Chief Dan George: Forward-Looking Trailblazer Chief Dan George Was Born in 1899 and Passed “Dad and the Whole Family Were Very Nervous,” Away in 1981 at the Age of 82

Level 2 Grade 8 & up ing Brid tanding Throu d ers gh C d g l n ur i g U re in nt e ild E u u ve B n s y ts B B

2 7 0 1 1 9 e / g 2 0 a 2 p 0 : p I i s h s u rs e e 5 d a C e hi L ef s D ou r. R en ob dig ert In Joseph page 10 Building Bridges Level 2 Acknowledgements:

PUBLISHER We are grateful to the Lekwungen Speaking Peoples and to Eric Wieczorek the Esquimalt, Songhees, and WSÁNEĆ Nations on whose traditional lands many of our contributors now live and raise EDITOR-IN-CHIEF our families. We are also grateful to Indigenous leaders, past, Janet Radschun Wieczorek present, and future, who continue to protect the land and its peoples, and guide a vision for a better future for all. CONTRIBUTORS Tasha Henry Hay swx’qa! Mîkwêc! Wela’lin! Thank you! Charla Huber Catriona Misfeldt Tina Savea ARTISTS/ILLUSTRATORS Mission Statement: Brianna Marie Dick LesPlan Educational Services Ltd. aims to help teachers develop LAYOUT AND DESIGN students’ understanding of and ability to critically assess current Jigsaw Design issues and events by providing quality up-to-date, affordable, ready-to-use resources. Building Bridges: • allows for differentiated learning.Building Bridges is available in two levels, and in English and French, to meet your students’ varied learning needs. LesPlan Educational Services Ltd. #1 - 4144 Wilkinson Road • is tech-friendly. Project each month’s pdf on your Promethean or Victoria BC V8Z 5A7 Smart Board to read articles together. Our pdfs also work seamlessly www.lesplan.com with assistive reading technology, and the Word version of the [email protected] articles can be uploaded to Google Classroom.

Phone: (toll free) 888 240-2212 • is easy to use. Easily access links referenced in Building Bridges by Fax: (toll free) 888 240-2246 visiting www.lesplan.com/en/links. Twitter: @LesPlan Subscription Information: Copyright LesPlan Educational Services Ltd. Building Bridges is published ﬁve times during the school year, every All rights reserved. two months beginning in mid-September. A full-year (5-issue) subscription costs $150. Subscribe at www.lesplan.com. Permission granted to photocopy this resource for use by all students and teachers within one school. About the cover design:

We welcome your comments and “[This design shows] two hands, Indigenous and Canadian, appreciate your suggestions. working together through reconciliation with a ring of cedar surrounding them to represent the medicine to help through this process.” – Coast Salish artist Brianna Marie Dick, August 2018

2 Building Bridges 2019/2020: Level 2, Issue 5 An Overview

Many educators across Canada have been responding to the Truth and Reconciliation Setting the tone Commission Calls to Action through their planning Setting a positive and empathetic tone in your and practices. As a non-Indigenous teacher, I know classroom is essential to the exploration of that this work means I will make mistakes. I also Indigenous issues. For instance, at the root of know that I can’t know everything. Thank goodness! exposing Canada’s investment in the Indian Act This work isn’t about knowing more; this work is and residential schooling is the discussion of what about learning and asking questions alongside your constitutes racism and discrimination. These topics students. It’s also about learning to ask the right are, and should be, sensitive for your students to questions in a humble way, and to imagine bridges enter into. A classroom environment that invites through our colonial past. But how do we engage perspectives, and critically examines inherited belief in the work of reconciliation alongside curricular systems, must ﬁrst establish a set of rules to live by. learning outcomes in an authentic and Also, keep in mind that our colonial history includes meaningful way? some very painful memories for many Indigenous This series of lesson plans is designed to invite you families and communities, and care must be taken and your students into the complex dialogue that is to enter into and exit conversations in ways that crucial to any work around reconciliation. By teaching do not cause unintended emotional upset or harm. students the tools to ask thoughtful questions, and Indigenous students should never be called upon to think carefully and critically about the questions to speak to culture or Indigenous politics in the they ask, we begin the hard work needed to build classroom unless they have initiated the input or it is better relationships between non-Indigenous and precipitated by private conversation with students Indigenous Peoples in Canada. and their parents.

In this publication, current events and issues will be presented as opportunities for informed discussions Action: Ask your students to come up with and classroom inquiry that ultimately encourage a list of body language, words, attitudes, students to ask the bigger questions that affect the and behaviours that constitute a positive societies we live in: Is this right? Is this just for all? classroom environment. Keep these posted What is better? in the classroom as a baseline criteria for entering into the subject of Canada’s treatment of Indigenous Peoples.

3 Building Bridges 2019/2020: Level 2, Issue 5 Creating learning environments that reflect the First Peoples Principles of Learning Aim to nurture a learning environment that embodies Learning involves patience and time. the First Peoples Principles of Learning. As the First Learning requires exploration of one’s identity. Nations Education Steering Committee expressed, these principles are not rigid terms or isolated Learning involves recognizing that some knowledge lessons, but more, a way of being with your learners is sacred and only shared with permission and/or in and a way of viewing learning in general. Each Nation certain situations. may have its own perspectives around learning and teaching, but these principles can be seen as generally agreed-upon starting points that invite all Action: Ask your students to describe, in their teachers and learners to view learning through an own words, what the FPPL look like, feel like, Indigenous lens. I have these posted in my classroom, and sound like in the classroom setting. Have and I refer to them often. them list their thoughts, words, and feelings on sticky notes and post their responses under Learning ultimately supports the well-being of the each principle. Leave these up on your wall to self, the family, the community, the land, the spirits, set a tone for all learning across the curriculum. and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on You can learn more about these principles at: reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of http://www.fnesc.ca/wp/wp-content/ one’s actions. Learning involves generational roles uploads/2015/09/PUB-LFP-POSTER-Principles-of- and responsibilities. Learning-First-Peoples-poster-11x17.pdf Learning recognizes the role of Indigenous https://firstpeoplesprinciplesoflearning.wordpress. knowledge. Learning is embedded in memory, com history, and story.

