Musqueam Indian Band
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Coast Salish: Connecting Art, Environment and Traditions
THE COAST SALISH: CONNECTING ART, ENVIRONMENT AND TRADITIONS Welcome to 21st Century Learning – Links to Our Collection. This online module and supplemental education guide was developed to allow access to hundreds of digitized images and lesson plans from Glenbow Museum’s collections. Our hope is to extend our vision of ‘More people, interacting with art, culture and ideas more often.’ Please visit and enjoy 21st Century Learning – The Coast Salish: Connecting Art, Environment and Traditions. 1 This educator’s package presents the traditional way of life of the Coast Salish people. The information encourages students to examine artifacts from the Glenbow Museum’s collection and connects them to other cultures, communities and environments from within Canada. Included in this guide are: Information on the Coast Salish people including high-resolution photographs artifacts, archival photographs and essays. Lesson plans including discussions for looking at primary sources, curriculum connections and lesson plans for a variety of ages and abilities. Detailed listing of vocabulary and concepts. Suggested sources for further research and other information. 2 HISTORY OF GLENBOW MUSEUM Glenbow Museum began with the remarkable vision of petroleum entrepreneur and lawyer Eric Lafferty Harvie. Mr. Harvie came into his fortune when oil was discovered in 1949 on land near Leduc and Redwater, for which he held the mineral rights. With this prosperity, he decided to pursue his favourite passion — collecting — and simultaneously return some of his good fortune back to the region that had been so generous to him. Mr. Harvie's goal was to collect the objects representing the history and culture of Western Canada as well as from around the world. -
Musqueam Indian Band
Consolidated Financial Statements of MUSQUEAM INDIAN BAND Year ended March 31, 2020 MUSQUEAM INDIAN BAND Index to Consolidated Financial Statements Year ended March 31, 2020 Page Management’s Responsibility for Financial Reporting 1 Independent Auditor’s Report 2-3 Consolidated Financial Statements: Consolidated Statement of Financial Position 4 Consolidated Statement of Operations 5 Consolidated Statement of Changes in Net Financial Assets 6 Consolidated Statement of Cash Flows 7 Notes to Consolidated Financial Statements 8 - 33 Tel: 604 688 5421 BDO Canada LLP Fax: 604 688 5132 600 Cathedral Place [email protected] 925 West Georgia Street www.bdo.ca Vancouver BC V6C 3L2 Canada Independent Auditor’s Report To the Chief and Council of Musqueam Indian Band Opinion We have audited the consolidated financial statements of the Musqueam Indian Band and its controlled entities (the “Consolidated Entity”) which comprise the Consolidated Statement of Financial Position as at March 31, 2020, and the Consolidated Statements of Operations, Changes in Net Financial Assets, and Cash Flows for the year then ended, and notes to the consolidated financial statements, including a summary of significant accounting policies. In our opinion, the accompanying consolidated financial statements present fairly, in all material respects, the consolidated financial position of the Consolidated Entity as at March 31, 2020 and its results of operations, changes in net financial assets, and cash flows for the year then ended in accordance with Canadian public sector accounting standards. Basis for Opinion We conducted our audit in accordance with Canadian generally accepted auditing standards. Our responsibilities under those standards are further described in the Auditor's Responsibilities for the Audit of the Consolidated Financial Statements section of this report. -
Indigenous History in Burnaby Resource Guide
