Abos Serious

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). Ontario Native Women’s Association known as ONWA

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an Aboriginal women’s lobbying group that fights for the rights of Aboriginal women. It was founded in 1971 at the Thunder Bay Indian Friendship Centre.

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National Indian Brotherhood known as NIB

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a political lobbying group in Manitoba for First Nations communities across Canada.

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Assembly of First Nations

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, a political lobbying group housed in Ottawa replaced the National Indian Brotherhood, and is now looking after the affairs of First Nations.

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District Liaison Council known as DiLiCo

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equivalent to the Children’s Aid Society and looks after the Aboriginal families and children in the Thunder Bay district

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Tikinagan

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equivalent to the Children’s Aid Society and looks after the Aboriginal families and children in the Sioux Lookout district

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). Indian & Northern Affairs Canada is known as INAC

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It tends to the affairs of First Nations communities. It looks after health, education, treaties, lands etc

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Ontario Metis & Non status Indian Association was known as OMNSIA

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It was a political lobbying group which looked after the affairs of the Metis Association and the Non Status Indians, but when Bill C-31 came into effect, the Metis excluded the Non Status Indians.

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). Ontario Metis Association is now known as OMA

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the Government gives them a sum of money annually to operate.

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What was the Indian Act? When was it passed?

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In 1876, the first Indian Act was passed, and it was later revised in 1951. The Indian Act was a set of regulations discerning how Status Indians were to live.

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List the terms of the Indian Act that were presented in class

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The original Indian Act is quite extensive, but the following rules are the ones important to remember.

3. Status Indians were not considered Canadian citizens, until the 50’s.
4. They could not vote in the provincial and federal elections.
5. They could not fight in World Wars I & II. Some went anyway. They declared themselves non status, and when they came back from the war, they resumed their status.
6. When a Status Indian male married a non-Indian or non status woman, that woman became status.
7. When a Status Indian woman married a non-Indian or non status man, she and her children who were born in that relationship, lost their status.
8. Status Indians could not own any land, with the exception of Six Nations Indians who received land from the English Government in thanksgiving for being allies of the English.
9. Status Indians did not have to pay provincial and federal taxes while being employed on the First Nations community.
10. Status Indians receive medical care and free education (at one time, a degree was paid for, but now there are restrictions). Status Indians get free education up to the secondary level.
11. Any Status Indian earning a degree of any kind prior to 1904, lost his/her status.
12. A Status child/youth was considered a juvenile delinquent if he/she did not attend school. Subsequently, was sent to a reform school by the Indian agent when caught.
13. Enfranchisement was introduced briefly, whereby a male only could sell his and that of his family’s treaty rights ($4.00 X 20 years = $80.00 per family member). That varied if the sum was $5.00.
14. Status Indians weren’t allowed to imbibe in alcohol. Chiefs wanted no alcohol served while signing treaties, so the Indian agents had that included in the Indian Act. Whereby, “dry reserves” (no alcohol allowed in First Nations communities) were established. Later, “wet reserves” were established when First Nations communities voted in favour of it.
15. Status Indians are exempt from paying both sales taxes on a reserve. They are also exempt from the provincial sales tax off the reserve.
16. Status Indians pay for cheaper gasoline on a First Nations community since both taxes are eliminated.

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Treaty money varies in different areas

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. It is $4.00 per year for some, and $5.00 a year for others.

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band registry

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It lists all the Status Indians in Canada

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Bill C-31

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is the pre-legislation name of the 1985 Act to amend the Indian Act. This Act eliminated certain discriminatory provisions of the Indian Act, including the section that resulted in Indian women losing their Indian status when they married non-status/non-Indian men. Bill C-31 enabled people, affected by the discriminatory provisions of the old Indian Act to apply to have their Indian status and membership restored.

