1. Students come in and start working on a bell work assignment
2. Students research 15 vocabulary words that are relevant to the age of exploration/colonialism and make a crossword puzzle using these words.
3. Students should find 15 words relevant to age of exploration/colonialism, define them and then place in a cross word puzzle generator you can find online.
4. This assignment will be for 20 marks.
Lesson #9 Enviornment
Lesson #9 Environment
This is all about looking at the environment and seeing if we would benefit from traditional Aboriginal knowledge of the land in the world that is using the land for economic gain. Students will work in groups on a work sheet.
Renewable vs Non-renewable Work sheet
This is all about looking at the environment and seeing if we would benefit from traditional Aboriginal knowledge of the land in the world that is using the land for economic gain. Students will work in groups on a work sheet.
Renewable vs Non-renewable Work sheet
1. Goal of the day: students to learn more about the staple economies in Canada and the early years of colonialism.
2. How will they learn? Students will watch a timeline video of Canada.
3. How will they show what they learned? Students will create a mini timeline using 10 important dates in colonialism. The years can not exceed 1867.
2. How will they learn? Students will watch a timeline video of Canada.
3. How will they show what they learned? Students will create a mini timeline using 10 important dates in colonialism. The years can not exceed 1867.
Introduction to Native Studies
What is Native Studies?
Make a prediction. Is this video Native Studies? Why or why not?
Make a prediction. Is this video Native Studies? Why or why not?
Is this blog Native Studies?
The Fox at Treaty Four
What is Native Studies?
What is Social Studies?
What is History?
Make a prediction. Is this video Native Studies? Why or why not?
- Watch the video again.
- In your notebook, under the heading, "Traditional Pow Wow, First Nations University of Canada YouTube Video" list what you observe in the video. Be as detailed as you can.
- Or, draw a sketch and label with details. Again, be specific.
- Write a paragraph, in your opinion, what does this video have to do with Native Studies?
Make a prediction. Is this video Native Studies? Why or why not?
Is this blog Native Studies?
The Fox at Treaty Four
What is Native Studies?
What is Social Studies?
What is History?
Historical Thinking
http://historicalthinking.ca/historical-thinking-concepts
Sketch this diagram of "HISTORICAL THINKING CONCEPTS" into your notebook.
The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to:
Historically literate citizens can assess the legitimacy of claims that there was no Holocaust, that slavery wasn't so bad for African-Americans, that aboriginal rights have a historical basis, and that the Russian experience in Afghanistan serves as a warning to the Canadian mission there. They have thoughtful ways to tackle these debates. They can interrogate historical sources. They know that a historical film can look "realistic" without being accurate. They understand the value of a footnote.
In short, they can detect the differences, as Margaret MacMillan's book title reads, between the uses and abuses of history. “Historical thinking” only becomes possible in relation to substantive content. These concepts are not abstract “skills.” Rather, they provide the structure that shapes the practice of history.
Sketch this diagram of "HISTORICAL THINKING CONCEPTS" into your notebook.
The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to:- Establish historical significance
- Use primary source evidence
- Identify continuity and change
- Analyze cause and consequence
- Take historical perspectives, and
- Understand the ethical dimension of historical interpretations.
Historically literate citizens can assess the legitimacy of claims that there was no Holocaust, that slavery wasn't so bad for African-Americans, that aboriginal rights have a historical basis, and that the Russian experience in Afghanistan serves as a warning to the Canadian mission there. They have thoughtful ways to tackle these debates. They can interrogate historical sources. They know that a historical film can look "realistic" without being accurate. They understand the value of a footnote.
In short, they can detect the differences, as Margaret MacMillan's book title reads, between the uses and abuses of history. “Historical thinking” only becomes possible in relation to substantive content. These concepts are not abstract “skills.” Rather, they provide the structure that shapes the practice of history.
Respect and Identity
Respect
Identity
Honour Song
Identity
Honour Song
Introduction to
Native Studies and Unit One: Identity and World Views
Day One (September 1)
Dream. Who am I?
·
Watch Identity Videos.
·
Visual Notes
Think. Why is identity important?
·
Think, pair, share
Consider. Who should “be allowed” to tell my story?
Discussion
·
Personal History?
·
Family History?
·
Community History?
·
Provincial History?
·
Canadian History?
Imagine. What if someone else told your story? Small Group
Discussion and then write a one paragraph report on yourself from one of the following:
social worker, government agent, researcher, religious person, educator, police
officer.
