Citizens' Meeting: Next Steps

Citizens’ Meeting and Potluck

Thursday, 6:00pm, December 10^th, Friendship Centre

The heart of Treaty Four beats in Fort Qu’Appelle. We, the citizens, want to take steps toward First Nation, Metis and Settler Descendant reconciliation and relationship. We want to put the ideas of decolonization and indigenization to work in our day-to-day lives.

Maybe you watched the film “The Pass System”. Maybe you read the Truth and Reconciliation Commission Recommendations. Maybe you wore an orange shirt on September 30^th to remember the children of residential school who survived and those who didn’t. Maybe you walked with Idle No More. Maybe you want to learn more about Treaties and Treaty implementation. Maybe you wonder, what do we do now?

Join us for an informal potluck, Thursday, December 10^th at the Friendship Centre, 6:00pm. Bring a friend and have a conversation with next-steps on your mind.

 

 

Pictures from Fort Qu'Appelle Screening of "The Pass System" with filmmaker, Alex Williams.

 

Treaty Essential Learnings

Native Studies Research/Inquiry Project.

This little book can help you research almost all of the topics. See the table of contents below.

Treaties: The entire book gives you information about the Treaties in Saskatchewan.

 

The Royal Proclamation of 1763 on page 11 and 19.

The Indian Act, 1876 on page 22; Amendments to the Indian Act on page 23; The Status Issue on page 56; and more contemporary thoughts on the Indian Act on page 57.

Colonialism Federal First Nation Legislation, 1867 on page 22; The Indian Act on page 22; "The Davin Report, 1879 on page 22; The Department of Indian Affairs (DIA) on page 22 and more...



Land Rights: Lands in Dispute on page 51 and Maps of "Location of Historical Treaty Boundaries in Canada" and "Treaty Boundaries, Location of the First Nations and the Treaty Sites in Saskatchewan" page 71 and 72.

Open Letter to Thessalon First Nation: I am a Treaty Person of the Robinson Huron Treaty of 1850

I sent the following letter to Thessalon First Nation in 2013. I would like to send as an Open Letter to the citizens of the Thessalon First Nation as I remember that I am a Treaty Person of the Robinson Hurron Treaty of 1850.

March 31, 2013

Dear Chief Alfred Bisaillon of the Thessalon First Nation:

I am from Saskatchewan of Norwegian and Irish, Scotts, English decent. I am also a school teacher, and through my professional development, I have begun learning long-overdue lessons from Canadian history. Foremost, I've been learning about treaties foundational to Canadian identity, and how many of these treaties have been broken, unbalanced, or unimplemented.

In the fall of 2011, I began a blog called Treaty Walks with the purpose of sharing my learnings with others who may not be aware of Canada's treaty history. I have received encouragement that I am on the right path from both First Nations and Non First Nations friends, although we all know I have many, many miles to go.

I was born in southern Saskatchewan and currently live in the Qu'Appelle Valley; therefore, I have been focusing my learning on Treaty Four; however, while writing (and researching) a blog post this past fall about my family's immigration stories, I had an epiphany. I am also a treaty person of the Robinson Huron Treaty of 1850. I can only imagine how silly that must sound in the ears of someone whose people have known they are treaty people for over 150 years. For my awkwardness, I ask your patience. For my ignorance, I ask your forgiveness.

My late grandfather, Cecil Thomas Bailey, was the middle child of Tom and Edith Bailey of Thesslon. At the last family reunion in 2003, my mother, Mary, took Grandpa to your band office. He was very proud when the person at the desk called to the back offices that "there is an elder here to see you." I am not sure who he visited with that day, but I thank you for making a 90 year old man feel honoured, welcomed, and most specially, valued. On the Monday, after the family weekend was over, my grandmother, Cecil's wife of 68 years, passed away. She had remained home in Saskatchewan after suffering a stroke. My grandpa often said that he didn't remember anything from the reunion weekend, but that he did remember visiting the band office.

I have something else to thank you for. On many occasions, Grandpa shared this story with me. When he was a little boy, about ten years old, so that must have been around 1923, he had ringworm in his eye and his bottom. One day, Frank Bamageizik was passing by the farm, and he called to my great grandfather, "Tom, that boy has ringworm. Why aren't you treating it." Grandpa said that his dad answered, "The doctors can't do anything because of where it is." Then, Mr. Bamageizic said he would return. He came back shortly with a tin (Grandpa always mentioned the type of tin, a brand name, but I forget). The tin was filled with a poultice. Mr. Bamageizic wrapped Grandpa's eyes and bottom with the medicine and left. In three days he returned, removed the bandages, and Grandpa was free from the worms. My Great Grandfather said, "Frank, why don't you share this cure with the doctors? They couldn't do anything." Grandpa would often tear up when he told us Mr. Bamageizik's reply. "Tom, they've taken our land and our livelihood. I'm not giving them our medicine, too."

I share that story to honour my grandfather and to also express my thankfulness that despite Mr. Bamageizik's clear understanding of what the newcomers had taken from his people, he shared his medicine with a little newcomer boy, my grandfather. As I learn more about Canada's history of colonialism, broken treaty, residential schools, Indian Agents, and racism, I am even more humbled by Grandpa's story, specifically Mr. Bamageizic's generosity, kindness and friendship.

While doing my limited research on the Robinson Huron Treaty of 1850 a few months ago, I was sad to see that your application to commemorate the War of 1812 had been denied. The news story named two individuals from Thesslon First Nation who gave their lives in that war, and it made me realize that they sacrificed for my family's forefathers.

"Chief Shingwaukonse (Little Pine) led 700 Warriors in defence of Ojibway homelands and to protect British interests from the Americans," writes SooToday.com staff. "Shingwaukonse’s warriors spilled much blood to save the British Colonial forces and what we know as Canada today. According to an 1819 Indian Affairs letter, Chief Wabechchake of the Crane Clan was killed in the 1813 battle at Fort George." http://www.sootoday.com/content/news/details.asp?c=43862

My Bailey relations lived side-by-side Thesslon First Nations for generations, and I know that they benefitted from your sacrifice in the War of 1812 and the Robinson Huron Treaty of 1850 as they farmed the land, raised families, and enjoyed their freedom. I am new to this history, and I have not researched my family's involvement in treaty, but I fear that the Thesslon First Nation did not benefit from treaty as my people did; this is the story I hear over and over as I learn more of Canada's treaty history.

When I heard of your application being refused, it made me want to do something, as a proud and loyal granddaughter to Cecil Baiely. So, I called my mom and told her what I'd learned. Then, I talked to my daughters. They were all supportive of me writing this letter, thanking you for this old story of Mr. Bamageizik's kindness as well as offering our friendship and advocacy in honouring your people's contributions to the War of 1812.

I am a writer and an educator. Although my mother was raised in Saskatchewan, she has maintained strong relationships within her extended Bailey relations (numbering in the hundreds), as has my sister, Andrea. As well, my daughters, 18, 15, and 10, all loved Great Grandpa Cecil. They each have a heart for social justice as does my husband.

We would like to do something to express our thankfulness and hope for an equitable future. Would we be able to help with the project that did not go ahead last spring? Would we be able to work with you on any current project or concern in which outside friendship and advocacy could be helpful? Would we be able to organize a meeting or a ceremony in the future in which we could acknowledge your sacrifice, generosity, long-suffering, and friendship?