Notes on assessment: Moving beyond empathy We are trained as teachers to measure learning Watch each student’s learning unfold, at his own in students. I feel it is important in this particular pace, in her own words, and encourage ways to endeavour that we don’t reduce students’ learning stretch individual learning. to a grade or a percentage. What you can measure is the depth to which your students are able to think Tasha Henry, Victoria, B.C. critically about an issue, and the degree to which they can communicate their thinking through listening, speaking, and writing. Try using self-assessment Action: Ask students to keep a reﬂection journal tools, or a current events portfolio with an oral to record their thoughts after each lesson. Make interview, as assessment strategies. Focus on sure they understand that the journal is for your speaking and listening as important indicators of a eyes only. Encourage them to make connections student’s thinking and communication skills. Use to their own life, stories, and experiences. Make dialogue, discussion, and reﬂection as a way for sure you don’t use evaluative language when each student to express his or her own entry point responding to their journal. A simple “thank and degree of critical analysis of each current event. you” for allowing you to witness their journey is Keep the focus on the quality of questions asked, as sufficient. opposed to coming up with solutions or answers.

4 Building Bridges 2019/2020: Level 2, Issue 5 About This Issue

Introduction: In uncertain times such as these, we look to leaders to light the path and guide our efforts. Indigenous cultures around the world have, for millennia, structured their leadership and governance around belief systems that support all the aspects of community, individuals, and global health, as well as relationships to the land. For this reason, we look to our Indigenous leaders to provide a more holistic direction that embraces spiritual and cultural wellness as well as economic and social prosperity.

In this issue, students will examine what sets Indigenous leadership apart from other forms of leadership. By listening to the stories of powerful Indigenous leaders, students will be able to identify what qualities make a leader worth following. By analyzing the work of a few key Indigenous leaders in Canada, students will begin to understand the complex history of First Nation self-governance, the ongoing effects of the Indian Act and the Indian Residential School System on First Nation governance, and the tensioned negotiations between Canada and our First Nations. At this particular time, more than ever, students are being asked to be global citizens, make educated judgements, and engage in a democratic process that advocates for all people – past, present, and future. Our hope is that this issue helps students navigate this complex terrain, by highlighting exceptional Indigenous leaders and leadership. Learning outcomes: I can:

• describe the difference between elected and hereditary Chiefs and describe the different systems of First Nations government.

• ﬁnd evidence of the legacy of the Indian Act on Indigenous leadership disputes through past and current events in Canada.

• identify the qualities or traits of effective leaders using sophisticatedvocabular y.

• make reasoned, ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond to historical events. (B.C. Grade 8-10 Social Studies Curricular Competency)

• explain and infer different perspectives on pastor present people, places, issues, or events by considering prevailing norms, values, worldviews, beliefs, and perspectives. (B.C. Grade 9 Social Studies Curricular Competency)

• think critically, creatively, and reﬂectively to explore ideas within, between, and beyond texts. ( B.C. Grade 9 Language Arts Curricular Competency) Skills: I can:

• use inquiry processes to ask questions, and interpret and analyze ideas.

• identify the impacts of signiﬁcant events in history on Indigenous Peoples.

• communicate my thinking articulately with evidence and examples.

• make reasoned, critical, and ethical judgements with examples from the text.

5 Building Bridges 2019/2020: Level 2, Issue 5 Essential questions: • What qualities or characteristics deﬁne an effective and powerful leader?

• How has Indigenous leadership in Canada been affected by colonization?

• What is collectivist leadership and how might it affect decision making?

• In what ways do personal experiences and stories shape our opinion of leaders?

• How has the Indian Act affected First Nation self-governance today?

• How are Indigenous values evident in the actions and words of Indigenous leaders?

• As societies and communities increase in complexity due to technology and shared global concerns, how can Indigenous leadership inform new systems of laws and governance?

6 Building Bridges 2019/2020: Level 2, Issue 5 Territory Acknowledgement

Acknowledging the traditional territory of First Nations is a wise practice that honours the Peoples who have lived, since time immemorial, on the land that we now occupy. The act shows respect and recognizes First Peoples’ ongoing presence on the land.

A Territory Acknowledgement is usually given at the beginning of an assembly, meeting, performance, or other public gathering. It is also an appropriate way to start your lessons.

The following resources may help you write an appropriate Territory Acknowledgement with your class:

1. Find out whose traditional territory your school or community is built on. Use this interactive map of traditional territories of Indigenous Peoples across Canada developed by Native Land to help you: https://native-land.ca/.

2. Learn more about the protocols for acknowledging territory by reading the information shared by Native Land at: https://native-land.ca/territory-acknowledgement/.

3. Look at examples of acknowledgements by various post-secondary institutions across Canada on the Canadian Association of University Teachers (CAUT) website at: https://www.caut.ca/content/guide-acknowledging-ﬁrst-peoples-traditional-territory.

7 Building Bridges 2019/2020: Level 2, Issue 5 Talking Circles

Talking Circles originated with First Nations leaders. They were used to ensure that all leaders in the tribal council were heard, and that those who were speaking were not interrupted. Usually the Chief would begin the conversation. Then, other members would respond and share their own thoughts and feelings.

It is appropriate to use Talking Circles to structure discussions based on the curriculum in this publication. The format highlights how everyone is connected. It also ensures that everyone taking part has an equal voice.

Before conducting a Talking Circle, students must understand and respect the process. Here are some guidelines:

• The group sits in a circle so that everyone can see each other.

• One person introduces the topic for discussion – this is usually the teacher or group leader.

• An object, like a talking stick or feather, may be passed from person to person during the Circle. Only the person holding it may speak. Any item that is special or has meaning to the class is appropriate, as long as it is only used during Talking Circles.

• Everyone listens respectfully. This means giving the speaker their full attention.

• Everyone is given a chance to speak. However, participants may pass the object without speaking if they wish.

• It is respectful to introduce oneself before speaking. Speakers should use ‘I’ statements and ‘speak from the heart’, stating what they are thinking or feeling. They should avoid commenting on what other people have said.

• When everyone has had a chance to speak, the object can continue to be passed around until the discussion concludes.

Consider giving students time to reﬂect following the discussion. They can think about how the discussion inﬂuenced their opinions or ideas. They can also assess how they felt during the activity, what they learned, and what they might do differently next time.

