2016 Annual Report

Total Page:16

File Type:pdf, Size:1020Kb

2016 Annual Report SONGHEESSONGHEES NATION NATION 20162014 Annual Annual Report Report CONTENTS GOVERNANCE PROGRAMS AND SERVICES ECONOMIC DEVELOPMENT 2016 FINANCIAL STATEMENTS Songhees Nation of the Lekwungen People is a Coast Salish Nation on Southern Vancouver Island, BC. Songhees Nation, and its neighbour Esquimalt Nation descend fromseven Lekwungen family groupings; Kakyaakan, Teechamitsa, Whyomilth, Kosampson, Swengwhung, Chilcowitch and Chekonien. Lekwungen traditional territories rangefrom Cordova Bay west towards Mt. Finlayson to Royal Roads and along the shoreline to Albert Head. There are currently 561 registered Songhees Nation Members, 337 of whom reside on New Songhees Indian Reserve #1A, a 148 acre reserve adjacent to the Township of Esquimalt and Town of View Royal. 3 Seniemten, Elder Elmer George Honorary Degree From Royal Roads University Royal Roads University bestowed an Honorary Degree on Seniemten in recognition of his many years of contribution to Camosun College, the University of Victoria and Royal Roads University to advise and participate in support for Indigenous students, Indigenous education and language revitalization activities. As one of the few remaining fluent speakers of Lekwungen, he stewards the survival not only of the language, but also the traditional teachings and the culture embedded in the words. Royal Roads University acknowledged Elmer as a residential school survivor. Born in Victoria on his family’s traditional lands, he was removed from his home as a child and sent to Christie Indian Residential School in Kakawis, Tofino. Seniemten ran away from the boarding school at age 16. He holds an elected role as Head Provincial Elder and a lifetime role as traveling missionary for the Indian Shaker Church, a faith community blending Indigenous and Christian traditions. He performs ceremonies including weddings, funerals and baptisms in British Columbia and Washington He worked as a boom man and in a shake mill in the logging industry and handled backhoe operation, carpentry, plumbing and electrical work among other roles as the Songhees Band’s maintenance man for 35 years. He built and designed the Songhees Big House with former Songhees Chief John Albany and with others, rebuilt the Indian Shaker Church in Brentwood Bay. He rebuilds racing canoes with his son, among many activities that benefit the community. 4 SONGHEES NATION MEMBERSHIP LONGHOUSE FINANCE & AUDIT MEMBERSHIP COMMITTEE COMMITTEE COMMITTEE CHIEF & COUNCIL SONGHEES CHIEF AND COUNCIL SERVE THE MEMBERSHIP AS LEADERS, VISIONARIES, AMBASSADORS AND ADVOCATES Community Engagement Exerting Songhees Aboriginal Rights and Treaty Rights Protecting and Exerting Songhees Jurisdiction over Land and Resources Lawmaking and Policy Development Intergovernmental Affairs Regional and National First Nation Leadership Advisory and Governance Boards Songhees Chief and Council submitted a Band Council Resolution to be scheduled to the First Nations Elections Act. In June 2017, eligible Songhees voters will elect a Chief and five Councilors for a four year term of office. Council Meeting Number of Attendance in 2016 Present meetings* Chief Ron Sam 24 24 Councillor Garry Albany 19 19 Councillor Jackie Albany 22 22 Councillor Frank George Sr 21 22 Councillor Karen Tunkara 22 22 Councillor John Rice Jr 22 23 *The number of meetings is adjusted for excused absences such as work, illness and nation business. 5 ORGANIZATIONAL CHART EXECUTIVE DIRECTOR Finance Senior Accountant Songhees Centre ∞ Bookkeeper Chef/Kitchen Manger ∞ Accounts Receivable/Tax Clerk ∞ Event Coordinator ∞ Cooks and Servers ∞ Set up and Take Down Crew ∞ Parking Attendants Administration ∞ AV Technician Administrative Assistant ∞ Security Worker Office Manager/Treaty & Registry Clerk Marketing/Tourism IT Manager ∞ Receptionist/Registry Clerk Backup ∞ Tour Guides ∞ Gift Shop Clerk DIRECTOR OF PROGRAMS & SERVICES DIRECTOR OF IRECTOR OF EDUCATION DIRECTOR OF HEALTH D OCAL SERVICES & SOCIAL SERVICES L Early Childhood Educ. Ctr. Manager Social Development Coordinator Public Works Manager ∞ Infant Toddler Caregiver Community Support Worker ∞ Building Services Technician ∞ Early Childhood Educator Recreation Coordinator ∞ Public Works Labourers School Liaison Personal Care Attendant Bylaw/Emergency Services Officer Student Facilitators Homemakers ∞ Security Workers Kwum Kwum Lelum Coordinator Employment Training Coordinator ∞ Employment Training Assistant We strive to provide programs and services which are meaningful, appropriate and contribute to the Wellness of the Songhees Community The Songhees Nation Financial Administration Law, the first such law passed in Canada under the First Nations Fiscal Management Act ensures sound financial management and safeguarding of the Nations assets. Songhees