hand before he enlisted in the Canadian Army. Henry was one of the most famous Canadian snipers in the First World War, with a record of 115 documented fatal shots, and was known for sniping the enemy after capturing a peak on Vimy Ridge, called “The Pimple.” On August 18, 1918, three months before the war ended, Henry was killed by a sniper on the battlefield. For many, a hero who saved countless lives had been lost. At a time when Métis soldiers were not recognized for their service, Henry was posthumously awarded a Bar to his Military Medal for his bravery and skill. Despite his contributions, his name was not initially included on the Branch #27 Cenotaph. In 2004, members of RCL #27 added his name with his descendants present. Connect further! www.firstnationsdrum.com/2015/11/remembering-henry-louie- norwest/17 www.veterans.gc.ca/eng/remembrance/those-who-served/aboriginal- veterans/native-soldiers/norwest/18 WE Stand Together Connection Points The federal government has pledged to take action to address Inuit people who experienced relocations and mistreatment in the tuberculosis epidemic19 between the 1940s and 60s.
Load more

Recommended publications
  • Teacher Resource Guide
    TEACHER RESOURCE GUIDE 10 Copyright © 2015, First Nations Education Steering Committee and First Nations Schools Association No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution, or transmission without the prior written permission of FNESC. PROPRIETARY NOTICE This document contains information that is proprietary and confidential to FNESC and FNSA. Any reproduction, disclosure, or other use of this document is expressly prohibited except as FNESC and FNSA may authorize in writing. IMAGE CREDITS - OUTSIDE COVER Tile Reconciliation Canoe, BC Teachers’ Federation Image A-04182 courtesy of the Royal BC Museum and Archives CONTACT INFORMATION First Nations Education Steering Committee and First Nations Schools Association #113 - 100 Park Royal South West Vancouver, BC V7T 1A2 604-925-6087 / 1-877-422-3672 [email protected] INDIAN RESIDENTIAL SCHOOLS AND RECONCILIATION Teacher Resource Guide • Social Studies 10 CONTENTS Introduction Background .................................................................................................................................... 3 Planing for Instruction................................................................................................................ 6 Part One : The Purpose of Residential Schools .................................................................... 11 Lesson 1.1: What Were Residential Schools? ................................................................... 12 Lesson 1.2: Traditional
    [Show full text]
  • Orange-Ribbons.Pdf
    This article and linked websites contains subject matter that may be disturbing to some visitors, especially to Survivors of the Residential School System. Please call the crisis line if you or someone you know is triggered while reading the content of this article and linked websites. Why do we have orange ribbons? On May 27, 2021, Tk'emlúps te Secwépemc First Nation recovered the remains of 215 children using ground- penetrating radar at the Kamloops Indian Residential EVERY School. Some children were as young as 3-years-old. Since then, there have been other recoveries across Canada. This number is expected to grow, but to date, the following have been recovered: CHILD Kamloops, BC – 215 Brandon, MB – 104 Regina, SK – 38 MATTERS The Mission at Muskowekwan, SK – 35 Carlisle, PA – 180 Cowessess First Nation, SK – 751 We placed ribbons to acknowledge the unmarked graves of these recovered Indigenous children on the properties of government funded Indian Residential Schools across Canada. These orange ribbons correspond with Orange Shirt Day. The orange ribbons and shirts are not enough. They are great ways of showing support, but without an understanding of the history and lasting impacts of Residential schools, it diminishes the purpose of the support. That is why we have included information, support lines, ways to show support, donation links, and educational links. Please take the time to read these resources as it is just as important as showing support. What is Orange Shirt Day? Orange Shirt Day is a legacy of this project. A spokesperson for the Reunion group leading up to the events, former student Phyllis (Jack) Webstad, tells the story of her first day at residential school.
