Educating Our Educators (March 2011) - Algoma District School Board

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Reserve - A tract of land, the legal title to which is held by the Crown, set apart for use and benefit of an Indianband.Residential School - The first residential schools were established in the 1840s with the last residentialschool closing in 1996. Their primary roles were to convert Indigenous children to Christianity and to "civilizethem". In the early 19th century, Protestant missionaries opened residential schools in the current Ontarioregion. The Protestant churches not only spread Christianity, but also tried to encourage the Indigenouspeoples to adopt agriculture as a way to ensure they would not return to their original lifestyle aftergraduationScrip - Historically, a special certificate or warrant issued by the Department of Interior which entitled the bearer toreceive Western homestead lands without specifying the actual parcel of land involved. These grants were meantto extinguish any Aboriginal rights to the land that they might hold as an indigenous culture. Along with the treaties, theywould allow the federal government to convey Western lands unencumbered by prior rights of use to new settlers.Land grants were seen as the cheapest way of extinguishing the Métis title by the government.60’s Scoop – The 60s Scoop refers to the adoption of First Nation/Metis children in Canada between theyears of 1960 and the mid 1980’s. This period is unique in the annals of adoption. This phenomenon, coinedthe “60’s Scoop”, is so named because the highest numbers of adoptions took place in the decade of the1960s and because, in many instances, children were literally scooped from their homes and communitieswithout the knowledge or consent of families and bands. Many First Nations charged that in many caseswhere consent was not given, that government authorities and social workers acted under the colonialisticassumption that native people were culturally inferior and unable to adequately provide for the needs of thechildren. Many First Nations people believe that the forced removal of the children was a deliberate act ofgenocide.Traditional lands – lands used and occupied by First Nations before European contact or the assertion ofBritish sovereignty.Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201120
Treaty - Treaties are constitutionally formal agreements (today known as land claim settlements and referred to as“Numbered Treaties”) between the Crown (Government of Canada) and Aboriginal peoples which defineobligations and promises and rights (see Timeline of Treaties for years of establishment). The purpose was toencourage peaceful relations between Aboriginal and non-Aboriginal peoples.Treaty rights - rights specified in a treaty. Rights to hunt and fish in traditional territory and to use andoccupy reserves are typical treaty rights. This concept can have different meanings depending on thecontext and perspective of the user.Tribal Council - A regional group of First Nations members that delivers common services to a group of FirstNations. Services can include Health, Education, Technical Services, Social Services, and Financial Services.Truth and Reconciliation Commission of Canada - The Truth and Reconciliation Commission of Canadahas a mandate to learn the truth about what happened in the residential schools and to inform all Canadiansabout what happened in the schools. The Commission will document the truth of what happened by relyingon records held by those who operated and funded the schools, testimony from officials of the institutionsthat operated the schools, and experiences reported by survivors, their families, communities and anyonepersonally affected by the residential school experience and its subsequent impacts.Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201121
Page 2 and 3: Table of ContentsIntroduction page
Page 4 and 5: According to the 'Ontario First Nat
Page 6 and 7: This is just the beginning of a pos
Page 8 and 9: In June 2007, ADSB formed the Abori
Page 10 and 11: 5. In most Aboriginal cultures, the
Page 12 and 13: Some of the more common nature of A
Page 14 and 15: TerminologyThere are many terms use
Page 16 and 17: Apology - Prime Minister Harper off
Page 18 and 19: schools. Aside from providing compe
Page 22: Canada’s Aboriginal PeopleEducati
Page 26 and 27: First NationsFirst Nations is a ter
Page 28 and 29: The InuitThe Inuit and the LandThe
Page 30 and 31: OjibweThe Ojibwe are an Algonkian-s
Page 32 and 33: highly mobile lifestyle of the Mét
Page 34 and 35: Educating Our Educators - Educating
Page 36 and 37: Canadian society did not challenge
Page 38 and 39: The Spanish schools comprised of St
Page 40 and 41: ImpactsThe loss of family and commu
Page 42 and 43: Today Communities are working toget
Page 44 and 45: About Aboriginal and Treaty RightsW
Page 46 and 47: These Treaties have never been abri
Page 48 and 49: First Nations Code of EthicsThere a
Page 50 and 51: Traditional WisdomThe Seven Gifts -
Page 52 and 53: Medicines (Four Sacred Plants)Tobac
Page 54 and 55: The people of the Martin Clan were
Page 56 and 57: construction of the arbour ( an ope
Page 58 and 59: Metis TraditionsMetis FlagThe horiz
Page 60 and 61: The Inuit Culture and FamilyThe Inu
Page 62 and 63: Igloo - An igloo translated some ti
Page 64 and 65: Creating a Welcoming Learning Envir
Page 66 and 67: Office/Front Foyer/Student Services
Page 68 and 69: Why Involve Elders and/or Senators?
Page 70 and 71:
Elder Protocol - Metis Senator Prot
Page 72 and 73:
In Our Schools: Intentionally plan
Page 74 and 75:
Building Capacity with Educators Wo
Page 76 and 77:
National Aboriginal Day: June 21Nat
Page 78 and 79:
Building Strong PartnershipsAborigi
Page 80 and 81:
The logo of “Shki-niigaawii-ag”
Page 82 and 83:
Algoma University has over the last
Page 84 and 85:
ADSB has the privilege to meet and
Page 86 and 87:
First Nations Education Directors/C
Page 88 and 89:
First Nations of OntarioAamjiwnaang
Page 90 and 91:
Educating Our Educators - Educating
Page 92 and 93:
Appendix iiFor ADSBSchool Administr
Page 94 and 95:
• Avoid interrupting our Elders
Page 96 and 97:
Figure 1.0 - An Aboriginal Model of
Page 98 and 99:
Many of the adoptees, who are now a
Page 100 and 101:
Nations of Lost Soulshttp://www.nat
Page 102:
together in partnership.A cornersto
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Educating Our Educators (March 2011) - Algoma District School Board

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