Thank you for listening.

Sincerely,

Sheena Koops
Fort Qu'Appelle, Saskatchewan
Treaty Four Territory

Singing Our Treaty Song for Human Rights Radio

 

I find Elder Alma in the Luther College Library, signing out books for her July post graduate university classes. She climbs into my truck, and I introduce her to my guitar students, Doug Song and Felicity Nokusis in the back seat. Elder Alma and Felicity soon have made connections through their Peepeekisis relatives.

 

We drive through Regina, heading toward Dewdney, then turn off on 8th Street to find the offices of CJTR 91.3 FM Community Radio where we will appear on the Friday Noon show, "Human Rights Radio". We have practiced "As Long as the Grass Grows: A Treaty Song from Saskatchewan" in guitar class and I have worked on the song with Alma, but this is the first time we have put it all together. 

Host, Jim Hutchings, meets us at the front door and we take the elevator to the studio. We go live in fifteen minutes, but this is enough time to get the bass plugged in and visit a little with Jim. He wants to know how to pronounce names and a bit about each of us.

Jim begins the interview reminding the listeners that I'd been on the program last Easter and had shared about my Treaty Walks and the song I'd written. He says that we've been working on the song with Elder Alma, and he asks her about the importance of Treaty and the Nehiyawak world views contributing to Treaty principles: Miyowicehtowin, Pimacihowin, and Witaskewin (getting along with others, making a living on the land, and we are one with the land.)

Then, we sing the song, and Jim is making us a recording.

After we're done singing, he asks more questions, and Felicity has the last word, talking about the importance of Treaties to our youth.

We are feeling like rock stars as we go back onto the street. It's time to celebrate and share lunch. We say our favorite restaurants and Doug adds, "Korea House". Elder Alma says, "Let's go to the young man's restaurant and share in his culture."



We order beef, noodles, rice and all of Doug's favorites. Felicity is helping Elder Alma learn how to use chopsticks. We are laughing and talking about which dishes are too hot or just right.

Before we drop Elder Alma back at Luther College, she has business at city hall, so the kids and I wait out front, under the flags: Canada, Saskatchewan, Royal Union Jack, Regina, Treaty 4, and Metis.

Felicity, who I've known as Sweet most of her life, she and I take a selfie to send to Moira, my middle daughter. I couldn't be happier!

Elder Alma and Delma sharing teaching on Miyowicehtowin, Pimacihowin, and Witaskewin (getting along with others, making a living on the land, and we are one with the land.)  http://www.treatywalks.blogspot.ca/2015/06/music-in-their-voices.html

"As Long as the Grass Grows" which can be found on youtube. https://www.youtube.com/watch?v=CQ2qI2SKzpA

 

 

 

 

Treaty Walk in Late Summer the Morning after My First Sweat

My cousin Angela and I walked into the little building behind the All Nations Healing Hospital in Fort Qu'Appelle. There was a lodge covered in canvas at the far side of the rectangular building. There was carpet on the ground. We could smell sage as Elder Alma welcomed us and introduced us to her daughters and daughter-in-law. We were invited to sit and wait for everyone to arrive.

Elder Alma explained some of the protocol, and continued explaining as she brought out her pipe. There was a lot of laughter and humility as Alma and her daughters (also pipe carriers) talked through the experience with each other and also explaining for our benefit. We were family among family, and it was a powerful introduction to my first sweat.

Elder Alma Poitras' daughter, Evelyn Poitras, had asked her mother to hold this sweat to bring blessing to Evelyn's initiative, Treaty Law School, to take place at the First Nations University of Canada in Regina for the next week.

After sharing in the pipe ceremony, we then began to learn the protocol of the sweat lodge. We did four rounds in the darkness of the lodge. It was very much like the prayer circles I've attended in my own faith tradition, minus the physical exhaustion of the heat. I could write much more, but I'm not sure of the protocol of speaking about such sacred moments.

The next morning I took a Treaty Walk through the beautiful Qu'Appelle Valley. I anticipated seeing the women again on Friday when Elder Alma and I would share our Treaty song at the Treaty Law School.

 

 

 

 

 

 

Treaty Walking All the Way to Treaty Ed Camp

I can smell the smoldering sage, soft on the air, as we sit in a great, big circle -- just the women -- and we are introduced to the pipe carrier and the pipe she carries. She is accompanied by her husband who sits directly in front of her, inside the circle. He will be her helper through the ceremony. This is how we start the day in a good way, after a prayer and after a song, we share in ceremony. This is also a time of prayer.

The organizers are calling today, Treaty Ed Camp. We are gathered in room 230 of the Education Preparation Centre at the University of Regina. Others -- men, women, two spirited -- are participating in the Blanket Exercise, facilitated in four other rooms.

The helper kneels, offering a bowl of sage slowly around the circle, from woman to woman. I switch my sitting style many times, my legs folded to one side, then the other, and finally my feet stretched in front of me, crossed at the ankles, my grandmother's moccasins keeping my feet warm and beautiful. I have wrapped my cardigan over my lap as I have been shown is a respectful way of being. I have removed my necklace, earrings, glasses, and even my wedding band, as an act of leaving the shiny, flashy things behind and coming to the Creator as simply me.

As we are invited to smudge we hear of the ongoing journey of becoming a pipe carrier. When the sage reaches me, I am happy to receive this gift, an opportunity to cleanse my mind, body, spirit and emotion. I have seen an elder I admire smudge her moccasins, and I remember to pass some of the smoke along my legs to my feet. The helper asks if I want to smudge my moccasins and I say yes. He brings the bowl to my feet and I cup the smoke with my hands and smooth it over my moccasins twice. "Thank you," I say.

Soon our leader begins a prayer and the pipe is now passing as the teaching continues, full of story, grace and questioning. The pipe is now in front of me and I receive it, my right hand at the base, my left hand near my mouth. I breathe in deeply as the helper lights a match and keeps the pipe burning. Over and over I am praying for deep wisdom, deep love, deep kindness, and deep epieikeia, a sweet justice, a perfect way forward.

We go about our sessions. I hear about an art project which is a spin off from a Treaty Walk my students and I shared with some Arts Education students from the University of Regina. I hear our students and staff debrief their Blanket Exercise activity. I listen to the history and modern reclaiming of Two Spirited identity in Indigenous cultures. I share my Treaty Song: As Long as the Grass Grows https://www.youtube.com/watch?v=CQ2qI2SKzpA

At the end of the day we are asked, what is one word you feel about today. Teachers and pre-service teachers answer: inspiring, hope, truth, awesome, wonderful. I think "peace".

Later in the day, after a visit to my brother's new home above Echo Lake, I stop to take a picture, remembering this beautiful land my family was invited to share through the signing of Treaty Four, September 15, 1874.

Then I go to the school and put my moccasins on my desk. I bought these in Black Lake, Treaty 8 Territory, and gave them to my Grandma Lavine. When she passed, they came back to me.

I am remembering my grandmother and my mother, both teachers, and following in their footsteps, with the help of the Creator, I will keep Treaty Walking.

