This document provides an overview of First Nations history and perspectives in Canada. It discusses:
- The diversity of First Nations cultures prior to European contact, with over 50 languages spoken.
- For thousands of years beforehand, Indigenous peoples lived in balance with the land and environment.
- Following contact and colonization, Europeans asserted control over land and governance, leading to cultural assimilation policies that damaged First Nations populations and communities over subsequent generations.
- Ongoing impacts include poorer health, social challenges, and higher rates of addiction, suicide, and incarceration among First Nations peoples today. Moving forward, the document calls for more inclusive and authentic teaching of Indigenous histories and experiences in education.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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3. Prior to Contact in North America
• Circles have significant meaning in First Nations
cultures. Safe and comfortable environments.
• Diverse culture prior to contact. 50 to 60
languages spoken prior to colonization
• Indian is the least politically correct term used to
describe First Nations People
• The term “native” is vague. Anyone born in
Canada is a Native.
• Aboriginal is a term used in the constitution. AB=
not ORIGINAL.
4. Pre-Contact
• Indigenous Peoples have been living in Canada for
thousands of years before contact with Europeans.
• They thrived and lived in harmony and balance with
the environment (Avoid the word survive).
• Europeans came here for 4 reasons: Fish,
(Europeans were hungry back home and saw a
bountiful of fish), Furs (European furtrade and
explorers), Exploration, and Evangelization
(Spreading the word of God…new people to talk to).
5. The Possibilities
• Without the help of First Nations People, None of
the four reasons the Europeans came to Canada
for would not be possible. Do we have
agreement?
• Europeans were vastly outnumbered, making
their continued presence entirely at the mercy of
the First Nations Peoples. Mutual benefit
relationship. This is the foundation of what
happens next.
7. Land Usage
• All of Creation is equally sacred
• All of Creation were given gifts
• Human gifts came with a responsibility to
the land
• We are the stewards of Mother Earth
• Ownership denotes relationships
• We are all family
8. Clan System 7 Clans
• Loon—Chiefs of Internal Affairs. Like the mayor.
• Crane—Chiefs of External Affairs. Like international
affairs.
• Fish—Teachers, Intellectuals
• Bird—Spiritual Leaders.
• Bear—Medicine People and Police As they are searching
for medicine they are also patrolling the borders.
• Marten—Warriors and Strategies. Find the most
resourceful way to get things done.
• Deer—Caregivers. Good, kind, gentle. If someone is
sick, they would go to the deer clan. They would take care
of those in need.
9. Family Structure
• Infants—Love
• Toddlers—Safety, teach them how to be safe.
• Children—Learning
• Youth—Questioning
• Young adults—Child Rearing
• Adults—Providing
• Grandparents—Teaching
• Elders—Wisdom
12. The Anishinabek Medicine Wheel – What
does it Mean?
• Medicine wheels consist of many different
aspects which connect humans and all living
things to Earth. All of these things are contained
in one small package that exemplifies and
reminds us of our earthly ties and responsibilities.
• The Medicine Wheel is round to represent the
Circle of Life. Human beings like many
organisms, enter their existence dependent on
others as babies, grow and discover during their
youth, experience life and learn while adults, and
age and pass on their knowledge as elders.
13. Symbolism
• The central cross represents how all things in the natural
world come in fours.
• This includes four winds, the four seasons, the four
directions, the four grandfathers (teachers), and the four
stages of life.
• The plan and animal symbols are useful to us as
medicines and guardians and also act to fulfill our spiritual
and personal well-being.
• The reason this object is called a “Medicine Wheel is due
to the strong spiritual healing present when all of the
representative symbols are in balance and are united.
14. Contact
• The Royal Proclamation of1763 outline the British Crown's
vision of relations with the First Peoples.
• This outlined the need for Nation to Nation relationship.
• Compensation for the land
• Population Reversal due to new diseases. These
diseases spread quickly. The first peoples’ population was
decimated (up to 90% of the population—small pox,
influenza, and other new diseases). However, the
European population grew from 750000 to 2.3 millions
from 1821 to 1851.
15. Colonization
• Representational Government takes over from the Crown.
• The government is going to assimilate the Indians in order
to wipe out the population.
• First Peoples no longer beneficial but obstructive
• The Gradual Civilization Act of 1857 first identified who
was an Indian to count them to eliminate them.
• The Gradual Enfranchisement Act of 1869 saw the
government take control of who was and who wasn’t an
Indian.
16. Continued Colonization
• 1920’s see revisions to the Indian Act that further hamper
Aboriginal efforts.
• Residential School System create to “educate the Indian out of
the child”
• Chief Phil Fontaine admitted to sexual abuse.
• The 60s Scoop sees a further erosion of family and community.
Numerous children were taken and placed into foster homes.
