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Indian Education Newsletter (Vol. 2, No. 5) Indian Education Resources Center 1972-01-31

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Indian Education NewsletterJANUARY '72VOLUME 2 #5INDIAN EDUCATION RESOURCES CENTERHUT 0-12, U.B.C.AN EXPLORATORY LOOK AT INDIAN EDUCATION FOR B. C.ALVIN A. MCKAY, DIRECTOR - IERC.Our various contacts with teachers, schools, teacher work-shops, counsellors, students and concerned Indian and non-Indian peoplehave brought to our attention that there are many needs of Indian Educa-tion that are currently demanding and outstanding. These needs are re-lated to such areas as:1) school drop-outs.2) secondary school programming and streaming.3) curriculum enrichment, innovation, supplementation.4) practical utilization of the various counsellingservices.5) practical use of resource personnel.6) more use of teacher workshop - inserviceprograms.7) subject and age retardation.8) tutoring services.9) cultural barriers.10) teacher background regarding Indians.The Resources Center is faced with the problem of providingpackage deal or recipe-type answers to the above needs. This approach isimpractical due to the diversified make-up of the Indian population as toculture, tribal barriers, socio-economic base etc. It is also beyondour present resources to attempt to reach all of the schools etc. toelaborate on the above needs.I appeal to all those involved in some area of Indian Educa-tion to consider and plan some action with reference to these needs.Suggested, possible ways to meet the above needs:1) School drop-outs -- does your school have up-to-date statisticson this?- has there been an analytical - diagnostictreatment of these drop-out students (aredrop-outs in vocational or other training;full time employment; or are they realdrop-outs, and if so, are there preventativemeasures set down to avoid future drop-outs?)2) Secondary School Programming and Streaming -- was there actual assessment of Indian studentspotential at beginning of school term (andnot just placement based on the fallacy ofIndian students retardation in years andsubject areas etc.) Students who are placedon programs without actual assessment are-2 -(cont.).... 2) easily bored, disheartened and disinterested,and this situation breeds trouble makers,delinquents and drop-outs.- is there an orientation program regardingsecondary school courses for Indian parents.Generally speaking, parents are a greatsource of encouragement to their childrenregarding school success. Indian parentsare even more anxious for their childrento succeed in their academic pursuits.However, encouragement efforts are limiteddue to the lack of understanding of whattheir children are facing in the secondaryschools.Village Councils, Indian Education Committees, Indian AffairsGuidance Counsellors, Home-School Co-ordinators, Secondary SchoolCounsellors should co-ordinate their efforts to gather data about potentialgrade 8 students in early June.3) Curriculum Enrichment, Innovation, Supplementation Work.Since all Indian secondary students are in theprovincial schools, a totally separate curriculumoutline for Indian students is not feasible.However, major adaptations of this problem areaare desirable for both Indian and non-Indianstudents.The present B.C. Curriculum has plenty of lee-way for enrichment, innovation and supplementationefforts. Many schools are currently involved indevelopments of this nature. Perhaps, theseschools should contact our Center, so that aco-ordinated effort can be made in such pursuits.Our Center has several such supplemental unitsavailable Zsee our Indian Education Newsletter -January and February, 1972 issues).4) Practical Utilization of Existing Counselling Services.Ideally, at the critical transitional area (fromgrade 7 to grade 8), a concerted effort should bemade to offer a counselling program (by grade 7teachers, Home-School Co-ordinators, Indian AffairsGuidance Counsellors, Indian Village Councils,and Education Committees etc.), dealing withrural urban life; an elaboration of secondaryschool programs; operation of secondary schools;teenage life; home study habits etc.Such an emphasis at this level would