    [Show full text]
  • A Time for Reflection
    CANADA DAY 2021 A TIME FOR REFLECTION Toronto-St. Paul's HON. CAROLYN BENNETT MEMBER OF PARLIAMENT FOR TORONTO-ST. PAUL'S Phone: 416-952-3990 Email: [email protected] Table of Contents – Toronto-St. Paul’s Canada Day Digital Package Reconciliation: A Poem by Chief R. Stacey Laforme .................................................................................. 1 Message from your Member of Parliament – Hon. Carolyn Bennett ........................................................ 2 National Indigenous Peoples History Month ............................................................................................. 5 Messages From RT Hon. Justin Trudeau ....................................................................................................6 Message From Chief Cadmus Delorme .................................................................................................... 9 Reconciliation through Reading ............................................................................................................. 12 Indigenous Reads – Listening to Indigenous Voices ................................................................................ 13 What if? Canada Day - A Statement from Chief Laforme - Clickable Video Available ............................ 14 Hon. Carolyn Bennett | Canada Day Reflection Package 2021 | Toronto-St. Paul's Reconciliation: A Poem by Gimma R. Stacey Laforme I sit here crying I don’t know why I didn’t know the children I didn’t know the parents But I knew their spirit I knew their love
    [Show full text]
  • Orange Shirt Day Educational Package
    ORANGE SHIRT DAY EDUCATIONAL PACKAGE S E P T E M B E R 2 0 2 1 N Y A : W Ę H F O R Y O U R T A B L E O F I N T E R E S T & P A R T I C I P A T I O N C O N T E N T S I N O U R 2 0 2 1 P R O G R A M M I N G ! WOODLAND & SIX NATIONS CONFEDERACY T H I S P A C K A G E H A S B E E N P U T T O G E T H E R B Y T H E W O O D L A N D C U L T U R A L C E N T R E T O SETTLEMENT & MOHAWK A S S I S T Y O U R C L A S S I N L E A R N I N G A B O U T INSTITUTE T H E S I G N I F I C A N C E O F O R A N G E S H I R T D A Y TRUTH & RECONCILIATION A H E A D O F L E A R N I N G A B O U T T H E H I S T O R Y COMMISION AND PROGRAM O F T H E M O H A W K I N S T I T U T E I N D I A N R E S I D E N T I A L S C H O O L A N D T H E E F F E C T S ORANGE SHIRT DAY AND WCC I T H A S O N I N D I G E N O U S P E O P L E T O D A Y PROGRAMMING A B O U T W O O D L A N D C U L T U R A L C E N T R E V I S I T O U R W E B S I T E : W W W .
    [Show full text]
  • Beyond 94 Teacher Guide
    INTRODUCTION ....................................................................................................................................................................... 3 Residential schools and the TRC ............................................................................................................................................... 3 What is Beyond 94? ............................................................................................................................................................ 4 Purpose of this guide .......................................................................................................................................................... 4 Curriculum connections ...................................................................................................................................................... 5 Important Note ................................................................................................................................................................... 6 Sensitive nature of residential school history ..................................................................................................................... 6 Glossary ............................................................................................................................................................................... 6 CHILD WELFARE .....................................................................................................................................................................
    [Show full text]
  • Reconciliation Regina Community Action Plan 2020
    Reconciliation Regina, Inc. Community Action Plan 2020/2021 CONTENTS 04 Acknowledgement Statement 06 Message from the Mayor 07 Message from Reconciliation Regina Board Chair 08 Message from the Office of the Treaty Commissioner 10 History of Indigenous Peoples in Regina 16 Reconciliation Regina 16 Vision, Mission & Values 18 Logo History & Meaning 20 A Step Towards Reconciliation 22 Initiatives & Projects 26 City of Regina Actions 28 Reconciliation Regina Community Action Plan 30 Public Survey Results 32 Action Plan Document 41 Appendix Acknowledgement Statement This Acknowledgement Statement represents an act of reconciliation, honouring the land and Indigenous heritage and history that dates back thousands of years. To recognize the land is an expression of gratitude and appreciation to those whose territory we reside on, and a way of honouring the Indigenous people who have lived here for thousands of years. It is important that we understand our history that has brought us to reside on the land, and to seek to understand our place within history. Reconciliation Regina acknowledges that we are on traditional lands of the Treaty 4 Territory, a Treaty signed with 35 First Nations across Southern Saskatchewan and parts of Alberta and Manitoba and the original lands of the Cree, Saulteaux (SO-TO), Dakota, Nakota, Lakota, and on the homeland of the Métis Nation. 4 | RECONCILIATION REGINA, INC. COMMUNITY ACTION PLAN RECONCILIATION REGINA, INC. COMMUNITY ACTION PLAN | 5 On behalf of City Council assured that we will be creating a On behalf of the Reconciliation We have much more to do by and the residents of Regina, stronger, more supportive city for Regina, Inc.
