DOCSLIB.ORG

BC First Nations Land, Title, and Governance

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
BC First Nations Land, Title, and Governance BC First Nations Land, Title, and Governance TEACHER RESOURCE GUIDE ELEMENTARY | SECONDARY BC First Nations Land, Title, and Governance Teacher Resource Guide Copyright @ 2019, First Nations Education Steering Committee and First Nations Schools Association Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution, or transmission without the prior written permission of FNESC. This project has been funded in part by the British Columbia Ministry of Education. Contact Information First Nations Education Steering Committee and First Nations Schools Association #113 - 100 Park Royal South West Vancouver, BC V7T 1A2 604-925-6087 / 1-877-422-3672 [email protected] BC First Nations Land, Title, and Governance Teacher Resource Guide CONTENTS Introduction Overview ........................................................................................... 5 First Peoples Pedagogy ....................................................................... 7 Making Connections with First Nations Communities ...................... 9 The Story of First Nations Governance ........................................... 14 Build a Local First Nations Profile ................................................... 16 Planning For Instruction ................................................................. 19 Unit One: Grades 2-3 Governance in First Nations Communities ............................................... 25 Unit Two: Grades 4-6 First Nations Governance Over Time ....................................................... 43 Unit Three: Grades 7-9 Shaping First Nations Governance ........................................................... 67 Unit Four: Grades 10-12 Pathways Back to Self-Governance ........................................................... 85 Blackline Masters, Units One to Four .................................................. 103 Unit Five: Grades 4-12 Reconciling Indigenous Rights and Title: Treaties and Alternatives ........... 149 Blackline Masters, Unit Five ................................................................ 177 Unit Six: Grades 4-12 Hunting and Trapping Case Studies ....................................................... 195 Backgrounders .................................................................................... 235 Glossary .............................................................................................. 249 Bibliography ........................................................................................ 255 BC First Nations Land, Title, and Governance • FNESC/FNSA 3 4 BC First Nations Land, Title, and Governance • FNESC/FNSA BC FIRST NATIONS LAND, TITLE, AND GOVERNANCE: INTRODUCTION INTRODUCTION Overview The BC First Nations Land, Title, and Governance Teacher Resource Guide is intended to provide support for teachers and students in all BC schools, including First Nations, public, and independent schools, to gain an understanding of traditional and contemporary forms of First Nations governance. It provides background information relevant to all teachers and students, and provides suggested activities and resources for Grades 2 to 12. This guide is intended in part to address the Calls to Action of the Truth and Reconciliation Commission of Canada, particularly the call to “integrate Indigenous knowledge and teaching methods into classrooms” (clause 62) and “build student capacity for intercultural understanding, empathy and mutual respect” (clause 63). This Teacher Resource Guide is divided into six different units as well as additional support material. While the first four units are organized by grade level, teachers will find activities in all of them than can be adapted to other grades as needed. Units 5 and 6 can be applied from Grades 4 to 12. The units are: 1. Governance in First Nations Communities, Grades 2-3 2. First Nations Governance Over Time, Grades 4-6 3. Shaping First Nations Governance, Grades 7-9 4. Pathways Back to Self-Governance, Grades 10-12 5. Reconciling Indigenous Rights and Title: Treaties and Alternatives 6. Hunting and Trapping Case Studies The support materials following the units are: • Blackline Masters – one set for the Governance units, Units 1 to 4, and one set for Unit 5, Settling Indigenous Rights and Title: Treaties and Alternatives. • Backgrounders – one page articles about a variety of topics, for quick teacher and older student reference. • Glossary • Bibliography Assessment • Formative Assessment Strategies: The activities include suggestions for formative assessment, noted in the margins beside the relevant activity. • Summative Assessments: It is expected that teachers will adapt the suggested activities to create their own units, and will thus develop their own summative assessments. BC First Nations Land, Title, and Governance • FNESC/FNSA 5 BC FIRST NATIONS LAND, TITLE, AND GOVERNANCE: INTRODUCTION Why Learn about First Nations Land, Title and Governance? • First Nations were here first and had their own forms of land stewardship, governance, cultures, languages and legal systems. • Early relations between First Nations and European settlers, including treaties, form a part of the constitutional fabric of Canada. • Reconciliation is ongoing between First Nations, the Crown governments