Nation’s financial performance has been certified by the First Nations Financial Management Board enabling Songhees to become a borrowing member of the First Nations Finance Authority. Songhees programs and services operate under funding agreements. Indigenous and Northern Affairs Canada (INAC) is the primary funding agency. Songhees Nation has funding agreements with the First Nations Health Authority, Intertribal Health Authority and the Coast Salish Employment and Training Society. These agreements include provisions which govern eligibility for services, eligible expenditures, limits on funding levels and requirements for reporting. Grant funding has also been received from United Way and the Victoria Foundation. 6 7 LOCAL SERVICES Lands Management Songhees Nation exercises jurisdiction over disposition and use of Songhees Reserve Lands under the authority of the First Nations Lands Management Act and the Songhees Land Code. The Nation receives and registers, leases, subleases and land transfers in the First Nations Land Registry. In 2106, there were several leases requiring rent reviews and lease renewals. Housing Improved Housing is identified as a priority for the Nation. Songhees is working with the First Nation Market Housing Fund to build capacity and improve the housing program. There are 90 Member residences on New Songhees IR 1A including 37 homes owned by Songhees Nation under the Canada Mortgage and Housing Program and rented to Songhees members. Seven Members have completed their CMHC mortgages and own their homes fully. Public Works and Capital Works Structural remediation was completed for the Longhouse in 2016. Maplebank cleanup was a major project for the summer of 2016 to address fire safety and removal of trespassers on Songhees Nation land adjacent to the Longhouse. Property Taxation Under the provisions of the First Nations Fiscal Management Act. The Nation has the authority to collect property tax from taxable interests on Songhees Reserve Lands. There are 662 taxable interests including 653 Residential units, 5 Utilities and 6 Businesses. Annual local revenue from Property Taxation generates more than one million dollars for the provision of services such as fire protection, sewer and water and comprehensive services from the Capital Regional District. Emergency Preparedness Planning The Bylaw Office coordinates Emergency Response Preparedness, and liaisons with emergency services including the View Royal Fire Department and the RCMP Aboriginal Policing Branch. Songhees Wellness hosted an event for the Regional Emergency Management Partnership. The nation is represented on the steering committee and has begun to coordinate with other First Nations on the South Island. T'Sou-ke Chief Gordon Planes expressed the sentiment, we are family and we help one another. 8 HEALTH AND SOCIAL SERVICES Community Health and Wellness Programs Our Programs offer a safe and welcoming environment, encouraging participation in programs to improve the wellbeing of the Songhees Community. Wellness programs include primary health clinics, pre and post natal care, vaccination clinics, injury prevention training, oral health and chronic disease prevention and management such as diabetes clinics, foot care and diabetic shoe program. Songhees offers Nurse Practitioner services , homemaking and personal care, counselling, family support, family cooking classes and Parents Group. Family wellness events included community meals, mothers and fathers day bbqs, Elders Dinners and Cultural Nights sharing arts and crafts and food preservation skills. Community events include Halloween and Christmas Parties and family outings such as movie night and bowling. This year we hosted an Island Elders Luncheon for 250 Elders from Vancouver Island Communities. 9 EDUCATION SERVICES Early Childhood Education Centre Songhees Preschool offers a safe and supportive environment for children to begin their educational journey. The curriculum in the preschool is designed to prepare children for entry into public school as well as grounding them with community and family support for their education. Kindergarten to Grade 12 Under Songhees Nation’s Local Education Agreement, INAC funding provides public and private school tuition payments to the school districts and private schools. INAC education funding provides financial support for books, school supplies, student allowance, student fees, bus passes and graduation allowance. The Greater Victoria School District provides funding to employ a Student Liaison and Student Facilitators at Craigflower Elementary, Shoreline Middle School and Esquimalt High. Student Facilitators offer tutoring and mentoring to students. Kwum Kwum Lelum The afterschool homework club provides assistance
Recommended publications
  • 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.
