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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. -
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 -
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. -
Language List 2019
First Nations Languages in British Columbia – Revised June 2019 Family1 Language Name2 Other Names3 Dialects4 #5 Communities Where Spoken6 Anishnaabemowin Saulteau 7 1 Saulteau First Nations ALGONQUIAN 1. Anishinaabemowin Ojibway ~ Ojibwe Saulteau Plains Ojibway Blueberry River First Nations Fort Nelson First Nation 2. Nēhiyawēwin ᓀᐦᐃᔭᐍᐏᐣ Saulteau First Nations ALGONQUIAN Cree Nēhiyawēwin (Plains Cree) 1 West Moberly First Nations Plains Cree Many urban areas, especially Vancouver Cheslatta Carrier Nation Nak’albun-Dzinghubun/ Lheidli-T’enneh First Nation Stuart-Trembleur Lake Lhoosk’uz Dene Nation Lhtako Dene Nation (Tl’azt’en, Yekooche, Nadleh Whut’en First Nation Nak’azdli) Nak’azdli Whut’en ATHABASKAN- ᑕᗸᒡ NaZko First Nation Saik’uz First Nation Carrier 12 EYAK-TLINGIT or 3. Dakelh Fraser-Nechakoh Stellat’en First Nation 8 Taculli ~ Takulie NA-DENE (Cheslatta, Sdelakoh, Nadleh, Takla Lake First Nation Saik’uZ, Lheidli) Tl’azt’en Nation Ts’il KaZ Koh First Nation Ulkatcho First Nation Blackwater (Lhk’acho, Yekooche First Nation Lhoosk’uz, Ndazko, Lhtakoh) Urban areas, especially Prince George and Quesnel 1 Please see the appendix for definitions of family, language and dialect. 2 The “Language Names” are those used on First Peoples' Language Map of British Columbia (http://fp-maps.ca) and were compiled in consultation with First Nations communities. 3 The “Other Names” are names by which the language is known, today or in the past. Some of these names may no longer be in use and may not be considered acceptable by communities but it is useful to include them in order to assist with the location of language resources which may have used these alternate names. -
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. -
A GUIDE to Aboriginal Organizations and Services in British Columbia (December 2013)
A GUIDE TO Aboriginal Organizations and Services in British Columbia (December 2013) A GUIDE TO Aboriginal Organizations and Services in British Columbia (December 2013) INTRODUCTORY NOTE A Guide to Aboriginal Organizations and Services in British Columbia is a provincial listing of First Nation, Métis and Aboriginal organizations, communities and community services. The Guide is dependent upon voluntary inclusion and is not a comprehensive listing of all Aboriginal organizations in B.C., nor is it able to offer links to all the services that an organization may offer or that may be of interest to Aboriginal people. Publication of the Guide is coordinated by the Intergovernmental and Community Relations Branch of the Ministry of Aboriginal Relations and Reconciliation (MARR), to support streamlined access to information about Aboriginal programs and services and to support relationship-building with Aboriginal people and their communities. Information in the Guide is based upon data available at the time of publication. The Guide data is also in an Excel format and can be found by searching the DataBC catalogue at: http://www.data.gov.bc.ca. NOTE: While every reasonable effort is made to ensure the accuracy and validity of the information, we have been experiencing some technical challenges while updating the current database. Please contact us if you notice an error in your organization’s listing. We would like to thank you in advance for your patience and understanding as we work towards resolving these challenges. If there have been any changes to your organization’s contact information please send the details to: Intergovernmental and Community Relations Branch Ministry of Aboriginal Relations and Reconciliation PO Box 9100 Stn Prov. -
First Nations Pronunciations