·
A teacher?
·
A principal?
·
A friend?
·
Your kokum?
·
A social worker?
·
A government agent sent to check up on you?
·
A researcher who believes you’re not very smart?
·
A religious person who believes you are
inferior?
·
An educator who wants you to be just like her?
·
A police officer who believes your family is
trouble?
·
A person who does not speak your language?
Share. In a circle, read your paragraph or an excerpt from
your paragraph.
Reflect. How does it feel to have this report shared aloud?
Extend. What if this report were shared as the “truth” and
others believed it as the truth?
Day Two (September 2)
Consider. Who “gets to” tell identity stories? Why? Share examples and stories of each one.
·
Me
·
Parents (baby books, oral tradition)
·
Family storyteller (Letters, oral tradition)
·
Community History Books (Settlers of the Hills)
·
Schools (Kitoskayiminiwak Pikiskwewak)
·
Authors (Black Elk Speaks, Chief Dan George, )
·
Researchers (Scallion and Scallion, Text books)
·
Governments (Curriculum documents, policy,
papers, reports)
·
Government Agencies (schools, hospitals, jails,
social services, Office of the Treaty Commissioner)
·
Others
Who am I? Assignment
#1
On Day Four of class, we will each share our
autobiographies. You may communicate in written, poster, or oral format. Note
the evaluation sheet.
Choose one of the following ways to create an Autobiography
(or work with a partner and create a Biography on each other.)
·
Create a poster using the holistic medicine
wheel quadrants: emotional, spiritual, intellectual and physical. You may use
collage, sketching, words, etc.
·
Using the paragraph you created yesterday,
written from a negative perspective, create a Venn Diagram. One side of the
circle is from the negative perspective; a second half of the circle could be
from your mother’s perspective, or someone who loves you and knows the “real”
you. In the middle of the diagram you can list things that both perspectives
may agree on, like your age, height, birthdate, etc.
·
Write an autobiography essay. You may use the
1960’s “hippy” questions: Who am I? Where am I going? Why am I here? Or, you
could use the medicine wheel quadrants: emotional, spiritual, intellectual and
physical. Or, you could tell your autobiography chronologically: birth, baby,
toddler, child, teen… Or, you can invent a new way of telling your story.
·
Using a song, poem, youtube video, joke,
drawing, or any creative work, help us get to know you. For example, you may
play the song and then explain why that song is important to you and how it
represents your identity. Please make jot notes to help you stay focused as you
share.
·
Bring a special object from you, like your
babybook, a photo album, an heirloom, a blanket, etc. Explain why this object
is symbolic of your identity. Please make jot notes to help you stay focused as
you share.
·
Other. Create your own.
Day Three (September
3)
Work Period and consider the self-evaluation.
Who Am I? Assignment
#1: Self Evaluation /25
I present myself as a multi-dimensional person. 1 2
3 4 5
I have lots of details, development or depth. 1 2 3
4 5
I used my class time productively. 1 2
3 4 5
I am happy with my autobiography. 1 2
3 4 5
My presentation is between 2 and 5 minutes. 1 2
3 4 5
OR
Develop your own detailed self-evaluation to match your
unique autobiography. /25
Day Four (September
4)
Form a circle. Discuss the significance of a circle,
symbolically, culturally, etc.
Develop norms for circle sharing. Example, one person
speaking at a time. Listening respectfully. Imagining, what if it was me
sharing, how would I want others to listen?
Share “Who Am I?” assignment in a circle. Note the following
options:
·
Students may present their own work.
·
Students may swap autobiographies and present on
each other.
·
Student may ask Mrs. Koops to share written
work.
·
Students may pass poster around the group and
then answer questions.
·
Students may create other forms of presenting
with prior negotiations with Mrs. Koops
Hand in your autobiography or a picture of you and your
assignment to be used on the Bulletin Board “Introduction to Native Studies:
Who Am I?”
Complete self-evaluation and hand in.
Day Five to Day Nine:
(September 7-11)
Complete any missing autobiography presentations. (See
instructions from Day Four)
Reflect.
·
Why is self-awareness, self-respect, and
self-development important?
·
Do you know “everything”? Does Mrs. Koops know
everything?
·
What does respect for others look like, sound
like, feel like, etc.?
