Stone T'xwelatse Repatriation Reports
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Songhees Pictorial
Songhees Pictorial A History ofthe Songhees People as seen by Outsiders, 1790 - 1912 by Grant Keddie Royal British Columbia Museum, Victoria, 2003. 175pp., illus., maps, bib., index. $39.95. ISBN 0-7726-4964-2. I remember making an appointment with Dan Savard in or der to view the Sali sh division ofthe provincial museum's photo collections. After some security precautions, I was ushered into a vast room ofcabi nets in which were the ethnological photographs. One corner was the Salish division- fairly small compared with the larger room and yet what a goldmine of images. [ spent my day thumbing through pictures and writing down the numbers name Songhees appeared. Given the similarity of the sounds of of cool photos I wished to purchase. It didn't take too long to some of these names to Sami sh and Saanich, l would be more cau see that I could never personally afford even the numbers I had tious as to whom is being referred. The oldest journal reference written down at that point. [ was struck by the number of quite indicating tribal territory in this area is the Galiano expedi tion excellent photos in the collection, which had not been published (Wagner 1933). From June 5th to June 9th 1792, contact was to my knowledge. I compared this with the few photos that seem maintained with Tetacus, a Makah tyee who accompanied the to be published again and again. Well, Grant Keddie has had expedi tion to his "seed gathering" village at Esquimalt Harbour. access to this intriguing collection, with modern high-resolution At this time, Victoria may have been in Makah territory or at least scanning equipment, and has prepared this edited collecti on fo r high-ranking marriage alliances gave them access to the camus our v1ewmg. -
Tribal Element
Tribal Element Three federally-recognized Indian Tribes, the Sauk-Suiattle Tribe, the Stillaguamish Tribe, and the Tulalip Tribes, occupy areas of present-day Snohomish County. These Tribes and their ancestors are a land and water based people, part of a larger group of aboriginal Tribes and First Nations known as the Coast Salish peoples, who live around the Salish Sea in what is now Washington State and the Canadian Province of British Columbia. The Coast Salish Tribes and First Nations have lived here since time immemorial, enjoying a landscape rich in natural resources. Coast Salish lifeways are tied to the natural environment of the Pacific Northwest, especially the Salish Sea. Today the Sauk-Suiattle, Stillaguamish, and the Tulalip Tribes are sovereign nations recognized by the United States government. Each Tribe has its own government with its own governing charter or constitution and set of general laws. These Tribes reserved lands in what is now Snohomish County as Indian reservation homelands. The Tribes have important historic and cultural sites both on and off their reservations. Each Tribe continues to exercise off-reservation rights reserved under treaty with the United States, including the right to fish in usual and accustomed fishing grounds and the right to hunt and gather on open and unclaimed lands. Snohomish County acknowledges the historic and present-day connection between tribal people and the land base, and recognizes each Tribe’s sovereignty. Snohomish County is committed to partnering with the Tribes to protect and preserve Tribal cultural and treaty resources, the natural environment, and sacred cultural areas. The relationship between these Tribes and Snohomish County is especially important when activities of county government, particularly land use regulation, have implications for one or more Tribes. -
National Energy Board / Office National De L'énergie
National Energy Board / Office National de l'énergie 2013-12-16 - Application for Trans Mountain Expansion Project (OH-001-2014) / 2013-12-16 - Demande visant le projet d’agrandissement de Trans Mountain (OH-001-2014) C - Intervenors / C - Intervenants Filing Date / Exhibit number and Title / Titre et numéro de pièce Date de dépôt C001 - 16580-104th Ave (Owners) C1-0 - 16580-104th Ave (Owners) - Application To Participate (A58033) 02/11/2014 C1-0-1 - Application To Participate - A3U2T4 02/11/2014 C002 - Indigenous and Northern Affairs Canada (INAC) (changed from Aboriginal Affairs and Northern Development Canada) C249-1 - Government of Canada - Cover Letter and Information Request No. 1 to Trans Mountain Pipeline ULC (A60291) 05/12/2014 C249-2 - Natural Resources Canada - Letter of Clarification (A60393) 05/14/2014 C2-0 - Aboriginal Affairs and Northern Development Canada - Application To Participate (A58559) 02/12/2014 C2-0-1 - Application To