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Jeanette Corbierre-Laval

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is an Ojibwa woman from the Wikwemikong Reserve on Manitoulin Island who lost her Indian Status by marrying a French man. The Ontario Native Women’ Association (ONWA) supported her on the grounds of discrimination, to take her case to the Supreme Court of Canada. The National Indian Brotherhood (NIB) did not support her cause, hence she lost her case. The chiefs of First Nations communities were against this action, because they didn’t want the Indian Act undermined or tampered with. They might lose all their rights as well. They also did not want to shrink monies received from the Oil Well companies out west. The Supreme Court of Canada overruled her, and it maintained the Indian Act.

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Sandra Lovelace

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a Malecite Indian woman who was from New Brunswick. She lost her Indian Status when she married a Scotsman. They had five children. One day he came home and told her that he was divorcing her to marry a younger woman, and that he was leaving her with no financial support. She went home to her reserve, and was turned away by the chief and council, telling her that she and her children were non status. Thus, her children lost contact with their grandparents, language, culture and history. Sandra went to the United Nations with her case. The UN shamed the Department of Indian Affairs to change the law in the Indian Act. Bill C-31 was passed on June 28, 1985 to stop discrimination against Status Indian women. All who lost their status through marriage to non Indians and non status Indians regained their status. Their children as well became Status, but were designated as N6 children.

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How would you evaluate the nonverbal Aboriginal student

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You can evaluate the nonverbal Aboriginal student through journaling or through having a conference with that student

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Laughter biochemicals

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Endorphins: Laughter

Dopamine: Gambling

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Give six (6) specific reasons why Aboriginal people use humour

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1. for entertainment;
2. for making introductions;
3. for alleviating grief;
4. for healing or alleviating pain;
5. for alleviating stress, embarrassment, nervousness;
6. for correcting inappropriate behavior;

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Give reasons for the importance of Dr. Clare Brant

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Dr. Clare Brant was a Mohawk from Tyendenaga First Nations Community. He was the first North American Indian psychiatrist who worked with Indian parents and children. He was noted for his work in the ‘non interference rule’

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(b) Describe the traits of an extended family

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- enjoy group cohesiveness; the ‘we’ feeling;

- share everything; help one another;

- not into saving money;

- learn by watching/observation/and storytelling;

- learn by doing; are concrete learners;

- are self evaluators; may not hand in work in class;

- have artistic abilities

- are day-to-day oriented; not goal oriented;

- believe in extra sensory perception (ESP);

- work seasonally

- non competitive individually; in sports they are competitive;

- What goes around comes around. This is something that they believe in.

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a diagram of what an extended family of an aboriginal person looks like

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NC
Extended Family
Peers
Community
Native Police

Surrounded by

Church
Schools
Health + Welfare
OPP
INAC

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Describe the traits of a nuclear family

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- are individualistic oriented; come from the ‘I’ mode;

- are savers; bag a moose and have the butcher package it up;

- into saving money for the future; “A penny saved is a penny earned.”

- are scientific minded; are text book learners; are abstract thinkers;

- meet deadlines; time conscientious; ‘Time is money.’

- goal oriented; have 5 year plans;

- believe in logical explanations for everything;

- competitive in every aspect, individually and in group activity;

- time is important to them.

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a diagram of a nuclear family

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Individual

Everything around them is equal

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How are Aboriginal people motivated?

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Family is very important to Aboriginal children. In the extended family, the Aboriginal child is surrounded by family, all through his maturation. The child is the focal point of their lives. Thus, the family motivates the Aboriginal child.

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Stereotyping

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is the process of creating categories and generalizations.

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Prejudice

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Prejudging people based on stereotypes

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Discrimination

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is acting on our prejudice. Discrimination occurs when we give action to our prejudice thoughts which emerge from stereotypes

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Racism

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Specific discrimination based on race

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Bias

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on North American history lack correct information and are biased in favour of the writer who is writing the text

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Bias by omission

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selecting only information that reflects credit on only one group, frequently the writer’s group

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Bias by defamation

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calling attention to Native persons’ faults rather than their virtues and misrepresenting their nature

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Bias by disparagement

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something that lowers a thing or person in worth or importance; denying or belittling the contributions of Native people to Canadian culture.