·
Which statement do you prefer? Or, are they both
true for you?
o
In order to get respect, you must give respect.
o
I will respect you because of who I am not
because of the way you act.
Prepare.
To gather information from once-a-year Treaty Four
Gathering… everything we need to learn will be represented in one way or another
at the gathering…
Go to Treaty Four Park and Tweet Live.
Go to Eagle and Man Statue and Tweet Live
Go to Treaty Four Park and Tweet Live.
Go to Eagle and Man Statue and Tweet Live
Tweet. With the following hashtags… #2015treaty4 #t4didyouknow
Tweet Rubric Self-Assessment /25
Tweet Rubric Self-Assessment /25
Name _________________ Date
_______________
Tweet:
Completed Five Tweets, one for each day of the week.
Identify 10 strengths of your Tweets by highlighting
what you did well:
1.
Concise (straight to the point) in
140 characters
2.
Hashtag
3.
Humour/fun/pun
4.
Emojis J
5.
Abbreviations (shortened words, RCMP,
YMCA, LOL) must be understood
6.
Organization (@, hashtag, statement/idea)
7.
Picture
8.
Interesting/Original Content
9.
Sweet and simple if not too simple
10.
Useful/relatable/has an audience
11.
Catchy phrase or quote
12.
Punctuation is helpful
13.
Descriptive
14.
Exciting
15.
Effort/energy
16.
Cool facts
17.
Equipment
(wifi/internet/hotspot/account/gadget/email)
18.
Profile Picture on Twitter adds to
messaging
In what ways
did you avoid making a “bad” tweet?
Check those below that you avoided.
1.
Negative towards person
(racism/sexism/homophobia/bully/raunchy/offensive…)
2.
No effort
3.
Too many hashtags
4.
Lies/gossip
5.
Unclear
6.
Too much slang
7.
Boring
8.
Spelling mistakes (no auto correct)
9.
Typos (auto correct mistake)
10.
Revealing Selfies
11.
No Picture (although, this isn’t
always bad)
12.
Sweet and simple if not too simple
13.
Coarse language (swearing, too rude…)
*Note.
Student generated list.
Tweet,
Tweet, Tweet (140 characters max)
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
#___________________________________
Blog. Gather information in one of four areas on a specific
or assigned topic.
Name __________________________ Date ____________________ /25
Topic ____________________________________________________
Blog Post Title _____________________________________________
Accompanying Picture Number and File _______________________________________
1. Truth from your perspective
2. Specific Details
3. Interesting Topic or a Unique Perspective on a Topic
4. Opinion / Sharing on a specific topic
5. COPS (Capitals, Organization, Punctuation, and Spelling)
6. Grammar and Usage
7. Lots of imagery (5 senses: taste, smell, hear, touch, see)
8. Your experience in First Person
9. Engaging style and Engaging voice
10. 200-400 Words
11. Strong Title that adds to the meaning of the article
12. Caption for Picture
13. Perfect Picture (a picture is worth a thousand words)
14. Tag the users (related to your topic)
15. Due _____________________ Save to Share File _________________________
Here are a few suggestions you can use to develop your own voice and style for your blog. First, remember that a blog is a conversation. Try to write the way you speak. Avoid jargon and clichés and don't overuse the thesaurus. It may be helpful to speak your entry out loud before trying to type it or to read it aloud after you've written it. If you find yourself struggling as you read aloud or speaking unnaturally, think about what you might have said if you were talking to a friend rather than writing.
Second, write your blog with a specific friend or family member in mind. Thinking of someone you know well and who might want to read your blog will help you relax your writing style. That's why it's become popular for many people to start personal journal entries with Dear Diary. The goal is to get your writing to sound more like you and less like a lofty essay.
Always consider your audience….
Finally, before you start blogging, spend some time visiting other blogs that are like the one you're thinking of starting. Read one or two for a few weeks and pay attention to things like the length of posts, frequency, writing style, and subject material. You can get some great ideas for your own blog by noting what you find interesting and compelling in other people's blogs. http://www.dummies.com/how-to/content/writing-a-good-blog.html
Please highlight your strengths and indicate if you should get a 1 or 2 on that item; then, write a persuasive paragraph on the back of this sheet explaining your mark /20.