    [Show full text]
  • GVHA-Indigenous-Business-Directory
    1 Company Name Business Type Contact Details Website Alexander Traffic Traffic Control Dore Lafortune Alexander Traffic Control is a local company providing traffic N/A Control Ltd. Company control services. Aligned Design Commercial & Lana Pagaduan Aligned Design works in flooring installations and commer- www.aligneddesignfp.co Residential Painting and cial & residential painting. They are 100% Indigenous m (under construction) Flooring Installations owned and operated. AlliedOne Consulting IT Strategy Gina Pala AlliedOne Consulting is a management consulting service www.alliedoneconsulting. specializing in IT Strategy and leadership, as well as Cyber com Security. Animikii Web Design Company Jeff Ward Animikii is a web-services company building custom soft- www.animikii.com (Animikii ware, web-applications and websites. They work with lead- Gwewinzenhs) ing Indigenous groups across North America to leverage technology for social, economic and cultural initiatives. As a 100% Indigenous-owned technology company, Animikii works with their clients to implement solutions that amplify these efforts and achieve better outcomes for Indigenous people in these areas. Atrue Cleaning Commercial & Trudee Paul Atrue Cleaning is a local Indigenous owned cleaning compa- https:// Residential Cleaner ny specializing in commercial & residential cleaning, includ- www.facebook.com/ ing Airbnb rentals. trudeescleaning/ Brandigenous Corporate Branding Jarid Taylor Brandigenous is a custom branded merchandise supplier, www.facebook.com/ crafting authentic marketing merch with an emphasis of brandigenous/ quality over quantity. 2 Company Name Business Type Contact Details Website Brianna Marie Dick Artist- Songhees Nation Brianna Dick Brianna Dick is from the Songhees/Lekwungen Nation in N/A Tealiye Victoria through her father's side with roots to the Namgis Kwakwaka'wakw people in Alert Bay through her mother's side.
    [Show full text]
  • July Newsletter
    SONGHEES COMMUNITY NEWSLETTER J U L Y 2 0 2 1 NEWSLETTER CommunIn this Issue ity General Meeting In this Issue Election Results - Page 2 DATE: JULY 13, 2021 Food Security - Page 3 RETRO GAMES FOR TIMETHE: 6:00 WEEKEND PM - 3 Clean & Green Yard Contest Winners - Page 4 WHERE: SONGHEES WELLNESS CENTRE Education - Pages 5-7 Health - Pages 8-10 AGENDA Lands - Page 11 6:00 PM - WELCOME FROM CHIEF SAM Job Postings - Pages 12-18 6:15 PM TO 7:30 PM - DEPARTMENT TABLES/INFORMATION Explore Songhees - Page 19 SHARING FNHA Cultural Supports - Page 20 6:15 PM TO 7:00 PM - LIGHT BBQ DINNER AVAILABLE (HOT DOGS, HAMBURGERS, CHIPS, WATERMELON, WATER) SONGHEES ELECTION RESULTS 2 FOOD SECURITY The Superstore Food Cards have been extended for July, August and September Cards will continue to have a value of 250.00 An expression of need will now be required from each household on a monthly basis. Please click on the link to complete this short survey to submit your expression of need. https://www.surveymonkey.com/r/WKH3GQ7 If you have a smartphone, you can hover over the QR Code with your camera to access the survey, please make sure you hold the camera still and give it a couple seconds to read the code WE HAVE A NEW PROCESS IN PLACE There will be 2 options for receiving the food card moving forward: E-Link (gift card sent to you by email) on July 28 In-person pick-up from the SWC on July 28 from 10:00 am to 4:00 pm only There will be no on-reserve deliveries Congratulations to the Winners We are cheering for you as you reach for your dreams! Dream Job Winners
    [Show full text]
  • “Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc
    “VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system.
    [Show full text]
  • 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.
    [Show full text]
  • Inspiring Life-Changing Learning
    INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part.
    [Show full text]
  • KI LAW of INDIGENOUS PEOPLES KI Law Of
    KI LAW OF INDIGENOUS PEOPLES KI Law of indigenous peoples Class here works on the law of indigenous peoples in general For law of indigenous peoples in the Arctic and sub-Arctic, see KIA20.2-KIA8900.2 For law of ancient peoples or societies, see KL701-KL2215 For law of indigenous peoples of India (Indic peoples), see KNS350-KNS439 For law of indigenous peoples of Africa, see KQ2010-KQ9000 For law of Aboriginal Australians, see KU350-KU399 For law of indigenous peoples of New Zealand, see KUQ350- KUQ369 For law of indigenous peoples in the Americas, see KIA-KIX Bibliography 1 General bibliography 2.A-Z Guides to law collections. Indigenous law gateways (Portals). Web directories. By name, A-Z 2.I53 Indigenous Law Portal. Law Library of Congress 2.N38 NativeWeb: Indigenous Peoples' Law and Legal Issues 3 Encyclopedias. Law dictionaries For encyclopedias and law dictionaries relating to a particular indigenous group, see the group Official gazettes and other media for official information For departmental/administrative gazettes, see the issuing department or administrative unit of the appropriate jurisdiction 6.A-Z Inter-governmental congresses and conferences. By name, A- Z Including intergovernmental congresses and conferences between indigenous governments or those between indigenous governments and federal, provincial, or state governments 8 International intergovernmental organizations (IGOs) 10-12 Non-governmental organizations (NGOs) Inter-regional indigenous organizations Class here organizations identifying, defining, and representing the legal rights and interests of indigenous peoples 15 General. Collective Individual. By name 18 International Indian Treaty Council 20.A-Z Inter-regional councils. By name, A-Z Indigenous laws and treaties 24 Collections.