and others to address and overcome the negative impacts of colonization. This requires increased public awareness of our shared history and understanding the relevance and importance of First Nations’ continued connections to their territories and governance systems. • All students deserve to have an understanding of the First Peoples’ historical roots and their diverse systems by which they governed themselves in the past and that continue today • All citizens of BC will benefit from a solid understanding of ways that different levels of First Nations’ governance works in our contemporary society. • Indigenous students may be motivated to participate in their local First Nations governments and perhaps recognize opportunities for future careers. Goals of the BC First Nations Land, Title, and Governance Teacher Resource Guide • Understand that First Peoples had strong, unique and diverse systems of governance and nation-to-nation relationships before contact, and these continue today • Give examples of historical and present-day impacts of colonization on First Peoples governance • Give examples of how some First Peoples’ government systems operate in contemporary society • Raise awareness of some of the benefits and challenges for First Peoples in exercising self-government • Understand the people and operations involved in the local First Nations governance bodies • Identify the reasons for the BC Treaty Process, and the diverse perspectives of First Nations individuals and communities about treaties and their alternatives. 6 BC First Nations Land, Title, and Governance • FNESC/FNSA BC FIRST NATIONS LAND, TITLE, AND GOVERNANCE: INTRODUCTION First Peoples Principles of Learning Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. These principles were first articulated by a diverse team of Indigenous educators, scholars and knowledge-keepers during the development of English 12 First Peoples. First Peoples Pedagogy These learning resources are guided by the recognition of ways of learning inherent in First Nations’ worldviews. While each First Nation has its own unique identity, values and practices, there are commonly held understandings of how we interact and learn about the world. In respect of these, this guide includes activities that: • are learner centred • are inquiry based • are based on experiential learning • emphasize an awareness of self and others in equal measure • recognize the value of group processes • support a variety of learning styles The activities are based on the above principles which reflect a respectful and holistic approach to teaching and learning and are an example of Indigenous Knowledge. BC First Nations Land, Title, and Governance • FNESC/FNSA 7 BC FIRST NATIONS LAND, TITLE, AND GOVERNANCE: INTRODUCTION What Is Important to Understand About Using This Guide The guide is intended to help facilitate the respectful and meaningful inclusion of Indigenous knowledge and perspectives into the BC classrooms. As such, it often reflects an approach to Indigenous knowledge that values a holistic, integrated approach to teaching and learning. As a part of a holistic approach, this guide does not attempt to create units for sole applicability to one course or a single grade, and does not attempt to match individual lessons with specific learning outcomes. Teachers will need to explore and examine all parts of the guide to determine what to use that makes the most sense given the contexts of who the students are, where the learning is taking place, the course and grade level, and
Load more

Recommended publications
  • 51 Salmon. Returning Through the San Juan and Gulf Islands Throughout
    salmon. Returning through the San Juan and Gulf Islands throughout August and September, the cycle ended with chum salmon as the last major resource harvested in the Goldstream area from October onward. (2) Image 1: The W̱ SÁNEĆ Calendar, artist Briony Penn, copyright Tsawout First Nation. W̱ SÁNEĆ Elders Earl Claxton and John Elliot created a written version of the tradit ional 13-moon W̱SÁNEĆ calendar in 1993, which is included below: 51 The W̱SÁNEĆ Year ṈIṈENE – Moon of the Child ♦ Nettle twine made into nets. ♦ For those who would take the risk, Halibut fishing resumed. ♦ Grilse fishing in WJOLEP. ♦ Fawns born, deer hunting stops. ♦ Generally living off supplies, telling tales, instructing children, longhouse ceremonies continue. WEXES – Moon of the Frog ♦ Ocean travel safer. ♦ Fish for herring and gather herring roe. ♦ Duck nets were used. ♦ Sections of reef net sewn together, captains surveyed beaches for anchor rocks, rafts were assembled, floats and cables prepared. PEXSISEṈ – The Moon of Opening Hands – The Blossoming Out Moon ♦ Hunting of Brant Geese ♦ Clams, oysters and Mussels are at their best. ♦ Cedar logs felled for canoes, etc. ♦ Cedar bark gathered. ♦ Wool dogs shed – wool gathered. SXÁNEȽ - Bullhead Moon ♦ Gathered Bullheads. ♦ Harvested seaweed. ♦ Halibut fishery ends. ♦ Grouse snared in the woods. PENÁW̱EṈ – Moon of Camas Harvest ♦ Most families left the winter village for spring camps. ♦ Harvest camas. ♦ Gather gull eggs. ♦ Purple and green sea urchins gathered. ĆENŦEḴI – The Sockeye Moon ♦ Dropping of the anchor rocks at the family reef net locations. ♦ First salmon ceremony ♦ Start of salmon trade. ĆENHENEN – Humpback Salmon Return to the Earth 52 ♦ Reef fishery continues – especially at Point Roberts.
