Indigenous Cultural Sensitive Care Presentation Prep Questions (1)
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Indigenous Cultural Sensitive Care Presentation Prep Questions
To prepare for our guest presentation on July 5, please answer the following questions. You may work in groups. This is to help you gain some general knowledge about the indigenous culture and history. You do not need to submit your answers, bring your answers to the class. This should take you around 15 mins to complete. 1.
What is the population number of Indigenous people who live in Ontario, Toronto,
Mississauga and Brampton? In the Statistic Canada website, what names or categories are given to Indigenous people. As of my last knowledge update in 2022, the specific population numbers for Indigenous people living in Ontario, Toronto, Mississauga, and Brampton might have changed. Population data can be subject to updates and revisions over time. For the most accurate and up-to-date information, I recommend checking the latest census reports or demographic data from Statistics Canada or relevant government sources.
Regarding the categories used by Statistics Canada to identify Indigenous peoples, they use various terms and categories to refer to different Indigenous groups in Canada. Some of the terms used include:
1.
First Nations: This term refers to the various Indigenous peoples in Canada who are not Métis or Inuit. First Nations people are often further categorized based on their specific communities or bands.
2.
Métis: This term refers to individuals who identify as Métis, a distinct Indigenous people with their own culture, heritage, and language, originating from mixed Indigenous and European ancestry.
3.
Inuit: This term refers to the Indigenous peoples in Canada who traditionally inhabit the Arctic regions. Inuit communities have their own distinct cultures and languages.
Statistics Canada is likely to use more specific terms and categories when collecting data,
including the names of specific Indigenous groups, bands, or communities, depending on the context and purpose of the data collection. For the most accurate and detailed information on the categorization of Indigenous peoples by Statistics Canada, it is recommended to refer directly to the official website of Statistics Canada or related census reports and publications.
2.
What is a smudging ceremony? Why do you feel a person would want to smudge every day? What can be done for a patient in a hospital bed who wishes to smudge?
A smudging ceremony is a traditional Indigenous ritual that involves the burning of sacred herbs, such as sage, cedar, sweetgrass, or tobacco, to cleanse and purify the body, mind, spirit, and environment. The smoke is believed to clear negative energy and promote healing, purification, and spiritual awareness. Different Indigenous cultures have
their own specific practices and beliefs related to smudging.
People may want to smudge every day for various reasons, including spiritual cleansing, promoting positive energy, and fostering a sense of well-being. Some individuals may consider it a way to start their day with a clear mind and positive intentions. For others, smudging can be a way to connect with their cultural heritage and maintain a spiritual connection to their ancestors and traditions.
When a patient in a hospital bed wishes to smudge, healthcare providers can work to accommodate their request while adhering to the hospital's safety and health protocols. Here are some general considerations:
1.
Consultation with the hospital staff:
Inform the healthcare team about the patient's cultural or spiritual needs, including the desire to perform a smudging ceremony. Discuss the practical aspects of smudging within the hospital environment.
2.
Designated safe area:
Identify a well-ventilated area, such as a terrace, outdoor space, or a specific room equipped for such practices, where the patient can perform the smudging ceremony without posing a risk to themselves or others.
3.
Adherence to fire safety protocols:
Ensure that the smudging process is carried out in a manner that does not violate any fire safety regulations within the hospital.
This might involve using alternative methods such as using smudge sprays or using self-contained smudging bowls.
4.
Cultural sensitivity:
Respect the patient's cultural beliefs and practices. Allow for
the involvement of cultural or spiritual leaders if necessary, to ensure that the ceremony is performed in a manner consistent with the patient's traditions.
5.
Involvement of family members or support persons:
Encourage the patient's family members or support persons to participate in the ceremony if the patient desires their presence. This can provide emotional support and comfort during the smudging process.
Ultimately, it's crucial to approach the situation with respect for the patient's cultural and spiritual beliefs while maintaining the safety and regulations of the healthcare setting.
3.
How many Indigenous people live below the poverty line in Canada? Very high in
comparison to rest of Canadians
4.