 

 

As Long as the Grass Grows 2015 on YouTube

I am happy to share "As Long as the Grass Grows: A Treaty Song from Saskatchewan" on YouTube as our community prepares to host the 29th Annual Treaty Four Gathering in Fort Qu'Appelle, September 14-20, 2015.

https://www.youtube.com/watch?v=CQ2qI2SKzpA&feature=youtu.be

With special thanks to my friends, Keitha Brass and Charlene Tupone, as well as my husband, Michael Koops.

A special thank you to Elder Alma Poitras and her sister Delma for help with translation, and Alma's vocals, too.

Thank you to Felicity Sweet Nokusis and Doug Song for vocals and bass, respectively.

Thank you to Gord Barnes and Jim Hutchings for having us on Amnesty International Regina Human Rights Radio.

Happiness Is

Happiness is walking to work in the sunshine, cool  air on my legs, breeze in my hair. Happiness is picking chokecherries that hang like grapes along the road, eating the plump berries for breakfast, spitting the seeds into the aspen woods. Happiness is seeing new student faces in the hallway, getting a few hugs from old students, starting a new school year in a good way. Happiness is new responsibility like the roles of teacher librarian, grade nine English, and Native Studies. Happiness is a new blog for my class www.bertfoxnativestudies10.blogspot.ca Happiness is seeing my youngest daughter in the hallways with her little grade eight buddies. Happiness is playing table tennis in my high heels at noon. Happiness is walking home and driving Arwen into the city for some mother daughter time. Happiness is being a teacher who is thankful for this land, this livelihood, these relationships.

 

 

Music in Their Voices

 

 



Elder Alma Poitras is waiting for me at the Squire, sitting in the booth, looking at the menu. She smiles as I come in. "Sorry I'm late," I say.

"I just got here, too," she says.

When I wrote "As Long as the Grass Grows: A Treaty Song from Saskatchewan" I used three Cree words: Miyowicehtowin, Pimacihowin, and Witaskewin. I had written into my journal beside the song draft, "Call Alma. Bring tobacco and ask her how to pronounce the words." I wrote the song in January and now it's June.

I give Elder Alma the tobacco pouch and tell her that I always appreciate her wisdom and any teachings she can share with me.

We order breakfast and Alma and I visit about our families, Alma's recent school trip to Cypress Hills, and our beautiful valley. A little later, Dalma, Alma's sister, joins us. The sisters tease each other and there is a lot of giggling and laughing, and they often speak to each other in Cree. I wish my sister, Andrea was with us.

After we have finished our eggs and toast, I pull out a copy of the song and read it out loud. The ladies listen, nodding their heads. Then, I come to the last verse with the three Cree words.

The teaching begins.

The ladies explain in detail how the Treaties are not only for "us" as humans, but also the animals, medicines, and plants, all living elements, all my relations are included in the concept of Miyowicehtowin in a caring relationship, giving back good things for the future, to even make sacrifices as we are "getting along with others".

The conversation between the sisters is animated as they discuss Pimacihowin. "Pi-ma means going about," says Alma. "Going about, living, at that time, there were no boundaries. Going from place to place; it must have been when they followed the buffalo. They weren't sedentary people. They made a living from season to season, moving to different areas."

"So the spirit of that today, is that we should all be able to make a living as we are going about, in our different ways," I say.

Dalma uses the image of birds flying here and there for the concept of Pimacihowin.

Soon we are talking about Witaskewin -- coming together on the land, being one with the land. My heart is filling up with so much teaching going on. I'm glad I am recording on my phone.

"There is always a story behind it," says Dalma.

Alma and Dalma repeat the three words over and over into my recorder. They speak in unison.

I repeate back, but I am having trouble saying the words.

We are now finished our breakfast.

"Let's go outside and I'll sing the song for you," I say.

These lovely sisters sit on the tailgate of my truck and I sing. The wind is blowing, trucks and cars are driving by on the highway, someone is weed whacking in the yard across the parking lot. The women nod as the verses go by and they join in on the chorus, "As long as the grass grows, as long as the sun shines, as long as the river flows, through this heart of mine..."

I get to the final verse which uses the three Cree words and we stop, mid-song, and begin workshopping the words. Sitting on the tailgate, singing, we laugh a lot, call ourselves Rock Stars.

 

 

 

When I go back to school on Monday, I play the song in my guitar class during our circle time. I have written the words phonetically onto the white board. All week long I practice singing the last verse. On Saturday Elder Alma, Dalma and I plan to meet and practice singing again. They also promised to correct my pronunciation again, once my confidence is up.

 

When I listen back to the recordings, I smile every time I say, "We should write more songs together."

 

And the sisters say in unison, "Sure," with such music in their voices.

 



 

15 Unsettling Things in 2015

How can I "unsettle" myself in 2015 by working toward decolonizing and indigenizing my way of being reflecting the territory in which I live and work? (Adapted from http://www.mfnerc.org/wp-content/uploads/2013/04/Section6_Decolonizing-Our-Practice-Indigenizing-Our-Teaching.pdf)

Would you consider 15 Unsettling Things in 2015? Here's some choices from a list of over 150: http://treatywalks.blogspot.ca/2015/02/over-150-unsettling-things-unwieldy-and.html 

                          Or, build an Unsettling community:
                 
                          3 friends each do 5 Unsettling Things which equals 15 in 2015.

                          5 friends each do 3 Unsettling Things which equals 15 in 2015.


Here's my list of 15 Unsettling Things in 2015:

1. Write a Treaty song.
2. Start an Unsettling Reading Club. http://treatywalks.blogspot.ca/2015/02/who-wants-to-read-decolonizing-our.html
3. Provoke my Living Curriculum at the Provoking Curriculum conference in Vancouver.
4. Practice rest and play to ensure body and emotion balance with my often overcharged spirit and mind as I lean into Medicine Wheel teachings.
5. Contact Chief Acoose to see if I can help with fundraising regarding bringing the Treaty 4 Medallion home to Treaty 4 territory.
6. Begin dream and team toward the 150th anniversary of Treaty 4, September 2024.
7. Revisit my letter to the Honorable Justice Murray Sinclair of Truth and Reconciliation, specifically my pledge to support memorials for children at the sight of Residential Schools. Consider how we might begin this in Lebret. http://treatywalks.blogspot.ca/2012/05/sun-was-hot-on-my-bare-arms-as-i-walked.html
8. Propose flying the Treaty 4 flag at my high school.
9. Learn how to pronounce these three Cree words: Miyowicehtowin, Pimacihowin, Witaskewin.
10. Host a Fort Qu'Appelle Idle No More Community Circle barbeque or campfire this summer.
11. Indigenize my "Journalism Boot Camp" unit package.
12. Make a poster for my classroom, "How do I create courses which reflect the territory in which I life and work?" -- Dr. Kathleen O'Reilly, Professor Emerita, University of Regina.
13. Study University of Regina Decolonization and Indigenization Process.
14. Consider how I can facilitate Indigenization at the Dr. Stirling McDowell Foundation for Research into Teaching.
15. Read Chauntel Baudu's Anti-Oppressive Education Through English Language Arts: A Recollecting Journey and Tamara Smith's An Unsettling Journey: White Settler Women Teaching Treaty in Saskatchewan.

