Dialogue with the Elders
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Indiana Glaciers.PM6
How the Ice Age Shaped Indiana Jerry Wilson Published by Wilstar Media, www.wilstar.com Indianapolis, Indiana 1 Previiously published as The Topography of Indiana: Ice Age Legacy, © 1988 by Jerry Wilson. Second Edition Copyright © 2008 by Jerry Wilson ALL RIGHTS RESERVED 2 For Aaron and Shana and In Memory of Donna 3 Introduction During the time that I have been a science teacher I have tried to enlist in my students the desire to understand and the ability to reason. Logical reasoning is the surest way to overcome the unknown. The best aid to reasoning effectively is having the knowledge and an understanding of the things that have previ- ously been determined or discovered by others. Having an understanding of the reasons things are the way they are and how they got that way can help an individual to utilize his or her resources more effectively. I want my students to realize that changes that have taken place on the earth in the past have had an effect on them. Why are some towns in Indiana subject to flooding, whereas others are not? Why are cemeteries built on old beach fronts in Northwest Indiana? Why would it be easier to dig a basement in Valparaiso than in Bloomington? These things are a direct result of the glaciers that advanced southward over Indiana during the last Ice Age. The history of the land upon which we live is fascinating. Why are there large granite boulders nested in some of the fields of northern Indiana since Indiana has no granite bedrock? They are known as glacial erratics, or dropstones, and were formed in Canada or the upper Midwest hundreds of millions of years ago. -
Post-Glacial Lake Nipissing Waterworn Assemblages from the Southeastern Huron Basin Area
39 Post-Glacial Lake Nipissing Waterworn Assemblages from the Southeastern Huron Basin Area Chris J. Ellis and D. Brian Deller Artifacts from eight locations in the Thedford embay- of the area is the modern Lake Huron shore which ment area have been modified by the post-glacial waters is lined by a series of well-developed sand dunes of the Lake Nipissing phase prior to about 4000 to 4500 formed on a baymouth bar of the Nipissing phase years ago. The location of these sites relative to other (Cooper 1979:35). Partially because of the encom- inferred pre-Nipissing strandlines in the region and de- tailed external artifact comparisons provide new' infor- passing baymouth bar, drainage of the area is poor mation on the age and sequence of early preceramic and prior to modern alterations designed to make occupations in the lower Great Lakes. the area suitable for market gardening, the area was predominantly low and marshy and contained a Introduction small lake (Smith Lake). The major drainage through the area today is the Ausable River and its While the general trend in the lower Great Lakes tributaries such as Parkhill Creek (Fig. 2). throughout much of the earlier part of the post- The sequence of pro- and post-glacial lake level glacial sequence was for water levels to be much changes throughout the Great Lakes is a complex lower than modern lake levels, the Nipissing trans- one and the southern Huron basin is no exception. gression of circa 5000 BP was an exception. At By about 12,500 years ago, the Warren series of that time, water levels rose to a height above the pro-glacial lakes had formed between the Wyoming modern Lakes Huron-Michigan levels and inun- Moraine south of the study area and the retreating dated a number of sites ranging from Paleo-Indian ice-sheet (Fig. -
Toronto Has No History!’
