Signs of Lekwungen
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Songhees Pictorial
Songhees Pictorial A History ofthe Songhees People as seen by Outsiders, 1790 - 1912 by Grant Keddie Royal British Columbia Museum, Victoria, 2003. 175pp., illus., maps, bib., index. $39.95. ISBN 0-7726-4964-2. I remember making an appointment with Dan Savard in or der to view the Sali sh division ofthe provincial museum's photo collections. After some security precautions, I was ushered into a vast room ofcabi nets in which were the ethnological photographs. One corner was the Salish division- fairly small compared with the larger room and yet what a goldmine of images. [ spent my day thumbing through pictures and writing down the numbers name Songhees appeared. Given the similarity of the sounds of of cool photos I wished to purchase. It didn't take too long to some of these names to Sami sh and Saanich, l would be more cau see that I could never personally afford even the numbers I had tious as to whom is being referred. The oldest journal reference written down at that point. [ was struck by the number of quite indicating tribal territory in this area is the Galiano expedi tion excellent photos in the collection, which had not been published (Wagner 1933). From June 5th to June 9th 1792, contact was to my knowledge. I compared this with the few photos that seem maintained with Tetacus, a Makah tyee who accompanied the to be published again and again. Well, Grant Keddie has had expedi tion to his "seed gathering" village at Esquimalt Harbour. access to this intriguing collection, with modern high-resolution At this time, Victoria may have been in Makah territory or at least scanning equipment, and has prepared this edited collecti on fo r high-ranking marriage alliances gave them access to the camus our v1ewmg. -
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. -
An Examination of Nuu-Chah-Nulth Culture History
SINCE KWATYAT LIVED ON EARTH: AN EXAMINATION OF NUU-CHAH-NULTH CULTURE HISTORY Alan D. McMillan B.A., University of Saskatchewan M.A., University of British Columbia THESIS SUBMI'ITED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Department of Archaeology O Alan D. McMillan SIMON FRASER UNIVERSITY January 1996 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: Alan D. McMillan Degree Doctor of Philosophy Title of Thesis Since Kwatyat Lived on Earth: An Examination of Nuu-chah-nulth Culture History Examining Committe: Chair: J. Nance Roy L. Carlson Senior Supervisor Philip M. Hobler David V. Burley Internal External Examiner Madonna L. Moss Department of Anthropology, University of Oregon External Examiner Date Approved: krb,,,) 1s lwb PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without my written permission. -
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. -
Reconciliation Report 2019-2021
RECONCILIATION REPORT Islands Trust / 2019 to 2021 ACKNOWLEDGEMENT The Islands Trust acknowledges that the Islands Trust Areas is located within the treaty and territorial lands and waters of the BOḰEĆEN, Quw’utsun Tribes, Xeláltxw, Xwémalhkwu/ʔop qaymɩxʷ, K’ómoks, toq qaymɩxʷ, Ts'uubaa-asatx, Lək ̓ ʷəŋən (SXIMEȽEȽ, Songhees, T’Sou-ke), Lyackson, MÁLEXEȽ, Spune’luxutth, Qualicum, Scia’new, səlilw̓ ətaʔɬ, SEMYOME, shíshálh, Snaw-naw-as, Snuneymuxw, Sḵwx̱wú7mesh, SȾÁUTW̱ , Stz’uminus, ɬaʔəmen, scəẃaθən məsteyəxʷ, We Wai Kai, Wei Wai Kum, W̱ JOȽEȽP, W̱ SIḴEM, and xʷməθkʷəyə̓ m. A NEW WAY FORWARD Trust Council began fundamental work to advance reconciliation within the Islands Trust Area and within the Islands Trust organization beginning with the January 2019 special meeting of newly elected trustees. At the January 2019 special meeting, Trust Council began outlining the strategic plans of the organization and the goals for the four-year term. To mark a new way forward toward reconciliation, Hereditary Chief Bill Williams/találsamkin siýam (Sḵwxwú7mesh) and Hereditary Chief Ian Campbell/ Xálek/Sekyú siýam (xʷməθkʷəyə̓ m/Sḵwxwú7mesh) spoke to Trust Council at this special meeting encouraging them to approach their term as a journey of reflection and action toward reconciliation. They spoke of the relationship to the land and waters, paddling in the canoe together, and the responsibility that comes when working collaboratively and in mutually respectful ways. “Reconciliation requires that a new vision, based on a commitment to mutual respect, be developed.” — Senator Murray Sinclair, Chair of the Truth and Reconciliation Commission of Canada | 1 RECONCILIATION REPORT / Islands Trust 2019-2021 Foundation Documents: Reconciliation work undertaken by the Islands Trust is guided by the foundation documents tabled and adopted through commissions, testimony, and resolutions of the federal and provincial governments, Indigenous, Métis, and Inuit. -
Erasing Indigenous Indigeneity in Vancouver