Two framing questions to consider:

What do I need to do to begin to accept the gifts that First Nations and Metis people offer me? (Adapted from Pete and Cappello, 2014 SAFE Conference, UofR)

How will I let these gifts change my assumptions about anti-racism work? (Adapted from Pete and Cappello, 2014 SAFE Conference, UofR)


Part 4 of 4 at "Treaty Walks: My Unsettling Journey from Bully to Benevolence and White Back Again" at Provoking Curriculum, University of British Columbia, Vancouver, BC, Canada.

www.treatywalks.blogspot.com

Follow me on Twitter @treatywalks

Provoking my Living Curriculum

So here I am in Vancouver at the Provoking Curriculum Studies Conference sponsored by the Canadian Association of Curriculum Studies and the Faculty of Education at UBC.

I've just listened to Lisa Taylor of Bishop's University and Mario di Paolantonio of York University address "Hope, Optimism, and Neoliberal structures of Feeling in Education Under Late Capitalism". I'm looking forward to hearing Lesley Tait of the University of Calgary consider "Older Adults Provoking the World: Life Writing, Life Reading, Life Weaving" followed by Kym Stewart of Simon Fraser University and Capilano University muse "Metissage, Mouse Woman, and Media Education".

I think I'm the only practicing classroom teacher presenting at the conference, and I'm struggling with the question, what do I hope to add to this distinguished discussion? What do I really know?

I know I'm happy to share my song, my pictures, my Treaty Walks story. I'm happy to be in a safe place where it's okay to say I'm "provoking my living curriculum" and not have my colleagues look at me with there-she-goes-again eyes. At the same time, I'm proud that I'm "in the classroom" everyday. I'm proud of my school, my students, my colleagues, my community.

I titled this session way back in the fall of 2014, having just bonded with the Decolonizing/Indigenizing buzz word "Unsettling", so I've had five months to consider just what I might have meant in the title: "Treaty Walks: An "Unsettling" Journey From Bully to Benevolence and White Back Again".

I am finally coming to grips with my Treaty Walks experience and the ambiguity of it all. Treaty Walks has been both Decolonizing/Indigenizing and Disturbing/Destabilizing.

I have been committed and thankful to Treaty Walks in the various incarnations for the last three and a half years; however, I'm realizing Treaty Walks has also been a very upsetting experience for me. I stopped blogging for over a year, nearly burnt out, needing to learn to relax. I have struggled with my unsettled identity; a colleague told me I was a bully, my students often demonstrate frustration "resistance" to the topic of Treaty Education (which, in Saskatchewan, has been mandated since 2008 in every subject) and at the same time I was always have to be on alert for my temptation to act as Lady Bountiful, seeing myself as a hero. I know this navel gazing is part of my privilege, my whiteness, making the quest for social justice all about me.

But, I know I am on to something with Treaty Walks. I trust my teacher's heart.

Treaty Walks has been an informal Action Research project,  looping and looping through questioning, acting, and reflecting. My work as an ally is just as real as my identity angst. The victories are just as true as the navel gazing. I may be perceived as a bully, as Lady Bountiful, as self-white-tious; I may be tempted to lean into those identities or accept others' perceptions of me. I may be humble, infuriating, ruffling and kind all at the same time.

I am happy to be in this "third space" where I am not at home, but I'm also no stranger. I'm happy to be estranged from what is familiar and everyday. (Pinar, 2011). I am happy to practice my discourse as I learn to be useful.

What's important to me is that I keep walking with Treaty, sometimes sitting with Treaty, sometimes meditating, singing, crying, laughing... I keep provoking. I keep "learning how to live well and wisely in the world".


Part 3 of 4 at "Treaty Walks: My Unsettling Journey from Bully to Benevolence and White Back Again" at Provoking Curriculum, University of British Columbia, Vancouver, BC, Canada.

www.treatywalks.blogspot.com

Follow me on Twitter @treatywalks

Picture Show Script for Provoking Curriculum Conference in Vancouver

 

In the spring of 2011, I wrote in my morning pages...

I want to get into better shape. I should walk to school... and my walks should have a theme.

I should think about the Treaties.

All summer, I told nobody because I was afraid.

Afraid I would flake out. Afraid I was a busy body. Afraid it would complicate our family life.

Finally, I told my husband, Michael. He said, "Go for it."

And then I told Keitha and Char. They didn't think I was weird or a do-gooder. "Sure, why not?" they told me.

And then I told the rest of my family.

But I was still afraid. Afraid I'd sleep in, and that would be the end of that.

But I didn't sleep in. I woke up and off we went. My youngest girl riding along on her bike the first morning.

I kept walking to and from school every day the busses ran for 200 days, blogging and posting pictures along the way..

And the first thing that happened? I fell in love with the land.

And started watching for signs: slow down, children playing.

I started believing in impossible things.

In the second week of walking, the Treaty Four Gathering began with one tipi set up on the Treaty Four Grounds across from the Governance Centre and the All Nations Healing Hospital.

And then there were four tipis.

And then there were more.

At the Treaty 4 Gathering September 15th, 2011, on the 137th Anniversary of the 1874 signing,

I dedicated my Treaty Walks to Keitha Brass, friend and mentor, whose Great, Great Grandfather, Chief Ben Pasqua was one of the original signators to Treaty Four.

Second, I dedicated my Treaty Walks to my Outreach family.

Every day I walked, I learned.

Treaty is Health Care, All Nations Style.

Treaty is Education for All.

As teachers, my colleagues and I are honouring Treaty.

Treaty is brother to brother; and brother to sister, too.

Treaty is yesterday, today and tomorrow.

Treaty is getting along, living together on this land, making a living.

Treaty is honouring our leaders.

Treaty is not... "settling" the land.

Treaty is not... "getting tough on crime".

Treaty is not...violence against women.

Treaty is relationships.

Treaty is self-governance.

Treaty is sharing the land.

Treaty is doing things "in a good way".

Treaty invites us to look into the mirror.

Treaty is as intricate as the first frost.

Treaty casts a long shadow.

Treaty is sacred.

Treaty will survive the changing seasons.

Honouring Treaty is on the right track.

In Saskatchewan, we are all Treaty people.

In the fall, I will say, Thank you for sharing the land.

In the winter, I will say, Thank you for sharing the land.

In the spring, I will say, Thank you for sharing the land.

In the summer, I will say, Thank you for sharing the land.

What will I continue learning?

It Matters to Me (Truth and Reconciliation)

I will burn settler guilt like fuel to create light, to create heat. (Buffy Sainte Marie)

My children will be my teachers.

Not all those who wander are lost. (Tolkien)

Listen with your heart.

When the power of love overcomes the love of power, then the world will know peace. (Hendrix)

Because Love conquers all.

When humility lifts us on wings.

As long as the grass grows, the sun shines, and the river flows.


READ AGAIN WITH LINKS to BLOG.

In the spring of 2011, I wrote in my morning pages...

I want to get into better shape. I should walk to school... and my walks should have a theme.

I should think about the Treaties.

All summer, I told nobody because I was afraid.

Afraid I would flake out. Afraid I was a busy body. Afraid it would complicate our family life. http://www.treatywalks.blogspot.ca/2011/08/afraid-im-going-to-flake-out.html

Finally, I told my husband, Michael. He said, "Go for it."

And then I told Keitha and Char. They didn't think I was weird or a do-gooder. "Sure, why not?" they told me.

And then I told the rest of my family.

But I was still afraid. Afraid I'd sleep in, and that would be the end of that.