A Basic Guide to Names* Listed below are the First Nations Peoples as they are generally known today with a phonetic guide to common pronunciation. Also included here are names formerly given these groups, and the language families to which they belong. People Pronunciation Have Been Called Language Family Haida Hydah Haida Haida Ktunaxa Tun-ah-hah Kootenay Ktunaxa Tsimshian Sim-she-an Tsimshian Tsimshian Gitxsan Git-k-san Tsimshian Tsimshian Nisga'a Nis-gaa Tsimshian Tsimshian Haisla Hyzlah Kitimat Wakashan Heiltsuk Hel-sic Bella Bella Wakashan Oweekeno O-wik-en-o Kwakiutl Wakashan Kwakwaka'wakw Kwak-wak-ya-wak Kwakiutl Wakashan Nuu-chah-nulth New-chan-luth Nootka Wakashan Tsilhqot'in Chil-co-teen Chilcotin Athapaskan Dakelh Ka-kelh Carrier Athapaskan Wet'suwet'en Wet-so-wet-en Carrier Athapaskan Sekani Sik-an-ee Sekani Athapaskan Dunne-za De-ney-za Beaver Athapaskan Dene-thah De-ney-ta Slave(y) Athapaskan Tahltan Tall-ten Tahltan Athapaskan Kaska Kas-ka Kaska Athapaskan Tagish Ta-gish Tagish Athapaskan Tutchone Tuchon-ee Tuchone Athapaskan Nuxalk Nu-halk Bella Coola Coast Salish Coast Salish** Coast Salish Coast Salish Stl'atl'imc Stat-liem Lillooet Interior Salish Nlaka'pamux Ing-khla-kap-muh Thompson/Couteau Interior Salish Okanagan O-kan-a-gan Okanagan Interior Salish Secwepemc She-whep-m Shuswap Interior Salish Tlingit Kling-kit Tlingit Tlingit *Adapted from Cheryl Coull's "A Traveller's Guide to Aboriginal B.C." with permission of the publisher, Whitecap Books ** Although Coast Salish is not the traditional First Nations name for the people occupying this region, this term is used to encompass a number of First Nations Peoples including Klahoose, Homalco, Sliammon, Sechelth, Squamish, Halq'emeylem, Ostlq'emeylem, Hul'qumi'num, Pentlatch, Straits. -
BC First Nations Subject Headings
XWI7XWA LIBRARY FIRST NATIONS HOUSE OF LEARNING 1985 West Mall University of British Columbia Vancouver, B.C. V6T 1Z1 604-822-8738 www.library.ubc.ca/xwi7xwa BC FIRST NATIONS SUBJECT HEADINGS CAPs indicate Xwi7xwa subject headings (LC) are Library of Congress subject headings (other) are non-Xwi7xwa and non-Library of Congress subject headings 02 March 2009 ATHAPASKAN COAST SALISH Search also: Search also: CARRIER COMOX CARRIER-BABINE COQUITLAM DAKELH COWICHAN DUNNE-ZA HALKOMELEM SEKANI HOMALCO SLAVE KLAHOOSE TAGISH MUSQUEAM TSILHQOT’IN NUXALK TUTCHONE SECHELT WET’SUWET’EN SLIAMMON Athapascan Indians (LC) SONGHEES Search also: SQUAMISH Carrier Indians (LC) STO:LO Carrier Indians (LC) STRAITS or STRAITS SALISH Chilcotin Indians (LC) TSAWWASSEN Sekani Indians (LC) TSLEIL-WAUTUTH Slave Indians (LC) Coast Salish Indians (LC) Tagish Indians (LC) Search also: Tinne Indians (LC) Clallam Indians (LC) Tsattine Indians (LC) Comox Indians (LC) Tutchone Indians (LC) Cowichan Indians (LC) Wet'suwet'en Indians (LC) Lummi Indians (LC) Nisqualli Indians (LC) CARRIER Puyallup Indians (LC) Carrier Indians (LC) Quinault Indians (LC) Search also: Related topics: CARRIER-BABINE Sechelt Indians (LC) Broader term(s): Sliammon Indians (LC) ATHAPASKAN Squamish Indians (LC) Athapascan Indians (LC) Squawmish Indians (LC) Stalo Indians (LC) CARRIER-BABINE Suquamish Indians (LC) Carrier Indians (LC) Tillamook Indians (LC) Search also: Twana Indians (LC) CARRIER Used for: Broader term(s): Halkomelem Indians ATHAPASKAN Stallo Indians Athapascan Indians (LC) Broader -
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions. -
Understanding Our Lives Middle Years Development Instrumentfor 2019–2020 Survey of Grade 7 Students
ONLY USE UNDERSTANDING OUR LIVES MIDDLE YEARS DEVELOPMENT INSTRUMENTFOR 2019–2020 SURVEY OF GRADE 7 STUDENTS BRITISH COLUMBIA You can preview the survey online at INSTRUCTIONALSAMPLE SURVEY www.mdi.ubc.ca. NOT © Copyright of UBC and contributors. Copying, distributing, modifying or translating this work is expressly forbidden by the copyright holders. Contact Human Early Learning Partnership at [email protected] to obtain copyright permissions. Version: Sep 13, 2019 H18-00507 IMPORTANT REMINDERS! 1. Prior to starting the survey, please read the Student Assent on the next page aloud to your students! Students must be given the opportunity to decline and not complete the survey. Students can withdraw anytime by clicking the button at the bottom of every page. 2. Each student has their own login ID and password assigned to them. Students need to know that their answers are confidential, so that they will feel more comfortable answering the questions honestly. It is critical that they know this is not a test, and that there are no right or wrong answers. 3. The “Tell us About Yourself” section at the beginning of the survey can be challenging for some students. Please read this section aloud to make sure everybody understands. You know your students best and if you are concerned about their reading level, we suggest you read all of the survey questions aloud to your students. 4. The MDI takes about one to two classroom periods to complete.ONLY The “Activities” section is a natural place to break. USE Thank you! What’s new on the MDI? 1. We have updated questions 5-7 on First Nations, Métis and Inuit identity, and First Nations languages learned and spoken at home.