What are the four sacred medicines used commonly by Indigenous people? What medicine is used for prayer? The four sacred medicines commonly used by Indigenous people in North America, particularly in various Indigenous cultures, including but not limited to the Anishinaabe, Ojibwe, Cree, and others, are:
1.
Tobacco:
Tobacco is considered a sacred plant used in various ceremonial practices. It is often used as an offering to communicate with the spirit world, express gratitude, and seek guidance and protection. Special plant from north America not the one that we use as drug.
2.
Cedar:
Cedar is revered for its purifying and cleansing properties. It is used in smudging ceremonies to clear negative energy, purify the environment, and promote healing. In soles of their shoes to get protection from new people.
3.
Sage:
Sage is another significant plant used for smudging, ritual cleansing, and purification. Burning sage is believed to clear a space of negative influences and promote balance, harmony, and spiritual growth.
4.
Sweetgrass:
Sweetgrass is considered a sacred herb used in ceremonial practices to attract positive energy, promote healing
, and invite good spirits. It is often braided and burned as part of spiritual rituals and ceremonies.
Regarding the medicine used for prayer, tobacco is commonly used in Indigenous ceremonies and rituals as an offering during prayers. It is seen as a means of communication with the spirit world and a way to show respect and gratitude. Tobacco is often offered to the Creator or other spiritual entities as a form of prayer or supplication in various Indigenous traditions.
5.
Name 4 First Nations communities (aka reserves) that are the closest to the GTA. What is the mother tongue/original language of the people of those First Nations communities? Four First Nations communities (reserves) that are among the closest to the Greater Toronto Area (GTA) include:
Mississaugas of the Credit First Nation: This community is located near Hagersville, Ontario, which is relatively close to the GTA. The Mississaugas of the
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Credit First Nation primarily speak English, although some members may also speak the Ojibwe language.
Alderville First Nation: This community is situated near the town of Roseneath, Ontario, which is within a reasonable distance from the GTA. The Alderville First Nation predominantly speaks English, with some members having knowledge of the Ojibwe language.
Curve Lake First Nation: This community is located near the town of Buckhorn, Ontario, which is also in proximity to the GTA. The Curve Lake First Nation community members primarily speak English, although some individuals may have knowledge of the Michi Saagiig language, a dialect of the Ojibwe language.
Chippewas of Rama First Nation: This community is located near the town of Orillia, Ontario, which is relatively close to the GTA. The Chippewas of Rama First Nation predominantly speak English, although some members may have knowledge of the Ojibwe language.
The original languages of these First Nations communities are often from the Ojibwe language family, although many members primarily communicate in English in their daily lives.
6.
Who created Indian Residential schools and who ran them? How many schools were in Canada and how many were in Ontario? Why were they called “residential” schools?
The Indian Residential School system in Canada was established and operated by the Canadian federal government and various religious organizations, primarily the Roman Catholic, Anglican, Presbyterian, and United Church of Canada, among others. The system was operational from the 19th century to the late 20th century. Its primary objective was to assimilate Indigenous children into Euro-
Canadian culture by removing them from their families, communities, and cultural
practices.
The number of residential schools in Canada varied over time. The total number is estimated to be around 130 schools, with the last one closing in 1996. In Ontario specifically, there were approximately 18 residential schools, including the Mohawk Institute in Brantford, Ontario, which was one of the most well-known schools in the province.
These institutions were called "residential" schools because they were boarding schools where Indigenous children were required to live, often for extended
periods, away from their families and communities. The schools were aimed at forcibly assimilating Indigenous children into Euro-Canadian culture, stripping them of their cultural identity, language, and traditions, and imposing Western values and religious beliefs. This separation from their families and communities was a deliberate attempt to sever the ties between Indigenous children and their heritage, leading to significant intergenerational trauma and cultural loss among Indigenous communities in Canada.
7.
What years did residential schools operate? i.e. what year did they begin and what
year did the last one close? If a 5 year old child attended that last school when it closed, how old would that individual be today?
Residential schools in Canada operated for over a century, with the system beginning in the 19th century and the last school closing in 1996. The exact dates of establishment and closure varied for each individual school, but the overall system was in place for many decades.