‘TORONTO HAS NO HISTORY!’ INDIGENEITY, SETTLER COLONIALISM AND HISTORICAL MEMORY IN CANADA’S LARGEST CITY By Victoria Jane Freeman A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of History University of Toronto ©Copyright by Victoria Jane Freeman 2010 ABSTRACT ‘TORONTO HAS NO HISTORY!’ ABSTRACT ‘TORONTO HAS NO HISTORY!’ INDIGENEITY, SETTLER COLONIALISM AND HISTORICAL MEMORY IN CANADA’S LARGEST CITY Doctor of Philosophy 2010 Victoria Jane Freeman Graduate Department of History University of Toronto The Indigenous past is largely absent from settler representations of the history of the city of Toronto, Canada. Nineteenth and twentieth century historical chroniclers often downplayed the historic presence of the Mississaugas and their Indigenous predecessors by drawing on doctrines of terra nullius , ignoring the significance of the Toronto Purchase, and changing the city’s foundational story from the establishment of York in 1793 to the incorporation of the City of Toronto in 1834. These chroniclers usually assumed that “real Indians” and urban life were inimical. Often their representations implied that local Indigenous peoples had no significant history and thus the region had little or no history before the arrival of Europeans. Alternatively, narratives of ethical settler indigenization positioned the Indigenous past as the uncivilized starting point in a monological European theory of historical development. i i iii In many civic discourses, the city stood in for the nation as a symbol of its future, and national history stood in for the region’s local history. The national replaced ‘the Indigenous’ in an ideological process that peaked between the 1880s and the 1930s. -
The Four Main Groups of the Ojibwe Published on Lessons of Our Land (
The Four Main Groups of the Ojibwe Published on Lessons of Our Land (http://www.lessonsofourland.org) Grades: 6th - 8th Grade Lesson: 1 Unit: 2: American Indian land tenure history Subject: History/Social Studies Additional Subject(s): Geography Achievement Goal: Students will identify the four main groups of the Ojibwe and the large land mass they covered. They will understand that each group lived in a different geographical location and their cultures varied with their environments. Time: One class period Lesson Description: Students learn about the four nations of the Ojibwe tribe and analyze maps of the Great Ojibwe Migration. Teacher Background: Refer to The Four Divisions of the Ojibwe Nation Map found in the Lesson Resources section. This map shows the Ojibwe homeland. It is important to remember that much of it was shared with other tribes. The lines only serve to show where fairly large numbers of Ojibwe lived at one time or another. Within this wide expanse there are great differences in country and climate, and the Ojibwe people adapted their ways of living to their surroundings. In modern times four main groups have been distinguished by location and adaptation to varying conditions. They are the Plains Ojibwe, the Northern Ojibwe, the Southeastern Ojibwe, and the Southwestern Ojibwe or Chippewa. The Plains Ojibwe The Plains Ojibwe live in Saskatchewan, western Manitoba, North Dakota, and Montana. Although they were originally a forest people, they changed their way of life when they moved into the open lands and borrowed many customs of other plains people. Today most of them work at farming and ranching. -
Annual Report 2015-2016
Annual Report 2015-2016 Vision Nipissing First Nation will be a well-balanced, healthy, politically and economically independent, culturally strong and self-governing nation. Mission Our mission is to continue to protect our Nation’s inherent rights and to empower the membership of Nipissing First Nation to work together in a positive, progressive manner to improve well-being and quality of life, to be socially and economically independent, culturally strong, and self-governing. Values We will be guided by our seven grandfather/ grandmother teachings. Respect- Minaadendamowin: “To honour all creation is to have respect.” Wisdom- Nibwaakaawin: “To cherish knowledge is to know wisdom.” Love- Zaagi’idiwin “To know love is to know peace.” Humility- Dabaadendiziwin “Humility is to know yourself as a sacred part of creation.” Bravery- Aakode’ewin “Bravery is to face the foe with integrity.” Honesty- Gwayakwaadiziwin “Honesty in facing a situation is to be brave.” Truth- Debwewin “Truth is to know all of these things.” Table of Contents Message from the Chief .......................................................................................................................................... 