Kwantlen First Nation Seyem' Qwantlen Business Group
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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. -
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. -
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. -
Language List 2019
First Nations Languages in British Columbia – Revised June 2019 Family1 Language Name2 Other Names3 Dialects4 #5 Communities Where Spoken6 Anishnaabemowin Saulteau 7 1 Saulteau First Nations ALGONQUIAN 1. Anishinaabemowin Ojibway ~ Ojibwe Saulteau Plains Ojibway Blueberry River First Nations Fort Nelson First Nation 2. Nēhiyawēwin ᓀᐦᐃᔭᐍᐏᐣ Saulteau First Nations ALGONQUIAN Cree Nēhiyawēwin (Plains Cree) 1 West Moberly First Nations Plains Cree Many urban areas, especially Vancouver Cheslatta Carrier Nation Nak’albun-Dzinghubun/ Lheidli-T’enneh First Nation Stuart-Trembleur Lake Lhoosk’uz Dene Nation Lhtako Dene Nation (Tl’azt’en, Yekooche, Nadleh Whut’en First Nation Nak’azdli) Nak’azdli Whut’en ATHABASKAN- ᑕᗸᒡ NaZko First Nation Saik’uz First Nation Carrier 12 EYAK-TLINGIT or 3. Dakelh Fraser-Nechakoh Stellat’en First Nation 8 Taculli ~ Takulie NA-DENE (Cheslatta, Sdelakoh, Nadleh, Takla Lake First Nation Saik’uZ, Lheidli) Tl’azt’en Nation Ts’il KaZ Koh First Nation Ulkatcho First Nation Blackwater (Lhk’acho, Yekooche First Nation Lhoosk’uz, Ndazko, Lhtakoh) Urban areas, especially Prince George and Quesnel 1 Please see the appendix for definitions of family, language and dialect. 2 The “Language Names” are those used on First Peoples' Language Map of British Columbia (http://fp-maps.ca) and were compiled in consultation with First Nations communities. 3 The “Other Names” are names by which the language is known, today or in the past. Some of these names may no longer be in use and may not be considered acceptable by communities but it is useful to include them in order to assist with the location of language resources which may have used these alternate names. -
Indian Band Revenue Moneys Order Décret Sur Les Revenus Des Bandes D’Indiens
CANADA CONSOLIDATION CODIFICATION Indian Band Revenue Moneys Décret sur les revenus des Order bandes d’Indiens SOR/90-297 DORS/90-297 Current to October 11, 2016 À jour au 11 octobre 2016 Last amended on December 14, 2012 Dernière modification le 14 décembre 2012 Published by the Minister of Justice at the following address: Publié par le ministre de la Justice à l’adresse suivante : http://laws-lois.justice.gc.ca http://lois-laws.justice.gc.ca OFFICIAL STATUS CARACTÈRE OFFICIEL OF CONSOLIDATIONS DES CODIFICATIONS Subsections 31(1) and (3) of the Legislation Revision and Les paragraphes 31(1) et (3) de la Loi sur la révision et la Consolidation Act, in force on June 1, 2009, provide as codification des textes législatifs, en vigueur le 1er juin follows: 2009, prévoient ce qui suit : Published consolidation is evidence Codifications comme élément de preuve 31 (1) Every copy of a consolidated statute or consolidated 31 (1) Tout exemplaire d'une loi codifiée ou d'un règlement regulation published by the Minister under this Act in either codifié, publié par le ministre en vertu de la présente loi sur print or electronic form is evidence of that statute or regula- support papier ou sur support électronique, fait foi de cette tion and of its contents and every copy purporting to be pub- loi ou de ce règlement et de son contenu. Tout exemplaire lished by the Minister is deemed to be so published, unless donné comme publié par le ministre est réputé avoir été ainsi the contrary is shown. publié, sauf preuve contraire. -
CURRICULUM VITAE for CARLSON, Keith Thor Canada Research Chair – Indigenous and Community-Engaged History University of the Fraser Valley
CURRICULUM VITAE for CARLSON, Keith Thor Canada Research Chair – Indigenous and Community-engaged History University of the Fraser Valley 1. PERSONAL: Born January 11, 1966. Powell River B.C., Canada. 2. DEGREES 2003. Ph.D, University of British Columbia, Aboriginal History. Dissertation title: The Power of Place, the Problem of Time: A Study of History and Aboriginal Collective Identity. (UBC Faculty of Arts nomination for Governor General’s Gold Medal; Honourable Mention for the Canadian Historical Association’s John Bullen Prize for best dissertation in history at a Canadian University). Supervisor: Professor Arthur J. Ray. 1992. M.A. University of Victoria, American Diplomatic History. Thesis title: The Twisted Road to Freedom: America’s Granting of Independence to the Philippines in 1946. (Co-op Education distinctions). Supervisor: Professor W.T. Wooley. 1988. B.A. University of Victoria, Double Major, History and Political Science. 3. CREDENTIALS 4. APPOINTMENTS AND PROMOTIONS 2020. Chair, Peace and Reconciliation Centre, University of the Fraser Valley 2019. Canada Research Chair, Tier I, Indigenous and Community Engaged History 2019. Professor of History, Tenured, University of the Fraser Valley 2015. University of Saskatchewan, Enhanced Centennial Research Chair in Indigenous and Community-Engaged History, UofS. Page 1 of 78 CARLSON, Keith Thor University of Saskatchewan 2012. Special Advisor on Outreach and Engagement to the Vice President Advancement, January 2012 – June 2013, UofS.. 2011. Director, Interdisciplinary Centre for Culture and Creativity, February 1, 2011 – July 31, 2014, UofS. 2010. Interim Director, Interdisciplinary Centre for Culture and Creativity, July 1, 2010, UofS. 2010. Promoted to Full Professor, UofS, July 1, 2010 2008 - 2011. -