Developed by ELA A10 student input, Bert Fox 2014 with adaptations from http://www.dummies.com/how-to/content/writing-a-good-blog.html
/25 Blog Post complete with lead, body, wrap, pull-out-quote, focus statement, picture, caption, fully ready for publication (COPS)
DUE_______________________ 300-600 Words
Day Six-Ten
Native Studies 10
Treaty Four Gathering September 14-18
All Day Wednesday,
September 16th, 2015
I'm looking
forward to the #2015treaty4 gathering September 12-20th. Students from Bert Fox
Community High School will be welcoming new schools, researching treaty issues,
interviewing treaty knowledge keepers, preparing place-based curricular projects,
and reporting live through twitter @thefoxattreaty4 #t4didyouknow.
We will add
to our blog www.thefoxattreaty4.blogspot.ca and hopefully publish some articles
in The Fort Qu'Appelle Times,as we
have in the past.
Native Studies Assignment #2
/25 Marks
* One Tweet Due Daily (Monday to
Friday)
Keep record
of Tweet on “Tweet Sheet”
Evaluation: What Makes a Good Tweet?
Native Studies 10 Assignment #3 /25
*Staggered Due Date
One Blog
Article:
·
My
Visit to T4 Gathering
·
Meeting
friends at T4
·
Researching
my project
·
Being
a reporter
·
Something
new at T4
·
My
Treaty Walk (See Handout with Suggestions)
·
Other
_____________
·
Ask
Mrs. Koops for Suggestions
Evaluation: What Makes a Good Blog
Post?
Native Studies 10 Assignment #4
/100
Treaty 4 Place-Based Curricular
Project from Treaty 4 Gathering
*Staggered Presentations
*Ten Hour Commitment to Research etc.
Choose a Method of Preparing your Treaty
4 Place-Based Curricular Project:
·
Research,
Interview and Article for Publication
·
Research
and Essay, Report or Presentation (see Historical Thinking etc.)
·
Demonstration
and Explanation
Evaluation: Rubric for each
assignment.
Choose a Theme from the
Curriculum:
·
Respect and Identity
o
Language
o
Elders’
Forum (Tuesday)
o
Tipi
Teaching
o
Veterans
Tent or Teaching
o
Saturday
Parade
o
Protocol
for Interviewing
o
Protocol
for Sweat
o
Protocol
for Feast
o
Honour
Song in Saulteaux, Dakota or Cree
o
O
Canada in Saulteau, Dakota or Cree
o
Other_______________
·
Self-Concept and Worldview
o
Saulteau
o
Cree
o
Dene
o
Elders’
Forum (Tuesday)
o
Citizens’
Forum (Wednesday and Thursday)
o
Other
______________
·
Family Life (Past and Present)
o
Traditional
Foods
o
Medicines
o
Health
o
Policing
o
Education
o
Regalia
Design and Making
o
Beading
o
Roles
o
Hunting,
Fishing
o
Dry
Meat
o
Trapping
o
Hides
o
Camping
o
Powwow
trail
o
Modern
Living
o
Crafts
o
Games
o
Story
Telling
o
Bannock
on a Stick
o
Other
______________
·
Education and Traditional Customs
o
Pipe
Ceremony (daily)
o
Flag
Raising (daily)
o
Feast
(Monday)
o
Songs
o
Drumming
o
Powwow
o
Grand
Entry
o
Dancing
§ Traditional
§ Fancy
§ Chicken
§ Grass
§ Jingle
§ Shawl
§ Other
o
Tipi
Raising
o
Glen
Anaquod Tipi Raising Competition at FNUC
o
Tipi
Teaching
o
Kitoskayiminawak
Pikiskwewak
o
Parkland
College
o
Treaty4Success
o
SIIT
(Saskatchewan Indian Institute of Technology)
o
FNUC
(First Nations University of Canada)
o
Other
______________
·
Leadership, Political Structures and
Government Policies
o
Chiefs’
Meeting (Friday)
o
Citizen’s
Forum (Wednesday and Thursday)
o
Leadership
o