5 Report from the Chief Executive Officer (CEO) ....................................................................................................... 6 Nipissing First Nation Accomplishments & Medicine Wheel of Goals ..................................................................... 7 Anishinaabe Culture & Heritage ............................................................................................................................. -
FF Directory
Directory WFF (World Flora Fauna Program) - Updated 30 November 2012 Directory WorldWide Flora & Fauna - Updated 30 November 2012 Release 2012.06 - by IK1GPG Massimo Balsamo & I5FLN Luciano Fusari Reference Name DXCC Continent Country FF Category 1SFF-001 Spratly 1S AS Spratly Archipelago 3AFF-001 Réserve du Larvotto 3A EU Monaco 3AFF-002 Tombant à corail des Spélugues 3A EU Monaco 3BFF-001 Black River Gorges 3B8 AF Mauritius I. 3BFF-002 Agalega is. 3B6 AF Agalega Is. & St.Brandon I. 3BFF-003 Saint Brandon Isls. (aka Cargados Carajos Isls.) 3B7 AF Agalega Is. & St.Brandon I. 3BFF-004 Rodrigues is. 3B9 AF Rodriguez I. 3CFF-001 Monte-Rayses 3C AF Equatorial Guinea 3CFF-002 Pico-Santa-Isabel 3C AF Equatorial Guinea 3D2FF-001 Conway Reef 3D2 OC Conway Reef 3D2FF-002 Rotuma I. 3D2 OC Conway Reef 3DAFF-001 Mlilvane 3DA0 AF Swaziland 3DAFF-002 Mlavula 3DA0 AF Swaziland 3DAFF-003 Malolotja 3DA0 AF Swaziland 3VFF-001 Bou-Hedma 3V AF Tunisia 3VFF-002 Boukornine 3V AF Tunisia 3VFF-003 Chambi 3V AF Tunisia 3VFF-004 El-Feidja 3V AF Tunisia 3VFF-005 Ichkeul 3V AF Tunisia National Park, UNESCO-World Heritage 3VFF-006 Zembraand Zembretta 3V AF Tunisia 3VFF-007 Kouriates Nature Reserve 3V AF Tunisia 3VFF-008 Iles de Djerba 3V AF Tunisia 3VFF-009 Sidi Toui 3V AF Tunisia 3VFF-010 Tabarka 3V AF Tunisia 3VFF-011 Ain Chrichira 3V AF Tunisia 3VFF-012 Aina Zana 3V AF Tunisia 3VFF-013 des Iles Kneiss 3V AF Tunisia 3VFF-014 Serj 3V AF Tunisia 3VFF-015 Djebel Bouramli 3V AF Tunisia 3VFF-016 Djebel Khroufa 3V AF Tunisia 3VFF-017 Djebel Touati 3V AF Tunisia 3VFF-018 Etella Natural 3V AF Tunisia 3VFF-019 Grotte de Chauve souris d'El Haouaria 3V AF Tunisia National Park, UNESCO-World Heritage 3VFF-020 Ile Chikly 3V AF Tunisia 3VFF-021 Kechem el Kelb 3V AF Tunisia 3VFF-022 Lac de Tunis 3V AF Tunisia 3VFF-023 Majen Djebel Chitane 3V AF Tunisia 3VFF-024 Sebkhat Kelbia 3V AF Tunisia 3VFF-025 Tourbière de Dar. -
Jennifer Szymanski Usfish and Wildlife Service Endangered
Written by: Jennifer Szymanski U.S.Fish and Wildlife Service Endangered Species Division 1 Federal Drive Fort Snelling, Minnesota 55111 Acknowledgements: Numerous State and Federal agency personnel and interested individuals provided information regarding Sistrurus c. catenatus’status. The following individuals graciously provided critical input and numerous reviews on portions of the manuscript: Richard Seigel, Robert Hay, Richard King, Bruce Kingsbury, Glen Johnson, John Legge, Michael Oldham, Kent Prior, Mary Rabe, Andy Shiels, Doug Wynn, and Jeff Davis. Mary Mitchell and Kim Mitchell provided graphic assistance. Cover photo provided by Bruce Kingsbury Table of Contents Taxonomy....................................................................................................................... 1 Physical Description....................................................................................................... 3 Distribution & State Status............................................................................................. 3 Illinois................................................................................................................. 5 Indiana................................................................................................................ 5 Iowa.................................................................................................................... 5 Michigan............................................................................................................ 6 Minnesota.......................................................................................................... -