lessen the present com-plexity of counselling Indian secondary students, and hopefully a moremeaningful type of counselling would develop.35) Practical Use of Resource Personnel.In enriching or developing your present schoolprogram, a very necessary ingredient, is the useof local hunters, trappers, fisherman, loggers,historians, artists, story tellers, dancers,carvers, village council members, mothers,teacher aides, subject area consultants, home-school co-ordinators, BCNITA members etc.Since there is very little written materialregarding the foregoing, such an approachas suggested, is a readily available sourchof supplementing your curriculum upgrading efforts.6) More Use of Teacher Workshop - Inservice Programming.Since all Indian secondary students are attendingprovincial schools, it stands to reason that moreand more secondary schools will have Indians intheir classes. With this "inevitable" development,we suggest that District Teacher Conferences makean effort to include Indian Education as a topicfor informational discussion. The B.C. NativeIndian Teachers Association and the Indiah Educa-tion Resources Center are there to provide resourcematerials and personnel - usually a month's noticeis all we need. At such workshops, all of the needsincluded in this article can be pursued with a two-way exchange of ideas approach.7) Subject and Age Grade Retardation.Indian students are reputed to be a year or morebehind in age-grade as well as in such subjectareas as in reading.Does your school approach actual situations with analytic -diagnostic - remedial programs?Is there a preventative attempt to correct these weaknessareas in the formative years (pre-school - kindergarten) and in theprimary program?Is the reading retardation problem analyzed as to whatdevelopmental skill is lagging or weak i.e. (left to right eye co-ordination;comprehension; phonetic problem; oral & silent reading; enrichment of vocab-ulary; word or component word omissions, substitutions, repetitious; sentence,paragraph, chapter summaries; physical or mental impediments etc., etc.)8) Tutoring Services. Assuming that you are faced with the problems in#7, and with poor homework habits (assignmentsnot turned in, poor daily homework preparation,(cont.).... 8) no oral participation in class etc.) in grade 8and up, does you school offer extra tutoring(out of school) services to Indian students -on a one to one basis, on a team approach basis,or on an incidental basis?Home-School Co-ordinators, Indian Affairs Guidance Counsellorsand counsellors should team up to help provide or arrange this necessaryhelp.9) Cultural Barriers.Fallacies, misconceptions, misunderstandings areingredients to prejudices or discrimination.A co-operative effort by Indian and non-Indianpeople is needed to avoid this unhealthy relation-ship. PTA . and Education Committees. VillageCouncils, School Board, or Ifttegratios CommitteeMeetings, should encourage a two-way exchange ofideas and feelings by Indian and non-Indianparticipants.Strengths and weaknesses of all students should beconsidered in the day to day school operation.Most Indian students have a rich cultural back-ground, his socio-economic base, his contemporarymode of life etc. See #2, #3, #4, #5, #6 & #10.10) Teacher Background Information Regarding Indians.See our Indian Education Resources Center lists of books, films,educational pamphlets, resource personnel, curriculum enriched materials etc.Updated lists will be appearing in the January and February 1972 issues ofour Indian Education Newsletter.A 3 unit credit course at UBC (winter and summer sessions)Education 479 - Indian Education is an excellent source, offering a beginn-ing approach in this area. It deals with historical as well as contemporaryaspects of the Indian, correlated to the education field.University of Victoria offers a similar course in Anthropologyand Education - (Education 425).This initial exploratory look at Indian Education is hopefullythe beginning of a series of articles on Indian Education to be undertakenby members of the B.C. Native Indian Teachers Association. By all means,it is not an exhaustive treatment of the topic, but rather was intended togerminate some seeds of thought you may have already had, or perhaps itmaybe an encouragement to some program you and you school are involved in.We welcome news about your school programming, teacher helpsor hints, or your thoughts on my aspect of Indian Education. There is areal need for a co-ordination of efforts in curriculum enrichment orsupplemental work. We encourage all schools currently involved in such developments to exchange ideas, facts or finished products with our Center.