Community Update. to All Paul First Nation Members Who Are on the Band Membership List
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The Rose Collection of Moccasins in the Canadian Museum of Civilization : Transitional Woodland/Grassl and Footwear
THE ROSE COLLECTION OF MOCCASINS IN THE CANADIAN MUSEUM OF CIVILIZATION : TRANSITIONAL WOODLAND/GRASSL AND FOOTWEAR David Sager 3636 Denburn Place Mississauga, Ontario Canada, L4X 2R2 Abstract/Resume Many specialists assign the attribution of "Plains Cree" or "Plains Ojibway" to material culture from parts of Manitoba and Saskatchewan. In fact, only a small part of this area was Grasslands. Several bands of Cree and Ojibway (Saulteaux) became permanent residents of the Grasslands bor- ders when Reserves were established in the 19th century. They rapidly absorbed aspects of Plains material culture, a process started earlier farther west. This paper examines one such case as revealed by footwear. Beaucoup de spécialistes attribuent aux Plains Cree ou aux Plains Ojibway des objets matériels de culture des régions du Manitoba ou de la Saskatch- ewan. En fait, il n'y a qu'une petite partie de cette région ait été prairie. Plusieurs bandes de Cree et d'Ojibway (Saulteaux) sont devenus habitants permanents des limites de la prairie quand les réserves ont été établies au XIXe siècle. Ils ont rapidement absorbé des aspects de la culture matérielle des prairies, un processus qu'on a commencé plus tôt plus loin à l'ouest. Cet article examine un tel cas comme il est révélé par des chaussures. The Canadian Journal of Native Studies XIV, 2(1 994):273-304. 274 David Sager The Rose Moccasin Collection: Problems in Attribution This paper focuses on a unique group of eight pair of moccasins from southern Saskatchewan made in the mid 1880s. They were collected by Robert Jeans Rose between 1883 and 1887. -
LANGUAGES of the LAND a RESOURCE MANUAL for ABORIGINAL LANGUAGE ACTIVISTS
LANGUAGES of THE LAND A RESOURCE MANUAL FOR ABORIGINAL LANGUAGE ACTIVISTS Prepared by: Crosscurrent Associates, Hay River Prepared for: NWT Literacy Council, Yellowknife TABLE OF CONTENTS Introductory Remarks - NWT Literacy Council . 2 Definitions . 3 Using the Manual . 4 Statements by Aboriginal Language Activists . 5 Things You Need to Know . 9 The Importance of Language . 9 Language Shift. 10 Community Mobilization . 11 Language Assessment. 11 The Status of Aboriginal Languages in the NWT. 13 Chipewyan . 14 Cree . 15 Dogrib . 16 Gwich'in. 17 Inuvialuktun . 18 South Slavey . 19 North Slavey . 20 Aboriginal Language Rights . 21 Taking Action . 23 An Overview of Aboriginal Language Strategies . 23 A Four-Step Approach to Language Retention . 28 Forming a Core Group . 29 Strategic Planning. 30 Setting Realistic Language Goals . 30 Strategic Approaches . 31 Strategic Planning Steps and Questions. 34 Building Community Support and Alliances . 36 Overcoming Common Language Myths . 37 Managing and Coordinating Language Activities . 40 Aboriginal Language Resources . 41 Funding . 41 Language Resources / Agencies . 43 Bibliography . 48 NWT Literacy Council Languages of the Land 1 LANGUAGES of THE LAND A RESOURCE MANUAL FOR ABORIGINAL LANGUAGE ACTIVISTS We gratefully acknowledge the financial assistance received from the Government of the Northwest Territories, Department of Education, Culture and Employment Copyright: NWT Literacy Council, Yellowknife, 1999 Although this manual is copyrighted by the NWT Literacy Council, non-profit organizations have permission to use it for language retention and revitalization purposes. Office of the Languages Commissioner of the Northwest Territories Cover Photo: Ingrid Kritch, Gwich’in Social and Cultural Institute INTRODUCTORY REMARKS - NWT LITERACY COUNCIL The NWT Literacy Council is a territorial-wide organization that supports and promotes literacy in all official languages of the NWT. -
Metis Settlements and First Nations in Alberta Community Profiles
For additional copies of the Community Profiles, please contact: Indigenous Relations First Nations and Metis Relations 10155 – 102 Street NW Edmonton, Alberta T5J 4G8 Phone: 780-644-4989 Fax: 780-415-9548 Website: www.indigenous.alberta.ca To call toll-free from anywhere in Alberta, dial 310-0000. To request that an organization be added or deleted or to update information, please fill out the Guide Update Form included in the publication and send it to Indigenous Relations. You may also complete and submit this form online. Go to www.indigenous.alberta.ca and look under Resources for the correct link. This publication is also available online as a PDF document at www.indigenous.alberta.ca. The Resources section of the website also provides links to the other Ministry publications. ISBN 978-0-7785-9870-7 PRINT ISBN 