    [Show full text]
  • Orange Shirt Day Teachers Resource Guide
    Orange Shirt Day Online Learning Teacher’s Resource Guide Harbourfront Centre School Visits is committed to the Truth and Reconciliation Commission’s Calls to Action. To this end, School Visits launched two new Indigenous Studies programs in Fall 2019 (7 Gifts and Exploring our Treaties). As we continue to explore ways to build meaningful educational content around these topics, we are presenting a multi-disciplinary approach to Orange Shirt Day, which can be found in this resource. September 30 is a day to recognize the impact and intergenerational legacy of Residential Schools to the First Nation, Métis and Inuit populations in Canada, their families and communities. This resource is developed to accompany our online artist talk from Brian Kon, author interview with David A. Robertson and visual arts tutorial led by and featuring our Indigenous Resource Coordinator Marissa Magneson and developed by Marissa and Assistant Manager, Recreational Learning Brittany Higgens. This resource also includes guided reading suggestions, structured brainstorming activities, creative responses and an opportunity for students to reflect on the impacts (both historical and present) of Residential Schools. Visit harbourfrontcentre.com for more E-Learning Resources About Us Key Inquiry Question Harbourfront Centre School Visits is an experiential, Grades 5–8 hands-on learning program that offers curriculum- focused, inquiry-based programs that explore “Every Child Matters” is the call to action for Orange all aspects of contemporary arts and culture. Shirt Day. What types of things (attitude, behaviour, Every year, we host 26,000 students onsite for language, etc.) make you feel like you matter within meaningful engagements with the arts.
    [Show full text]
  • Press Release Blood Tribe Members Stand in Solidarity and Grief for The
    Press Release Blood Tribe Members Stand in Solidarity and Grief for the 215 Children Found Buried in Mass Grave May 31, 2021 Blood Indian Reserve, Alberta – Today the Kainai Nation stands in solidarity with the Tk’emlúps te Secwépemc First Nation who have just found the buried remains of 215 children as young as three years old, on the site of what used to be Canada’s largest residential school. The gruesome discovery has rekindled Indigenous demands for justice and action as First Nations across the country are reliving the tragic, heartbreaking devastation that the Canadian residential school system inflicted upon so many Indigenous peoples. “We stand with our relatives to the west, the Tk̓ emlúps te Secwépemc, as they mourn and process the loss of 215 children whose spirits can now go home. The collective connection from all four directions is testament to the spiritual strength of our ancestral teachings, ways of knowing and being. We must unite and forge forward in this light of spiritual strength so that justice is realized. The 2008 Apology, the 2015 Truth and Reconciliation Calls to Action, and the countless voices who shout for action, can no longer be ignored. The time for Action is now, all Canadians have a responsibility in the plight for “systemic reconciliation,” says Aipiihkwikomootakii, Terrilyn Fox, Kainai Wellness Program Director. Flags on federal buildings have been lowered to half-mast to honour the children and several provincial legislatures and municipalities have done the same. Canada has pledged its assistance in helping First Nations find missing and unidentified children who died at Indian residential schools and in 2019, Justin Trudeau pledged “to end this ongoing tragedy.” Vigils and prayer ceremonies across Canada are paying tribute to the dead since news of the grisly discovery was announced last week.
    [Show full text]
  • Advancing Reconciliation Resource for School Councils First Nations
    ADVANCING RECONCILIATION Resource for School Councils The Alberta School Councils’ Association is very proud to partner with many organizations to bring about awareness of the positive relationships being developed and actions being taken for reconciliation, such as including Indigenous history in our curriculum. In 2015, the Truth and Reconciliation Commission (TRC) put forward 94 recommended “Calls to Action” that have been accepted by all levels of government across Canada. Several of these are directly related to education, and as such are being diligently addressed by Alberta Education, and every school district in Alberta. Through Alberta’s Joint Commitment to Action, our province is leading the way in taking and being part of a movement in shifting cultural understanding and attitudes. To encourage the path forward, Alberta School Councils’ Association is developing resources for school councils to utilize in advancing reconciliation in their school communities. Gaining knowledge of First Nations, Métis and Inuit beliefs, traditions and practices results in an increased awareness and understanding of First Nations, Métis and Inuit histories and perspectives and supports the process of reconciliation. This resource is intended to build foundational knowledge with understandings of concepts, terms and information that can support a shift in thinking and attitudes to advance reconciliation. Key areas for awareness and understanding First Nations, Métis and Inuit include: Terminology, the cultural diversity of Canada’s constitutionally