Sources: • BC First Nations Land, Title and Governance Teacher Resource Guide, First Nations Education Steering Committee and First Nations Schools Association, c. 2019 (p. 20). http://www.fnesc.ca/governance-2/

• http://ﬁrstnationspedagogy.ca/circletalks.html

8 Building Bridges 2019/2020: Level 2, Issue 5 Before Reading

1. Brainstorm a list of the many different types of leaders in the world (such as: parent, coach, auntie, principal, teacher, cousin, politician, neighbour, religious/spiritual leader). Then, consider the following questions:

• Do you listen to the advice of leaders in your life? Why or why not?

• In what ways does respect play a part in how you view their leadership?

• As you see it, do leaders always hold positions of power?

• Are the leaders in your life elected, or are they informal leaders?

2. Great leaders often share speciﬁc character traits or qualities. Create a word cloud that identiﬁes characteristics of a good leader. Draw or sketch your word cloud, making sure your big concepts are the biggest words. Alternatively, you may use this site to create your cloud: https://www.jasondavies.com/ wordcloud/ Share your word cloud with your teacher or a family member.

9 Building Bridges 2019/2020: Level 2, Issue 5 Chief Dr. Robert Joseph: Peace-Builder and Inspiring Leader

Have you heard of Dr. Robert hard to ﬁnd ways to connect right thing to do,” Dr. Joseph said Joseph? A hereditary Chief of Indigenous and non-Indigenous during a TED Talk. “I have great, the Gwawaenuk First Nation, he people. His goal? To further the deep hope and optimism for this is a well-known leader within his reconciliation that he believes is country. I love Canada very much Nation and across the country. not only possible, but necessary. and I love all of its people and the array of diversity and difference.” Dr. Joseph values his Indigenous “We must respond to the call for heritage and culture, and he works reconciliation, because it’s the

Deﬁnitions Indigenous: of or relating to all peoples indigenous to a region. In Canada, the term includes First Nations, Inuit, and Métis. reconciliation: the reestablishment of a broken relationship, such as between Indigenous Nations and Canada

10 Building Bridges 2019/2020: Level 2, Issue 5 Chief Dr. Robert Joseph: Awards and Recognition 2003 Honorary Doctorate Law Degree from the University of British Columbia.

2012 Diamond Jubilee Medal by the Governor General of Canada.

2014 Jack P. Blaney Award for Dialogue from Simon Fraser University.

2014 Honorary Doctorate of Divinity from Vancouver School of Theology.

2014 Diversity and Inclusion Award of Excellence from City of Vancouver.

2015 Deputy Ministers’ Recognition Award for Collaboration and Partnerships.

2015 Appointed to the Order of British Columbia.

2015 Named one of the “50 Most Powerful People in Vancouver” by Vancouver Magazine.

2016 Received the Wallenberg-Sugihara Civil Courage Award.

2016 Indspire Lifetime Achievement Award.

2018 Received an Honorary Doctorate of Laws from Vancouver Island University.

2018 Named an Officer of the Order of Canada.

Sharing a difficult history One of the ways Chief Dr. Robert he talks about the impact of his family to attend St. Michael’s Joseph tries to build bridges is by Residential Schools on the Residential School in Alert Bay, educating non-Indigenous people children who attended them, as located on a small island off the on the Indigenous worldview. He well as on their families and on northern tip of Vancouver Island. shares the history of Indigenous Canada as a whole. At the school, he endured years of Peoples and how colonization abuse. has affected them. In particular, His sharing is personal. At six years of age, he was taken from

Reconciliation Canada Now, as an adult, Chief Dr. Robert In 2012, he founded engage in dialogue and take part Joseph is using the trauma and Reconciliation Canada, an in valuable experiences aimed at pain caused by his experiences to organization that creates space bridging the differences brought help further reconciliation. and platforms for Canadians to about by intolerance, lack of

Deﬁnitions colonization: the taking control of another nation by going to live there or by sending people to live there. In this case, the taking control of Indigenous lands by European settlers beginning in the 1500s. Residential Schools: government-funded, church-run schools that some 150,000 Indigenous children were forced to attend beginning in the 1880s. The aim of the schools was to assimilate Indigenous children by separating them from their families and communities and not allowing them to speak their languages. Students were poorly treated, and many were abused. The last school closed its doors in 1996.

11 Building Bridges 2019/2020: Level 2, Issue 5 understanding, and racism in Reconciliation Canada prides also does not shy away from Canada and abroad. itself on hosting open, honest, and talking about the historical transparent conversations that injustices that Indigenous Peoples “Reconciliation isn’t just for discuss challenges and historical have faced, and this candour governments and churches, it’s events that have played a role in is one reason why he, and for all of us and we need you to the divide between Indigenous Reconciliation Canada, have been be a part of this,” Chief Dr. Robert and non-Indigenous communities. effective in their work. Joseph told the audience during Chief Dr. Robert Joseph himself one of his TED Talks.

Generous leadership Over the years, leaders from As well, Chief Dr. Robert Joseph “When we are reconciled, we across Canada have turned has given his time to the Indian will live together peacefully and to Chief Dr. Robert Joseph for Residential School Survivors in harmony,” Chief Dr. Robert guidance on reconciliation. Society, which provides Joseph has said. “When we are Former Prime Minister Stephen counselling and support for reconciled, we will be gentle Harper worked with him in Residential School Survivors. A with one another, we will be selecting the language for the Ceremonial House Speaker, he caring and compassionate. When 2008 apology to First Nations is also a passionate supporter of we are reconciled, justice and for Canada’s Residential efforts to revitalize the Kwak’wala equality will prevail. We when are Schools, and Chief Dr. Robert language, and of Indigenous reconciled, everyone born here Joseph was an advisor for the culture in general. And of course, will live with dignity, purpose and Truth and Reconciliation he spends much of his time value.” Commission (TRC). speaking to the public, sharing his story and his vision and his hope for reconciliation.

Definitions candour: the quality of being honest and straightforward in attitude and speech transparent: a transparent process, activity, or organization does not try to keep anything secret Truth and Reconciliation Commission (TRC): a three-person panel led by Justice Murray Sinclair and established by the federal government in 2008 that aimed to find out what happened at Indian Residential Schools and inform all Canadians. Over seven years, the TRC visited hundreds of communities and heard testimony from 7000 survivors. Its final report, released in 2015, contained 94 Calls to Action to address the legacy of Residential Schools and move towards reconciliation.