Participate - A3U5G5 02/12/2014 C2-1 - Aboriginal Affairs and Northern Development Canada - Written Evidence of Aboriginal Affairs and Northern Development 05/26/2015 Canada (A70185) C2-1-1 - Written Evidence of Aboriginal Affairs and Northern Development Canada - A4L5G9 05/26/2015 C2-2 - Aboriginal Affairs and Northern Development Canada - Affidavit (A71850) 08/14/2015 C2-2-1 - Affidavit - A4S2F8 08/14/2015 C003 - Adams Lake Indian Band C3-0 - ADAMS LAKE INDIAN BAND - Application To Participate (A56751) 01/30/2014 C3-0-1 - Application To Participate - A3T4I9 01/30/2014 C3-01 - Adams Lake Indian Band - Letter of Concern (A58964) 02/04/2014 C3-1-1 - Letter - A3U8G6 02/04/2014 C3-02 - Adams Lake Indian Band - ALIB Information Request No. -
Fraser Valley Geotour: Bedrock, Glacial Deposits, Recent Sediments, Geological Hazards and Applied Geology: Sumas Mountain and Abbotsford Area
Fraser Valley Geotour: Bedrock, Glacial Deposits, Recent Sediments, Geological Hazards and Applied Geology: Sumas Mountain and Abbotsford Area A collaboration in support of teachers in and around Abbotsford, B.C. in celebration of National Science and Technology Week October 25, 2013 MineralsEd and Natural Resources Canada, Geological Survey of Canada Led by David Huntley, PhD, GSC and David Thompson, P Geo 1 2 Fraser Valley Geotour Introduction Welcome to the Fraser Valley Geotour! Learning about our Earth, geological processes and features, and the relevance of it all to our lives is really best addressed outside of a classroom. Our entire province is the laboratory for geological studies. The landscape and rocks in the Fraser Valley record many natural Earth processes and reveal a large part of the geologic history of this part of BC – a unique part of the Canadian Cordillera. This professional development field trip for teachers looks at a selection of the bedrock and overlying surficial sediments in the Abbotsford area that evidence these geologic processes over time. The stops highlight key features that are part of the geological story - demonstrating surface processes, recording rock – forming processes, revealing the tectonic history, and evidence of glaciation. The important interplay of these phenomena and later human activity is highlighted along the way. It is designed to build your understanding of Earth Science and its relevance to our lives to support your teaching related topics in your classroom. Acknowledgments We would like to thank our partners, the individuals who led the tour to share their expertise, build interest in the natural history of the area, and inspire your teaching. -
2019 FNRI Summary Report R2
JB BC First Nations Recycling Initiative BC First Nations Recycling Initiative 2019 IN REVIEW ABOUT US In British Columbia, recycling programs are Health Products Stewardship Association, managed by a number of stewardship Major Appliance Recycle Roundtable, agencies who finance the cost of recycling. Outdoor Power Equipment Institute of Ten of these agencies have come together Canada, Recycle BC, and Tire Stewardship to create the First Nations Recycling of BC. Initiative, a program specifically for First The First Nations Recycling Initiative (FNRI) Nations who are interested in starting was created in 2017 and recently recycling programs in their communities. completed its third year of operations. A The following stewardship programs are First Nations Field Services Specialist, Tim partners in the First Nations Recycling Jones, is dedicated to continuing to raise Initiative: Call2Recycle, Canadian Battery awareness of the initiative, offer resources Association, Electro Recycle, Electronic to support recycling, and organize Products Recycling Association, Return-It, community collection events. COMMUNITY VISITS Heiltsuk Tribal Council (Bella Bella) The First Nations Recycling Initiative visited 14 Indigenous communities, across eight different regional districts. Splatsin First Nation Okanagan Indian Band Lower Nicola Indian Band Westbank First Nation Seabird Island Band Penticton Indian Band Shishalh (Sechelt) Nation Katzie First Nation Upper Similkameen Indian Band Musqueam Soowahlie First Nation Tsartlip First Nation Songhees Nation -
COAST SALISH SENSES of PLACE: Dwelling, Meaning, Power, Property and Territory in the Coast Salish World