Tsleil-Waututh community members paddling Burrard Inlet, June 18, 2014. Copyright Tsleil-Waututh Nation, Photograph by Blake Evans, 2014. Indigenous History in Burnaby Resource Guide 6501 Deer Lake Ave, Burnaby, BC V5G 3T6 | 604-297-4565 | burnabyvillagemuseum.ca 2019-06-03 The Burnaby School District is thankful to work, play and learn on the traditional territories of the hən̓q̓əmin̓əm̓ and Sḵwxwú7mesẖ speaking people. As we inquire into learning more about the history of these lands, we are grateful to Burnaby Village Museum for working with our host First Nation communities. The knowledge being shared in this resource guide through our local communities supports the teaching and learning happening in our classrooms. It deepens our understanding of the history of our community and will increase our collective knowledge of our host First Nations communities’ history in Burnaby. In our schools, this guide will assist in creating place-based learning opportunities that will build pride for our Indigenous learners through the sharing of this local knowledge, but also increase understanding for our non-Indigenous learners. Through this guide, we can move closer to the Truth and Reconciliation’s Call to Action 63 (i and iii): 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Indigenous education issues, including: i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. We would like extend thanks to Burnaby Village Museum staff for their time and efforts in creating this resource guide. -
Squamish Community: Our People and Places Teacher’S Package
North Vancouver MUSEUM & ARCHIVES SCHOOL PROGRAMS 2018/19 Squamish Community: Our People and Places Teacher’s Package Grade 3 - 5 [SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT] Introduction SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT features 12 archival photographs selected from the Skwxwú7mesh Úxwumixw: The Squamish Community: Our People and Places exhibit presented at the North Vancouver Museum & Archives in 2010. This exhibit was a collaborative project undertaken by the North Vancouver Museum & Archives and the Squamish Nation. These archival images were selected by the Squamish Elders and Language Authority to represent local landscapes, the community and the individual people within the Squamish Nation. The Squamish Elders and Language Authority also contributed to the exhibit labels which are included on the reverse of each picture. This Kit has been designed to complement BC’s Social Studies curriculum for grades 3 - 5, giving students the opportunity to explore themes related to First Nations cultures in the past and cultural First Nations activities today. Included within this Kit is a detailed teacher’s package that provides instructors with lesson plan activities that guide students in the analysis of archival photographs. The recommended activities encourage skills such as critical thinking and cooperative learning. Altogether, the lesson plan activities are estimated to take 1 hour and 45 minutes and can easily be stretched across several instructional days. Through photo analysis worksheets and activities, students will be introduced to the Squamish Nation and historical photographs. Teachers are encouraged to read through the program and adapt it to meet the learning abilities and individual needs of their students. -
First Nations
First Nations The City of Vancouver recognizes that we are on the unceded, ancestral, and traditional homelands of the xʷməθkʷəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish) and səlilwətaɬ (Tsleil-Waututh) Nations. The Broadway planning process aims to recognize the living culture and history of the xʷməθkʷəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish) and səlilwətaɬ (Tsleil-Waututh) Nations. xʷməθkʷəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish) and səlilwətaɬ (Tsleil-Waututh) Nations have a spiritual, cultural, and economic connection to the land since time immemorial. Vancouver and 95 percent of British Columbia are located on the unceded territory of First Nations. The term unceded acknowledges the dispossession of the land and the inherent rights that the xʷməθkʷəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish) and səlilwətaɬ (Tsleil-Waututh) Nations hold to the territory. The term serves as a reminder that they will always retain their jurisdiction and relationships within their territory. Mural on the side of the Native Education College by Jerry Whitehead, Sharifah Marsden, and Corey Bulpit City of Vancouver Vancouver