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

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Igloo – An igloo translated some times as snow house is a shelter constructed from blocks of snow. It isgenerally in the form of a dome. The best snow to use for this purpose issnow which has been blown by wind. Their homes were wonderfully well constructed. These early peopleare credited with the invention of igloos. They fit blocks tightly together. Then, using lamps, they applied heatto the walls of their home, both inside and out. The ice melted a little, and quickly refroze. This sealed theblocks into one sheet of ice, and made their homes nearly air tight. One oil lamp could heat a home. Homeshad windows made of clear sheets of ice. They had doors of ice that could be opened and closed. Duringconstruction, they built in an ice shelf around the entire inside wall. They used the shelf to spread outbedding and for a place to sit. The ice shelves stayed frozen because one side of the shelf was part of theoutside wall. The people stayed warm while sleeping on the shelves because they were tucked inside fursleeping bags.The Parka—The ingenuity of the Parka reflected the varied roles of the men and women and were constructedto accommodate the actions required of these roles. For example, the hood of the men's parka was more closefittingto allow better vision out in the tundra. The shoulders were roomy to allow him to pull in his arms for warmthor to aid movement during a hunt. The woman's parka was better suited to the caring of children in that the hoodwas large and was better suited to actually serve as a carrier of the children for the first couple of years of theirlives. The parka was also roomy enough to allow it to be moved from back to front to easily accommodate breastfeeding.The quilliq– is the small stone stove that was their only source of heat and light during long winter months.Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201162
Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201163
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 20 and 21: Reserve - A tract of land, the lega
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 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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