12 Building Bridges 2019/2020: Level 2, Issue 5 After Reading

A. Discussion 1. In what ways does Chief Dr. Robert Joseph lead others in his Nation as well as Canadians across the country?

2. What reasons can you suggest to explain why Chief Dr. Robert Joseph is so respected as a leader?

3. What did you learn about the role Canadians need to play in reconciliation from Chief Dr. Robert Joseph’s words and actions?

4. Reread Chief Dr. Robert Joseph’s beliefs on reconciliation (the quotes in the article). Why do you suppose it is important for a leader, like Chief Dr. Robert Joseph, to share his vision publicly and widely? B. Exploration and Reflection • With a partner, brainstorm the qualities of an effective leader. Aim for at least 27 qualities in your brainstorming. Use your word clouds (generated before reading the article) for reference, and/or conduct some additional research on leadership traits, such as those found in this pdf file from ReadWriteThink.org: http://www.readwritethink.org/files/resources/p-as_docs/sample_character_traits.pdf

• Individually, select the top 10 qualities of an effective leader – those qualities that you believe are essential for all leaders to possess. Write these top 10 qualities in the left-hand column of the organizer The Qualities of An Effective Leader (p. 14).

• Then, use the article to look for evidence of Chief Dr. Robert Joseph’s leadership – the words, actions, beliefs, and experiences that make him an effective leader.

• When ﬁnished, create a symbol (2-D, 3-D) that reﬂects Chief Dr. Robert Joseph’s greatest quality as a leader. Share your symbol, and the story behind the symbol, with the class in a closing circle.

13 Building Bridges 2019/2020: Level 2, Issue 5 The Qualities of an Effective Leader Directions: List the top 10 qualities of an effective leader in the chart. Then, use the article to look for evidence of Chief Dr. Robert Joseph’s leadership qualities – his words, actions, beliefs, experiences – that make him an effective leader.

Qualities Evidence

10.

14 Building Bridges 2019/2020: Level 2, Issue 5 Extensions 1. Many great leaders have earned their wisdom and strength through experiencing hardship. In what ways might Chief Dr. Robert Joseph’s experiences in Residential School have given him the wisdom and strength to guide Canada through the complex process of reconciliation? Explain.

2. Research one of the awards or honours, listed in the article sidebar, that Chief Dr. Robert Joseph has received. List the criteria for this award/recognition. What does this criteria suggest about Chief Dr. Robert Joseph as a person, as well as about his leadership qualities and his life decisions? Explain.

3. In a Simon Fraser University video series, Chief Dr. Robert Joseph shares many stories. To learn more about his life and how he came to be a leader in his community and the world, watch these ﬁve short videos, each 3-7 minutes in length: https://www.sfu.ca/dialogue/watch-read-discover/reconciliation-chief-robert- joseph/reconciliation-videos.html

• As students watch the videos, invite them to reﬂect on Chief Dr. Robert Joseph’s message. A What / So what? / Now what! organizer might focus students’ thinking. What do they learn about Chief Dr. Robert Joseph’s culture and ancestry, his experience in Residential School, and the importance of reconciliation from his stories? So what is important about his stories? His message? Now what?: As a result of listening to and thinking about Chief Dr. Robert Joseph’s personal story, how has their understanding of reconciliation changed? Do personal stories motivate us to act in a different way? How so?

4. Watch the short video Truth and Reconciliation with Chief Robert Joseph at https://www.youtube.com/ watch?v=O_jUXiOSbp4 [4:30] What turn of phrase at the end of the video captures Chief Dr. Robert Joseph’s charge to Canadians?

5. To learn more about Chief Dr. Robert Joseph’s vision for reconciliation, watch his TEDx talk Healing a Nation Through Truth and Reconciliation at https://www.youtube.com/watch?v=rJQgpuLq1LI [10:30]. As they watch, ask students to reﬂect on how his overarching message ‘we are all one’ helps connect Indigenous and non-Indigenous people and encourages us to work together to bring about reconciliation.

6. “Chief” is an English word. What is the word for ‘leader’ according to the First Nation or Nations on whose land you live? Who is the hereditary chief on the traditional lands on which you live? What interesting facts can you ﬁnd out about his/her story?

7. Visit the websites of the various initiatives Chief Dr. Robert Joseph has been part of. In what ways are these initiatives and organizations helping him spread his vision and accomplish his dreams?

• Reconciliation Canada: https://reconciliationcanada.ca/

• Truth and Reconciliation Commission of Canada: http://www.trc.ca/

• Indian Residential School Survivors Society: http://www.irsss.ca/

8. “Before the pandemic, I attended a conference in Vancouver and had the privilege of hearing Chief Dr. Robert Joseph speak to a large audience. He spoke about reconciliation being ‘an ancient spiritual imperative’ and encouraged us to create necessary change by cultivating love towards one another. He asked us to stand and turn to our neighbour and say, ‘I care about you’. In that moment, I knew in my bones that Chief Dr. Robert Joseph was a true leader. Today, and for all days, I carry his message with me; that kindness can light the way – especially through the dark times.” (Tasha Henry)

In times of crisis, we look to our leaders to point us in the right direction. Now that I have shared my personal story of receiving a teaching from Chief Dr. Robert Joseph, can you think of examples in your own community where people have valued kindness and caring as remedies for fear and crisis?

15 Building Bridges 2019/2020: Level 2, Issue 5 Before Reading

Before reading the article, complete the following Anticipation Guide by reading each statement, then checking whether you ‘Strongly Agree’ or ‘Strongly Disagree’:

Strongly Strongly Statement Agree Disagree 1. A good leader inspires people.