**************- 5 -TRAINING OPPORTUNITIES FOR ADULTS POST-SCHOOL EDUCATIONSERVICES AVAILABLE TO INDIAN PEOPLEB. C. REGION: Federal Department of Indian Affairs & Northern Development,Regional Office, #303 - 325 Granville St., Vancouver 2, B.C.This is designed to be of assistance to you regarding the educa-tional services available through the Department of Indian Affairs.The purpose of the Department is to adminster the "Indian Act".The educational services available to Indian people are found within the"Indian Act", Section 113-122.'In 1966, the Vocational & Special Training Division of theDepartment came into being. Its prime responsibility is to provide awide range of educational services such as Adult Education Programs,Vocational Training and Employment Assistance.POST-SCHOOL OR VOCATIONAL TRAINING:Post-School or Vocational Training is pre-employment trainingwhich the student could find helpful in securing qualifications requiredfor employment. Nursing, Stenography, Teaching, Electrical Training aresome examples of vocational training. Studying at the University or Collegefor a degree is also vocational training in that it prepares for futureemployment.WHAT IS PRE-APPRENTICESHIP TRAINING:Pre-apprenticeship training is preparation for employmentthrough apprenticeship. This program is sponsored by the ProvincialGovernment and is designed to help people who wish to see employment insuch trades as Bricklaying, Electronics, Sign Printing, Carpentry, etc.The training teaches the individual basic skills and funda-mental theory of the trade he has chosen. Upon graduation, the student isqualified to enter apprenticeship of his trade.Apprenticeship training is learning on the job through anemployer and studying in a Vocational School. The employer provicespractical training in the skills of the trade. By working with skilledmen, the trainee can acquire skills and knowledge which apply to his trade.SPECIAL TRAINING:Upgrading is a major part of special programs. There are twoprograms held in Vancouver which are part of special training.One is the Adult Continuation Centre which offers upgradingfor people with little or no schooling. This course is held at 525 WestPender Street, Vancouver, B. C. Telephone: 688-1725.6The other course, the Assessment Orientation & Upgrading Pro-gram is designed for people 18 years and over who have dropped out ofschool but have a desire to return. This course assists the student indealing with City life. Orientation is done by visiting and touring publicfacilities, inviting Indian guest speakers, etc. The student assesses hissocial and academic programs and decides when he is ready for a regularclass or employment. The Class is held at King Edward Centre, 951 West12th Avenue, Vancouver 9, B. C.Also part of Special Programs are courses such as fire pre-vention, held on the reserve, cooking and sewing classes, crafts, andother cultural activities which are held in the evening on reserves.Camosun College in Victoria offers a program of Indian Studiessuch as Upgrading, an Introductory Fine Art course and a Special AdultSecondary Program for Native Indians, Grades XI and XII as well as othercourses leading to employment.In addition Basic Training for Skill Development classes areheld in co-operation with Canada Manpower on reserves in B.C.MANPOWER TRAINING: Manpower has training programs for persons who are either un-employed or employed but want to improve their skills and get a betterwage.In short, to qualify for Manpower training it is requiredthat:1. You be at least 16 years old, a member of the labour forcefor one year. This only qualifies you for tuition costs.Indian Affairs may provide for your living allowance ifneeded.2. You have been a member of the labour force for