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SFU Library Thesis Template
Building blocks for developing a Hən̓ q̓ əmín̓ əm̓ Language Nest Program for the Katzie Early Years Centre by Cheyenne Cunningham B.A., Simon Fraser University, 2017 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of Linguistics Faculty of Arts and Social Sciences © Cheyenne Cunningham 2019 SIMON FRASER UNIVERSITY Spring 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Cheyenne Cunningham Degree: Master of Arts Title: Building blocks for developing a Hən̓ q̓ əmín̓ əm̓ Language Nest Program for the Katzie Early Years Centre Examining Committee: Chair: Nancy Hedberg Professor Marianne Ignace Senior Supervisor Professor Susan Russell Supervisor Adjunct Professor Date Defended/Approved: April 17, 2019 ii Ethics Statement iii Abstract As a First Nations woman and community member of the q̓ ícəy̓ (Katzie) First Nation, I have always had an interest in the language of my ancestors – Hən̓ q̓ əmín̓ əm̓ , the Downriver dialect of the Halkomelem language, a Coast Salish language that has no first language speakers left. My interest in the language stems from my childhood, as I was lucky enough to have the opportunity to participate in classes that exposed me to the language. The purpose of this project is to not only enhance my own knowledge but to also create framework for what will hopefully be used for a language nest program for the Katzie Early Years Centre. The idea is to provide a safe environment for the children to interact and engage in the language through meaningful activities. -
A Guidebook for Native Language Instructors
A Guidebook for Native Language Instructors Developed by: Collyne Bunn Doug Hitch Jo-Anne Johnson John Ritter Gertie Tom Margaret Workman Ted Harrison Evelyn Kirkaldy Second Edition Whitehorse, Yukon, 2003 Foreword to the Second Edition Since its original publication in 1980, Teaching Yukon Native Languages: A Guidebook for Native Language Instructors, has been used extensively in Native Language classrooms not only in the Yukon, but also in Alaska, the Northwest Territories, British Columbia and Alberta. The Yukon Native Language Centre has received many positive comments on the usefulness of this guide from instructors in the field. The pioneering effort has served as the model for other guides such as the three Carrier versions developed by the Yinka Dene Language Institute (Teaching Athapaskan Languages: A Guidebook for Native Language Instructors, 1990). Also since 1980, the conversation examples throughout the guide have been translated and recorded in all Yukon languages, and usually in several dialects. Twenty-six versions of the conversational Language Lessons are available as booklet and tape sets from the Yukon Native Language Centre. Besides versions in the Yukon languages Gwich'in, Hän, Upper Tanana, Northern Tutchone, Southern Tutchone, Kaska, Tagish and Tlingit, there are also versions from Lower Tanana, Upper Tanana, and Tanacross from Alaska. These local dialect booklets and tapes increase the effectiveness of the Guidebook. Beginning in 2002, the same material, both text and sound, as well as new colour images, has begun to appear on the Centre's web site as the Centre makes use of new technologies to improve native language teaching and documentation. The original version of the Guidebook was developed by Collyne Bunn, John Ritter and Gertie Tom of the Yukon Native Languages Project, which has evolved into the Yukon Native Language Centre. -
Once the Land Is for Certain: the Selkirk First Nation Approach To
ONCE THE LAND IS FOR CERTAIN: THE SELKIRK FIRST NATION APPROACH TO LAND MANAGEMENT, 1997-2007 A Thesis Submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Master of Arts In the Department of Native Studies University of Saskatchewan Saskatoon By ANNE MARIE MEASE Copyright Anne Marie Mease, December 2008. All rights reserved. Permission to Use In presenting this thesis in partial fulfilment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Requests for permission to copy or to make other use of material in this thesis in whole or part should be addressed to: Head of the Department of Native Studies University of Saskatchewan Saskatoon, Saskatchewan S7N 5C8 i ABSTRACT In July 1997 Selkirk First Nation Citizens or Selkirk First Nation Peoples in the community of Pelly Crossing, Yukon signed the Selkirk First Nation Final Land Claims Agreement (Modern Day Treaty) and the Selkirk First Nation Self-Government Agreement with the Government of Yukon and the Government of Canada. -