City Council has endorsed the United The ʷməθkʷəy̓ əm (Musqueam), Sḵwx̱ wú7mesh Nations Declaration on the Rights of Indigenous (Squamish) and səlilwətaɬ (Tsleil-Waututh) Nations Peoples, in 2013, and has designated the City as a City websites contain plentiful information about their of Reconciliation. In 2014, the City committed to histories, cultures, governance, and ways of affirming achieve the following goals: their continuity on these lands: » Strengthen local First Nations and Urban Indigenous Relations, Musqueam Indian Band: » Promote Indigenous peoples arts, culture, musqueam.bc.ca awareness and understanding, and » Incorporate First Nations and Urban Indigenous Squamish Nation: perspectives for effective City services. -
Sto:Lo Xwexwilmexw Treaty Association
Statement of Intent Sto:Lo Xwexwilmexw Treaty Association 1. What is the First Nation Called? Sto:Lo Xwexwilmexw Treaty Association 2. How is the First Nation established? Legislation Please Describe: The Sto: lo Nation comprises 7 First Nations: Aitchelitz, Leq'á:mél, Popkum, Skawahlook, Skowkale, Tzeachten, and Yakweakwioose. Is there an attachment? Yes 3. Who are the aboriginal people represented by the First Nation? The Stó:lo, in our Halq'eméylem languague means the "People of the River". We the Stó:lo continue to maintain our shared and collective aboriginal rights and title to S'ólh Téméxw - "Our Land". Our language consists of three main dialects including the upriver dialest called Halq'eméylem, the downriver dialect called Hun'qumyi'num and the island dialect known as Hul'q'umínum'. We are part of the larger Coast Salish group. 4. How many aboriginal people are represented by the First Nation? Approximately 1,500 with 1,089 registered. Is there any other First Nation that claims to represent the aboriginal people described in questions 3 and 4? If so, please list. 5. Please list any First Nations with whom the First Nation may have overlapping or shared territory. Chawathil, Cheam, Kwantlen, Kwawkwawapilt, Scowlitz, Seabird, Shxw'owhámél, Soowahlie, Sumas, Peteres, Union Bar, Skway, Chehalis, Skwah, Yale, Matsqui, Musqueam, Tsawwassen, Squamish, Squiala, Katzie, Coquitlam, Semiahmoo, New Westminster, Tsleil-Waututh, Nl'akapamux, and In-Shuck-ch. 6. What is the First Nation's traditional territory in BC? S'ólh Téméxw, "Our Land", stretches from the 49th parallel at Frosty Mountain near Manning Park, northward to Ross Lake watershed and on to the Coquihalla watershed up to the Coquihalla Lakes. -
JOURNEYS of INDIGENEITY Wə Tətəĺ ̕Ləxʷəxʷ ʔiʔ Xʷəm K̓ ʷəθ Həliʔ, Wə Həliʔəxʷ ʔiʔ Xʷəm K̓ ʷəθ Tətəĺ ̕Ləxʷ
THE CANOE SCHOOL DISTRICT No. 43 (COQUITLAM), DECEMBER 2016 VOL. II NO. 1. JOURNEYS OF INDIGENEITY wə tətəĺ ̕ləxʷəxʷ ʔiʔ xʷəm k̓ ʷəθ həliʔ, wə həliʔəxʷ ʔiʔ xʷəm k̓ ʷəθ tətəĺ ̕ləxʷ LEARN TO LIVE, LIVE TO LEARN BY TERRI GALLIGOS TRANSLATED BY JILL CAMPBELL, COORDINATOR, MUSQUEAM LANGUAGE AND CULTURE DEPARTMENT, IN THE hən̓q̓əmin̓əm̓, DOWN RIVER LANGUAGE Kwikwetlem First Nation elected councillors Fred Hulbert (left) and Ed Hall (right) This mural was envisioned by Principal of Ecole Mary Hill elementary, Ms. Michele Reid through a Request for Service. This Request for Service was submitted June 2015. This piece was collaboratively completed in partnership with the Aboriginal Education Department, the Kwikwe- tlem First Nation and Musqueam Indian Band. Embedded in this mural are: 1. The First Peoples Principles of Learning 2. Acknowledging traditional territory 3. Connecting to the land 4. Community Engagement 5. Language Revitalization Thank you Elder / Artist in Residence Dawn Brown for bringing this beautiful piece of history to life with your artistic talents. Inter-genera- tionally speaking, this mural experienced all grades from Kindergarten to grade 5, as well as parents energy of creation. You may view this mural show cased on the District website: www.sd43.bc.ca. Page 2 ABORIGINAL ARTISAN 15: KAYLEE SAMPSON 16: PRAIRIE DOG REPORT CONTENTS 17: PETER GONG HONOURING OUR ELDERS 18: ORANGE SHIRT DAY DECEMBER 2016 19: AN INTERVIEW WITH ELDER AND ARTIST IN RESIDENCE DAWN BROWN 2: LEARN TO LIVE, LIVE TO LEARN 20: WELCOMING THE ELDERS A SHARED -