But I didn't sleep in. I woke up and off we went. My youngest girl riding along on her bike the first morning. http://www.treatywalks.blogspot.ca/2011/08/day-one-pictures.html

I kept walking to and from school every day the busses ran for 200 days, blogging and posting pictures along the way..

And the first thing that happened? I fell in love with the land.

And started watching for signs: slow down, children playing.

I started believing in impossible things.

In the second week of walking, the Treaty Four Gathering began with one tipi set up on the Treaty Four Grounds across from the Governance Centre and the All Nations Healing Hospital.

And then there were four tipis.

And then there were more.

At the Treaty 4 Gathering September 15th, 2011, on the 137th Anniversary of the 1874 signing,

I dedicated my Treaty Walks to Keitha Brass, friend and mentor, whose Great, Great Grandfather, Chief Ben Pasqua was one of the original signators to Treaty Four. http://treatywalks.blogspot.ca/2011/09/day-eleven-dedication.html

Second, I dedicated my Treaty Walks to my Outreach family.

Every day I walked, I learned.

Treaty is Health Care, All Nations Style.

Treaty is Education for All.

As teachers, my colleagues and I are honouring Treaty.

Treaty is brother to brother; and brother to sister, too.

Treaty is yesterday, today and tomorrow.

Treaty is getting along, living together on this land, making a living.

Treaty is honouring our leaders. http://www.treatywalks.blogspot.ca/2012/05/day-one-hundred-seventy-two-may-23rd.html  and http://www.treatywalks.blogspot.ca/2012/05/day-one-hundred-seventy-two-magazine.html

Treaty is not... "settling" the land. http://www.treatywalks.blogspot.ca/2011/09/day-nineteen-settling-land.html

Treaty is not... "getting tough on crime". http://www.treatywalks.blogspot.ca/2011/10/day-thirty-five-tough-on-crime.html

Treaty is not...violence against women. http://www.treatywalks.blogspot.ca/2011/10/day-twenty-four-waking.html

Treaty is relationships.

Treaty is self-governance.  http://treatywalks.blogspot.ca/2013/01/self-governance-is-getting-closer-and.html

Treaty is sharing the land.  http://treatywalks.blogspot.ca/2013/03/thank-you-for-sharing-land-this-frosty.html

Treaty is doing things "in a good way". 

Treaty invites us to look into the mirror.

Treaty is as intricate as the first frost.

Treaty casts a long shadow.

Treaty is sacred.

Treaty will survive the changing seasons.

Honouring Treaty is on the right track.

In Saskatchewan, we are all Treaty people. http://treatywalks.blogspot.ca/2012/10/we-are-all-treaty-people-by-jack-lee.html

In the fall, I will say, Thank you for sharing the land.  http://www.treatywalks.blogspot.ca/2011/09/sunday-ride-in-country.html

In the winter, I will say, Thank you for sharing the land.

In the spring, I will say, Thank you for sharing the land.

In the summer, I will say, Thank you for sharing the land.

What will I continue learning?

It Matters to Me (Truth and Reconciliation)

I will burn settler guilt like fuel to create light, to create heat. (Buffy Sainte Marie)

My children will be my teachers.

Not all those who wander are lost. (Tolkien)

Listen with your heart.

When the power of love overcomes the love of power, then the world will know peace. (Hendrix)

Because Love conquers all.

When humility lifts us on wings.

As long as the grass grows, the sun shines, and the river flows. http://www.treatywalks.blogspot.ca/2011/09/day-nine-grass-sun-river.html

 

Part 2 of 4 at "Treaty Walks: My Unsettling Journey from Bully to Benevolence and White Back Again" at Provoking Curriculum, University of British Columbia, Vancouver, BC, Canada.

www.treatywalks.blogspot.com

Follow me on Twitter @treatywalks

As Long as the Grass Grows: A Treaty Song from Saskatchewan

As I begin, I am thankful to acknowledge that we are standing and studying in traditional Musqueam territory land and space. I bring greetings from Treaty Four territory in Saskatchewan where Treaty Commissioner Morris made a promise on behalf of the Government that the Treaties would be honoured "as long as the grass grows, the sun shines, the river flows." I am happy to bring my Treaty song to you today and dedicate it to the "People of the River Grass", the Musqueam. I wish you progress as you fulfil your responsibilities to Treaty, Land and Resources.

http://www.musqueam.bc.ca/treaty-lands-and-resources 
http://www.bctreaty.net/nations/musqueam.php

As Long as the Grass Grows: A Treaty Song from Saskatchewan

by Sheena Koops, Settler Descendant

As long as the grass grows, as long as the sun shines
As long as the river flows, through this heart of mine
As long as the grass grows, as long as the sun shines
As long as the river flows, through this land of mine

They are living documents, First Peoples' and the Crowns'
Building blocks of Canada, to which we are bound
Sacred agreements, the pipe and the pen
Brother to brother; peace, good-order to men

As long as the grass grows, as long as the sun shines
As long as the river flows, through this heart of mine
As long as the grass grows, as long as the sun shines
As long as the river flows, through this land of mine

My Indian Brothers of the plains, I shake hands with you today
I shake hands in my heart, God has given us a good day
I trust his eye is upon us, and all that we do
Will be for the benefit of our children, Lieutenant Governor Morris told this to...

Chief Ben Pasqua, he was there, September 1874
On the Pasqua Pictograph, he documented Treaty 4
Now his Great, Great Granddaughter, honours me as her friend
We shake hands in our hearts -- Witaskewan

But the Indian Act came along, Treaty broken across the land
Residential School stole the children, Systemic Racism played its hand
And the Settlers, we closed our eyes, with worries of our own
And the Treaties were forgotten, as history has shown

Well it's time we opened up our eyes, Promise Breakers be no more
This land we call Canada, from shore to shore to shore
Is calling us to honour, our word, our law, our truth
We are the Seventh Generation; if not us, then who?

As long as the grass grows, as long as the sun shines
As long as the river flows, through this heart of mine
As long as the grass grows, as long as the sun shines
As long as the river flows, through this land of mine... of ours...

Getting along with others, Miyowicehtowin
Making a living, Pimacihowin
Living together on the land, Witaskewin
We are the people of Turtle Island; the Treaty makes us kin

As long as the grass grows, as long as the sun shines
As long as the river flows, through this heart of mine
As long as the grass grows, as long as the sun shines
As long as the river flows, through this land of ours...


Part 1 of 4 "Treaty Walks: My Unsettling Journey from Bully to Benevolence and White Back Again" at Provoking Curriculum, University of British Columbia, Vancouver, BC, Canada.

www.treatywalks.blogspot.com

Follow me on Twitter @treatywalks

Over 150 Unsettling Things: An Unwieldy and Never-ending List

Thank you to my friends for helping me build this on-going list: Tamara Smith, Claire Kreuger, Dani Driver, Jade Ivan, Nicole Strandlund, Michelle Sanderson, Dr. Valerie Mulholland, Dr. Michael Cappelo, Dr. Shauneen Pete, Steve Krause, Kate Hersberger, Sue Bland, Mary Muirhead, Jessica Gordon, Ron Cyr, Lorianne Edwards, Michael Koops, Bernadette, Andre Boutin-Maloney, Sandy Pinay-Schindler, Michele Schwab, and SherryAnn Thom.