Yukon First Nations Heritage Values and Resource Management: Perspectives from Four Yukon First Nations
Yukon First Nations Heritage Values and Resource Management: Perspectives from Four Yukon First Nations IPINCH Case Study Report by Carcross/Tagish First Nation, Champagne and Aishihik First Nations, Ta’an Kwach’an Council, and Tr’ondëk Hwëch’in in collaboration with Sheila Greer (Consultant to Champagne and Aishihik First Nations) and Catherine Bell (University of Alberta, Faculty of Law) January 2016 IPinCH ‐ Yukon First Nations Heritage Values and Resource Management Report – March 2016 Attribution and Copyright Notice CCM Attribution‐NonCommercial‐NoDerivs CC‐BY ‐NC‐ND www.sfu.ca/IPinCH This research was made possible, in part, through the support of the Intellectual Property Issues in Cultural Heritage (IPinCH) project, a Major Collaborative Research Initiative funded by the Social Sciences and Humanities Research Council of Canada. IPinCH explores the rights, values, and responsibilities associated with material culture, cultural knowledge and the practice of heritage research. Other project funders included: Champagne and Aishihik First Nations, Carcross‐Tagish First Nation, Ta’an Kwach’an Council, Tr’ondëk Hwëch’in, and Sheila C. Greer Consulting. Report To Be Cited As: Carcross‐Tagish First Nation, Champagne & Aishihik First Nations, Ta’an Kwach’an Council, Tr’ondek Hwech’in First Nation, Sheila Greer, and Catherine Bell (2015), Yukon First Nations Heritage Values and Resource Management: Perspectives from Four Yukon First Nations. ii IPinCH ‐ Yukon First Nations Heritage Values and Resource Management Report – March 2016 SOME OF OUR WORDS Anything and everything you do, the way you live is your heritage. I walk it, that’s who I am. Angie Joseph‐Rear, TH Session, August 4, 2012. -
Tahltan Verb Classifiers and How to Use Them
Tahltan Verb Classifiers and How to Use Them by Louise Framst Certificate in First Nations Language Proficiency (Tahltan), Simon Fraser University, 2017 B.Ed., University of British Columbia,1981 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Department of Linguistics Faculty of Arts and Social Sciences © Louise Framst 2019 SIMON FRASER UNIVERSITY Spring 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Louise Framst Degree: Master of Arts Title: Tahltan Verb Classifiers and How to Use Them Examining Committee: Chair: Nancy Hedberg Professor Marianne Ignace Senior Supervisor Professor John Alderete Supervisor Professor Date Defended/Approved: April 16, 2019 ii Ethics Statement iii Abstract One frustration as a learner of my heritage language, Tāłtān, is the lack of resources. I created four booklets on what we learned as Tahltan Verb Classifiers; the linguistic term is classificatory verbs. Each booklet contains a different aspect of this feature; includes lessons in how to use it. A literature review revealed it had never been thoroughly researched. Therefore, information came from: language classes, instructors, recordings, and fluent speakers. My interviews: five individuals and one group session of seven. Most fluent speakers were unavailable; that is the problem when your ‘dictionaries’ have legs. The ‘big’ lesson I learned is that it is imperative we focus on collecting vocabulary before the words fade away from non-use. iv Keywords: classificatory verbs, Tahltan verb classifiers, Tāłtān, Tahltan language, immersion, First Nations learning, stress-response v Dedication Dedicated to the Elders and Fluent Speakers, Our Tāłtān language mentors. -
Ile Phonetic Par Ters of the Tahltan Consonants Are
JU J (l) TIle phonetic par_ters of the Tahltan consonants are: e1 .. ce of articulation articulatory asnner Sume I<emarks ull the PhonuloKY of Tahltan I: bilabial a: stops Hank f. Nater 2: dtmtal I: plain (voiced) Iskut, Hrltish Columbia 3: coronal 11: aspirated c..nada VOJ au A: interdental Ill: alottalized II: alveolar b: continwlIILS (frieathes) C: palatal I: Yoie"le"a COlfl'k:NTS: (0) intru<luaion; (1) the consonants; (1.1) consonants in pre- and postvuLal ic 4: lateral II: voiced position; supraseKmental features and phone.ic variation; (2.1) phonetic aKree.ent (l) 5: velar in the affricate-fricative dental series; (l.2) the vowels; (:l.2.1) distinctive stress; Ill: alottali~ed (2.2.2) distinctive tone; (2.2.1) distinctive l"nKth; (2.1) consonant alternations; A: palaL,,1 (2.3.1) examples of alt"rnations; (2.3.2) velar continuants vary inK with palato-velars; B: pure velar (2.3.1) chanKe-immune ste.s; (1) some comparative and historical consideratiops; (3.1) shun vowel + '; (3.2) 10nK vowels; (3.3) the nasals; (3.1.1) short vowel + n/m; (3.1.2) C: uvular vowel II'; (3.3.3) 10nK vowel n; (3.1.4) vowel ft; (3.1.5) phone.ic status and + + + 0: rounded orillin of n, n, n', optional vowels; (4) heavy snd _rKinal phone...,s; (4.1) ! and j, their status and origin; (4.2) the rounded velars; (4.1) the uvular consonants. 6: lar1nll,,1 (illottal) In tabular fashion, then, we liat the consonants aa followa: (0) Tahitan is a o..nel language ,",poken in several villages in northern British Columbia al alI alII an<l the southern Yukon. -