Erasing Indigenous Indigeneity in Vancouver J EAN BARMAN1 anada has become increasingly urban. More and more people choose to live in cities and towns. Under a fifth did so in 1871, according to the first census to be held after Canada C 1867 1901 was formed in . The proportion surpassed a third by , was over half by 1951, and reached 80 percent by 2001.2 Urbanization has not benefited Canadians in equal measure. The most adversely affected have been indigenous peoples. Two reasons intersect: first, the reserves confining those deemed to be status Indians are scattered across the country, meaning lives are increasingly isolated from a fairly concentrated urban mainstream; and second, the handful of reserves in more densely populated areas early on became coveted by newcomers, who sought to wrest them away by licit or illicit means. The pressure became so great that in 1911 the federal government passed legislation making it possible to do so. This article focuses on the second of these two reasons. The city we know as Vancouver is a relatively late creation, originating in 1886 as the western terminus of the transcontinental rail line. Until then, Burrard Inlet, on whose south shore Vancouver sits, was home to a handful of newcomers alongside Squamish and Musqueam peoples who used the area’s resources for sustenance. A hundred and twenty years later, apart from the hidden-away Musqueam Reserve, that indigenous presence has disappeared. 1 This article originated as a paper presented to the Canadian Historical Association, May 2007. I am grateful to all those who commented on it and to Robert A.J. -
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. -
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. -
Guide to Acknowledging First Peoples & Traditional Territory
Guide to Acknowledging First Peoples & Traditional Territory September 2017 CAUT Guide to Acknowledging First Peoples & Traditional Territory September 2017 The following document offers the Canadian Association of University Teachers (CAUT) recommended territorial acknowledgement for institutions where our members work, organized by province. While most of these campuses are included, the list will gradually become more complete as we learn more about specific traditional territories. When requested, we have also included acknowledgements for other post-secondary institutions as well. We wish to emphasize that this is a guide, not a script. We are recommending the acknowledgements that have been developed by local university-based Indigenous councils or advisory groups, where possible. In other places, where there are multiple territorial acknowledgements that exist for one area or the acknowledgements are contested, the multiple acknowledgements are provided. This is an evolving, working guide. © 2016 Canadian Association of University Teachers 2705 Queensview Drive, Ottawa, Ontario K2B 8K2 \\ 613-820-2270 \\ www.caut.ca Cover photo: “Infinity” © Christi Belcourt CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 Contents 1| How to use this guide Our process 2| Acknowledgement statements Newfoundland and Labrador Prince Edward Island Nova Scotia New Brunswick Québec Ontario Manitoba Saskatchewan Alberta British Columbia Canadian Association of University Teachers 3 CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 1| How to use this guide The goal of this guide is to encourage all academic staff context or the audience in attendance. Also, given that association representatives and members to acknowledge there is no single standard orthography for traditional the First Peoples on whose traditional territories we live Indigenous names, this can be an opportunity to ensure and work. -
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 -
A Comparison of British and American Treaties with the Klallam
Western Washington University Western CEDAR WWU Graduate School Collection WWU Graduate and Undergraduate Scholarship Fall 1977 A comparison of British and American treaties with the Klallam Daniel L. Boxberger Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/wwuet Part of the Anthropology Commons Recommended Citation Boxberger, Daniel L., "A comparison of British and American treaties with the Klallam" (1977). WWU Graduate School Collection. 463. https://cedar.wwu.edu/wwuet/463 This Masters Thesis is brought to you for free and open access by the WWU Graduate and Undergraduate Scholarship at Western CEDAR. It has been accepted for inclusion in WWU Graduate School Collection by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. MASTER’S THESIS In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Western Washington University, I grant to Western Washington University the non-exclusive royalty-free right to archive, reproduce, distribute, and display the thesis in any and all forms, including electronic format, via any digital library mechanisms maintained by WWU. I represent and warrant this is my original work, and does not infringe or violate any rights of others. I warrant that I have obtained written permissions from the owner of any third party copyrighted material included in these files. I acknowledge that I retain ownership rights to the copyright of this work, including but not limited to the right to use all or part of this work in future works, such as articles or books.