2. All leaders hold positions of power.

3. All Indigenous leaders are hereditary Chiefs.

4. Indigenous Peoples have always had elected Chiefs.

5. Band councils are the only form of Indigenous government.

6. Most Indigenous leaders prioritize the needs of the community over the needs of the individual.

7. The Assembly of First Nations is an Indigenous government.

8. Traditionally, there is only one way that all Indigenous communities determine who their leaders are.

9. It’s possible to be a powerful leader and a peace-maker.

10. Considering the impact of an action or decision on future generations is a traditional Indigenous leadership trait.

16 Building Bridges 2019/2020: Level 2, Issue 5 Indigenous Leadership in Canada

Leaders help to guide and inspire years. They existed here long by leaders who increasingly pair people in many situations and on before settlers arrived. Since Traditional Teachings, cultural different scales. colonization, they have had values, and Indigenous ways of to navigate a changing world knowing with Western leadership Parents and grandparents lead that has brought hardship styles and approaches. families. There are leaders in and catastrophic events, and every workplace, school, club, threatened the Indigenous way of These leaders hold a variety and organization. Leaders life. of positions. Some are Chiefs govern our cities, provinces and or Elders of Indigenous territories, and our country. They Today, Indigenous Peoples communities, others are CEOs or also guide and govern Indigenous continue to work to ﬁnd their members of Boards of Directors. communities. place in the country while Still others are artists, musicians, addressing the impact of athletes, doctors, and lawyers. Indigenous Peoples have been colonization. They are guided in Canada for thousands of

Leadership within Indigenous Nations Leadership of Indigenous communities have elected communities, the hereditary Chief Nations varies from community councillors and a hereditary Chief. commonly has more of a cultural to community. Some Nations than a governing role. Sometimes, are governed by elected In communities that are governed a hereditary Chief runs in an Chiefs. Others are governed by an elected Chief, there is also election to become an elected by a hereditary system. Some often a hereditary Chief. In these Chief.

Hereditary Chiefs What is the difference between Each community and family has the First Nation’s territory hereditary and elected Chiefs? its own way of determining who is and ensuring that the Nation’s Hereditary Chiefs earn their title given the role. Some communities Traditional Teachings and cultural through their bloodline; it is a follow a patriarchal system. values are upheld while doing so. role that is passed down through Others are matriarchal. families. “Hereditary leaders have Often, the hereditary Chiefs’ responsibilities. When we talk responsibilities include protecting about traditional leadership, it’s

Deﬁnitions colonization: the taking control of another nation by going to live there or by sending people to live there. In this case, the taking control of Indigenous lands by European settlers beginning in the 1500s. First Nations: Indigenous Peoples in Canada excluding Inuit and Métis hereditary: inherited or inheritable by established rules of descent; passed down from parent to child Indigenous Peoples: all peoples indigenous to a region. In Canada, the term includes First Nations, Inuit, and Métis. matriarchal: describing a form of social organization in which a female is the family head and title is traced through the female line patriarchal: describing a form of social organization in which a male is the family head and title is traced through the male line

17 Building Bridges 2019/2020: Level 2, Issue 5 much heavier on responsibilities and Politics and an associate than it is on authority. Hereditary professor, First Nations and Elected Chiefs leadership goes back to Indigenous Studies and Political By comparison, the position of an time immemorial, and it is Science at UBC, according to an elected Chief was created through intrinsically tied to a territory and interview with CTV News. the Indian Act of 1876 and is a the land,” said Professor Sheryl result of colonialism in Canada. Lightfoot, the Canada Research Elected Chiefs earn their position Chair in Global Indigenous Rights by winning an election in the same manner that mayors are elected to municipalities. An elected The Assembly of First Nations Chief governs the community The Assembly of First Nations the work of the AFN. The with other elected councillors, (AFN) is a national advocacy organization is governed by and the elected officials are organization that represents the National Executive, which generally elected for a two- or 634 First Nations communities consists of a National Chief, four-year term, depending on the across Canada. ten Regional Chiefs, and the community. chairs of the Elders Council, Created in 1982, the goal “It’s incredibly simple,” Grand the Women’s Council, and the Chief Stewart Phillip, with the of the AFN is to ensure First Youth Council. Nations in Canada have a Union of B.C. Indian Chiefs, voice. The AFN facilitates The Chiefs are elected every explained to CTV News when and coordinates national and three years. Perry Bellegarde, a asked about the differences regional discussions, conducts member of the Little Black Bear between hereditary and legal and policy analyses, and First Nation in Saskatchewan, elected Chiefs. “Band councils communicates with various is currently serving his second have authorities, powers, and levels of government. The term as National Chief. He jurisdiction on the reserve land organization also works to has had many Indigenous base itself. And where the border strengthen the relationship leadership roles, including of the reserve ends, so ends their between First Nations and the serving as Chief of his Nation power and jurisdiction.” government. and Chief of the Federation of Saskatchewan. Leaders from First Nations across the country guide

Deﬁnitions advocacy: strong public support for something band: the basic unit of government for Indigenous Peoples subject to the Indian Act (Status Indians or First Nations) chair: the person who is in charge of a meeting, committee, or company collectivist: emphasis on collective rather than individual action or identity Indian Act: a Canadian federal law through which the federal government administers Indian status, local First Nations governments, and the management of reserve land and communal monies intrinsically: relating to the essential qualities or features of someone or something jurisdiction: the right and power to interpret and apply the law reserve: under the Indian Act, an Indian Reserve is land held by the Crown “for the use and beneﬁt of the respective bands for which they were set apart” under treaties or other agreements time immemorial: used to refer to a point of time in the past that was so long ago that people have no knowledge or memory of it

18 Building Bridges 2019/2020: Level 2, Issue 5 However, there is one theme that all community members are The community common to most Indigenous taken care of. People with more comes ﬁrst leadership: the acknowledgement will share to ensure everyone Just as there are many different of the collectivist nature of has enough. Indigenous communities. kinds of leaders, there are also That’s why Indigenous leaders different leadership styles. These In Indigenous communities, most usually focus on community styles depend on a leader’s members do not strive to be members as a group, and why personality, life experiences, and better or more successful than governance is motivated by the the group of people being led. others in the community. Instead, needs of the community. Indigenous leaders, like everyone is seen to be important, all leaders, do not follow a and crucial to the community as one-size-ﬁts-all approach. a whole. So, the goal is to ensure