three yearsor have dependents. This qualifies you for tuition costsand living allowances. The allowance will vary from $47to $88 per week.FINANCIAL ASSISTANCE FROM INDIAN AFFAIRS Financial assistance is available for Indian people whowish to continue their education in a vocational course at any of theProvincial Vocational Schools in the Province. Assistance includesthe payment of tuition fees, the cost of books and supplies and aliving allowance for room and board, and spending money. Allowanceswill vary from $47 to $88 per week, depending on the number of dependents.These payments are made twice a month and applications are made throughVocational Counsellors. A visit must be made to Canada manpower firstbefore Indian Affairs assistance is granted. You will be asked to payfor some of your training costs if you can afford it.7ACCOMMODATION ASSISTANCE:The Boarding Home Program is designed to accommodate Indianstudents who attend school away from their community. If a student wishesto board in a private home he/she may do so by contacting a VocationalCounsellor, who will then make necessary arrangements.VOCATIONAL COUNSELLORS:The role of the Vocational Counsellor is:1. To discuss with the student his/her goals and opportunitiesavailable to achieve them.2. To assist the student who may not have a specific course inmind, but wished to improve his or her employment qualifications.3. To serve as a contact person. Information regarding train-ing services available, locations of Vocational Schools andmatters of a personal nature can be discussed. If theCounsellor is unable to assist the student in certainmatters, he should be able to direct the student to someonewho can. He can make arrangements for aptitude and abilitytesting for anyone who wishes to find out where his/herinterests and abilities lie.GENERAL INFORMATION:There are many questions which may arise that are not dis-cussed in this pamphlet. It is designed only to provide basic informa-tion. The Vocational Counsellors should be available to answer anyquestions which may arise and have not been mentioned in this booklet.For further information contact your District VocationalCounsellor:TERRACE AREABergman: Ernie K.Terrace Agency215 - 4618 Lazelle AvenueTerrace, B. C. 635-7127 VICTORIA AREAPaul: Philip C.Dick: HarryVance: Cathie (Mrs.)Camosun CollegeP. O. Box 490Victoria, B. C. 592-2478 BELLA BELLA AREAPegg, Robert A.Campbell IslandP. O. Box 40Bella Bella, B. C. 9002XKAMLOOPS AREADemosky: Peter J.Thompson River District224 - 317 Seymour StreetKamloops, B.C. 372-8871 PRINCE GEORGE AREAFraser: DaveSpecial ServicesPrince George School District860 Edmonton StreetPrince George, B. C.563-1252 KELOWNA AREASterling: Deanna (Miss)School District #23, 599 Harvey AvenueKelowna, B. C.762-2837 -8-NANAIMO AREA Toporowski: Maurice P.South Island District214 Federal BuildingNanaimo, B. C. 753-4181 VANCOUVER AREA Kent: Elsie M. (Mrs.) 666-1129 Paul: Benjamin	 666-1326 Morritt: Robert A.	 666-1128 Fraser District#502 - 325 Granville StreetVancouver 2, B. C.CRANBROOK AREASchool District #1703 - A Cranbrook StreetCranbrook, B. C. 426-4201 VANCOUVER AREA Neville: Dorothy (Mrs.)Morrison: DonVancouver City CollegeSpecial Programs Division951 West 12th AvenueVancouver 9, B. C. 731•4614VANCOUVER AREA Collins: RayInstructorAdult Basic Education1 - 525 West Pender StreetVancouver 2, B. C. 688-1725 * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * ** * * * ** * **EMPLOYMENT & RELOCATION SERVICES AVAILABLE TO INDIAN PEOPLEB. C. REGION: Federal Department of Indian Affairs & Northern Development,Regional Office, #303 - 325 Granville St., Vancouver 2, B.C.Employment and Relocation Services are available through IndianAffairs. Eight counsellors are employed to find employment opportunitiesfor the Indian labour force, either through Canada Manpower referrals ordirect placement with an employer. On-the-job Training, In-Service Train-ing and Relocation Programs are also part of Employment and RelocationServices, and are available to the extent of the budget allocated.ROLE OF THE COUNSELLORS Generally the duties of the Employment and Relocation Counsellorare:1. To assist in locating employment opportunities for Indianseither living