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Bias by cumulative implication

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consistently creating the impression that only one group is responsible for positive developments

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Bias by (lack of) validity

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: failing to ensure that information about issues is always accurate and unambiguous

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Bias by inertia

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perpetuation of legends and half-truths by failure to keep abreast of historical scholarship

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Bias by obliteration

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ignoring significant aspects of Native history

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Bias by disembodiment

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referring in a casual and depersonalized way to the “Indian menace” or representing the annihilation of Indian culture as part of “march of progress.

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Bias by (lack of) concreteness

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dealing with a race or group in platitudes and generalizations (applying the shortcomings of one individual to a whole group). To be concrete, the material must be factual, objective, and realistic

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Bias by (lack of) comprehensiveness

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: failing to mention all relevant facts that may help to form the opinion of the student.

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Duncan Campbell Scott

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Duncan Campbell Scott was the deputy minister of Indian Affairs from 1913-1932

His goal was to get rid of the Indian problem by educating and assimilating them

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Edgerton Ryerson’s role in Aboriginal Education

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Edgerton Ryerson was the first Minister of Education in Ontario. He supported Duncan Campbell Scott’s goal in the education of Indian people, by putting them in residential schools. Ryerson believed that Indian people were inferior in their intelligence and that all they could think about was their warring ways. He believed that they weren’t ready for getting an education and becoming professional people until a hundred years time. For the time being, Indian males should be taught a trade, and the Indian women should be trained to be good housekeepers. They were also to be taught English and how to read, so that they can read the Bible.

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Name the churches involved in setting up residential schools

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The churches were: Roman Catholic, Anglican, Methodist, Presbyterian, and the United Church

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In terms of dollars and cents, how much was compensated to the survivors of the residential school

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The Federal Government paid 2.9 billion dollars to the 80,000 survivors of residential schools. People who were 65 years of age and over, received an immediate amount of $8,000.00 and others were given $10,000.00 for the first year, and $3,000.00 for each year after that. The seniors later received the rest of their monies, depending how long that they had remained in the residential school.

Front 44

List the traits of a Circular Thinker.

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1. They believe that a hoop or circle has no beginning or end.
2. Seasons and time evolve circularly.
3. They believe in the supernatural or paranormal psychology (ESP).
4. Time is not the most important factor to consider when completing projects or assignments, but getting the task done well and feeling satisfied with it, is the important thing. As a result, Aboriginal students often evaluate their own work and may not hand in something if they feel that it isn’t worthy.
5. They respect each other’s reality or beliefs.
6. They believe in coming full circle in their life experiences.
7. The Medicine Wheel becomes an important teaching tool in their lives.
8. Many of the traits of the extended family become traits of the Circular Thinker. Thus, any of those traits can be used as examples of traits of the Circular Thinker.
9. Aboriginal children learn by watching and listening to stories.
10. They are motivated by family.
11. They think collectively; “we” feeling.
12. They share everything, thus not into saving.
13. They are non competitive except in sports.
14. They believe in “non interference” for all.

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List the traits of a Linear Thinker

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1. They are scientifically-minded; there is an explanation for everything.
2. They are textbook-oriented; abstract thinkers.
3. They are time conscious. They tend to break time into segments and see time as a line rather than a circle. They respect deadlines. Time is money.
4. They are goal-oriented.
5. They are long-term planners. Sometimes, they have 5-year plans.
6. They think individualistically. “I” is an important concept.
7. They tend to be competitive in all aspects, including sports and personal goals.
8. They are savers. Children are trained early to have a bank account.
9. Money and materialism is important.
10. They belong to a nuclear family unit. They take advantage of all the institutions available to them, such as the schools, organizations, etc.
11. The adults believe in ‘control’. One must be in the driver’s seat to be able to control life’s destinies. They guide and control their children at all times.