Political
Structures
o
Government
Policies
o
2012
Chief’s Forum on Treaty Implementation
o
Other
______________
·
Treaty Process: Past and Present
o
Chief’s
Meeting (Friday)
o
Blanket
Exercise (Wednesday)
o
2012
Chief’s Forum on Treaty Implementation
o
Office
of the Treaty Commissioner
o
Modern
Day Treaties
o
Indigenous
Flora and Fauna
o
Water
Protection
o
Other
______________
·
Aboriginal Economies of the Past
o
Blanket
Exercise (Wednesday)
o
Hunting,
Fishing
o
Fur
Trade
o
Hudson
Bay Company
o
Other
______________
·
Present and Future Economies
o
SIIT
o
Entertainment
§ Noons
§ Voices of the North Concert (Friday
eve)
§ Talent Show (Wed eve)
§ Dry Dance (Thurs eve)
o
Sports
§ Golf and Fastball
§ Archery and Lacross
§ Races and Games
o
Career
Fair (Wednesday)
o
Powwow
vending
o
Powwow
competition
o
Newspapers
o
Radio
o
Television
o
Other
______________
MONDAY: REVIEW ASSIGNMENT #4
TUESDAY: CHOOSE AREA OF INTEREST
WEDNESDAY: BEGIN RESEARCH, MAKE CONTACTS, INTERVIEW…
THURSDAY: CONSIDER FOLLOW UP RESEARCH
FRIDAY: CHOOSE METHOD OF SHARING YOUR PROJECT AND
ESTABLISH DUE DATE
See Also Glossary of Terms p130…
Key concepts
Key names
Key dates
Here is much of the
significant vocabulary for this semester:
·
Self-awareness
·
Self-respect
·
Self-development
·
Respect
·
Responsibility
·
Circle
·
Holistic
·
Medicine Wheel
·
Emotional
·
Spiritual
·
Intellectual
·
Physical
·
Identity
·
Worldview
·
Treaty
·
Miowechetowin
·
Pimachehowin
·
Wituskewun
·
Covenant Chain
·
Two Row Wampum
·
Process
·
Peace and Friendship Treaties
·
Numbered Treaties
·
Complexity
·
Sophistication
·
Diversity
·
Self-reliant
·
Principles
·
Beliefs
·
Philosophy
·
Values
·
Teachings
·
Community
·
Kinship (Wakotowin)
·
Perspectives
·
Governance
·
Political
·
Economies
·
Canada
·
Saskatchewan
·
Turtle Island
·
Equality
·
Equity
·
Bias
·
Stereotype
·
Role Models
·
Myths
·
Misconceptions
·
Prejudice
·
Discrimination
·
Racism
·
Truth
·
Accuracy
·
History
·
Ignorance-based thinking
·
Colonization
·
Decolonization
·
Assimilation
·
Indiginization
·
Resurgence
·
Settling
·
Unsettling
·
Ethics
·
Epieikiea
·
Law
·
Justice
·
Traditional
·
Contemporary
·
Symbolic
·
Cultural
·
Leadership
·
Knowledge Keeper
·
Elder
·
Community Curriculum
·
Creator
·
Prayer
·
Tobacco
·
Protocol
·
Aboriginal
·
Indigenous
·
First Nation
·
First Nations
·
Inuit
·
Metis
·
Indian
·
Status Indian
·
Treaty Indian
·
Bill C-31
·
Native
·
Non-Aboriginal
·
Trickster
·
Pluralistic
·
Ojibway
·
Saulteaux
·
Mississauga
·
Anishnabek
·
Blackfoot
·
Siksika
·
Beaver Nation
·
Dunneza
·
Dene
·
Nakota
·
Anishinabe
·
Lakota
·
Plains Cree
·
Woodland Cree
·
Swampy Cree
·
Dakota
·
Nahiowak
·
White
·
Privilege
·
Power
·
European
·
Settler
·
Descendant
·
Newcomer
·
Entrenched
·
Appropriation
·
Indian Act
·
Royal Commission on Aboriginal Peoples (RCAP)
·
Ewing Commission (1936)
·
Truth and Reconciliation Commission
·
Residential Schools
·
Day Schools
·
Tipi
·
Powwow
·
Adoption
·
Altruism
·
Generosity
·
Mastery
·
Independence
·
Belonging
·
Roles
·
Alienation
·
Efficacy
·
Intrusion
·
Milieu
·
Pedagogy
·
Psychological
·
Vulnerable
·
Significance
·
Competence
·
Power
·
Virtue
·
Circle of Courage
·
Oral tradition
·
Healing
·
Coming of Age
·
Ceremony
·
Custom
·
Rituals
·
Prophecy
·
Pipe