on or off the reserve.2. To counsel applicants for On-the-Job Training, In-ServiceTraining, or relocation programs.93. To promote economic development on reserves so that itwill provide employment for Indian people.4. Find job placement for disabled people where possible.PROGRAMS PLACEMENT This service is designed to be of assistance to anyone who isstarting employment. The funds help pay for his transportation to workarea, his first month's rent, basic tools, clothing and other necessitiesas required.RELOCATION Funds are available for Indian people who wish to move off thereserve for permanent employment elsewhere. Because this move is of apermanent nature and granted only once, it is a very serious step. Assist-ance of this kind is of a limited nature dependent on local budgets.ON-THE-JOB TRAININGTraining on-the-job is supervised employment. During thistraining the individual may have to go to classes related to his trade.This program is helpful for a person who does not meet the academicrequirements for entering a trade school program, but shows great in-terest and ability on the job. Before a contract is entered into, theremust be a moral committment for a job.Some of the jobs one can learn on-the-job are:1. Carpentry2. Short Order Cook3. Waitress4. Teller5. Dry Cleaning6. Machine Operator7. Printing Trades8. Tire Repair, etc.CANADA MANPOWERMany of the programs available through Canada Manpower aresimilar to those offered by the Employment and Relocation Program. Man-power offers training programs, job placement and mobility grants forpeople who need assistance in moving to a centre of employment. IndianAffairs offers assistance in training when Canada Manpower criteria arenot met by Indian applicants for training.- 10 -Canada Manpower's training program sponsors people who want tolearn a trade. Tuition costs and livihg allowances are available if youqualify. To be eligible for tuition costs you must be at least 16 yearsold and have been out of school for one year. Full assistance, tuitionand living expenses are given if you have been a member of the labour forcefor at least three years. This can mean that you were either employed orunemployed. Additional assistance is given if you have dependents.GENERAL INFORMATIONIn choosing a trade, a person must consider certain facts;-his physical ability, his ability to master skills and technical know-ledge and most important a sincere interest in the trade of his choice.This pamphlet is designed to provide you with some basicinformation about employment and relocation services. Any questionwhich may arise and you may want to discuss should be directed to anEmployment and Relocation Counsellor in your District or to the RegionalRelocation Counsellor:Mr. J. D. Addison .#502 - 325 Granville StreetVancouver 2, B. C.	 666-1250 LIST OF DISTRICT EMPLOYMENT & RELOCATION COUNSELLORS Atchison, G. H.Curry, M. E.Fraser District2 - 326 Howe StreetVancouver 1, B. C. 666-3778 Buckley, C. E.Thompson River District224 - 317 Seymour StreetKamloops, B. C. 372-8871 North Coast District208 Federal BuildingPrince Rupert, B. C.624-6777 Bowen, D.Kootenay-Okanagan District3101 - 32nd AvenueVernon, B. C.545-0538 Cole, J. H.South Island District214 Federal BuildingNanaimo, B. C. 753-4181 Harvey, J. H.Lakes District208 - 550 Victoria StreetPrince George, B. C. 563-0231 Sero, K.Terrace Agency215 - 4618 Lazelle AvenueTerrace, B. C.635-7127 * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * ** * * * * * * * * ** * * * * ** *FILMS (16 MM OR 35 MM) RELEVANT TO INDIAN EDUCATIONA.	 THE FILMS MAYBE BORROWED FROM THE NATIONAL FILM BOARD OFFICESLISTED BELOW:B. C. Regional Office1155 West Georgia StreetVancouver, B. C.Prince George Office545 Quebec StreetKelowna OfficeP. O. BuildingBernard & Ellis StreetVictoria Office811 Wharf StreetBe sure to indicate whether you want 35 mm or 16 mm and pleasequote the number which follows.Bookings should be made a month in advance, and if you are inan isolated area, add a week or two.