    [Show full text]
  • A Resurgent Journey Back to the Saanich Reef Net Fishery By
    To Fish as Formerly: A Resurgent Journey back to the Saanich Reef Net Fishery by Nicholas XEMŦOLTW Claxton Bachelor of Science, University of Victoria, 2000 Master of Arts, University of Victoria, 2003 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Department of Curriculum and Instruction © Nicholas XEMŦOLTW Claxton, 2015 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee To Fish as Formerly: A Resurgent Journey back to the Saanich Reef Net Fishery by Nicholas XEMŦOLTW Claxton Bachelor of Science, University of Victoria, 2000 Master of Arts, University of Victoria, 2003 Supervisory Committee Dr. Jason Price, Department of Curriculum and Instruction Supervisor Dr. Mike Emme, Department of Curriculum and Instruction Committee Member Dr. Honore France, Department of Educational Psychology and Leadership Studies Outside Member iii Abstract Supervisory Committee Dr. Jason Price, Department of Curriculum and Instruction Supervisor Dr. Mike Emme, Department of Curriculum and Instruction Committee Member Dr. Honore France, Department of Educational Psychology and Leadership Studies Outside Member According to W̱SÁNEĆ oral history, the W̱SÁNEĆ people have lived on their territorial homelands back to the time of creation. The W̱SÁNEĆ way of life has been passed on to each succeeding generation through an educational way, centered in large part on the W̱SÁNEĆ Reef Net Fishery. This fishing practice formed the backbone of W̱SÁNEĆ culture and society. Despite being protected by the Douglas Treaty of 1852, over the next 163 years of colonization, the knowledge, ceremony, practice, and educational way of the SX̱OLE (Reef Net) was nearly lost.
    [Show full text]
  • First Nations Nutrition and Health Conference
    First Nations Nutrition and Health Conference Proceedings Alfred Wong, Editor June 19 - 20, 2003 Recreation Centre, 100 Lower Capilano Road, Squamish Nation Sponsored by Friends of Aboriginal Health 2 Notice The Friends of Aboriginal Health through a copyright agreement with Arbokem Inc. permits the unlimited use of the content of the proceedings of the First Nations Nutrition and Health Conference, for the non-commercial promotion of health and wellness among the people of the First Nations. ISBN: 0-929020-02-3 © Arbokem Inc., Vancouver, Canada, 2003-2004 www.aboriginalhealth.net Printed in Canada AK25818W2 Proceedings of the First Nations Nutrition and Health Conference, 2003 3 Table of Content Page Notice 2 Table of Content 3 Foreword 5 Conference Program 6 Time for justice, sovereignty and health after more than 200 years of foreign 8 colonization and cultural destruction. Ovide Mercredi The Present Status of Aboriginal Health in British Columbia. Lydia Hwitsum 9 Health of the people and community. Gerald Amos 16 Loss of Use of a Traditional Fishery – The Kitamaat Eulachon. Michael Gordon 17 Wellness Governing Mode: The Union of Our Two Worlds and Traditional 18 Knowledge. Andy Carvill and David Anthony Ravensdale Environmental Impact on Food and Lifestyle. :Wik Tna A Seq Nakoo (Ida John) 19 “Our Food is Our Medicine”: Traditional Plant Foods, Traditional Ecological 22 Knowledge and Health in a Changing Environment. Nancy J. Turner and Rosemary Ommer Acculturation and natural food sources of a coastal community. Wata (Christine 40 Joseph) Impact of Fish Farming on the Natural Food Resources of 41 First Nations People. Sergio Paone Overall Health - Mental, Emotional, Spiritual and Physical Aspects.