COAST SALISH SENSES OF PLACE: Dwelling, Meaning, Power, Property and Territory in the Coast Salish World by BRIAN DAVID THOM Department of Anthropology, McGill University, Montréal March, 2005 A thesis submitted to McGill University in partial fulfilment of the requirements of the degree of Doctor of Philosophy © Brian Thom, 2005 Abstract This study addresses the question of the nature of indigenous people's connection to the land, and the implications of this for articulating these connections in legal arenas where questions of Aboriginal title and land claims are at issue. The idea of 'place' is developed, based in a phenomenology of dwelling which takes profound attachments to home places as shaping and being shaped by ontological orientation and social organization. In this theory of the 'senses of place', the author emphasizes the relationships between meaning and power experienced and embodied in place, and the social systems of property and territory that forms indigenous land tenure systems. To explore this theoretical notion of senses of place, the study develops a detailed ethnography of a Coast Salish Aboriginal community on southeast Vancouver Island, British Columbia, Canada. Through this ethnography of dwelling, the ways in which places become richly imbued with meanings and how they shape social organization and generate social action are examined. Narratives with Coast Salish community members, set in a broad context of discussing land claims, provide context for understanding senses of place imbued with ancestors, myth, spirit, power, language, history, property, territory and boundaries. The author concludes in arguing that by attending to a theorized understanding of highly local senses of place, nuanced conceptions of indigenous relationships to land which appreciate indigenous relations to land in their own terms can be articulated. -
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. -
Saving the Salish Sea: a Fight for Tribal Sovereignty and Climate Action
Saving the Salish Sea: A Fight for Tribal Sovereignty and Climate Action Evaluator: Francesca Hillary Member of Round Valley Tribes, Public Affairs and Communications Specialist, Frogfoot Communications, LLC. Instructor: Patrick Christie Professor Jackson School of International Studies and School of Marine and Environmental Affairs ______________________________________________________________________ Coordinator: Editor: Casey Proulx Ellie Tieman Indigenous Student Liaison: Jade D. Dudoward Authors: Jade D. Dudoward Hannah Elzig Hanna Lundin Lexi Nguyen Jamie Olss Casey Proulx Yumeng Qiu Genevieve Rubinelli Irene Shim Mariama Sidibe Rachel Sun Ellie Tieman Shouyang Zong University of Washington Henry M. Jackson School of International Studies Seattle, Washington March 4, 2021 - 2 - - 3 - 1. Introduction 6 2. Social and Ecological Effects of Trans Mountain Extension 6 2.1. Alberta Tar Sands 8 2.2. The Coast Salish Peoples 10 2.3. Trans Mountain Expansion Project 11 2.3.1. Ecological Impacts Of Trans Mountain Expansion Project 16 2.3.2. Social Impacts Of Trans Mountain Expansion Project 20 2.4. Policy Recommendations 27 2.5. Conclusion 30 3. Social Movements and Allyship Best Practices 31 3.1. Tactics from Past Social Movements for TMX Resistance 31 3.1.1. The Fish Wars 32 3.1.2. A Rise of a New Priority 34 3.1.3 Social Movements and Opposition Tactics 35 3.1.3.1. Keystone XL 35 3.1.3.2. Dakota Access Pipeline 37 3.1.4. Steps To Stronger Allyship 38 3.1.5. Resistance Is Not Futile; It Is To Make Changes 40 3.2. Present Social Movements in Regards to TMX 40 3.2.1. -
The Stō:Ló Is a River of Knowledge, Halq'eméylem Is a River of Stories
Walking Backwards into the Future with Our Stories: The Stō:ló is a River of Knowledge, Halq’eméylem is a River of Stories by lolehawk Laura Buker M.A. (Education), Simon Fraser University, 1980 B.Ed., University of British Columbia, 1975 Thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the Curriculum Theory & Implementation Program Faculty of Education © lolehawk Laura Buker Simon Fraser University Summer 2011 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for "Fair Dealing." Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. APPROVAL Name: Laura Buker Degree: Doctor of Philosophy Title of Thesis: Walking Backwards Into the Future With Our Stories: The St6:lo is a River of Knowledge, Haq'emeylem is a River of Stories Examining Committee: Chair: Robin Brayne, Adjunct Professor Allan MacKinnon, Associate Professor Senior Supervisor Vicki Kelly, Assistant Professor Committee Member Elizabeth Phillips, Elder, St6:lo Nation Committee Member Heesoon Bai, Associate Professor Internal/External Examiner Jan Hare, University of British Columbia External Examiner Date Defended/Approved: ii Partial Copyright Licence Abstract Storytelling is the original form of education for the indigenous families along the Fraser River. These stories have informed ecological, linguistic and cultural knowledge for thousands of years. This story begins in the time of the oldest inhabitants of the Fraser Valley along the St ó:lō where the river and the indigenous peopleevolutionary share changethe same and name: transformation Stó:lō, People that of is the personal River. -