A big shout-out to Shelagh Rogers and Amnesty International Saskatchewan for retweeting and joining the unsettling conversation.

Another big shout out to Jessica Gordon a local community member and one of Idle No More founders. Thank you for your leadership and for joining this conversation.

Over 150 "Unsettling" Things: An Unwieldy and Never-ending List

1.      Learn your Treaty # or Peace and Friendship Treaty Name.

2.      Study a Treaty Map of Canada.

3.      Read any Treaty between First Nations and the British Crown (Peace and Friendship and the Numbered Treaties).

4.      Read the biography of Treaty Commissioner Alexander Morris http://www.otc.ca/bios/12

5.      Examine the Pasqua Pictograph by Chief Ben Pasqua from Treaty 4 as show in Treaty Essential Learnings published by the Saskatchewan Office of the Treaty Commissioner or read this paper by Bob Beal http://www3.brandonu.ca/library/CJNS/27.1/05beal.pdf

6.      Listen to testimony (at least three) from the Truth and Reconciliation Commission of Canada (TRC) http://www.trc.ca/websites/trcinstitution/index.php?p=3

7.      Consider your own history of coming to Canada. Sue writes, “Most difficult for me personally has been exploring, re-viewing my own family story and seeing how I was brought up by loving, kind people who also believed that white people, especially Anglo Saxon protestant white people were superior to other peoples. Then to explore how deeply this was imprinted on me and see evidence of this each day. Noticing is the first step to change.”

8.      Ask your MLA his or her stand on Implementing Treaty.

9.      Ask your MP his or her stand on Implementing Treaty.

10.   Examine the symbolism on the Treaty Medallion.

11.   Listen to First Nations leaders discuss Treaty responsibility (Check out Chiefs' Forum on Treaty Implementation 2012 CD http://treatywalks.blogspot.ca/2012/10/dan-bellegarde-overview-of-forum.html)

12.   Talk to someone who attended Treaty 1-11 Gathering in 2014 http://www.trcm.ca/wp-content/uploads/NTG-Poster-April-2014.pdf

13.   Attend the 2015 Treaty 1-11 Gathering.

14.   Participate in an "Unsettling" conversation.

15.   Take a Treaty Walk in your home community http://treatywalks.blogspot.ca/2012/10/treaty-walks-for-kids_11.html

16.   Go to a pow wow.

17.   Go to a ceremony when invited.

18.   Read a book like The Orenda or Three Day Road by Joseph Boyden or Indian Horse by Richard Wagamese and consider the complexity of unsettling.

19.   Ask a Kindergartener what it means to keep a promise, then apply that wisdom to keeping treaty promises.

20.   Do inventory on Treaty promises from your side of the handshake: have your Treaty rights been met?

21.   Make a list of Treaty promises which you have benefitted from.

22.   Consider the impact of broken Treaty on those who were cheated.

23.   Make a list of broken Treaty promises.

24.   Advocate for First Nations content within curriculum.

25.   Consider how you can help indigenize your school curriculum http://www.mfnerc.org/wp-content/uploads/2013/04/Section6_Decolonizing-Our-Practice-Indigenizing-Our-Teaching.pdf

26.   Walk in a march.

27.   Show solidarity with Treaty partners.

28.   Read a good, recent article discussing racism in Canada (Winnipeg Free Press, Ottawa Citizen, Regina Leader Post, Maclean's Magazine)

29.   Retweet, Facebook, become an ally with Amnesty International Stolen Sisters http://www.amnesty.ca/our-work/issues/indigenous-peoples/no-more-stolen-sisters

30.   Research Idle No More.

31.   Read a good, local Thesis: Chauntel Baudu's Anti-Oppressive Education Through English Language Arts: A Recollecting Journey or Tamara Smith's An Unsettling Journey: White Settler Women Teaching Treaty in Saskatchewan.

32.   Join an anti-racism coalition.

33.   Try "The Blanket Exercise" from Kairos http://www.kairoscanada.org/dignity-rights/indigenous-rights/blanket-exercise/

34.   Contact Prairie Valley School Division and order "Kitoskayiminawak Pikiskwewak: Our Young People Speak -- The Holistic Edition".

35.   Thank an Indigenous friend for sharing the land.

36.   Rethink the building of Canada through the Treaty lens.

37.   Dream! How could Treaty be fully implemented within my lifetime?

38.   Contact Chief Acoose to see if you can contribute to Bringing the Treaty 4 Medal home http://www.cbc.ca/news/canada/saskatchewan/rare-treaty-four-medal-returns-to-sask-first-nations-1.2782061

39.   Raise money to build memorial at Lebret Residential School.

40.   Attend a memorial at a Residential School Cemetery.

41.   Attend a feast or funeral when invited.

42.   Learn about the Indian Act.

43.   Follow activists on Twitter.

44.   Watch 8th Fire with Wab Kinew.

45.   Learn basic tipi teachings.

46.   Consider how Canada might change if Settler Descendants considered First Nations peoples' as relatives.

47.   Consider where you stand on stereotypes like Pocahontas and Indigenous Mascots http://www.cbc.ca/news/canada/saskatchewan/cowboys-and-indians-cheerleaders-photo-sparks-regina-furor-1.2574979

48.   Order "100 Years of Loss: The Residential School System in Canada" free from the Legacy of Hope Foundation www.legacyofhope.ca  info@legacyofhope.ca

49.   Check out Stephen Harper's apology: https://www.aadnc-aandc.gc.ca/eng/1100100015644/1100100015649

50.   Read "So You've Just Decided You're Not Okay with Unbalanced Treaty Implementation"

http://treatywalks.blogspot.ca/2012/11/so-youve-just-decided-youre-not-okay.html

51.   Read "So You've Just Found Out You're a Treaty Person"

http://treatywalks.blogspot.ca/2012/11/so-youve-just-found-out-youre-treaty.html

52.   Learn about the Royal Proclamation of 1763 http://www.ubcic.bc.ca/files/html/McKennaMcBride/royalproc1763.htm

53.   Attend a SAFE conference #safe2014 in Saskatchewan or join this Special Subject Council  https://sites.google.com/site/sasksafe/  

54.   Check out UofR Education initiatives http://issuu.com/urfacultyofed/docs/fall2012winter2013finalweb

55.   Read Paulette Regan's Unsettling the Settler Within: Indian Residential Schools, Truth Telling and Reconciliation in Canada.

56.   Consider this quote by Regan (2010): "...without this unsettling, little will change" (p.19).

57.   Consider Settler mourning: http://astheworldburns.net/2015/01/02/death-to-settler-identity/ (Thanks Val!)

58.   Recognize that naming was and still is part of the process of colonization. Be critical and aware of the names of things around you. (Thanks, Tamara, and for the next one, too.)

59.   Seek out historical truths surrounding the names of things (streets, buildings, etc.) in your local area. For example, if you live in Regina and/or have ever driven down Dewdney Avenue, do you you know much about the history of Edgar Dewdney?

60.   Thanks for the Tweet, Shelagh Rogers, “To help get to 100, here are a few. Follow @CBC_Aboriginal, RT @GregoryScofield’s Name a Day #MMIW, Follow @WitnessBlanket”

61.   See the Witness Blanket or at least visit the website and watch the video and read the news articles. (http://witnessblanket.ca/) (Thanks, Claire for ten strong Unsettling ideas!)