Cruikshank Athapaska
." '- l,,\ \ ( , c.. " j" ~ i' .' NATIONAL MUSEUM MUSEE NATIONAL OF MAN DE L:HOMME .MERCURY SERIES COLLECTION MERCURE CANADIAN ETHNOLOGY SERVICE LE SERVICE CANADIEN D'ETHNOLOGIE PAPER No.57 DOSSIER No.57 ATHAPASKAN WOMEN: Lives and Legends JULlE CRUIKSHANK NATIONAL MUSEUMS OF CANADA MUSEES NATIONAUX DU CANADA OTTAWA 1979 r-------~- ------.~ National Museum of Man Musee national de l'Honme National HuseUllE of Canada Musees nationaux du Canada Board of Trustees Conseil d' Administration Dr. Sean B 0 Murphy Chainnan Juge Ren.e J 0 Marin Vice-president Mo Roger B 0 Hanel Merrbre Mere Ginette Gadoury Hercbre Mr 0 MiChael CoD. Habbs Menher Mr. GcMer !1arkle Merrber Mo Paul Ho Ianan Menbre Mr 0 Richard I-ioHo Alway Merrber Mr 0 Robert Go MacLeod Merrber Mr 0 Ian Co Clark SecretaIy General Secretaire general Dr 0 William Eo Taylor, Jr. Director Directeur National Museum of Man Musee national de l' Honme Ao McFadyen ClaIk Olief Chef Canadian Ethnology Service Service canadien d' Ethnologie Dr 0 David Wo Zi.mrerly General Editor Editeur general Canadian Ethnology Service Service canadien d' Etlmologie Cravn Copyright Reserved © Droits reserves au nom de la Couronne NATIONAL MUSEUM MUSEE NATIONAL OF MAN DE ~HOMME MERCURY SERIES COLLECTION MERCURE ISSN 0316-1854 CANADIAN ETHNOLOGY SERVICE LE SERVICE CANADIEN D'ETHNOLOGIE PAPER No.57 DOSSIER No.57 ISSN 0316 -1862 ATHAPASKAN WOMEN: Lives and Legends JULlE CRUIKSHANK NATIONAL MUSEUMS OF CANADA MUSEES NATIONAUX DU CANADA OTTAWA 1979 OB.JEX:T OF THE MERCURY SERIES '!he Mercm:y Series is a publication of the National Museum of Man, National MuseUIIE of Canada, designed to pennit the rapid dissemination of information pertaining to those disciplines for which the National Museum of Man is responsible. -
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions. -
Yukon Geographical Place Names Board 2017-2018 Annual Report
Yukon Geographical Place Names Board 2017 – 2018 ANNUAL REPORT Yukon Geographical Place Names Board 2017 – 2018 ANNUAL REPORT 1 The names of places reflect Yukon’s diverse culture, history, and landscape. Names such as Aishihik, Kusuwa and Tuchitua are just a few of the native names found on a modern map of the Yukon. Yukon First Nations named rivers, mountains, lakes and landmarks long before the first non-native explorers and settlers arrived in the territory. Names such as Gyò Cho Chú (Big Salmon River) tell where animals and fish are plentiful. Other names, such as Thechä`l Mäˉn (Sekulman Lake), ‘Stone Scraper for Hides’ describe artifacts, people and events. Today’s Yukon First Nations still remember these names and are working to record them for future generations. Beginning in the nineteenth century, explorers, fur Many of the official names on the Yukon map today traders, and prospectors came to the Yukon to trade were given by non-native settlers who came to the Yukon with native people, search for gold, and explore the vast during the Gold Rush period of the 1890s. In the area landscape, giving their own names to the land. The around Dawson City, Allgold, Bonanza, Eureka, and Danish explorer Vitus Bering was the first non-native to Nogold recall the successes and failures of the miners name a geographical feature in northwest America. Bering who came to the territory during the Klondike Gold had entered the newly formed navy of the Russian tsar Rush. Names such as Carcross (from Caribou Crossing), Peter the Great and in 1724 was appointed to conduct an Fox Lake, and Eagle’s Nest Bluff, testify to the richness expedition to explore the water routes between Siberia and of Yukon’s wildlife resources. -
Newsletter Spring 2019