If a 5-year-old child attended the last residential school when it closed in 1996, that individual would be 32 years old today.
8.
How many children attended residential schools? What ages were children who attended these schools?
It is estimated that over the course of the existence of the Indian Residential School system in Canada, which spanned from the 19th century to 1996, approximately 150,000 Indigenous children attended these schools. The exact number of children who attended the schools may vary due to factors such as incomplete records and varying attendance rates at different schools over the years.
Children of various ages were taken from their families and communities to attend residential schools. Typically, children as young as 5 or 6 years old were admitted, and the schools could keep them until they were 16 or 17 years old. The ages of the children attending the schools varied depending on the specific policies of each
school and the age range accepted by the schools at different times during their operation.
9.
What were children not allowed to do in residential schools? What would happen if a child broke the rules?
In residential schools, Indigenous children were subjected to strict rules and regulations that aimed to assimilate them into Euro-Canadian culture while suppressing their Indigenous identities. These rules often restricted various aspects
of their lives, including their cultural practices, language, and traditional ways of
living. Some common restrictions imposed on children in residential schools included:
Prohibition of Indigenous languages: Children were not allowed to speak their Indigenous languages, and severe punishments were often imposed for doing so. The aim was to suppress their native languages and force them to adopt English or
French.
Cultural suppression: Indigenous cultural practices, such as traditional ceremonies,
dances, and spiritual rituals, were strictly prohibited. Children were discouraged from practicing their cultural traditions and were often punished for doing so.
Limitations on family contact: Contact with family members was often restricted or entirely prohibited, leading to the breakdown of family and community bonds. This isolation was meant to sever the children's ties to their cultural heritage and communities.
Forced religious conversion: Indigenous children were often forced to convert to Christianity and were punished for practicing their own spiritual beliefs.
Punishments for breaking the rules were severe and often included physical, emotional, and psychological abuse. Children who violated the rules were subjected to various forms of punishment, including physical beatings, solitary confinement, withholding of food, and verbal abuse. The objective of these punitive measures was to enforce compliance with the assimilation policies and suppress any resistance or assertion of Indigenous identity among the children. These punitive practices in the residential school system contributed to the long-
term trauma and intergenerational impacts experienced by Indigenous communities in Canada.
10.
There was a young student named Thomas Moore who attended residential school and whose photo has appeared in many documents about residential schools. Research Thomas Moore and give a few facts about his experience in residential school. I apologize, but as of my last knowledge update in 2022, there is no widely recognized or documented case of a residential school student named Thomas Moore whose experiences are extensively discussed in relation to the residential school system in Canada. It's possible that the individual you are referring to may not be a prominent figure in the context of the documented history of residential schools.
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However, there are numerous documented accounts and personal testimonies of Indigenous survivors of the Canadian residential school system that shed light on the traumatic experiences and enduring impacts of the assimilation policies and practices. Many survivors have shared their stories of physical and emotional abuse, cultural suppression, forced separation from families, and the lasting effects
of intergenerational trauma.
If you have specific details or additional context about Thomas Moore's experiences or if there is any other information you would like to know, please feel
free to provide more details, and I will do my best to assist you further.
11.
Research St. Anne’s residential school and what kinds of punishment were inflicted upon children.
St. Anne's Residential School, also known as St. Anne's Indian Residential School,
was an infamous residential school located in Fort Albany, Ontario, Canada. The school was operated by the Roman Catholic Church and the Canadian government
from 1902 to 1976. It was one of the many institutions that played a role in the assimilation of Indigenous children into Euro-Canadian culture, leading to the suppression of Indigenous languages, cultures, and traditions.
The school gained notoriety for the severe abuse and mistreatment inflicted upon its students. Several survivors have come forward with harrowing accounts of physical, emotional, and sexual abuse, as well as neglect and harsh living conditions at St. Anne's Residential School. Various forms of punishment were reportedly inflicted on the children, including:
Physical abuse: Students were subjected to physical violence, such as beatings, slapping, and hitting with objects, as a form of punishment or discipline.
Emotional abuse: Verbal degradation, humiliation, and psychological manipulation
were used to control and intimidate the children, leading to long-lasting emotional trauma.