    [Show full text]
  • IR# ABORIGINAL GROUP 1 Adams Lake Indian Band 2 Alexander First
    June 22, 2015 FILED ELECTRONICALLY National Energy Board 517 Tenth Avenue SW Calgary, AB T2R 0A8 Attention: Sheri Young, Secretary of the Board Dear Ms. Young: Re: Trans Mountain Pipeline ULC – Trans Mountain Expansion Project File OF-Fac-Oil-T260-2013-03 02, Hearing Order OH-001-2014 Information Requests to Other Intervenors Please find enclosed Information Requests prepared by the Major Projects Management Office, on behalf of Natural Resources Canada to the following intervenors: IR# ABORIGINAL GROUP 1 Adams Lake Indian Band 2 Alexander First Nation 3 Alexis Nakota Sioux Nation 4 Ashcroft Indian Band 5 British Columbia Métis Federation 6 Cheam First Nation and Chawathil First Nation 7 Coldwater Indian Band 8 Cowichan Tribes 9 Ditidaht First Nation 10 Enoch Cree Nation 11 Ermineskine Cree Nation 12 Esquimalt Nation 13 Gunn Métis Local 55 14 Horse Lake First Nation 15 Katzie First Nation 16 Kwantlen First Nation 17 Kwikwetlem First Nation 18 Lake Cowichan First Nation 19 Lheidli T'enneh First Nation 20 Lower Nicola Indian Band 21 Lyackson First Nation 22 The First Nations of the Maa-nulth Treaty Society 23 Matsqui First Nation 24 Métis Nation of Alberta Region IV 25 Métis Nation of British Columbia 26 Montana First Nation 27 Musqueam Indian Band 28 Neskonlith Indian Band 29 Nooaitch Indian Band 30 O'Chiese First Nation 31 Okanagan Nation Alliance 32 Pacheedaht First Nation 33 Pauquachin First Nation 34 Penelakut Tribe 35 Peters Band 36 Popkum First Nation 37 Samson Cree Nation 38 Scia'new First Nation 39 Shackan Indian Band 40 Shxw’ōwhámel
    [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]
  • FNESS Strategic Plan
    Strategic Plan 2013-2015 At a Glance FNESS evolved from the Society of Native Indian Fire Fighters of BC (SNIFF), which was established in 1986. SNIFF’s initial objectives were to help reduce the number of fire-related deaths on First Nations reserves, but it changed its emphasis to incorporate a greater spectrum of emergency services. In 1994, SNIFF changed its name to First Nations’ Emergency Services Society of BC to reflect the growing diversity of services it provides. Today our organization continues to gain recognition and trust within First Nations communities and within Aboriginal Affairs and Northern Development Canada (AANDC) and other organizations. This is reflected in both the growing demand of service requests from First Nations communities and the development of more government-sponsored programs with FNESS. r e v Ri k e s l A Inset 1 Tagish Lake Teslin 1059 Daylu Dena Atlin Lake 501 Taku River Tlingit r e v Liard Atlin Lake i R River ku 504 Dease River K Fort a e Nelson T r t 594 Ts'kw'aylaxw e c iv h R ik River 686 Bonaparte a se a 687 Skeetchestn e D Fort Nelson R i v e First Nations in 543 Fort Nelson Dease r 685 Ashcroft Lake Dease Lake 592 Xaxli'p British Columbia 593 T'it'q'et 544 Prophet River 591 Cayoose Creek 692 Oregon Jack Creek 682 Tahltan er 683 Iskut a Riv kw r s e M u iv R Finlay F R Scale ra e n iv s i er 610 Kwadacha k e i r t 0 75 150 300 Km S 694 Cook's Ferry Thutade R r Tatlatui Lake i e 609 Tsay Keh Dene v Iskut iv 547 Blueberry River e R Lake r 546 Halfway River 548 Doig River 698 Shackan Location
    [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]
  • Aboriginal Knowledge and Ecosystem Reconstruction
    Back to the Future in the Strait of Georgia, page 21 PART 2: CULTURAL INPUTS TO THE STRAIT OF GEORGIA ECOSYSTEM RECONSTRUCTION BTF project was based on archival research and Aboriginal Knowledge and interviews with Elders from Aboriginal Ecosystem Reconstruction communities. The main purpose of the interviews was to frame a picture of how the ecosystem might have been in the past, based on traditional Silvia Salas, Jo-Ann Archibald* knowledge of resource use by aboriginal people. & Nigel Haggan This information was expected to validate and complement archival information was also Fisheries Centre, UBC describing the state of past natural system. *First Nations House of Learning, UBC Methods The BTF project involved the reconstruction of Abstract present and past ecosystems in the Strait of Georgia (SoG), based on a model constructed at a The ‘Back To The Future’ (BTF) project uses workshop held in November 1995 at the Fisheries ecosystem modelling and other information Centre, the University of British Columbia, sources to visualize how the Strait of Georgia Canada (Pauly and Christensen, 1996). Different ecosystem might have been in the past. This sources of information (see Wallace, this vol.) paper explores the potential of integrating were used to tune and update that model. traditional environmental knowledge (TEK) of Reconstruction of the system as it might have aboriginal people in ecosystem modeling. been 100 ago was based on archival records, Methods include archival research and interviews historic documents and written testimonies, as with First Nation Elders from different regions of well as interviews carried out in three First the Strait of Georgia.