·
Sweat Lodge
·
Feast
·
Sundance
·
Flags
·
In a good way
·
Forum
·
Assimilationist
·
Indoctrinate
·
Denominations
·
Catholic
·
Anglican
·
United Church
·
Constitutional
·
Provisions
·
Negotiate
·
Coercive
·
Compulsory
·
Predominate
·
Integrate
·
Watershed
·
Unequivocal
·
Bible
·
Old Testament
·
New Testament
·
Christian
·
Missionary
·
Church
·
Pagan
·
Social engineering
·
Federal Government
·
Provincial Government
·
Physical Abuse
·
Sexual Abuse
·
Emotional Abuse
·
Mental Abuse
·
Spiritual Abuse
·
Cultural Genocide
·
Genocide
·
Eradicate
·
Intergenerational
·
National Indian Brotherhood
·
Assembly of First Nations
·
Education
·
SIFC
·
FNUC
·
Indian Control of Indian Education (1972 policy
paper)
·
Indian Affairs and Northern Development
·
Indian Agent
·
Chief
·
Head Man
·
Band
·
Reserve
·
Apartide
·
SUNTEP
·
Gabrielle Dumont Institute
·
DENETEP
·
SIIT
·
British Colonial Records
·
Hudson’s Bay Company Records
·
Selkirk Papers
·
Queen
·
Britain
·
France
·
Spain
·
Doctrine of Discovery
·
Royal Proclamation
·
British North America Act 1867 (Constitution
Act)
·
White Paper 1969
·
United Nations Declaration on the Rights of
Indigenous Peoples
·
UN Convention on the Rights of the Child
·
Rights
·
Disease
·
Epidemic
·
Smallpox
·
Measles
·
Tuberculosis
·
Beothuk
·
Voyageurs
·
Traders
·
Enfranchisement
·
Devolution
·
Legislation
·
Nation
·
Jurisdiction
·
Political autonomy
·
Self-determination
·
Sovereignty
·
“Indian Problem”
·
Terra Nullius
·
Civilized
·
Savage
·
Warrior
·
Horizontal Leadership
·
Vertical Leadership
·
Matriarch
·
Patriarch
·
Egalitarianism
·
Consensus
·
Hierarchical
·
Ostracized
·
Formidable
·
Appointees
·
Law of the Prairie 1873
·
Laws of St. Laurent
·
Litigation
·
Magistrate
·
Interim
·
North West Mounted Police
·
Royal Canadian Mounted Police
·
Insurrection
·
Uprising
·
Rebellion
·
Agent Provacateur
·
Superseded
·
Timeline
·
Pass System
·
Permit
·
Western Perception
·
Good Relations
·
Crown
·
Monarch
·
Selkirk Treaty 1817
·
Rupert’s Land
·
Treaty Timeline p 80-81
·
J Treaty
·
New Elderado
·
Extinction
·
Pile of Bones
·
Contract
·
Covenant
·
Obligation
·
Solemn
·
Adhere
·
Adhesion
·
Cede
·
Surrender
·
Yield
·
Confederation
·
Post-Confederation
·
Treaty Medal
·
Circle of Life
·
Treaty Commissioner
·
Judge Arnot
·
Alexander Morris
·
Medicine Chest
·
Interpreter
·
Ecology
·
Economy
·
Reciprocity
·
Reciprocal
·
Environmental Reciprocity
·
Technology
·
Exploited
·
Equestrian
·
Enticing
·
Foresight
·
Adept
·
Pasturage
·
Lithics
·
Dialects
·
Uniformity
·
Impelled
·
Adaptations
·
Variability
·
Fluctuated
·
Weirs
·
Sought
·
Rapport
·
Hastened
·
Fostered
·
Congregate
·
Rendezvous
·
Trade
·
Archaeological
·
Buffalo Jump
·
Tipi Ring
·
Medicine Wheel
·
Effigy
·
Pemican
·
Bison
·
Buckskin
·
Rawhide
·
Utilitarian
·
Integrity
·
Obliterate
·
Valour
·
Entrepreneurial
·
Trading Post
·
Fort
·
Fort Pedagogy
·
Fur Trade
·
Inclusive
·
National Aboriginal Achievement Awards
·
Sustain
·
Initiative
·
Ingenuity
·
Unscrupulous
·
Risk Taking
·
Discipline
·
Clarity of Vision
·
Consumer
·
Eagle Feather News
·
Winsdspeaker
·
APTN
·
Significant
·
Formulate
·
Conducive
·
Initial
·
Sustainable
·
John Arcan
·
Merelda Fiddler
·
Andrea Menard
·
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