Guide to Acknowledging First Peoples & Traditional Territory
Guide to Acknowledging First Peoples & Traditional Territory September 2017 CAUT Guide to Acknowledging First Peoples & Traditional Territory September 2017 The following document offers the Canadian Association of University Teachers (CAUT) recommended territorial acknowledgement for institutions where our members work, organized by province. While most of these campuses are included, the list will gradually become more complete as we learn more about specific traditional territories. When requested, we have also included acknowledgements for other post-secondary institutions as well. We wish to emphasize that this is a guide, not a script. We are recommending the acknowledgements that have been developed by local university-based Indigenous councils or advisory groups, where possible. In other places, where there are multiple territorial acknowledgements that exist for one area or the acknowledgements are contested, the multiple acknowledgements are provided. This is an evolving, working guide. © 2016 Canadian Association of University Teachers 2705 Queensview Drive, Ottawa, Ontario K2B 8K2 \\ 613-820-2270 \\ www.caut.ca Cover photo: “Infinity” © Christi Belcourt CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 Contents 1| How to use this guide Our process 2| Acknowledgement statements Newfoundland and Labrador Prince Edward Island Nova Scotia New Brunswick Québec Ontario Manitoba Saskatchewan Alberta British Columbia Canadian Association of University Teachers 3 CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 1| How to use this guide The goal of this guide is to encourage all academic staff context or the audience in attendance. Also, given that association representatives and members to acknowledge there is no single standard orthography for traditional the First Peoples on whose traditional territories we live Indigenous names, this can be an opportunity to ensure and work. -
TARDIVEL-THESIS-2019.Pdf (1.146Mb)
NAVIGATING INDIGENOUS LEADERSHIP IN A SETTLER COLONIAL WORLD: RON AND PATRICIA JOHN ‘COME HOME’ TO STÓ:LÕ POLITICS A THESIS SUBMITTED TO THE COLLEGE OF GRADUATE AND POSTDOCTORAL STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN THE DEPARTMENT OF HISTORY UNIVERSITY OF SASKATCHEWAN SASKATOON By Angélique Tardivel © Copyright Angélique Tardivel, April 2019. All rights reserved PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Reference in this thesis to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement, recommendation, or favoring by the University of Saskatchewan. The views and opinions of the author do not state or reflect those of the University of Saskatchewan, and shall not be used for advertising or product endorsement purposes. -
Explore Local History Through Collage: Semá:Th Xόtsa (Sumas Lake) and Sumas Prairie
Explore Local History through Collage: Semá:th Xόtsa (Sumas Lake) and Sumas Prairie Self-guided activity OVERVIEW Try your hand at an art making activity inspired by historical photographs from The Reach Gallery Museum archives1 of Semá:th Xόtsa (Sumas Lake, pronounced seMATH hOTsa) and our permanent museum exhibition Voices of the Valley.2 This Edukit uses Historical Thinking Concepts to encourage participants to use primary resources and to develop historical literacy. Both experiences use Visual Thinking Strategies to encourage participants to construct meaning based on their own observations. Figure 1. Collage example. Through this project participants will: Explore connections to identity, place, culture, and belonging through creative expression. Create works of art, collaboratively or individually using imagination, inquiry, experimentation, and purposeful play. Examine relationships between local history, the arts, and the wider world. Experience, document, and present creative works in a variety of ways. Figure 2 (above left). Semá:th Xόtsa in 1920 prior to the drainage. Catalogue no. P188, The Reach Gallery Museum archive. Figure 3 (above right). Contemporary image of Sumas Prairie. 1 For more information on The Reach Gallery Museum archives, visit https://www.thereach.ca/research-and-collections/ 2 For more information on Voices of the Valley, visit https://www.thereach.ca/exhibitions/voices-of-the-valley/ The Importance of Place and Language The Reach Gallery Museum acknowledges that the City of Abbotsford is located on S’olh Temexw. [pronounced: suh-oll TUMM ook] S’olh Temexw is the unceded, traditional, ancestral shared territory of the Semá:th First Nation and Mathekwi First Nation. These two First Nations are part of the Stό:lō Nation, the People of the River.