FAWN SHARP the Voice of the Quinaults
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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. -
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. -
Outline of United States Federal Indian Law and Policy
Outline of United States federal Indian law and policy The following outline is provided as an overview of and topical guide to United States federal Indian law and policy: Federal Indian policy – establishes the relationship between the United States Government and the Indian Tribes within its borders. The Constitution gives the federal government primary responsibility for dealing with tribes. Law and U.S. public policy related to Native Americans have evolved continuously since the founding of the United States. David R. Wrone argues that the failure of the treaty system was because of the inability of an individualistic, democratic society to recognize group rights or the value of an organic, corporatist culture represented by the tribes.[1] U.S. Supreme Court cases List of United States Supreme Court cases involving Indian tribes Citizenship Adoption Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) Adoptive Couple v. Baby Girl, 530 U.S. _ (2013) Tribal Ex parte Joins, 191 U.S. 93 (1903) Santa Clara Pueblo v. Martinez, 436 U.S. 49 (1978) Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) South Dakota v. Bourland, 508 U.S. 679 (1993) Civil rights Oliphant v. Suquamish Indian Tribe, 435 U.S. 191 (1978) United States v. Wheeler, 435 U.S. 313 (1978) Congressional authority Ex parte Joins, 191 U.S. 93 (1903) White Mountain Apache Tribe v. Bracker, 448 U.S. 136 (1980) California v. Cabazon Band of Mission Indians, 480 U.S. 202 (1987) South Dakota v. Bourland, 508 U.S. 679 (1993) United States v. -
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. -
Newsletter of the Council of the Haida Nation December 2014
DAAWUUXUSDA: 2014 HOUSE OF WE DO MAKE A WHAT’S AT STAKE ASSEMBLY DIFFERENCE pg 4 pg 5 pg 10 HAIDA LAAS Newsletter of the Council of the Haida Nation December 2014 In May of this year, at the Haida Gwaii Youth Assembly, Team Energy drafted a resolution to ban plastic grocery bags in Gaauu and Hlgaagilda to reduce pollution and protect marine life. The resolution was passed at the October House of Assembly. Please see insert for details. L-R: Jordan Stewart-Burton, Bilal Issa, Robert Bennett, Jessica Valentinsen, Adam Stewart, Kevin Brown, Ashley Jacobson, Eric Markham, and Heidi Marks. Haida Laas - Newsletter of the Council of the Haida Nation A Part of the Whole A short introduction to the World Parks Congress, 2014 In May of this year, kil tlaats ‘gaa Peter Lantin, President of the Haida Nation, was invited and sponsored by The Nature Conservancy to be part of a delegation attending the International Union for Conservation of Nature (IUCN) World Parks Congress in Sydney, Australia (November 12 -19, 2014). President Lantin was accompanied by Sonia Rice of the CHN Heritage and Natural Resource Department and Nang Jingwas Russ Jones of the Marine HAIDA LAAS Planning Department. NEWSLETTER of the COUNCIL OF THE HAIDA NATION published by the The World Parks Congress occurs every 10 years; the last gathering took place in Durban, Council of the Haida Nation South Africa in 2003. The focus of the Haida Nation’s participation in this global event was to speak about Interim Program Manager the protected areas of Haida Gwaii, including Gwaii Haanas (both land and ocean) and the Graham Richard protected areas created under the Kunst’aa guu Kunst’aayah Reconciliation Protocol. -
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. -
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 -
Quinault Indian Nation Testimony United States House Of
Quinault Indian Nation Testimony United States House of Representatives Committee on Natural Resources Subcommittee on Water, Oceans, and Wildlife Legislative Hearing on H.R. 335, H.R. 729, H.R. 2185, H.R.3115, H.R. 3237, H.R. 3510, H.R. 3541, H.R. 3596, H.R. 3723 July 25, 2019 Good morning Chairman Huffman, Ranking Member McClintock and members of the Subcommittee. My name is Fawn Sharp, I am President of the Quinault Indian Nation (“QIN”). The Quinault Reservation (“Reservation”) is located on the southwestern corner of the Olympic Peninsula of Washington State and abuts the Pacific Ocean. Since time immemorial, QIN has relied on the waters of the Quinault and Queets Rivers and Pacific Ocean for sustenance and survival. The village of Taholah is the primary population, social, economic and government center of the QIN. I want to thank the Subcommittee for holding this hearing and allowing me to speak on H.R. 729, the Tribal Coastal Resiliency Act. This bill is sponsored by our Representative, Derek Kilmer, and the funding to Tribes will assist in addressing a critical issue for all Tribes located by the ocean. I would like to thank Mr. Kilmer for introducing this bill and thank Mr. Young, Mr. Grijalva, Mr. Cole, Mr. Heck, Mr. Cook, Mr. Gallego, Ms. DelBene, Ms. Pingree, Ms. Moore, Mr. Luján, Mrs. Dingell and Chairman Huffman for co-sponsoring the bill. H.R. 729 the Tribal Coastal Resiliency Act The Quinault Indian Nation strongly supports the Tribal Coastal Resiliency act and requests the Subcommittee and full Committee consider and pass the bill expediently. -