978-0-7785-9871-8 WEB ISSN 1925-5195 PRINT ISSN 1925-5209 WEB Introductory Note The Metis Settlements and First Nations in Alberta: Community Profiles provide a general overview of the eight Metis Settlements and 48 First Nations in Alberta. Included is information on population, land base, location and community contacts as well as Quick Facts on Metis Settlements and First Nations. The Community Profiles are compiled and published by the Ministry of Indigenous Relations to enhance awareness and strengthen relationships with Indigenous people and their communities. Readers who are interested in learning more about a specific community are encouraged to contact the community directly for more detailed information. Many communities have websites that provide relevant historical information and other background. -
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. -
Submission of Maskwacis Cree to the Expert Mechansim
SUBMISSION OF MASKWACIS CREE TO THE EXPERT MECHANSIM ON THE RIGHTS OF INDIGENOUS PEOPLES STUDY ON THE RIGHT TO HEALTH AND INDIGENOUS PEOPLES WITH A FOCUS ON CHILDREN AND YOUTH Contact: Danika Littlechild, Legal Counsel Maskwacis Cree Foundation PO Box 100, Maskwacis AB T0C 1N0 Tel: +1-780-585-3830 Email: [email protected] 1 Table of Contents SUBMISSION OF MASKWACIS CREE TO THE EXPERT MECHANSIM ON THE RIGHTS OF INDIGENOUS PEOPLES STUDY ON THE RIGHT TO HEALTH AND INDIGENOUS PEOPLES WITH A FOCUS ON CHILDREN AND YOUTH ........................ 1 Introduction and Summary ............................................................................................................. 3 Background ....................................................................................................................................................... 8 The Tipi Model Approach ............................................................................................................. 11 Summary of the Tipi Model ..................................................................................................................... 12 Elements of the Tipi Model ..................................................................................................................... 14 Canadian Law, Policy and Standards ........................................................................................ 15 The Indian Act ............................................................................................................................................. -
The Night Sky
Tthën (Dëne) Acâhkosak (Cree) The Night Sky Shaun Nagy La Loche Community School La Loche, SK, Canada A unit in the series: Rekindling Traditions: Cross-Cultural Science and Technology Units Series Editor Glen Aikenhead University of Saskatchewan Saskatoon, SK, Canada Tthën © College of Education, University of Saskatchewan, Saskatoon, Canada, 2000. You may freely adapt, copy, and distribute this material provided you adhere to the following conditions: 1. The copies are for educational purposes only. 2. You are not selling this material for a profit. You may, however, charge the users the cost of copying and/or reasonable administrative and overhead costs. 3. You will pay Cancopy for any content identified as “printed with Cancopy permission” in the normal way you pay Cancopy for photocopying copyrighted material. You are not allowed to adapt, copy, and distribute any of this material for profit without the written permission of the editor. Requests for such permission should be mailed to: Dr. Glen S. Aikenhead, College of Education, University of Saskatchewan, 28 Campus Drive, Saskatoon, SK, S7N 0X1, Canada. Tthën CURRICULUM CONNECTION Grades 8-11, astronomy OVERVIEW Aboriginal cosmology is validated through learning about the night sky from an Aboriginal point of view. This provides the context for learning astronomy concepts from Western science. Both knowledge systems, Aboriginal and Western, are explicitly acknowledged. Experiential learning is highlighted in both domains in this unit. Duration: about 2 to 3 weeks. FUNDING The CCSTU -
Highvale End Land Use Area Structure Plan