Chief Poundmaker: Caring for his community Pitikwahanapiwiyin, better this, so they began slaughtering Shortly afterward, Canadian known as Chief Poundmaker, the buffalo in the masses. Their forces retaliated by attacking was a Cree leader in the 1800s aim was to starve the Cree, Chief Poundmaker’s who ensured his community so that they would be more encampment at Cut Knife Hill. members were cared for, even in likely to sign the treaties being The Chief’s warriors defended challenging times. negotiated at the time. their community, and overcame the Canadian attackers. When In 1885, Canada was in the The treaties promised the Cree the Canadians began to retreat, middle of an uprising called food, but required them to move Chief Poundmaker convinced the Northwest Rebellion. The onto reserves. Faced with the the Cree warriors not to pursue rebellion was a violent, five- starvation of their people, many the soldiers, a move that saved month conflict against the Indigenous leaders, including many lives. Canadian government, fought Chief Poundmaker, felt they had mainly by Métis and their First no choice but to surrender their Still, despite his actions and Nations allies in what is now land. intentions, when the Northwest Saskatchewan and Alberta. Rebellion ended, Chief Many Indigenous leaders, However, Indigenous leaders Poundmaker was convicted of including Chief Poundmaker, soon found to find that the treason-felony. His supporters tried to distance themselves food they were provided wasn’t say he died in 1886 with an from the Rebellion and steer enough for their Peoples’ unfairly tarnished reputation. clear of the conflict. survival, and Chief Poundmaker decided to travel to a nearby In 2019, Prime Minister Justin During that time, the Cree lived town to ask for help. When he Trudeau exonerated Chief around the buffalo. There were and his entourage arrived, they Poundmaker from all the crimes 60 million of these animals found that all the residents were and wrongdoing he was accused on the Plains, and the Cree gone. Frustrated and hungry, and convicted of and offered depended on them for survival. they raided the town for food a formal apology on behalf of The settlers on the Plains knew before they left. Canada.

Deﬁnitions exonerate: to officially state or prove that someone is not to be blamed for something felony: a serious crime such as murder or robbery tarnish: tainted; viewed in a negative light treason: the crime of helping your country’s enemies or of trying to destroy your country’s government

19 Building Bridges 2019/2020: Level 2, Issue 5 Chief Dan George: Forward-looking trailblazer Chief Dan George was born in 1899 and passed “Dad and the whole family were very nervous,” away in 1981 at the age of 82. said his son, Leonard George, in an interview with the Canadian Press. “To stand up and tell the truth A well-known actor, public speaker, storyteller, in such a profound way, he had no idea how the and author, Chief Dan George was a spiritual public would take that.” leader for his community, too. He was also a Residential School Survivor, and passionate about Today, a public speech like that would ﬁghting for Indigenous rights. He is well-known for be commonplace, but back then it was a his outspokenness on Indigenous issues. revolutionary act. However, it was very well received by all in attendance and has become a One of Chief Dan George’s most famous speeches Canadian historical event. is “Lament for Confederation,” which he presented at Canada’s centennial celebration in “I think he spoke both to [Indigenous Peoples’] Vancouver in 1967. He stood up in front of 35,000 oppression and their rights and to their resiliency people and spoke of the travesty colonization and their future,” said Hugh Shewell, a professor played for Indigenous Peoples in Canada. During with expertise in Indigenous-state relations the speech, he encouraged Indigenous Peoples to at Carleton University in Ottawa, as stated in a “grab the white man’s instruments of success” to Canada Press interview. rise again.

The future is key Another value that ﬂows from Consider the words of Chief eagle to soar in freedom? Have I a collectivist approach to Dan George, the Chief of Tsleil- done everything I could to earn Indigenous leadership is the Wauthuth Nation near Vancouver my grandchild’s fondness?” belief that goals can be met with from 1951 to 1963, who wrote: patience. For many Indigenous leaders, it’s important not to rush “The time will soon be here when to achieve an objective, but rather, my grandchild will long for the cry to wait and let events unfold. of a loon, the ﬂash of a salmon, the whisper of spruce needles, Looking to the future when or the screech of an eagle. But making decisiosn is also a he will not make friends with any traditional Indigenous leadership of these creatures and when his trait. Many Chiefs speak of making heart aches with longing, he will decisions by considering how curse me. Have I done all to keep future generations will by affected the air fresh? Have I cared enough by actions taken today. about the water? Have I left the

Deﬁnitions oppression: unfair and cruel treatment by a powerful person or government profound: of great intensity resiliency: an ability to recover from or adjust easily to adversity or change travesty: a situation, action, or event that shocks you because it is very different from what it should be or because it seems very unfair

20 Building Bridges 2019/2020: Level 2, Issue 5 After Reading

A. Discussion 1. Review your responses to the Before Reading Anticipation Guide. Have any of your responses changed as a result of reading the article? Which ones? Why?

2. What common leadership values are held by Indigenous communities across Canada?

3. In what ways might these values differ from the values held by non-Indigenous leaders who govern, such as a mayor, premier or prime minister? In what ways might they be similar?

4. What Indigenous values, described in the article, were/are demonstrated by the three leaders through their words and actions?

5. Consider this quote: “Today, Indigenous Peoples continue to work to find their place in the country while addressing the impact of colonization. They are guided by leaders who increasingly pair Traditional Teachings, cultural values, and Indigenous ways of knowing with Western leadership styles and approaches.” How will this approach help Indigenous leaders effectively guide their communities forward and help them find ways to address the impacts of colonization and historical events on their communities? B. Exploration and Reflection Record evidence of how past/present Indigenous leader lived/live and/or promoted/promote the Indigenous leadership values discussed in the article on the organizer on page 22. Identify whether the value was met through words or actions. Then, when the chart is complete, draw some conclusions about Indigenous leadership by responding to both sentence stems.

21 Building Bridges 2019/2020: Level 2, Issue 5 The Values of Indigenous Leadership Directions: Use the article to ﬁnd evidence of how past and present Indigenous leaders lived/live and/or promoted/promote Indigenous leadership values. Identify whether the value was met through words, actions, or both. Finally, draw conclusions about the beneﬁts of Indigenous Leadership.

Values Indigenous Leaders of the Past Indigenous Leaders of the Present

Everyone is important and necessary to the community

Everyone in the community is looked after

Be patient when making decisions

Consider the needs of the whole community when governing

Consider the needs of future generations when governing

My conclusions:

The value that was most commonly shared by these Indigenous leaders was:

The beneﬁt(s) of governing/leading this way is that…

22 Building Bridges 2019/2020: Level 2, Issue 5 Extensions 1. As a class, watch Chief Dan George’s ‘Lament to Confederation’: https://www.cbc.ca/player/ play/937471043585 [7:17]. Then, using appropriate technology, view or print the text of his speech, included in this online copy printed by the National Post: https://nationalpost.com/pmn/news-pmn/ canada-news-pmn/the-text-of-the-speech-a-lament-for-confederation-by-chief-dan-george. Invite students to do a close read of the speech and ﬁnd supporting evidence from the article to support Chief Dan George’s lament (grieving) and vision for Indigenous Peoples.