C/TFN NEEK WATSÍX Issue 16 11 Neek Watsíx Spring 2019 The Maasai delegation from North Tanzania visiting C/TFN Traditional Territory IN THIS ISSUE Message from Deputy Haa Shaa du Hen by Daphne Pelletier Vernier Since Maria's arrival in the Deputy Haa Shaa du Hen position in February, she has been extremely busy assuring the continuation of different initiatives, priorities and projects. She met with different Ministers in less than 4 months on important topics such as; Meeting with Minister Frost (YG/Env) along with Frank James and Chief Smith from CAFN on the Kusawa Park, met with Minister Streicker (YG/Comm. Serv.) along with Executive Council (EC) representatives on economic development, met with Minister Mostyn (YG/Hwys & Public Works) with Frank James on the use of the airport runway during the Haa Kusteeyi Celebration, met with Minister Bennett (Canada/Crown-Indigenous Relations) and Minister O’Regan (Canada/Indigenous Services) on the Financial Transfer Agreement (FTA) and the Health and Wellness of our Children and Citizens. She also met with Deputy Minister Paul C/TFN Comprehensive Community Moore (YG/EMR) and Director of Implementation Ross Pattee from Ottawa. Plan - Fire Feast She had the chance to attend a Dahk-Ka meeting in March with Nha Shade Heni Sidney and The comprehensive community planning Spokesperson Ward in Whitehorse. They are currently looking at an eventual possibility to orchestrated by Gunta Business hosted a fire open a Dahk-Ka office and will be looking at hiring a Coordinator. Some EC Feast for the community on May 22nd 2019. Representatives, the Governance Manager James Baker and Maria attended a Teslin Tlingit Page 6 Council General Council in April and it was very good. -
Tagish Stories by Angela Sidney
TAGISH STORIES By Mrs. Angela Sidney recorded by Julie Cruikshank drawings by Susan McCallum TAGISH STORIES By Mrs. Angela Sidney recorded by Julie Cruikshank drawings by Susan McOallum @ Mrs. Angela Sidney Not to be reproduced without permission from Mrs. Sidney Published by the Council for Yukon Indians and the Government of Yukon Cover photo of Angela Sidney by Andrew Hume Whitehorse, Yukon 1982 COÌ{TEIVTS Page Introduction Crow Stories: Ch'eshk'ia Kwándech 1 How People Got Flint I7 The Flood T9 The Old Woman Under the World 20 Eclipse. 20 How Animals Broke Through the Sky .... 2l Story of the Great Snake, Gçç Cho. 23 Go¿ þasók or Hushkét Ghugha .... 29 The Woman Stolen by Lynx 33 Southwind Story 37 The Stolen Woman 40 The Stolen Woman 43 Killer Whale. 45 The Girl Eaten by TÞhcha 51 Wolf Helper 55 Fox Helper.... 58 Land Otter Story, Kóoshdaa Kóa . 60 Land Otter Story. 65 Land Otter Story. 67 Witch Story. 70 Witch Story. 73 Witch Story. 75 The Man Who Died and Took His Brother 76 Beaver and Porcupine . 80 Skookum Jim's Frog Helper. 81 Falling Through a Glacier 88 Notes. 90 I ntroduction and Aclcnowledgements : This is the second booklet of stories narrated by Mrs. Angela Sidney at Tägish in the southern Yukon. During the four years between 1975 and 1979, Mrs. Sidney recorded a family history for her own immediate family, and a number of stories which she wanted published for a wider audience, particularly for young people. ln 1977, some of her stories were published by the Council for Yukon Indians ínMy Stories are My Wealth together with stories by Mrs. -
The Work of the Teacher Regulation Branch of the Ministry of Education Is Guided by Certain Bylaws and Policies
The work of the Teacher Regulation Branch of the Ministry of Education is guided by certain bylaws and policies. The bylaws are maintained in effect pursuant to section 90 of the Teachers Act. Please refer to the following pages for the relevant excerpts. BYLAW 2 - QUALIFICATIONS ....................................................................................... 2 Bylaw 2.A Bylaw 2.H Bylaw 2.B Bylaw 2.I Bylaw 2.C Bylaw 2.J Bylaw 2.D Bylaw 2.K Bylaw 2.E Bylaw 2.M Bylaw 2.F Bylaw 2.N Bylaw 2.G POLICY P2 - QUALIFICATIONS ................................................................................... 19 Policy P2.A Policy P2.G Policy P2.B Policy P2.H Policy P2.C Policy P2.I Policy P2.D Policy P2.J Policy P2.E Policy P2.M Policy P2.F Policy P2.N Effective December 27, 2017 Page 1 of 31 Bylaw 2 BYLAW 2 QUALIFICATIONS 2.A Eligibility for a Certificate of Qualification 2.A.01 To be considered eligible for a certificate of qualification, a person: (a) must be of good moral character and otherwise a fit and proper person to practice the profession of teaching; and (b) must (i) have completed within the last ten years a program of professional and academic or specialist preparation offered in a British Columbia post-secondary institution and acceptable to the Teacher Regulation Branch and have received a recommendation from that program; or, in the case of applicants from outside British Columbia, must have completed a program of professional and academic or specialist preparation that is comparable to those offered in British Columbia or,