PARKLAND COUNTY BYLAW 2016-12 BEING A BYLAW OF PARKLAND COUNTY FOR THE PURPOSES OF ADOPTING A NEW HIGHVALE END LAND USE AREA STRUCTURE PLAN WHEREAS Section 633 (1) of the Municipal Government Act, R.S.A.2000, Chapter M-26 and amendments thereto authorize a council to adopt an Area Structure Plan for the purpose of providing a framework for subsequent subdivision and development of an area of land within a municipality; and WHEREAS the Council of Parkland County deems it appropriate and desirable to adopt a new Area Structure Plan for the Highvale area; and WHEREAS the Highvale End Land Use Area Structure Plan Bylaw 28-97, and amending Bylaws 40-2006 and 201 4-25 are no longer required; NOW THEREFORE the Council of Parkland County duly assembled and under the authority of the Municipal Government Act, as amended, hereby enacts the following: 1. That the "Highvale End Land Use Area Structure Plan" attached hereto and forming part of this bylaw, is herebyadopted. 2. That the Highvale End Land Use Area Structure Plan Bylaw 28-97, and amending Bylaws40-2006 and 2014-25 are hereby rescinded. AND THAT this bylaw shall come into force and effect from third and final reading and signing thereof. READ A FIRST TIME this 1't day of May, 2016 PUBLIC HEARING held this 12th day of July, 2016 and this 27th day of September,2016. READ A SECOND TIME this 27th day of September,2016. READ A THIRD TIME AND FINAL TIME this 27th day of September,2016. r Chief Administr Officer Highvale End Land Use Area Structure Plan September 2016 Highvale End Land Use Area -
Acknowledging Land and People
* ACKNOWLEDGING LAND AND PEOPLE Smith’s Landing First Nation TREATY 4 Dene Tha’ Mikisew First Nation MNA Cree Lake REGION 6 Nation TREATY 6 Athabasca Athabasca Beaver First Nation Chipewyan TREATY 7 Little Red River First Nation Cree Nation TREATY 8 Tallcree MNA First REGION 1 Nation Fort McKay TREATY 10 PADDLE PRAIRIE MNA REGION 5 First Nation Métis Settlements Loon River Peerless/ Lubicon First Nation Trout Lake Fort McMurray Lake Nation MNA Regional Zones First Nation Woodland Cree Métis Nation of First Nation Whitefi sh Lake Fort McMurray Alberta (MNA) First Nation Bigstone Cree First Nation (Atikameg) Association Nation PEAVINE Cities and Towns GIFT LAKE Chipewyan Kapawe’no Duncan’s Prairie First First Nation First Nation Kapawe’no Nation Sucker Creek First Nation Grande First Nation Lesser Slave Lake Sawridge Horse Lake Prairie First Nation First Nation EAST PRAIRIE Swan Heart Lake River First Nation** Sturgeon Lake Driftpile First BUFFALO LAKE Nation Cree Nation First Nation Beaver Cold KIKINO Lake Cree Lake First Nation Nations Whitefi sh Lake First MNA N a t i o n ( G o o d fi s h ) Kehewin ELIZABETH TREATY 4 First Nation Frog REGION 4 Alexander First Nation Saddle Lake Michel First Lake First Alexis Nakota Sioux First Nation Cree Nation Nation TREATY 6 Nation FISHING Edmonton Paul First Nation LAKE TREATY 7 Papaschase First Nation Enoch Cree Nation (Edmonton) Ermineskin Cree Nation TREATY 8 Louis Bull Tribe Jasper Samson MNA Montana Cree Nation Cree Nation TREATY 10 REGION 2 Métis Settlements O’Chiese First Nation Sunchild First -
Rethinking Treaty Six in the Spirit of Mistahi Maskwa (Big Bear)
RETHINKING TREATY SIX IN THE SPIRIT OF MISTAHI MASKWA (BIG BEAR) Neal McLeod Department of Indian Studies Saskatchewan Indian Federated College University of Regina Regina, Saskatchewan Canada, S4S OA2 Abstract I Resume The numbered Treaties in western Canada were negotiated between the British Crown and the Nehiyawak (Cree), Anishinabek (Sau~>t) and Nakota in the 1870s. These Treaties were made in order to haJJ> peopl~\live together in peace and to share the resources of the land. trea..... t.. y Six 'fias the largest Treaty and covered most of central Saskatchew~fl~tperta. VVhile many Cree leaders within this area accepted the tenns offered by the Crown, others such as Mistahi Maskwa resisted and sought better terms. By examining Treaty Six through the struggle of Mistahi Maskwa, new perspectives about the moral foundations of Canada arise in terms of both the past and the present. Les traites numerotes de l'Ouest canadien ont ete negociee par la Couronne britannique et les Cris, les Saulteaux et les Nakotas dans les annees 1870. Ces traites ont ete signes pour aider les peuples iii vivre ensemble pacifiquement et iii partager les ressources territoriales. Le Traite numero six, Ie plus important, couvrait la majeure partie du centre de la Saskatchewan et de l'Alberta. Bien que de nombreux chefs cris de cette region aient accepte les termes offerts par la Couronne, d'autres comme Mistahi Maskwa (Grand Ours) ont resiste et cherche iii obtenir de meilleurs tennes. L'analyse du Traite numero six, au regard de la lutte de Mistahi Maskwa, souleve de nouvelles perspectives sur les fondements morauxdu Canada tant dans Ie passe que de nos jours. -
Traditional Ecological Knowledge (TEK) of the Woodlands Cree and Denesuline Peoples of Northern Saskatchewan, Canada: the Land As Teacher and Healer