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1 2 3 4 5 6 7 8 UNITED STATES DISTRICT COURT WESTERN DISTRICT OF WASHINGTON 9 STATE OF WASHINGTON; STATE OF NO. 10 OREGON; CONFEDERATED TRIBES OF THE CHEHALIS RESERVATION; COMPLAINT 11 CONFEDERATED TRIBES OF THE COOS, LOWER UMPQUA AND 12 SIUSLAW INDIANS; COW CREEK BAND OF UMPQUA TRIBE OF 13 INDIANS; DOYON, LTD.; DUWAMISH TRIBE; 14 CONFEDERATED TRIBES OF THE GRAND RONDE COMMUNITY OF 15 OREGON; HOH INDIAN TRIBE; JAMESTOWN S’KLALLAM TRIBE; 16 KALISPEL TRIBE OF INDIANS; THE KLAMATH TRIBES; MUCKLESHOOT 17 INDIAN TRIBE; NEZ PERCE TRIBE; NOOKSACK INDIAN TRIBE; PORT 18 GAMBLE S’KLALLAM TRIBE; PUYALLUP TRIBE OF INDIANS; 19 QUILEUTE TRIBE OF THE QUILEUTE RESERVATION; 20 QUINAULT INDIAN NATION; SAMISH INDIAN NATION; 21 CONFEDERATED TRIBES OF SILETZ INDIANS; SKOKOMISH INDIAN 22 TRIBE; SNOQUALMIE INDIAN TRIBE; SPOKANE TRIBE OF 23 INDIANS; SQUAXIN ISLAND TRIBE; SUQUAMISH TRIBE; SWINOMISH 24 INDIAN TRIBAL COMMUNITY; TANANA CHIEFS CONFERENCE; 25 CENTRAL COUNCIL OF THE TLINGIT & HAIDA INDIAN TRIBES 26 OF ALASKA; UPPER SKAGIT COMPLAINT 1 ATTORNEY GENERAL OF WASHINGTON Complex Litigation Division 800 5th Avenue, Suite 2000 Seattle, WA 98104-3188 (206) 464-7744 1 INDIAN TRIBE; CONFEDERATED TRIBES AND BANDS OF THE 2 YAKAMA NATION; AMERICAN HISTORICAL ASSOCIATION; 3 ASSOCIATION OF KING COUNTY HISTORICAL ORGANIZATIONS; 4 CHINESE AMERICAN CITIZENS ALLIANCE; HISTORIC SEATTLE; 5 HISTORYLINK; MUSEUM OF HISTORY AND INDUSTRY; OCA 6 ASIAN PACIFIC ADVOCATES – GREATER SEATTLE; WASHINGTON 7 TRUST FOR HISTORIC PRESERVATION; and WING LUKE 8 MEMORIAL FOUNDATION D/B/A WING LUKE MUSEUM, 9 Plaintiffs, 10 v. 11 RUSSELL VOUGHT, in his capacity as 12 Director of the OFFICE OF MANAGEMENT AND BUDGET; 13 DAVID S. -
The Tribes of Washington State Map Download
12 8 28 17 26 6 9 18 24 2 7 27 5 15 13 22 4 25 There are 29 federally-recognized Native American tribes 21 located on reservations throughout Washington state. 16 Each tribe has a body of elected officials that oversees its 20 governmental programs. They provide services including 14 health care, education, housing, public safety, courts, 10 transportation, natural resources, environment, culture 23 and economic development. Gaming revenue is a major source of funding to pay for tribal government services. 11 Tribes are investing in new initiatives to diversify their economic base. Investments range from hotels to golf 1 courses to shopping centers. 19 Tribes employ more than 30,000 people statewide and pay more than $1.5 billion annually in wages and benefits. Capital spending, and the purchase of goods and services from private companies, adds billions more dollars to the state’s economy each year. Tribal economic activities also generate millions of dollars in federal, state and local taxes. 29 Washingtontribes.org is a public education program of the Washington Indian Gaming Association. washingtontribes.org 3 1. Chehalis The Confederated Tribes of the Chehalis 4. Hoh The Hoh Tribe has 443 acres of 7. Lower Elwha Klallam The Lower Elwha Klallam Tribe is located on roughly 11. Nisqually The Nisqually Indian Tribe has more 14. Puyallup The Puyallup Tribe of Indians has more than 4,000 members and is 18. Sauk-Suiattle The Sauk-Suiattle Indian Tribe is located near Darrington and 22. Spokane The Spokane Tribe of Indians’ reservation is 159,000 acres located 26. -
Where the Salmon Run: the Life and Legacy of Billy Frank Jr
LEGACY PROJECT A century-old feud over tribal fishing ignited brawls along Northwest rivers in the 1960s. Roughed up, belittled, and handcuffed on the banks of the Nisqually River, Billy Frank Jr. emerged as one of the most influential Indians in modern history. Inspired by his father and his heritage, the elder united rivals and survived personal trials in his long career to protect salmon and restore the environment. Courtesy Northwest Indian Fisheries Commission salmon run salmon salmon run salmon where the where the “I hope this book finds a place in every classroom and library in Washington State. The conflicts over Indian treaty rights produced a true warrior/states- man in the person of Billy Frank Jr., who endured personal tragedies and setbacks that would have destroyed most of us.” TOM KEEFE, former legislative director for Senator Warren Magnuson Courtesy Hank Adams collection “This is the fascinating story of the life of my dear friend, Billy Frank, who is one of the first people I met from Indian Country. He is recognized nationally as an outstanding Indian leader. Billy is a warrior—and continues to fight for the preservation of the salmon.” w here the Senator DANIEL K. INOUYE s almon r un heffernan the life and legacy of billy frank jr. Trova Heffernan University of Washington Press Seattle and London ISBN 978-0-295-99178-8 909 0 000 0 0 9 7 8 0 2 9 5 9 9 1 7 8 8 Courtesy Michael Harris 9 780295 991788 LEGACY PROJECT Where the Salmon Run The Life and Legacy of Billy Frank Jr.