Educating Our Educators Guide for Staff - Algoma District School ...

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Oral History - Evidence taken from the spoken words of people who have knowledge of past events andtraditions. This oral history is often recorded on tape and then put in writing. It is used in history books and todocument claims.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.Educating Our Educators – Educating Our Aboriginal StudentsRevised March 201120
Traditional lands – lands used and occupied by First Nations before European contact or the assertion ofBritish sovereignty.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: IntroductionThis revised handbook/g
Page 6 and 7: Message from the Director of Educat
Page 8 and 9: Supporting Our Aboriginal StudentsO
Page 10 and 11: Educating our EducatorsAs we learn
Page 12 and 13: Differences in Beliefs and Ways of
Page 14 and 15: Educating Our Educators - Educating
Page 16 and 17: Aboriginal Self Government - Govern
Page 18 and 19: Indian Residential Schools Settleme
Page 24 and 25: Other practical knowledge base orig
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: The Métis Nation of OntarioThe Mé
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:
Educating Our Educators - Educating
Page 80 and 81:
Aboriginal Youth Leadership GroupAD
Page 82 and 83:
Education Day - Algoma UniversityAl
Page 84 and 85:
Aboriginal Education CommitteeADSB
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:
Some things to Think about and Cons
Page 96 and 97:
Appendix iiiSupporting Aboriginal S
Page 98 and 99:
The Stolen Generation, the 60’s S
Page 100 and 101:
Sinclair, Judge M., Phillips, D. &
Page 102:
their homes and we apologize for ha
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