2. Do additional biographical research on one or more of the leaders highlighted in the article to identify the Indigenous leadership values and qualities represented through their words and actions. Create a collage that summarizes their most notable values and qualities.

• National Chief Perry Bellegarde: https://www.afn.ca/national-chief/ https://www.thecanadianencyclopedia.ca/en/article/perry-bellegarde

• Chief Poundmaker: https://www.thecanadianencyclopedia.ca/en/article/poundmaker https://www.cbc.ca/news/canada/saskatoon/chief-poundmaker-exoneration-1.5143863

• Chief Dan George: https://www.thecanadianencyclopedia.ca/en/article/dan-george https://vimeo.com/298274143

3. FNESC has recently published an elementary and secondary teacher resource guide (2019) called “B.C. First Nations Land, Title, and Governance” that offers rich activities at various grades to help students understand governance in First Nations Communities. There are two activities related to the ideas in this article: the differences between two forms of government (traditional and elected) and the changes in governments over time. This guide can be downloaded at http://www.fnesc.ca/wp/wp-content/ uploads/2019/09/PUBLICATION-Governance-BCFNLTG-2019-09-17.pdf

4. Read the following two articles on the Wet’suwet’en Pipeline controversy. Then, given what you now know about Indigenous leadership structures, explain the role that leadership plays in this dispute.

• https://www.theglobeandmail.com/canada/british-columbia/article-wetsuweten-hereditary- system-coastal-gaslink-pipeline-protests-bc/

• http://www.ﬁrstnationsdrum.com/2019/02/the-complicated-history-of-hereditary-chiefs-and- elected-councils/

5. Research other documented Indigenous leaders in Canada. Which stories draw your curiosity? Write a biography about an Indigenous leader whom you’ve come to admire: http://www.newfederation.org/ Native_Leaders/Times_Proﬁle_list.htm

6. Review this page in the Canadian Encyclopedia (https://www.thecanadianencyclopedia.ca/en/article/ chief#FemaleChiefs), then answer the following questions:

23 Building Bridges 2019/2020: Level 2, Issue 5 Extensions • What are the differences between Inuit, Métis, and First Nations in regards to the concept of a leader/chief?

• Why have women not traditionally held these positions? Is this changing? Why?

• What is the signiﬁcance of regalia?

7. Read aloud these picture books or listen to the audio recording of Roy Henry Vickers telling the stories. Invite students to reﬂect on the lessons learned about Indigenous leadership. What is the place of stories to teach, lead, and guide younger generations?

• Vickers, Roy Henry and Robert Budd. Orca Chief. Harbour Publishing, 2015.

• Vickers, Roy Henry and Robert Budd. Peace Dancer. Harbour Publishing, 2015.

• https://memoriestomemoirs.ca/portfolio/orca-chief/

8. a) Study Coast Salish artist Brianna Dick’s illustration below. What images can you recognize or name? If you had to guess, what do you think each object represents in relation to the themes and leaders explored in this issue?

b) Now read Brianna’s own words about the images she created: “I drew a picture of Chief Robert Joseph circled in the iconic LesPlan cedar wreath to represent healing and ever-circling teachings. I added an eagle for strength and also to honour the late Chief Dan George. The killer whale is for understanding.” How close were your inferences to Brianna’s intentions?

24 Building Bridges 2019/2020: Level 2, Issue 5 Culminating Activity A. Before Reading: Circles of Inﬂuence 1. Draw a circle on a page with a smaller circle in the centre. Write your name in the centre. This circle is you!

2. Write the names of people who have inﬂuenced you around the outer edge of the bigger circle. As you write their names, think about certain qualities or traits that you look up to. How are they role models for you? In what ways?

3. Now write the names of the people who you inﬂuence, or who look up to YOU in between the inner and outer circles. How do you guide them? What qualities do you offer them? Highlight any repeating words.

4. Finally, call, video-chat, or text two people who have inﬂuenced you in positive ways in your life and offer your story and your gratitude. B. After Reading Read Tina Savea’*s letter on leadership to her children, individually or as a class. After reading, engage students in a class discussion based on the following questions:

• Why do you think strong leaders often use story to teach a moral or a lesson? How is this strategy different from telling someone what they should do, or offering advice?

• What are the conditions that help people change their behaviours or points of view?

• After reading Tina’s letter and the two articles, what three big words would you choose to pinpoint the three qualities of an effective leader?

* Tina is the creator of “To My Children: Every Child Matters – Even You”, a video that describes beautifully and powerfully the impact of Residential Schools on her family and the hope she has for her children, as well as the importance of understanding history, being kind, and having children know they matter. You can preview this video at https://youtu.be/a7eXhB6LQCk To ﬁnd out how to purchase rights to show this video to your students, contact Tina at [email protected].