Coast Salish Culture – 70 Min
Lesson 2: The Big Picture: Coast Salish Culture – 70 min. Short Description: By analyzing and comparing maps and photographs from the Renton History Museum’s collection and other sources, students will gain a better understanding of Coast Salish daily life through mini lessons. These activities will include information on both life during the time of first contact with White explorers and settlers and current cultural traditions. Supported Standards: ● 3rd Grade Social Studies ○ 3.1.1 Understands and applies how maps and globes are used to display the regions of North America in the past and present. ○ 3.2.2 Understands the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education. ○ 4.2.2 Understands how contributions made by various cultural groups have shaped the history of the community and the world. Learning Objectives -- Students will be able to: ● Inspect maps to understand where Native Americans lived at the time of contact in Washington State. ● Describe elements of traditional daily life of Coast Salish peoples; including food, shelter, and transportation. ● Categorize similarities and differences between Coast Salish pre-contact culture and modern Coast Salish culture. Time: 70 min. Materials: ● Laminated and bound set of Photo Set 2 Warm-Up 15 min.: Ask students to get out a piece of paper and fold it into thirds. 5 min.: In the top third, ask them to write: What do you already know about Native Americans (from the artifacts you looked at in the last lesson)? Give them 5 min to brainstorm. 5 min.: In the middle, ask them to write: What do you still want to know? Give them 5min to brainstorm answers to this. -
I-5 Communication with the Musqueam Indian Band
THE ALMA MATER SOCIETY OF THE UNIVERSITY OF BRITISH COLUMBIA VANCOUVER Number & Title #I-5 Policy on Communication with the Musqueam Indian Band Effective Date: August 1st, 2018 Approval Date: August 1st, 2018 Policy Type: Internal Policy Review Date: This policy shall be reviewed every three (3) years. Responsible Body: Executive Committee Authority: AMS Code of Procedure Section II, Article 11(1) ͞Council may create external and internal policies as well as combined policies.͟ Purpose and Goals: This policy is designed to: 1) Ensure that the Society is aware of all communication with the Musqueam Indian Band made on behalf of the Society, so that there is not conflicting contact made by different members or representatives of the AMS. 2) Ensure that all proper protocol is being followed when contacting the Musqueam Indian Band. 3) Promote a good ongoing relationship with Musqueam. As the AMS is situated on the unceded and traditional territory of the Musqueam peoples, having a good relationship with the Musqueam is a top priority for the Society. Applicability: This policy is applicable to all AMS Executives, Council Members, Constituencies and Staff when acting in their official capacities within the AMS, and to all AMS clubs. Exclusions: 1) This policy does not apply to students at large. Definitions: For the purposes of this policy and in all other policies in which they are not otherwise defined: Musqueam shall mean the Musqueam Indian Band. Protocol shall mean all protocols and procedures laid out by the Musqueam that dictate how to properly interact with the Musqueam Indian Band. -
2017/18 Audited Financial Statements
Consolidated Financial Statements of MUSQUEAM INDIAN BAND Year ended March 31, 2018 MUSQUEAM INDIAN BAND Index to Consolidated Financial Statements Year ended March 31, 2018 Page Management’s Responsibility for Financial Reporting 1 Independent Auditor’s Report 2-3 Consolidated Financial Statements: Consolidated Statement of Financial Position 4 Consolidated Statement of Operations 5 Consolidated Statement of Changes in Net Financial Assets 6 Consolidated Statement of Cash Flows 7 Notes to Consolidated Financial Statements 8 - 32 INDEPENDENT AUDITOR'S REPORT To the Chief and Council of Musqueam Indian Band We have audited the accompanying consolidated financial statements of Musqueam Indian Band, which comprise the Consolidated Statement of Financial Position as at March 31, 2018 and the Consolidated