* * * * * * * *Elm1. Age of The Beaver - 16 minuted 47 seconds - black & white - NFB. 35mm(105B0152027) 16mm (106B0152027). Fur trade, its effects onexploration and settlement. Engravings and paintings portraysromance, adventure, hardship of traders and Indians.2. Age of the Buffalo - 14 minutes - colour - NFB. 35mm (105C0164047)16mm (106C0164047). Mid-1800's paintings of North AmericanIndians and buffalo hunts.3. Mission of Fear - 79 minutes - black & white - NFB. 35mm (105B0165037)16mm (106B0165037). Jesuit martyrs. A reconstruction of earlyIndian life.4. Ballad of Crowfoot - 10 minutes, 18 seconds - black & white - NFB.35mm (105B0168147) 16mm (106B0168147). An Indian Crew helpedto make this film. It recalls some tragic incidents sufferedby Indians from the coming of the whiteman.5. Caribou Hunters - 17 minutes, 30 seconds - colour - NFB. 16mm (106C015011).Nomadic Indian hunters, herds, camp life.6. Charlie Squash Goes to Town - 4 minutes, 26 seconds - colour - NFB.16mm (106C0169049). A satirical animated film - resists theidea that it is the manifest destiny of Indian boys and girlsto follow advice of well-meaning Indians and whites (to workhard at school and in society to be like everybody else.)- 12 -7. Circle of The Sun - 20 minutes, 13 seconds - colour - NFB. 35mm(105C0161035) 16mm (106C0161035). Alberta Indians and SunDance. Also reflection on the predicament of young genera-tion (relinquishment of tribal and reservation ties, buthave not yet found a firm place in new life).8. Encounter With Saul Alinsky - Part II: Rama Indian Reserve - 32minutes, 6 seconds - black & white - NFB. Young articulateIndians test inherent, tolerant philosopy against prognosticideas of Mr. Alinsky. (Revision of 100 year old Indian Act).9. Haida Carver - 12 minutes, 3 seconds - colour - NFB. 35mm (105C0164079)16mm (106C0164079). Young Haida Indian artist at work ontotem argillite carving etc.10. High Steel - 13 minutes, 59 seconds - colour - NFB. 35mm (105C0165111)16mm (106C0165111). Mohawk Indians of Caughnawaga (nearMontreal) famed for their skill in erecting steel frames ofskyscrapers. Also glimpses of reserve life are included.11. Indian Dialogue - 27 minutes, 43 seconds - black & white - NFB. 16mm(10680167074). Canadian Indians discuss such problems as,threat to their own culture by predominant white society,economic poverty, spiritual deprivation etc.12. Indian Memento - 18 minutes, 12 seconds - colour - NFB. 16mm(106CO367058). Expo '67 - Indian-Canada pavilion, Montreal.Young Indian hostess draws attention to Indian artifacts,printed placards telling story of North American Indianand contact with European settlers (regarding freedom ofmovement, loss of land, loss of health of body and spirit etc.)13. Indian Relocation: Elliot Lake--A Report - 29 minutes, 55 seconds -black & white - NFB. 16mm (106B0167075). Northern OntarioIndian reserve experiment to prepare Indians for city lifethrough program of vocational and academic education - aprogrammed integration.14. The Indian Speaks - 40 minutes, 20 seconds - colour - NFB. 35mm(105C0167025) 16mm (106C0167025). Various Canadian Indiansdiscuss Indian traditions slipping away with nothing equallysatisfying or significant to take its place.15. The Longhouse People - 23 minutes, 2 seconds - colour - NFB. 16mm(106C0151012). Life and religion of longhouse people (Iroquois).A link with the proud past (rain dance, healing ceremony, acelebration for newly chosen chiefs).16. North - 14 minutes, 8 seconds - colour - NFB. 35mm (105C0168077) 16mm(106C0168077). Sights and sounds of NWT - Indian and Eskimocommunities.17. The People of Dipper - 18 minutes, 22 seconds - colour - NFB. 16mm(106C0166084). Chippewayan Indian reserve life (new ways donot conflict with traditional activities.- 13 -18. People Might Laugh At Us - 9 minutes, 7 seconds - colour - NFB. 35mm(105C0164132) 16mm (106C0164132). Micmac Indian children(Quebec) - who are reluctant to let visitors see their activities.19. Pikangikum - 9 minutes, 22 seconds - black & white - NFB. 35mm(105B0167077) 16mm(106B0167077). Sketches of life on anIndian reserve in northern Ontario.20. Pow Wow at Ducklake - 14 minutes, 30 seconds - black & white - NFB.16mm (106B0167076). Saskatchewan Indians discuss such prob-lems as schooling available and limitations of educationthat restrict their opportunities to develop in their ownways for their best interests.21. These Are My People - 13 minutes, 