70% were placed in non-native homes and 70% of the
placements were broke down.
• 1969 White Paper (Pierre Trudeau was PM) Assimilation is
complete. However the community started to push back
politically. 1970 Red Paper was a response to the government.
17. Resulting Conditions
• Poor Physical Health
• Social and Economic Challenges abound
• 5-6 times addiction rates
• 5-6 times suicide rates
• 3% of population, up to 30% currently incarcerated.
• 80% of Aboriginal women have faced family violence.
• Aboriginal women are testing more frequently for HIV in
Canada today
18. What are we to do?
• How are you going to differentiate yourself from this history?
Be aware that the history of First Nations exists.
• We have to educate our kids based on the curriculum but some
of the First Nations kids have specific needs.
• Encourage plurality in our classrooms; not everyone has the
same experiences as you do.
• Ask ourselves, “Does this still hold true?” Always question
traditional teachings of the education curriculum.
• Here is what I was taught about this culture…
• Be careful to offer students authentic Aboriginal material and
experiences.
• Stop separating history from aboriginal history.
• Demand that your educational needs are met. Request for
more PD in this area.
Editor's Notes
Every Nation’s story is different but have many commonalities.
Believe humans are no more sacred than what the earth provides. Creator gave every form of life original instructions. He gave instructors on how to be a fish to a fish. He also gave gifts and responsibilities to each creature. The creator will never ask you do to something your don’t have the ability to do. If you are given a gift you are responsible to share that with the world.
Humans are the caretakers of the land (Stewards of the land). That is our gift and responsibility.
Their stories are not “myths” We have a need to explain. They are stories of science. Pacific Northwest is so rich and abundant that they didn’t need to scavenge to live off the land. Able to develop art and culture. Totem poles. Patrilinear-clan is traced to the father. Matrilinear-clan is traced to the mother. You are born into your clan. Every clan is given gifts and responsibility.
Plurality of Wisdom: When you combine all the wisdom, you make the best decisions for the community. Each clan would gather individually and discuss a decision (through their gifts). Then each head from each clan that represents the clan would speak from his/her clan perspective. Gathering wisdom. Decisions were made on consensus. Everyone must agree to agree but not necessarily share the same opinion.
This system predates to thousands of years. Related to the creation story. This is no longer used as a system of government anywhere. The clans didn’t live together. Only gather when big decisions had to be made for the community, such as European contact.
These teachings are from Kelly’s perspective.
Every member of the family has a job to do. In order to understand Indigenous perspectives, you must understand relationships and balance. Every single person is an important member of society. They need them for healthy families. What is really important to understand is about balance. At the center of this teaching is fire—the life force. The relationships that exists across that fire is that each member sits across from the member that will balance their gift. The relationships are balanced and reinforced.
Life is tough so the creator gave us medicine wheel teachings to help deal with life’s difficulties.
Every individual is made up of four pieces: Mental, physical,
North East South West. The creator made four races represented by each colour in the medicine wheel. We were given different gifts and responsibilities. We were given different territories and our gifts were very unique.
Yellow Race: Given the gift of time. (Asian)
Red Race: Given the gift of vision. See the consequences of their actions. (Indigenous races)
Black Race: Knowledge.
White Race: Movement.
Vision: All four colours of man would come together and live together.
The Medicine Wheel serves to remind us of our place in this world, how we have an impact through our actions and how we are connected in many wasy to our natural world. Negative impacts would result should we change the balance of things, which eventually will be felt by all. If however, humans care for the earth and cherish all within it, we can create a healthy world-wide ecosystem where all can benefit.
In order to understand the political climate today, we need to know about how we got there.
Europeans came over to start a new life. To get the best land in order to farm. Once the Europeans didn’t need them anymore, the First people were now in their way.
Prior to 1960 you weren’t allowed to vote unless you were enfranchised.
The government made it against the low to make a land claim against the government. In order to speed up the process of colonization was through residential schools
Revision to Bill 31 in order for women to keep their status as well as those who were enfranchised received their status back.
“Bill c31ner”
How you approach teaching art and myths. How to include Aboriginal content into programming. Don’t present yourself as authentic. Learn with the students.
Canada’s treatment of First Nations Peoples were praised by Hitler and adopted by South African Apartheid ideals.
Took away traditional form of sustenance and gave them poverty food. Many health related issues started to afflict First Nations people: Diabetes, COPD, Heart Disease, Stroke.
Caused a lack of identity. High rates of substance abuse. 95 % of the population was addicted. These addictions are afflicting communities still to this day. Today, still high rates of suicide, even amoung children.
Incorporation of education and discussion
Read documents pertaining to this issue. Educate yourself.
Joseph Boyden The Urenda
Stephen Lewis
kellybrownbill@sympatico.ca
www.kellybrownbill.com