The University of Calgary has webpages that give basic information about First Nations history. This one has maps of Canada with different ways of dividing regions. It is interesting to see how the linguistic, regional, and First Nations maps differ and compare to one another.
http://www.ucalgary.ca/applied_history/tutor/firstnations/civilisations.html
Intellectual Property Issues in Cultural Heritage (SFU)
The Intellectual Property Issues in Cultural Heritage site (IPinCH) is a group primarily concerned with archaeology and “the theoretical, ethical, and practical implications of commodification, appropriation, and other flows of knowledge about the past, and how these may affect communities, researchers, and other stakeholders.” The Publications section lists many interesting pieces such as: “Protecting Indigenous Cultural Property in the Age of Digital Democracy: Institutional and Communal Responses to Canadian First Nations and Maori heritage Concerns” and “Control of Information Originating from Aboriginal Communities: Legal and Ethical Contexts”. The website’s blog has an “Appropriation of the Month” series, exposing and critiquing specific acts of cultural appropriation in the media or popular culture.
This website is an interactive journey that gives information about five First Nations across Canada. The website says, “Four Directions Teachings celebrates Indigenous oral traditions by honoring the process of listening with intent as each elder or traditional teacher shares a teaching from their perspective on the richness and value of cultural traditions from their nation.” (http://www.fourdirectionsteachings.com/transcripts.html) The site is student friendly and engaging. It could easily be used in the classroom to share information about First Nations peoples.
The Office of the Treaty Commissioner is an agency in Saskatchewan that is committed to treaty education. As part of the Treaty Essential Learnings curriculum that was put out in 2007, videos were created for teachers to use in the classroom. These videos give students an overview of the treaties that cover the province of Saskatchewan. They are useful for any teacher wanting to incorporate treaty teachings in their classroom.
The Saskatchewan Teachers’ Federation is the professional organization representing the teachers of Saskatchewan. This is the Classroom is blog created by the STF that discusses important issues that affect teachers in this province. First Nations and Metis issues are always at the forefront of our educational consciousness and this blog has put together some well written posts about the Treaty Essential Learnings and First Nations education. The posts are written by teachers, for teachers so they are easy to read and informative.
Max Fineday is the first indigenous president of the University of Saskatchewan’s Student Union. In an organization that is 106 years old and a province that has a 50% First Nations population, this has been a long time coming. The news is momentous enough to have landed in the New York Times.
In the article is a short discussion on Residential schools and colonization. Overall the article sets a positive tone and gives attention to the work that universities across Canada are doing to support Indigenous students.
“Well, I heard it on the radio and I saw it on the television: …
A free PDF of this 1993 essay by Marcia Langton is available on the archived website of Australian Film Commission. It is a discussion of the issues about Aboriginal representation and self-representation, in film and television particularly.
Since it is “unrealistic” to expect that others will stop portraying Aboriginal people in film and television, Langton says that it is important that Aboriginal people “control the means of production and make our own self-representations” wherever possible. She writes: “Freedom in the world of film and the arts can only thrive if there is also a strong critique, and in relation to Aboriginal matters, if the critique is anti-colonialist.”
http://www.duckdigital.net/FOD/FOD0781.html
Blinding the Duck is an online essay by an Australian academic, Simon Pockley, that “explores some of the complex issues arising from the use of digital images of Aboriginal people and material in The Flight of Ducks (a participatory online documentary built around a collection of objects from a camel expedition into Central Australia in 1933).”
The Flight of the Ducks was the author’s online PhD “documentary”. Images from the expedition, such as those of people who have since died, are displayed online, and have provoked shock and anger amongst Aboriginal people in Australia. Pockley tells the detailed story of this controversy – how some see the project as evil cultural appropriation, and how the University removed the project from its web servers.
Pockley says “This paper is a description of the methods used in The Flight of Ducks to accommodate Aboriginal cultural sensitivities…. It seeks to work towards the development of a protocol by which Australian historical material with Aboriginal references can be used online without…cultural conflict…”
In 2007, The Atlantic Policy Congress of First Nation Chiefs Secretariat issued a document that outlines the symbolism behind different spiritual traditions of the First Nations People. In simple terms, it explains the meaning behind: naming ceremonies, sunset and sunrise ceremonies, sacred medicines, medicine circles, talking circles, pow-wows, eagles, Elders, dance and so on. This could be a useful learning tool for students looking for definitions that are easy to understand.
The resource is also useful for educators looking to build their background knowledge before beginning a unit on indigenous culture. In our discussions during weeks 10 and 11, we took a look at mainstream teachers who are teaching in Northern remote communities. One of the ideas that came out of this discussion was the fact that many of these teachers feel il-equipped to transmit knowledge of indigenous culture and spirituality. This is also true for those teaching student populations outside the indigenous community. It can be challenging for teachers to impart indigenous spirituality, particularly if they themselves do not feel a strong sense of spirituality or connectedness with the natural environment. Without a teacher who values these concepts, it is difficult to inspire students. It is important that educators are enthusiastic about teaching indigenous studies. Although the afore-mentioned document will likely not bolster teacher’s excitement about the topic, it will provide them with a firm foundation of knowledge and understanding.
I have found a fantastic literary resource, best-suited for HS students studying the history and culture of Canada’s First Nations. David Alexander Robertson, a Cree writer, has developed a series of best-selling graphic novels. What is so important about his works is that they focus specifically on educating youth about indigenous history and contemporary issues. David advocates for First Nations People through the education of today’s youth, weaving his message about social change into his written work, as well as during his speaking engagements. Since the series is written from the author’s first-hand experience, we as educators can be sure that the information and emotions that are being described are accurate portrayals. For more information about David A. Robertson, click here. You can also listen to the author speak about his work at the following CBC radio interview.
Robertson’s most well-known series is called 7 Generations. The series’ main character is an Aboriginal youth named Edwin. The series walks readers through 7 past generations as Edwin, who lives in the present, tries to make terms with what his ancestors had to survive in throughout Canada’s history. Wow. As an educator, I can envision myself using this text to evoke discussions on how our past can shape our present and our future. Students can be encouraged to make connections to this idea – have their ancestors experienced prejudice? Have they themselves experienced any form of prejudice in the past? How has this impacted their self-esteem? This discussion will transition nicely into how today’s indigenous youth are impacted by their peoples’ history. Before sharing these graphic novels with your class, it would be best to pre-read the book and consider whether your students are mature enough to handle to heavy topics being explored (alcoholism, abuse, suicide). I would only recommend these texts for students in High School or older.