Forum on the Future of Fraser River White Sturgeon
FORUM ON THE FUTURE OF FRASER RIVER WHITE STURGEON January 29th, 2004 9:30 am – 4:00 pm Skway Hall, 44860 Schweyey Road, Chilliwack Meeting Report Prepared by: Graham Long Compass Resource Management May 15, 2004 Executive Summary A “Forum On The Future Of Fraser River White Sturgeon” was held on January 29th, 2004 at Skway Hall, 44860 Schweyey Road, Chilliwack. Initiated by the Fraser River White Sturgeon Conservation Society, this Forum brought together over 90 people from a wide variety of First Nations and stakeholder groups to pool knowledge on Fraser River White Sturgeon as an input to the development of a Fraser River White Sturgeon Conservation Plan. Forum Goal: • To share information and discuss options for sustaining white sturgeon in the Fraser River Basin Forum Objectives: • To learn about First Nations relationship with white sturgeon • To share technical information on the status of Fraser River white sturgeon • To discuss current issues facing white sturgeon • To help clarify white sturgeon conservation priorities • To share ideas and perspectives on how all interested groups can work together to sustain white sturgeon, now, and in the future.” A speaker session heard from diverse topics and speakers, including: • First Nations Relationships with White Sturgeon • Biology and Status of Fraser River White Sturgeon • Sturgeon Assessment and Stewardship in the Lower Fraser River • Sturgeon Recovery Planning in the Nechako River Watershed • Sturgeon Enforcement – A Cooperative Approach to Regulatory Compliance • The Federal Species at Risk Act and Fraser Sturgeon – An Update An afternoon session considered the findings of a technical group that had attempted to identify and prioritize a range of issues thought to be possibly of concern to White Sturgeon. -
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 GUIDE to Aboriginal Organizations and Services in British Columbia (December 2013)
A GUIDE TO Aboriginal Organizations and Services in British Columbia (December 2013) A GUIDE TO Aboriginal Organizations and Services in British Columbia (December 2013) INTRODUCTORY NOTE A Guide to Aboriginal Organizations and Services in British Columbia is a provincial listing of First Nation, Métis and Aboriginal organizations, communities and community services. The Guide is dependent upon voluntary inclusion and is not a comprehensive listing of all Aboriginal organizations in B.C., nor is it able to offer links to all the services that an organization may offer or that may be of interest to Aboriginal people. Publication of the Guide is coordinated by the Intergovernmental and Community Relations Branch of the Ministry of Aboriginal Relations and Reconciliation (MARR), to support streamlined access to information about Aboriginal programs and services and to support relationship-building with Aboriginal people and their communities. Information in the Guide is based upon data available at the time of publication. The Guide data is also in an Excel format and can be found by searching the DataBC catalogue at: http://www.data.gov.bc.ca. NOTE: While every reasonable effort is made to ensure the accuracy and validity of the information, we have been experiencing some technical challenges while updating the current database. Please contact us if you notice an error in your organization’s listing. We would like to thank you in advance for your patience and understanding as we work towards resolving these challenges. If there have been any changes to your organization’s contact information please send the details to: Intergovernmental and Community Relations Branch Ministry of Aboriginal Relations and Reconciliation PO Box 9100 Stn Prov. -
Muckleshoot Library 2006 Community Study
Engage. Muckleshoot Library 2006 Community Study Turn to us. The choices will surprise you. CONTENTS COMMUNITY OVERVIEW Executive Summary ......................................................................................... 1 Muckleshoot Tribe ............................................................................................ 1 Muckleshoot Library Service Area: Past and Present.............................................. 3 Geography ............................................................................................ 4 Transportation ....................................................................................... 5 Education and Schools ............................................................................ 5 Demographics ....................................................................................... 4 Business ............................................................................................... 4 History of the Muckleshoot Library: Past, Present & Future..................................... 6 COMMUNITY STUDY RECOMMENDATIONS ..................................... 8 BOARD PRESENTATION SLIDES MAPS • Muckleshoot Aerial Overview • Muckleshoot Library Circulation APPENDICES • Demographic Summary • School Statistics • School Test Scores • Race in Service Area • Age in Service Area • Languages Spoken at Home • Occupational Profile • Home Sales in Service Area • Tribes COMMUNITY OVERVIEW EXECUTIVE SUMMARY This study encompasses the southeast sector of Auburn, Tribal Reservation lands and parts