Statements of Operations, Changes in Net Financial Assets, and Cash Flows for the year then ended, and a summary of significant accounting policies, and other explanatory information. Management's Responsibility for the Consolidated Financial Statements Management is responsible for the preparation and fair presentation of these consolidated financial statements in accordance with Canadian public sector accounting standards, and for such internal control as management determines is necessary to enable the preparation of consolidated financial statements that are free from material misstatement, whether due to fraud or error. Auditor’s Responsibility Our responsibility is to express an opinion on these consolidated financial statements based on our audit. We conducted our audit in accordance with Canadian generally accepted auditing standards. Those standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the consolidated financial statements are free from material misstatement. -
Muckleshoot Indian Tribe
Muckleshoot Indian Tribe Compact Amendment Hearing October 18, 2018 The Honorable Virginia Cross, Chair, Muckleshoot Indian Tribe David Trujillo, WSGC Director Julie Lies, WSGC Tribal Liaison Commissioners Chair Bud Sizemore Vice Chair Julia Patterson Chris Stearns Ed Troyer Alicia Levy WASHINGTON STATE GAMBLING COMMISSION 2 Ex Officio Members Senator Senator Representative Representative Steve Conway (D) Lynda Wilson (R) David Sawyer (D) Brandon Vick (R) 29th District 17th District 29th District 18th District WASHINGTON STATE GAMBLING COMMISSION 3 Our Mission “Protect the public by ensuring that gambling is legal and honest” WASHINGTON STATE GAMBLING COMMISSION 4 1988: Indian Gaming Regulatory Act “Class III gaming activities shall be lawful on Indian lands only if such activities are… located in a State that permits such gaming… and are conducted in conformance with a Tribal-State compact…” WASHINGTON STATE GAMBLING COMMISSION 5 IGRA “The State must negotiate in good faith when a compact or amendment is requested by a Tribe” WASHINGTON STATE GAMBLING COMMISSION 6 Negotiation Topics Casino-style gaming activities Criminal and civil jurisdiction Fees for state regulation Remedies for breach of contract Standards of operation WASHINGTON STATE GAMBLING COMMISSION 7 Gaming Compact Approval Process Compact negotiated by Direction by state Compact submitted to Commission policy makers Commission, Legislature Director WASHINGTON STATE GAMBLING COMMISSION 8 Gaming Compact Approval Process Commission has 45 days to: 1) Hold public hearing; Legislature -
Muckleshoot Library 2006 Community Study
Engage. Muckleshoot Library 2006 Community Study Turn to us. The choices will surprise you. CONTENTS COMMUNITY OVERVIEW Executive Summary ......................................................................................... 1 Muckleshoot Tribe ............................................................................................ 1 Muckleshoot Library Service Area: Past and Present.............................................. 3 Geography ............................................................................................ 4 Transportation ....................................................................................... 5 Education and Schools ............................................................................ 5 Demographics ....................................................................................... 4 Business ............................................................................................... 4 History of the Muckleshoot Library: Past, Present & Future..................................... 6 COMMUNITY STUDY RECOMMENDATIONS ..................................... 8 BOARD PRESENTATION SLIDES MAPS • Muckleshoot Aerial Overview • Muckleshoot Library Circulation APPENDICES • Demographic Summary • School Statistics • School Test Scores • Race in Service Area • Age in Service Area • Languages Spoken at Home • Occupational Profile • Home Sales in Service Area • Tribes COMMUNITY OVERVIEW EXECUTIVE SUMMARY This study encompasses the southeast sector of Auburn, Tribal Reservation lands and parts