    [Show full text]
  • Bell Bella Community School
    Table of Contents Introduction......................................................................................................................... 2 Aatse Davie School............................................................................................................. 5 Bella Bella Community School .......................................................................................... 6 Bonaparte Indian Band ....................................................................................................... 7 Boothroyd Band..................................................................................................................8 Boston Bar First Nation ...................................................................................................... 9 Cape Mudge Band............................................................................................................. 10 Chemainus First Nation .................................................................................................... 11 Campbell River Indian Band ............................................................................................ 12 Canim Lake Indian Band .................................................................................................. 13 Cayoose Creek Band......................................................................................................... 14 Chief Atahm School.......................................................................................................... 15 Doig River
    [Show full text]
  • Agent Profile Company Name
    International Education 100 West 49th Avenue Vancouver, B.C. CANADA V5Y 2Z6 Agent Profile Company Name Address City State/Prov/Pref Country Postal Code Telephone Fax Company Web Site Signing Officer’s Name Signing Officer’s Title Contact Person’s Name Contact Person’s Title Contact Person’s E-mail Agent Questions 1. What is the purpose of your company? 2. How long have you been an agent for overseas educational institutions? Langara College 3. What other recruiting agencies, companies or partners do you work with? 4. Which schools do you currently have contracts with? Alexander College Centennial College B.C.I.T. Conestoga College Camosun College Durham College Capilano University Fanshawe College College of the Rockies George Brown College Columbia College Georgian College Coquitlam College Humber College Douglas College Mohawk College Fraser International College (FIC) Seneca College Kwantlen Polytechnic University Sheridan College North Island College Mount Saint Vincent University Okanagan College Mount Alison University Simon Fraser University (SFU) Queens University Thompson Rivers University (TRU) York University Trinity Western University (TWU) University of Alberta University of the Fraser Valley (UFV) University of Calgary University of Northern British Columbia University of Manitoba (UNBC) University of New Brunswick University of Victoria (UVic) University of Saskatchewan Vancouver Community College (VCC) University of Western Ontario Vancouver Island University (VIU) University of Windsor British Columbia School Districts:
    [Show full text]
  • Inspiring Life-Changing Learning
    INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part.
    [Show full text]
  • 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.
    [Show full text]
  • FNFC Workforce Intake Form
    INDIGENOUS FORESTRY WORKFORCE INTAKE FORM This intake form is intended to understand the needs of community members in order to improve upon our future services, programs, and offerings. All personal information will be used only for the purposes of BC First Nations Forestry Council and will not be shared or distributed with third parties. NAME: First Name Last Name E-MAIL ADDRESS PHONE NUMBER ADDRESS: PLEASE CHECK ONE: First Nation Status First Nation Non-status Metis Registered Metis Non-registered Canadian (Not First Nation or Metis) Other:__________________________ 1 | P a g e FNFC WORKFORCE STRATEGY PLEASE CHECK ONE: Female Male Other INDIGENOUS COMMUNITY: Live in First Nation Community (On-reserve) Live away from First Nation Community (Off-reserve) AGE: 15 – 18 years of age 19 – 25 years of age 26 – 34 years of age 35 – 42 years of age 43+ years of age EMPLOYMENT STATUS: Employed Full-time Part-time (Work less than 20 hours per week) Unemployed Student EI (Employment Insurance) Retired EDUCATION LEVEL : Need High School Upgrading High School Graduate Certificate/Diploma Recipient 2 | Page FNFC WORKFORCE STRATEGY College/University Graduate Forestry Program:________________________ Trades Program:____________________________ Other __________________________ DRIVER’S LICENSE: Do you have a Valid B.C Driver’s License? Yes No If yes please describe (L, N or Class 5 or 1):______________________________________ DO YOU FACE BARRIERS TO EMPLOYMENT: Lack of Work Experience No Resume or Cover Letter Lack
    [Show full text]