62.   Participate in the Project of Heart or visit a school that has. (http://projectofheart.ca/)

63.   Send a Have a Heart Valentine to Prime Minister Harper (http://www.fncaringsociety.com/have-a-heart)

64.   Watch the Horizon School Division's We Are All Treaty People video https://www.youtube.com/watch?v=0HbAr5PC4pY)

65.   Then make your own We Are All Treaty People video (https://www.youtube.com/watch?v=1E6xDhWT8y8)

66.   Read the Inconvenient Indian by Thomas King and Clearing the Plains by James Daschuk.

67.   Talk to an 8 year-old about the Columbus story and enjoy their complete disbelief that an adult could make such colossal mistakes.

68.   Have a discussion about the name of the Washington NFL football team and talk about "honouring" aboriginal peoples with sports names.

69.   Follow the twitter hashtag #treatyed.

70.   Have ten conversations in which you refer to yourself as a settler (if applicable)... throw in "unsettled" for extra points.

71.   Learn about White Privilege (thanks Dani for the next three points, too). (https://www.isr.umich.edu/home/diversity/resources/white-privilege.pdf

72.   Look at a Treaty monument and think about the story it is telling. http://treatywalks.blogspot.ca/2012/07/day-one-hundred-ninety-nine-treaty.html (See pictures of Treaty Four Monument at beginning and end of Fort Qu’Appelle walking tour.)

73.   Learn about the Medicine Wheel.

74.   Listen to an Elder.

75.   I think learning about the land is really important. Spend time on the land. Build a relationship with the land and learn from the land. Learn about the place names before they were re-branded with colonial English or French names. What do the original names tell us about the land we live on? (Thanks, Nicole for the next three, too.)

76.   Read Keith Basso's book Wisdom Sits in Places and talk to Elders about the land...while on the land!

77.   LISTEN LISTEN LISTEN. There is so much to learn from all of the amazing people around you. Build a network of people and have conversations with them about Treaty education and Anti-Racist/Anti-Oppressive practices.

78.   Look at your own settler history (if you are a settler) and look at the privileges/opportunities presented to your ancestors and yourself that were directly denied to others.

79.   Learn to name and locate all reserves in Saskatchewan (Thanks, Bernadette)

80.   Connect with Human Rights Activists at http://amnesty.ca/our-work/issues/indigenous-peoples (Thanks Amnesty Saskatchewan @aisaskfws)

81.   Work at being an ally. Dr. Lynn Gehl's work is very helpful if you want to know more about what it can mean to be an ally: http://www.lynngehl.com/ (Thanks Tamara for the next two points as well.)

82.   ALWAYS be open to learning more. There are many amazing resources, whether it's people, books, lectures, etc. Dr. Shauneen Pete once talked about accepting these opportunities to learn as gifts. Be thankful for the gifts.

83.   Unsettling is a journey and it doesn't necessarily have an "end point." Try to respect that all people are at different places on their journey. In her thesis, Susan Lang argues that we need to reframe the way we respond to others who are at different places in their journey; reframing is the process of “…finding the opportunity to support change, in any given situation, rather than being part of the negativity. It involves the ability to shed the common reaction of being offended, or being judgmental, towards someone else’s ignorance or cultural inappropriateness” (p.114). http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/BVIV/TC-BVIV-3360.pdf

84.   Visit a blockade (thanks Kate for the next six, too.)

85.   Read alternative news.

86.   Make art.

87.   Start a discussion about Treaty.

88.   Start a discussion group about Treaty.

89.   Attend speaking opportunities in your community such as recently in Regina, Cindy Blackstock from the University of Alberta, Executive Director, First Nations Child and Family Caring. http://www.extension.ualberta.ca/research/professoriate-directory/blackstock/

90.   Read “Why Don’t You People Just Get Over it? Here’s Why at… http://indiancountrytodaymedianetwork.com/.../Why-dont...

91.   Research and learn about the “Trust fund” established at the time of the Treaties if you think it is taxpayers who support FN endeavours. See A Short Note to Correct Canadian Misconceptions About Indians Living Off “Taxpayer Monies”…  http://westcoastnativenews.com/a-short-note-to-correct.../ (Thanks Sue).

92.   Watch, collect, and share some of the incredible stories of settlers who were rescued from and taught how to overcome the harsh realities of the Canadian winter. I saw a documentary about some Icelanders. I believe they were essential left adrift on Lake Winnipeg by those supposedly taking them to their new home. They were, however, rescued. (Thanks, Mom!)

93.   Consider how the world has benefitted from First Nations’ medicine (upwards to 80% of modern medicine). One story, at the end of this blog post, tells of my Grandfather, as a little boy, being cured from ring worm by a Medicine Man, Frank Bamagezik. http://treatywalks.blogspot.ca/2012/01/day-eighty-eight-all-nations-healing.html

94.   How about “Participate in an Unsettling conversation” but NOT participate, because you feel un-empowered? (Thanks, Steve, and for the next eighteen, too.)

95.   Challenge yourself to see peoples’ differences and acknowledge them, appreciate them. Understanding that not seeing differences is detrimental.

96.   Watch Kevin Annett “UNREPENTANT”. A minister’s struggle with colonization and residential school system in isolated northern community.

97.   Compare and contrast Apartheid in Africa to First Nations history in Canada. Did you know the system is based on the Canadian system? Or learn about Apartheid.

98.   Go to the Saskatchewan Legislature and take the tour the government has on First Nations people/chiefs. What does their perspective denote on Canada’s (Saskatchewan/First Nations) peoples’ history? Perspectives?

99.   Acknowledge that many Canadians have the view “What happened to Indians 100 years ago has nothing to do with me, why should I pay for it, why don’t they get over it?” (tie with 13 and 90).

100.          Understand or discuss the “noble Indian” persona. Ask yourself who that serves.

101.          How did early 50s and 60s media of the “savage” Indian contribute to today’s view of First Nations people?

102.          Do impoverished First Nations youth glorify rap and gangsta lifestyles? Why do you think so?

103.          Discuss how First Nations veterans were treated differently during and after the war.

104.          Compare and contrast the rights and expectations of women and the First Nations people prior to the 1960s. Try and include experiences from your parents/grandparents. If you don’t know any, ask yourself, why?

105.          Ask, can you put a price tag on sacred lands?

106.          What is the historical significance of the phrase “to take the Indian out of the child?” What ramifications has that had. (Wow, big question, I know, says Steve.)

107.          How did the lawyers benefit from Residential School Claims? Is it right to profit off “genocide”?

108.          Where did the term “genocide” originate?

109.          Unsettle yourself by discussing the Steven Cumberfield/Alex Ternowetskiy murder of Pamela George. Also the Marshall case.

110.          Is the funding of schools on and off reserves fair?

111.          Why are reserves funded differently? How is the process different?

112.          Ask local colonial people to talk about when they were young. Compare to Indigenous stories listened to in person or as collected in a book like Treaty Elders of Saskatchewan.

113.          Listen to the stories of Indigenous peoples when they are followed in stores, renting an apartment, speaking to police, in school as the only brown face, applying and interviewing for a job, having their children enter competitive sports; then, share these stories with other settlers. (Thank you Jessica Gordon for this and the next three points.)