25 Building Bridges 2019/2020: Level 2, Issue 5 Letter To My Children: Leadership What does it mean to be a friends even though they were good leader can also feel anger leader? Is it a position? Is it a born at least 7 decades a part. rising inside towards injustice, job title? Is it a personality? Is it and speaks up against it even something that’s passed down That 5-year-old boy impacted when no one else will. A good to you? This may be the way two lives that day: the life leader pushes through fear and we have been taught to look at of his mother and the life of clutches on to courage. leadership, but what I’ve come the seventy-something year to realize is that all people are old man. It could be as simple as thanking leaders. So yes, this means I’m a teacher for sharing knowledge One of the top leadership with you. It’s inviting the new kid a leader, your dad’s a leader, coaches, John C. Maxwell, and YOU are also leaders. It’s to hang out with you and your said, “Leadership is influence, friends at recess. It’s being the important for you to understand nothing more, nothing less.” you are never too young or too only kid who will say “Stop!” old to be a leader. Influence? That is the effect when another is being bullied. you have on people. The power It’s noticing all the hard work Let me tell you a story. There to change another person your school custodian does and once was a five-year-old boy. and sometimes without even writing a little note of gratitude. One afternoon the little boy and knowing you have. So if we have It’s getting on the school bus, his mother were sitting outside this kind of power over others, making eye contact with your a school waiting to pick up his do you think we should use it in bus driver, smiling, and saying two older siblings. Just off to the the best way possible? Do you a simple “Good morning!” Yes, side of their van they noticed think we should use this power my children, it’s noticing the an elderly man who was raking to love and be kind to others things people do everyday that leaves. Before his mom could rather than to spread hate go unnoticed by others. say anything, the little boy had and judgement? his head out of the window, Trust me, If you do these simple and was asking the older man, The truth is everyone has a story. gestures you will stand above “What are you doing?” After the We don’t know what another the crowd. Others will notice. older man explained, the boy human has lived through. My People will begin to see you as a said, “Do you want some help?” dear children, my prayer for leader and you will be followed. The little boy looked over at his you is that you could learn to Theodore Roosevelt said, mom, as if asking for permission. see beyond people’s actions or “People don’t care how much She nodded in approval. So words and see their heart! you know, until they know how he hopped out of the van and I strongly believe the most much you care.” took the rake from the man and important qualities of a good started to rake leaves. The two Be kind, Be brave, Love hard! leader are to be loving, caring, connected like they were old kind, and always thankful. A Mom (Tina Savea)

26 Building Bridges 2019/2020: Level 2, Issue 5 Current Events, Clearly Explained

Students want to know what’s happening in their world – but the news can be difficult and time-consuming to teach. We have the solution. (Four, actually.) The Canadian Reader What in the World?

& up Level 2 (Grades 8, 9 and 10) & up Nos Nouvelles Le Monde en Marche Rick Hansen and 3 5 Many in Motion Print/pdf resource Print/pdf resource page 3 9 9 Europe, the U.S., and Th e Economy page 14 grade

9 Clearly written, leveled Canadian 9 National and international grade Struggle for Survival in Somalia page 9 current events articles news stories Cell Phones in the Spotlight page 20 September 2011 9 Literacy-based lesson plans 9 Key vocabulary A monthly current events resource for Canadian classrooms Routing Slip: (please circulate) 9 Engaging, original illustrations 9 Background information 9 Comics 9 Varied assignments that build 9 Map assignments content-area knowledge and enhance critical thinking Product details: 32 pages. Available in English 9 Maps and illustrations and in French for grades 3 and up. Product details: 32 pages. Available in English and in French, and in two reading levels, for grades 5 and up. Currents4Kids.com Infos-Jeunes.com 3 & up (NEW!) Building Bridges 9 Online interactive grade Bâtir des ponts & up 5 resource 9 Print/pdf resource 9 Weekly news stories 9 Builds understanding of current grade 9 Auto-graded quizzes Online interactive resource events that impact Indigenous 9 Comment page for Peoples and all Canadians students to respond to the stories 9 Two theme-based articles 9 Links to relevant articles, resources, and lesson plans maps, photos and videos 9 Background information 9 Suggested activities and a Word Work assignment 9 Consistent with First Peoples Principles of Learning One subscription allows all teachers and students access 9 Encourages a respectful, reflective, empathetic, to this site from any Internet-connected device at any time. and inquiring frame of mind Available in English and in French, for grades 3 and up. Product details: Variable page length. Available in English and in French, and in two reading levels, for grades 5 and up.

1-888-240-2212 www.lesplan.com Contact us for a sample copy or free demo.

LesPlan Educational Services Ltd. #1 - 4144 Wilkinson Road Victoria BC V8Z 5A7 Email: [email protected] 2019 – 2020 Publication Schedule Teachers Serving Teachers Since 1990

What in the World? Le Monde en Marche Building Bridges Level 2 Level 2 Niveau 2 Issue 1: September 16 Issue 1: August 19 Numéro 1 : 26 août Issue 2: November 18 Issue 2: September 23 Numéro 2 : 27 septembre Issue 3: January 13 Issue 3: October 28 Numéro 3 : 31 octobre Issue 4: March 9 Issue 4: December 2 Numéro 4 : 6 décembre Issue 5: May 4 Issue 5: January 20 Numéro 5 : 24 janvier Issue 6: February 24 Numéro 6 : 28 février Building Bridges Level 1 Issue 7: April 6 Numéro 7 : 10 avril Issue 1: September 18 Issue 8: May 11 Numéro 8 : 15 mai Issue 2: November 20 Issue 3: January 15 Level 1 Niveau 1 Issue 4: March 11 Issue 1: August 21 Numéro 1 : 28 août Issue 5: May 6 Issue 2: September 25 Numéro 2 : 30 septembre Issue 3: October 30 Numéro 3 : 4 novembre Issue 4: December 4 Numéro 4 : 9 décembre Issue 5: January 22 Numéro 5 : 27 janvier Bâtir des ponts Niveau 2 Issue 6: February 26 Numéro 6 : 2 mars Numéro 1 : 23 septembre Issue 7: April 8 Numéro 7 : 14 avril Numéro 2 : 25 novembre Issue 8: May 13 Numéro 8 : 19 mai Numéro 3 : 20 janvier Numéro 4 : 16 mars The Canadian Reader Nos Nouvelles Numéro 5 : 11 mai Issue 1: August 22 Numéro 1 : 23 août Issue 2: September 27 Numéro 2 : 2 octobre Bâtir des ponts Niveau 1 Issue 3: October 31 Numéro 3 : 6 novembre Numéro 1 : 25 septembre Issue 4: December 6 Numéro 4 : 11 décembre Numéro 2 : 27 novembre Issue 5: January 24 Numéro 5 : 29 janvier Numéro 3 : 22 janvier Issue 6: February 28 Numéro 6 : 4 mars Numéro 4 : 18 mars Issue 7: April 10 Numéro 7 : 16 avril Numéro 5 : 13 mai Issue 8: May 15 Numéro 8 : 21 mai

Currents4Kids Every Friday from August 30–June 12, except for December 20, 27, and March 20, 27. Infos-Jeunes Every Tuesday from September 3–June 16, except for December 24, 31, and March 24, 31.

Please note: All dates are on or about. While we make every effort to meet each deadline, factors beyond our control, particularly a late-breaking or developing story, can delay publication by a day or two. We try to balance a regular schedule with providing the most current, relevant product possible for our subscribers and their students.

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