History of Toronto from Wikipedia, the Free Encyclopedia the History of Toronto, Ontario, Canada Begins Several Millennia Ago
History of Toronto From Wikipedia, the free encyclopedia The history of Toronto, Ontario, Canada begins several millennia ago. Archaeological finds in the area have found artifacts of First Nations settlements dating back several thousand years. The Wyandot people were likely the first group to live in the area, followed by the Iroquois. When Europeans first came to Toronto, they found a small village known as Teiaiagon on the banks of the Humber River. Between visits by European explorers, the village was abandoned by the Iroquois, who moved south of Lake Ontario and the Mississaugas, a branch of the Ojibwa settled along the north shore of the lake. The French first set up trading posts in the area, including Fort Rouillé in 1750, which they abandoned as the British conquered French North America. In 1788, the British negotiated the first treaty to take possession of the Toronto area from the Mississaugas. After the United States War of Independence, the area north of Lake Ontario was held by the British who set up the province of Upper Canada in 1791. See also: Name of Toronto https://en.wikipedia.org/wiki/File:DavenportBathurstSoutheast.jpg Davenport Road, as shown here in 1914, does not follow Toronto's standard street grid pattern, as it originated as a First Nations travel route between the Humber River and the Don Valley named Gete-Onigaming, Ojibwe for "at the old portage."[1] Toronto is located on the northern shore of Lake Ontario, and was originally a term of indeterminate geographical location, designating the approximate area of the future city of Toronto on maps dating to the late 17th and early 18th century. -
Table of Contents. Letter of Transmittal. Officers 1910
TWELFTH REPORT OFFICERS 1910-1911. OF President, F. G. NOVY, Ann Arbor. THE MICHIGAN ACADEMY OF SCIENCE Secretary-Treasurer, GEO. D. SHAFER, East Lansing. Librarian, A. G. RUTHVEN, Ann Arbor. CONTAINING AN ACCOUNT OF THE ANNUAL MEETING VICE-PRESIDENTS. HELD AT Agriculture, CHARLES E. MARSHALL, East Lansing. Geography and Geology, W. H. SHERZER, Ypsilanti. ANN ARBOR, MARCH 31, APRIL 1 AND 2, 1910. Zoology, A. S. PEARSE, Ann Arbor. Botany, C. H. KAUFFMAN, Ann Arbor. PREPARED UNDER THE DIRECTION OF THE Sanitary and Medical Science, GUY KIEFER, Detroit. COUNCIL Economics, H. S. SMALLEY, Ann Arbor. BY PAST-PRESIDENTS. GEO. D. SHAFER DR. W. J. BEAL, East Lansing. Professor W. H. SHERZER, Ypsilanti. BRYANT WALKER, ESQ. Detroit. BY AUTHORITY Professor V. M. SPALDING, Tucson, Arizona. LANSING, MICHIGAN DR. HENRY B. BAKER, Holland. WYNKOOP HALLENBECK CRAWFORD CO., STATE PRINTERS Professor JACOB REIGHARD, Ann Arbor. 1910 Professor CHARLES E. BARR, Albion. Professor V. C. VAUGHAN, Ann Arbor. Professor F. C. NEWCOMBE, Ann Arbor. TABLE OF CONTENTS. DR. A. C. LANE, Tuft's College, Mass. Professor W. B. BARROWS, East Lansing. DR. J. B. POLLOCK, Ann Arbor. Letter of Transmittal .......................................................... 1 Professor M. H. W. JEFFERSON, Ypsilanti. DR. CHARLES E. MARSHALL, East Lansing. Officers for 1910-1911. ..................................................... 1 Professor FRANK LEVERETT, Ann Arbor. Life of William Smith Sayer. .............................................. 1 COUNCIL. Life of Charles Fay Wheeler.............................................. 2 The Council is composed of the above named officers Papers published in this report: and all Resident Past-Presidents. President's Address—Outline of the History of the Great Lakes, Frank Leverett.......................................... 3 On the Glacial Origin of the Huronian Rocks of WILLIAM SMITH SAYER. -
Lighting the Eighth Fire