Published by Te Rau Ora, 2021 Traditional Ecological Knowledge (TEK) of the Woodlands Cree and Denesuline Peoples of northern Saskatchewan, Canada: The land as teacher and healer Volume 6 | Issue 1 Keywords: Traditional Ecological Knowledge, Indigenous knowledge, First Nations culture, Article 3, February 2021 Woodlands Cree & Denesuline cultures, Herman Michell Northern Saskatchewan First Nations, Prince Albert Grand Council Indigenous worldviews, traditions, Elders, identity. Brian Hardlotte Prince Albert Grand Council Introduction Robin McLeod The Indigenous1 knowledge systems of First Prince Albert Grand Council Nations peoples in Canada consist of different strands of complex knowledge. The focus of this Abstract exploratory article is on Traditional Ecological Knowledge (TEK)2 which is a strand of knowledge The purpose of this article is to explore and linked to the environment, land, and resource outline the Traditional Ecological Knowledge (TEK) management activities aimed at the long-term of First Nation peoples in northern sustainability of the planet (McGregor, 2006). As Saskatchewan, Canada. TEK and Western a field of study, TEK has grown rapidly. The science are increasingly combined for a fuller literature base is extensive. However, Woodlands portrait and understanding of the natural world. Cree and Dene people’s global and specific However, more research is needed using written contributions are limited. There are Indigenous protocols, methodologies, methods, increasing calls to combine TEK with Western and languages for conceptual clarity. For the science in research and environment-related Woodlands Cree and Denesuline (Dene) peoples, projects. This has not always been the case. the land is a giver of life and is both a teacher and Historically and most notably during colonial healer as represented in this article. -
The Six Seasons of the Woodland Cree: a Lesson to Support Science 10
The Six Seasons of the Woodland Cree: A Lesson to Support Science 10 by Duane Johnson 2008 Teaching Materials from the Stewart Resources S106.22 Centre These lessons were developed by the following team of teachers, Elders, and cultural advisors: Yvonne Chamakese, David Hlady, Anna-Leah King, Duane Johnson, Marcia Klein, Lana Lorensen, Sally Milne, Joseph Naytowhow, Lamarr Oksasikewiyin, Stuart Prosper, Ron Ray, Ted View, John Wright, and Laura Wasacase. Support was provided by Dean Elliott from the Ministry of Education, and Margaret Pillay from the Saskatchewan Professional Development Unit. All resources used in these lessons are available through the Stewart Resources Centre: http://www.stf.sk.ca/services/stewart_resources_centre/online_catalogue_unit_plans/index .html Information regarding the protocol when inviting Elders into the classroom can be found in the document: Elders in the Classroom by Anna-Leah King (attached as Appendix A). Further information can be found in the Saskatchewan Learning document: Aboriginal Elders and Community Workers in Schools. Table of Contents Overview ......................................................................................................................... 4 Foundational Objectives.................................................................................................. 4 Timeframe .......................................................................................................................4 Resources .......................................................................................................................4 -
Prepared For
Volume 5D, ESA – Trans Mountain Pipeline ULC Socio-Economic Technical Reports Trans Mountain Expansion Project Traditional Land and Resource Use Technical Report An Elder reported that he and fellow Ermineskin Cree Nation community members once fished for whitefish, pickerel, perch, rainbow trout, pike and bull trout in Wabamun Lake. However, due to an oil spill in 2005, the water quality is now poor and fishing is not ideal. The fish are small and are believed to be unhealthy due to pollution. Although Ermineskin Cree Nation community members do not travel to the lake to fish, community members from nearby bands still report it to be an important fishing site. Community members report that some of their past fishing sites are no longer used. An Elder identified Pigeon Lake as a fishing site (Plate 5.1.7-1). Most fishing takes place at the south end of the lake. Historically, net fishing has been conducted. Community members reported that Buck Lake was the best spot to catch whitefish in the past. Chimney Creek, near Kootenay Plains, was also a known fishing site, now used for grazing livestock and not often used by Ermineskin Cree Nation members. A cabin was once situated there. Plate 5.1.7-1 Pigeon Lake from helicopter overflight. TABLE 5.1.7-5 FISHING SITES IDENTIFIED BY ERMINESKIN CREE NATION Approximate Distance and Current/Past Requested Direction from Project Site Description Use Mitigation 31 km south of RK 15.4 Coal Lake Current None 51.8 km southwest of RK 29.9 Pigeon Lake Current None 24.6 km south of RK 61.4 Along North Saskatchewan River for Current None trout, sturgeon, rainbow trout, catfish, suckers and walleye.