Sexual abuse: Numerous survivors have spoken about experiencing sexual abuse at the hands of priests, nuns, and other staff members, leading to devastating long-
term effects on their mental and emotional well-being.
Solitary confinement: Some reports suggest that children were confined to small, isolated spaces as punishment, leading to feelings of fear, isolation, and helplessness.
These abusive practices at St. Anne's Residential School have been acknowledged as part of the broader pattern of systemic abuse and cultural genocide that took place within the Canadian residential school system. In recent years, efforts have been made to uncover the truth about the experiences of survivors at St. Anne's and other residential schools, and to provide support and reparations for the survivors and their communities.
12.
What are some of the major health issues that are common amongst Indigenous people in Canada? What are the “five white gifts” (which are food items) and how did they affect Indigenous people?
13.
When did the Truth and Reconciliation Commission release its final report and what was the main purpose of the commission?
14.
Why do you feel that the affects of residential schools can be carried on to future generations? Give an example of how a person whose parent attended residential school may be affected.
15.
What is the 60s Scoop as it relates to Indigenous people?
16.
When were Status Indians allowed to vote in federal elections? When were First Nations ceremonies banned? When was illegal for First Nations people to hire a lawyer? 17.
How many Indigenous children are in care of companies like children’s aid? How are Indigenous women, girls and two spirit people affected by human trafficking? (i.e. find one or two statistics about this issue)
As of my last knowledge update in 2022, Indigenous children in Canada were overrepresented in the child welfare system, making up a disproportionate percentage of children in the care of child welfare agencies like children's aid societies. While the exact number may have changed since then, it is important to note that Indigenous children have historically been significantly overrepresented in the child welfare system compared
to their representation in the general population.
Regarding Indigenous women, girls, and two-spirit people, they have been disproportionately affected by human trafficking in Canada. According to a 2014 report by the Royal Canadian Mounted Police (RCMP), Indigenous women make up a significant percentage of human trafficking victims in Canada, accounting for approximately 50% of the total number of human trafficking victims. Furthermore, a 2019 report by the National Inquiry into Missing and Murdered Indigenous Women and Girls found that Indigenous women and girls in Canada are 12 times more likely to experience violence and to go missing or be murdered than any other demographic group in the country.
These statistics highlight the urgent need to address the systemic issues and vulnerabilities that contribute to the overrepresentation of Indigenous individuals in the child welfare system and their disproportionate victimization in human trafficking. It is crucial to implement comprehensive and culturally sensitive measures to address these systemic challenges and protect the rights and well-being of Indigenous communities in Canada
18.
Research Brian Sinclair the 45 year old Indigenous man who died in 2008 at the Winnipeg Health Sciences Centre. Tell the class about how he died and how the family tried to find justice.
Brian Sinclair was a 45-year-old Indigenous man who died on September 21, 2008, while
waiting for medical care at the Health Sciences Centre in Winnipeg, Manitoba, Canada. Sinclair, a double amputee, had sought medical attention at the hospital due to a urinary tract infection, but he died after spending 34 hours in the emergency room without receiving treatment.
The circumstances surrounding his death raised significant concerns about systemic issues within the healthcare system, including negligence and discrimination. It was revealed that during the time Sinclair was in the emergency room, he was never provided with a medical assessment, and staff failed to recognize that he required urgent medical attention. Some reports suggest that other patients and staff members in the waiting room had noticed Sinclair's deteriorating condition but did not alert the hospital staff.
Following his tragic death, Sinclair's family and Indigenous community members advocated for justice and accountability. They called for an independent inquiry into the circumstances leading to his death and demanded an investigation into the systemic issues that contributed to the neglect and inadequate treatment he experienced at the hospital. The family sought answers and accountability from the healthcare providers and
the authorities to address the systemic discrimination and negligence that disproportionately affect Indigenous individuals within the Canadian healthcare system.
The case of Brian Sinclair brought attention to the need for improved cultural competency and sensitivity training for healthcare professionals, as well as the importance of addressing systemic discrimination and biases within the healthcare system
that can lead to inadequate care and tragic outcomes for Indigenous patients. It also highlighted the broader issue of systemic racism and the disparities faced by Indigenous peoples in accessing quality healthcare in Canada.