18 seconds - black & white - NFB.Indian film crew attempt to portray historican and otheraspects of longhouse religion, culture and government and toshow impact of whiteman's arrival on Indians way of life andon future.22. This Land - 57 minutes - black & white - NFB. 16mm (106B0168041).Nisgha Indians of B.C. Claim that white people have no rightto sing, "This Land is Our Land". How and why that rightis being challenged is well documented.23. Totems - 10 minutes, 35 seconds - colour - NFB. 16mm (106C0144006).Amidst massive scenery of farwest, the totem poles carvedby B.C. Indians portray family history, achievement andreligion myths.24. Trail Ride - 20 minutes, 11 seconds - colour - NFB. 16mm (106C0164175).Indian boys and city boys mix in a holiday involving horses,riding herd, branding calves, teepee living etc.25. The Transition - 17 minutes, 28 seconds - black & white - NFB. 16mm(106B0164012). Film to prepare young Canadian Indians withkind of life to be faced in a city. What helps to adjustments?26. Travelling College - 9 minutes, 30 seconds - black & white - NFB. 16mm(106B0168164). Indian film crew demonstrates concept of self-help contained in Indian Travelling College.27. You Are On Indian Land - 36 minutes, 48 seconds - black & white - NFB.16mm (106B0169017). Film report of a protest demonstrationby Mohawk Indian - International bridge, Canada & USA nearCornwall Ontario. Confrontation hinges on a right establishedby the Jay Treaty of 1794.28. Indian Days - 12 minutes, 43 seconds - colour - B.C. Films. 16mm(106C0163086). Indians of B.C. Interior congregate annuallyat Kamloops, B.C. - main street parade, action packed rodeoand carousing night festivities.- 14 -29. Legend - 15 minutes, 11 seconds - colour - NFB. 35mm (105C0170012)16mm (106C0170012). Story bAsed on West Coast Indian legend.30. Klee Wyck - 15 minutes, 2 seconds - colour - NFB. 16mm (106C0147005)Story of Emily Carr and her paintings of B. C. - giant treesIn ian villages, totems and carvings.31. The Loon's Necklace - 11 minutes - colour - Crowley Films Ltd., forImperial Oil Ltd. 16mm (106C0150008). Indian legend explain-ing white band around the black neck of loon.32. One Little Indian - 14 minutes, 40 seconds - colour - NFB. 16mm(106C0154011). Magic Bow and magic gifts is bewildered bywhirl of traffic.33. Survival In The Bush - 30 minutes - black & white - NFB. 16mm(106B054032). NFB producer and an Indian guide are maroonedin the bush.34. Village In The Dust - 18 minutes, 55 seconds - colour - Imperial OilLtd. Archaeological excavation of an Indian village.35. Northern Campus - 14 minutes, 26 seconds - black & white - NFB. 16mm(106B061088). Canada's plan for educating the Eskimo, Indianand white children of Canadian North.36. Lacrosse - 14 minutes, 12 seconds - colour - NFB. 16mm (106C0164182).How Indians began the game and the Lacrosse stick factoryat Cornwall. (Mohawks).37. Hello! Hello! Alo! - 9 minutes, 25 seconds - NFB. 16mm (106C0167096).Cartoon, illustrating history of communication from tom-tomsto satillites.*NFB - National Film Board.* * * * * * ** * * * ** * **AN UPDATED RESOURCES BOOK LIST Ay4ALABLE FROM THEEN ER WILL BE INCLUDED IN THE FEBRUARY, 13t?ISSUE - VOLUME1 #b,* * * * * * ** * * * ** * *- 15 -INDIAN	 AFFAIRSELSIE RENTVOCATIONAL COUNSELLORMy case load is comprised of College and University students inthe Vancouver area.University, B. C.	 -	 17Simon Fraser	 -	 7Capilano College	-	3Douglas College		3Other classes (R.N. etc)- 	 7Students attending come from all parts of B.C., the Yukon, andin some cases from other provinces. In addition I am correlating Counsellorfor Vancouver City College.On a Regional basis, my duties involve correlation of programsthrough out the province. Other counsellors, personnel and often studentsrequest information as to when certain courses are offered in B.C., orother areas, pre-requisites for the courses, length of time involved,assistance and names of people to contact in these areas, etc.* * * * * * * * * * ** * * * * * ** * * * ** * **RETURN ADDRESS FOR INDIAN EDUCATION NEWSLETTER:HUT 0-12UNIVERSITY OF B.C., VANCOUVER 8, B. C.Special Collections DivisionLibrary,Campus Mail, UBC


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