Lighting the Eighth Fire Acknowledgement, Accountability and Engagement on Asinabka by Sophie Lamothe Thesis submitted to: The Faculty of Graduate and Postdoctoral Affairs In partial fulfilment of the requirements for the degree of: Master in Architecture Azrieli School of Architecture and Urbanism Carleton University, Ottawa, Ontario, Canada © Sophie Lamothe 2012-2013 Library and Archives Bibliotheque et Canada Archives Canada Published Heritage Direction du 1+1 Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-94564-3 Our file Notre reference ISBN: 978-0-494-94564-3 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, preter, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distrbute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation. -
The Laurentian Great Lakes
The Laurentian Great Lakes James T. Waples Margaret Squires Great Lakes WATER Institute Biology Department University of Wisconsin-Milwaukee University of Waterloo, Ontario, Canada Brian Eadie James Cotner NOAA/GLERL Department of Ecology, Evolution, and Behavior University of Minnesota J. Val Klump Great Lakes WATER Institute Galen McKinley University of Wisconsin-Milwaukee Atmospheric and Oceanic Services University of Wisconsin-Madison Introduction forests. In the southern areas of the basin, the climate is much warmer. The soils are deeper with layers or North America’s inland ocean, the Great Lakes mixtures of clays, carbonates, silts, sands, gravels, and (Figure 7.1), contains about 23,000 km3 (5,500 cu. boulders deposited as glacial drift or as glacial lake and mi.) of water (enough to flood the continental United river sediments. The lands are usually fertile and have States to a depth of nearly 3 m), and covers a total been extensively drained for agriculture. The original area of 244,000 km2 (94,000 sq. mi.) with 16,000 deciduous forests have given way to agriculture and km of coastline. The Great Lakes comprise the largest sprawling urban development. This variability has system of fresh, surface water lakes on earth, containing strong impacts on the characteristics of each lake. The roughly 18% of the world supply of surface freshwater. lakes are known to have significant effects on air masses Reservoirs of dissolved carbon and rates of carbon as they move in prevailing directions, as exemplified cycling in the lakes are comparable to observations in by the ‘lake effect snow’ that falls heavily in winter on the marine coastal oceans (e.g., Biddanda et al. -
Running Head: Redefining Education Through Anishinaabe Pedagogy
RUNNING HEAD: REDEFINING EDUCATION THROUGH ANISHINAABE PEDAGOGY REDEFINING EDUCATION THROUGH ANISHINAABE PEDAGOGY: A JOURNEY TO CLARIFY HOW ABORIGINAL EDUCATION BROUGHT ME TO ANISHINAABE PEDAGOGY BY REBECCA CHARTRAND A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfillment of the requirement of the degree of MASTER OF EDUCATION Department of Curriculum, Teaching and Learning Faculty of Education University of Manitoba Winnipeg Copyright © 2016 by Rebecca Chartrand REDEFINING EDUCATION THROUGH ANISHINAABE PEDAGOGY i ABSTRACT Using a bifocal, place conscious Anishinaabe-Western/Euro-Canadian lens, the evolution of Aboriginal education is examined from a personal and professional perspective. Meaning surfaces from the lived-experiences of the author, an Anishinaabe woman, educator, parent, community member and Aboriginal education specialist, and what continues to unfold at national, provincial and local levels as “Aboriginal education” with an emphasis on what is taking place in south central Manitoba. The thesis highlights the resurgence of Indigenous ways of knowing, teaching and learning, specifically Anishinaabe pedagogy, and identifies goals for education from an Anishinaabe lens that looks beyond academic success to pedagogical tools that can help restore wellness and well-being for all Canadians. Keywords: Aboriginal education, Anishinaabe pedagogy, Indigenous, First Nations, Me tis, Inuit REDEFINING EDUCATION THROUGH ANISHINAABE PEDAGOGY ii ACKNOWLEDGEMENTS I dedicate this thesis to my daughter Syrena who has grown up a great deal since I began this thesis journey in 2007. Syrena I hope you find something nourishing within these pages that gives you strength, hope and a sense of place in the world as an Anishinaabe Me tis woman.