114.          Help the Indigenous peoples of the territory find/record/protect their sacred sites and traditional areas of ceremony, harvesting, gathering and hunting.

115.          Know the difference between written text and the spirit and intent of Treaty. Hear the oral history of the negotiations from Indigenous and Elders.

116.          Compare residential schools to today’s foster care and child protection system and keep in mind that poverty doesn’t equal neglect. Remember the effects of colonization.

117.          Consider the Justice System. How it keeps Indians in it. Why are so many young Indian men getting Dangerous Offender designation on the prairies while rapists, molesters and murders in other provinces aren’t? (Thanks Ron for this and the next three Points)

118.          Why is the IRS School education process BS? How was it only good PR for the government?

119.          In Foster Care, why do they take the kids instead of structuring a process to keep families together?

120.          Ron Cyr says racism is alive and well in Saskatchewan, individually and institutionally. What is your experience with racism?

121.          Explore delays and lack of response from NIHB on repairs to medical equipment. (Thanks, Lorianne)

122.          Consider the latest report from CBC about how First Nations people are receiving substandard Healthcare (Thanks Michael). http://www.cbc.ca/m/touch/news/story/1.2942644

123.          Wear a shirt with four samples of fleshtone “Unlearn” (thanks Andre and for the next three points too). http://www.unlearn.com/scripts/prodView.asp?idProduct=16

124.          Research the Blackfoot influence on the work of Abraham Maslow. Look at the 12 part presentation of the Itsinikssiistsi Project research by Ki’naksaapo’p (Narcisse Blood) and Akayo’kaki (Ryan Heavy Head) which tells the story of the Blackfoot influence on Maslow. http://blackfootdigitallibrary.com/en/asset/blackfoot-influence-abraham-maslow,-presented-narcisse-blood-and-ryan-heavy-head-university-mo

125.          Watch “One Big Hapa Family” which Toronto Reel Asian International Film Festival artistic director Healther Keung says is “one of the most thorough, fun and open-ended pieces I’ve seen about how young people perceive their mixed-race identities”.  http://s410571204.onlinehome.us/One_Big_Hapa_Family/Welcome.html

126.          Watch “Between: Living in the Hyphen” by Anne Marie Nakagawa which “examines what it means to have a background of mixed ancestries that cannot be easily categorized… offers a provactive glimpse of what the future holds: a departure from hyphenated names towards a celebration of fluidity and being mixed.” https://www.nfb.ca/film/between_living_in_the_hyphen/

127.          Ask Dr. Valerie Mulholland about the Kitchen Table Pedagogy which she learned about from Russell Fayant.

128.          First Nations children have a right to the same health care services as any other child in Canada. Check out http://www.fncaringsociety.com/jordans-principle (Thanks Sandy for this and the next point.)

129.          Follow cases like Dr. Cindy Blackstock taking the federal government to the Supreme Court of Canada for racist treatment and underfunding of First Nations children’s services.

130.          Check out 7 Free Ways to Make a Difference http://www.fncaringsociety.com/7-free-ways-make-difference

131.          Examine the protests that are going on, such as tar sands, mineral rights, land in northern Sask. (Thanks, Michele for this and the next three points)

132.          Compare protests today with Oka from 1990  http://en.wikipedia.org/wiki/Oka_Crisis

133.          Tour and explore FNUC (First Nations University of Canada). Understand their programs and courses are for everyone, shared, the original intent of Treaties. http://fnuniv.ca/

134.          Seek out a First Nations role model, display posters and watch interviews. In Balcarres, we have ours on a YouTube channel.

135.          Tour and explore the All Nations Healing Hospital in Fort Qu’Appelle and consider how this Indigenous lead institution is honouring Treaty.  http://www.fortquappelle.com/anhh.html

136.          Support and care for elders when they lose their short term memory and sometimes find themselves reliving long term memories from residential school days. Try to understand what they went through, way back then and even still happening today. We need to be the change we want to see. It’s not easy, but one day everyone will live in harmony. (Thank you, SherryAnn for your support of elders.)

137.          Go Forth and Be Awkward in these Unsettling Times. (Sheena) Expect to be sometimes uncomfortable.

138.          Consider “unsettling” Action Research with the McDowell Foundation for Research into Teaching. 

139.          Use the Action Research cycle of questioning, acting, reflecting over and over as you unsettle your practice.

140.          Support Indigenous leadership within our Canadian institutions.

141.          Practice hand shaking when entering a room or welcoming a guest into a room in honour of the Treaty Handshake.

142.          Whisper a confession of your privilege, identity, activism as a “liberal white girl” and consider the cost, the choice, the privilege of choosing the cost.

143.          If you are a settler descendant, acknowledge your own sacred teachings and cultural ways of being and find bridges of deep connection to Indigenous sacred teachings and cultural ways of being.

144.          Problematize standardized testing.

145.          Watch CBC program “Up Where We Belong” starring Buffy Sainte Marie. Consider her monologue on “guilt and bitterness”. Here she has used it for her Cradleboard Project http://www.cradleboard.org/curriculum/powwow/supplements/guilt.html

146.          Support acts of cultural resurgence including language classes, storytelling, art, drama, ceremony, teachings etc.

147.          Read “Tips for Teacher Resurgence, Idle No More Style” http://treatywalks.blogspot.ca/2013/03/tips-for-teacher-resurgence-idle-no.html

148.          Watch Blue Eyes Brown Eyes with Jane Elliott. https://www.youtube.com/watch?v=uQAmdZvKf6M

149.          Confess the temptation of being a bully, Lady Bountiful and self-white-tiousness in the name of anti-racism. (Sheena) 

150.          Look at the land you live on through “unploughed eyes”. As a child I used to wonder, who were these people who walked this land? (Sheena)

151.          Listen to an Indigenous women tell about her children’s experiences in education (thank you Michelle for the next six too).

152.          Listen for the threads of outsider status, racism and colonialism in education.

153.          Ask whether First Nations students and families feel welcomed in their classrooms, in their schools, then think about ways to improve that relationship.

154.          Go watch a First Nation student’s hockey game.

155.          Find out about etiquette at round dances and pow wows or ceremonies in the community and show up (accept an invitation or ask if you need an invitation). Bring your blanket, shake hands and sit with a family from your school.

156.          Have separate engagement meetings with First Nations families or school community council meetings so that their voices and concerns aren’t lost amongst the loud, priviledged, and often white families.

157.          Sit with First Nations families and LISTEN, LISTEN, LISTEN. Don’t redirect, and say, “I’m not sure that’s true.” Think, this is their thoughts, feelings and knowledge, and it’s a gift. What you do with it, is your work.

158.          Make a feast bag complete with bowls with lids, utensils, plastic bags.

159.          Practice wearing a long skirt to pow wows, feasts, and other sacred events.

160.          Take off glasses and jewelry during prayer as a sign of respect.

161.          Take soup, chilli, buns, or whatever your specialty to a feast, wake, or funeral.

162.          Consider these two questions from University of Regina Professors Dr. Shauneen Pete and Dr. Michael Cappelo presented at the SAFE 2014 Conference Keynote address in Regina:

a.      What do you need to do to begin to accept the gifts that First Nations and Metis people offer you?

b.      How will you let those gifts change your assumptions about anti-racism work?