    [Show full text]
  • Orange Shirt Day Sept 30, 2020
    CAMH Library Spotlight on: Orange Shirt Day Sept 30, 2020 Please wear an orange shirt on September 30 to honour and commemorate the First Nations, Métis and Inuit children who attended residential schools in Canada. For more information about Orange Shirt Day, visit www.orangeshirtday.org An overview Orange Shirt Day Activities https://www.orangeshirtday.org/resources--supplies.html It’s Our Time: Education Toolkit The Assembly of First Nations https://education.afn.ca/afntoolkit/learning-modules Residential Schools Timeline The Canadian Encyclopedia https://www.thecanadianencyclopedia.ca/en/timeline/residential-schools Residential Schools of Canada Map Truth and Reconciliation Commission of Canada http://www.trc.ca/assets/pdf/2039_T&R_map_nov2011_final.pdf Truth and Reconciliation Commission of Canada: Calls to Action http://nctr.ca/assets/reports/Calls_to_Action_English2.pdf Online Exhibitions Where are the Children? Healing the Legacy of the Residential Schools http://wherearethechildren.ca The Witness Blanket: http://witnessblanket.ca/ http://witnessblanket.ca/blanket/ (interactive) Legacy of Hope Foundation exhibitions http://legacyofhope.ca/home/exhibitions/ CAMH Library Spotlight on: Orange Shirt Day Sept 30, 2020 Videos National Film Board of Canada films related to residential schools: https://www.nfb.ca/subjects/indigenous-peoples-in-canada-first-nations-and-metis/ residential-schools The Secret Path Animated film adaptation of Gord Downie's album and Jeff Lemire's graphic novel https://secretpath.ca/#Film Testimonial videos
    [Show full text]
  • Legislative Summary of BILL C-5: an ACT to AMEND the BILLS OF
    BILL C-5: AN ACT TO AMEND THE BILLS OF EXCHANGE ACT, THE INTERPRETATION ACT AND THE CANADA LABOUR CODE (NATIONAL DAY FOR TRUTH AND RECONCILIATION) Publication No. 43-2-C5-E 3 November 2020 Brittany Collier and Gabrielle de Billy Brown Parliamentary Information and Research Service AUTHORSHIP Date Author Division 3 November 2020 Brittany Collier Legal and Social Affairs Division Gabrielle de Billy Brown Legal and Social Affairs Division ABOUT THIS PUBLICATION Library of Parliament Legislative Summaries summarize bills currently before Parliament and provide background about them in an objective and impartial manner. They are prepared by the Parliamentary Information and Research Service, which carries out research for and provides information and analysis to parliamentarians and Senate and House of Commons committees and parliamentary associations. Legislative Summaries are revised as needed to reflect amendments made to bills as they move through the legislative process. For clarity of exposition, the legislative proposals set out in the bill described in this Legislative Summary are stated as if they had already been adopted or were in force. It is important to note, however, that bills may be amended during their consideration by the House of Commons and Senate, and have no force or effect unless and until they are passed by both houses of Parliament, receive Royal Assent, and come into force. Any substantive changes in this Library of Parliament Legislative Summary that have been made since the preceding issue are indicated in bold print. © Library of Parliament, Ottawa, Canada, 2020 Legislative Summary of Bill C-5 (Legislative Summary) Publication No. 43-2-C5-E Ce document est également publié en français.
    [Show full text]
  • Canada's Emerging Indigenous Rights Framework: a Critical Analysis
    A SPECIAL REPORT Canada’s Emerging Indigenous Rights Framework: A Critical Analysis by HAYDEN KING and SHIRI PASTERNAK JUNE 05, 2018 Canada’s Emerging Indigenous Rights Framework: A Critical Analysis 1 Acknowledgements Abstract This report and the Yellowhead Institute itself is not possible The report analyzes the substantial changes to Indigenous policy without the support of the Faculty of Arts at Ryerson University. and legislation in Canada, which are coalescing around the current A special thanks to our colleagues in the Dean’s office including Dean Liberal Government’s proposed Indigenous Rights, Recognition Pam Sugiman, Sharmaine MacKenzie, Allison Urowitz, Suelan Toye, and Implementation Framework legislation. The Prime Minister Julia Davydova and Greg Fiordo. We are also indebted to our Board has announced that the legislation will be introduced sometime in of Advisors for their guidance and feedback, and to the thirty policy 2018, yet, there is little transparency in the process or accessible and legal analysts who attended a two-day meeting on the emerging information for communities on these dramatic changes. Our analysis Rights Framework held at Ryerson University in March 2018. considers the emerging Rights Framework from three “perspectives”: Thanks also to government officials, expert panel members, and Relationship Reform charts how the machinery of government First Nation citizens, activists and leaders who took time to share is changing, from the creation of new federal departments on their insights. We are grateful to our research assistants Athena Indigenous issues to nation-to-nation bilateral tables. Policy Reform Bedassigae-Pheasant, Sarah Dennis, Graham Reeder and Sue Collis, considers the new direction on self-government, fiscal relations, copy editor Robyn Letson, Stan Williams for his photography, Anita and land claims policies.
    [Show full text]