    [Show full text]
  • Attribution, Continuity, and Symbolic Capital in a Nuxalk Community
    THUNDER AND BEING: ATTRIBUTION, CONTINUITY, AND SYMBOLIC CAPITAL IN A NUXALK COMMUNITY by CHRISTOPHER WESLEY SMITH B.A., University of Alaska Anchorage, 2009 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Anthropology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2019 © Christopher Wesley Smith, 2019 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, a thesis entitled: Thunder and Being: Attribution, Continuity, and Symbolic Capital in a Nuxalk Community submitted by Christopher Wesley Smith in partial fulfillment of the requirements for the degree of Master of Arts in Anthropology Examining Committee: Jennifer Kramer Supervisor Bruce Granville Miller Supervisory Committee Member Additional Examiner ii Abstract This ethnography investigates how Nuxalk carpenters (artists) and cultural specialists discursively connect themselves to cultural treasures and historic makers through attributions and staked cultural knowledge. A recent wave of information in the form of digital images of ancestral objects, long-absent from the community, has enabled Nuxalk members to develop connoisseurial skills to reinterpret, reengage, and re-indigenize those objects while constructing cultural continuity and mobilizing symbolic capital in their community, the art market, and between each other. The methodologies described in this ethnography and deployed by Nuxalk people draw from both traditional knowledge and formal analysis, problematizing the presumed binary division between these epistemologies in First Nations art scholarship and texts. By developing competencies with objects though exposure and familiarity, Nuxalk carpenters and cultural specialists are driving a spiritual and artistic resurgence within their community.
    [Show full text]
  • The Significance and Management of Culturally Modified Trees Final Report Prepared for Vancouver Forest Region and CMT Standards Steering Committee
    The Significance and Management of Culturally Modified Trees Final Report Prepared for Vancouver Forest Region and CMT Standards Steering Committee by Morley Eldridge Millennia Research Ltd editorial consultant: Michael Nicoll Yagulaanas January 13, 1997 _______________________________________________________________________________________ Millennia Research 1 Significance Assessment Final Report of Culturally Modified Trees Table of Contents List of Tables............................................................................................................................iii List of Figures..........................................................................................................................iii Acknowledgements..................................................................................................................iii PURPOSE.................................................................................................................................1 PREAMBLE..............................................................................................................................1 BACKGROUND.......................................................................................................................1 CMT Management in the United States................................................................................3 CMT Management in British Columbia...............................................................................4 The Heritage Conservation Act......................................................................................................5
    [Show full text]
  • JOURNEYS of INDIGENEITY Wə Tətəĺ ̕Ləxʷəxʷ ʔiʔ Xʷəm K̓ ʷəθ Həliʔ, Wə Həliʔəxʷ ʔiʔ Xʷəm K̓ ʷəθ Tətəĺ ̕Ləxʷ
    THE CANOE SCHOOL DISTRICT No. 43 (COQUITLAM), DECEMBER 2016 VOL. II NO. 1. JOURNEYS OF INDIGENEITY wə tətəĺ ̕ləxʷəxʷ ʔiʔ xʷəm k̓ ʷəθ həliʔ, wə həliʔəxʷ ʔiʔ xʷəm k̓ ʷəθ tətəĺ ̕ləxʷ LEARN TO LIVE, LIVE TO LEARN BY TERRI GALLIGOS TRANSLATED BY JILL CAMPBELL, COORDINATOR, MUSQUEAM LANGUAGE AND CULTURE DEPARTMENT, IN THE hən̓q̓əmin̓əm̓, DOWN RIVER LANGUAGE Kwikwetlem First Nation elected councillors Fred Hulbert (left) and Ed Hall (right) This mural was envisioned by Principal of Ecole Mary Hill elementary, Ms. Michele Reid through a Request for Service. This Request for Service was submitted June 2015. This piece was collaboratively completed in partnership with the Aboriginal Education Department, the Kwikwe- tlem First Nation and Musqueam Indian Band. Embedded in this mural are: 1. The First Peoples Principles of Learning 2. Acknowledging traditional territory 3. Connecting to the land 4. Community Engagement 5. Language Revitalization Thank you Elder / Artist in Residence Dawn Brown for bringing this beautiful piece of history to life with your artistic talents. Inter-genera- tionally speaking, this mural experienced all grades from Kindergarten to grade 5, as well as parents energy of creation. You may view this mural show cased on the District website: www.sd43.bc.ca. Page 2 ABORIGINAL ARTISAN 15: KAYLEE SAMPSON 16: PRAIRIE DOG REPORT CONTENTS 17: PETER GONG HONOURING OUR ELDERS 18: ORANGE SHIRT DAY DECEMBER 2016 19: AN INTERVIEW WITH ELDER AND ARTIST IN RESIDENCE DAWN BROWN 2: LEARN TO LIVE, LIVE TO LEARN 20: WELCOMING THE ELDERS A SHARED
    [Show full text]