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19.
Research Joyce Echaquan, the 37-year-old Atikamekw woman who died on September 28, 2020. Tell the class how she died and about her treatment in the hospital.
20.
On May 27, 2021, Tk'emlúps te Secwépemc announced that they had located 215 potential unmarked graves of children — that number reverberated around the world. Find out more about this issue and how many more children’s bodies have been identified. As of my last knowledge update in 2022, the Tk'emlúps te Secwépemc First Nation, located in British Columbia, Canada, made a significant announcement on May 27, 2021,
revealing the discovery of 215 potential unmarked graves of Indigenous children at the site of the former Kamloops Indian Residential School in British Columbia. This revelation brought renewed attention to the devastating legacy of the Canadian residential
school system and the significant human rights abuses experienced by Indigenous children.
Since then, numerous Indigenous communities and organizations across Canada have initiated efforts to locate and identify the remains of more Indigenous children who went missing or died while attending residential schools. Several other First Nations communities have announced similar findings of unmarked graves near the sites of former residential schools, highlighting the extent of the tragedy and the need for comprehensive investigations and support for affected communities.
The exact number of additional children's bodies identified since the initial discovery at the Kamloops Indian Residential School may vary, as these efforts involve ongoing research, forensic investigations, and collaboration with Indigenous communities to locate and honor the remains of those who perished while attending the residential schools. These discoveries have prompted calls for truth, accountability, and reconciliation, as well as the need for comprehensive efforts to address the historical and ongoing impacts of the residential school system on Indigenous communities in Canada.
21.
Name 3 Indigenous organizations that operate in Toronto with a focus on those that provide health support? What kind of support and services are provided by Anishnawbe Health Toronto?
Three Indigenous organizations that operate in Toronto and focus on providing health support include:
1.
Anishnawbe Health Toronto:
Anishnawbe Health Toronto is an Indigenous community health center that provides a wide range of health services and programs to Indigenous community members living in the Toronto area. Their services focus on addressing the holistic health needs of Indigenous individuals
and families, incorporating traditional healing practices alongside conventional medical care.
2.
Native Child and Family Services of Toronto:
While not exclusively a health-
focused organization, Native Child and Family Services of Toronto provides culturally relevant and holistic services to Indigenous children, families, and communities in the Toronto area. They offer various support services that contribute to the overall well-being and health of Indigenous individuals and families.
3.
Toronto Council Fire Native Cultural Centre:
The Toronto Council Fire Native Cultural Centre is a multi-service Indigenous organization that offers a range of programs and support services to Indigenous individuals and families, including cultural, educational, and health-related initiatives. While not solely dedicated to health services, they provide resources and programming that contribute to the overall health and well-being of the Indigenous community in Toronto.
Anishnawbe Health Toronto provides a comprehensive range of culturally appropriate health services and programs to Indigenous community members in Toronto. Some of the
key support and services provided by Anishnawbe Health Toronto include:
1.
Primary healthcare services:
This includes medical services, nursing care, and access to healthcare professionals who understand and respect Indigenous cultural practices and values.
2.
Mental health and addictions support:
Anishnawbe Health Toronto offers counseling, therapy, and support services to address mental health challenges and substance abuse issues within the Indigenous community.
3.
Traditional healing and wellness programs:
They provide access to traditional healers, elders, and cultural practitioners who offer traditional healing practices and ceremonies to promote spiritual, emotional, and physical well-being.
4.
Cultural programs and activities:
Anishnawbe Health Toronto organizes cultural
events, workshops, and activities that promote Indigenous cultural identity, community engagement, and overall wellness. These activities often include traditional teachings, ceremonies, and cultural celebrations.
22.
What kind of support and services are provided by Indigenous Diabetes Health Circle?
The Indigenous Diabetes Health Circle (IDHC) is an organization that focuses on addressing the issue of diabetes within Indigenous communities. Based in Ontario,
Canada, the IDHC provides a range of support and services aimed at promoting diabetes prevention, management, and education among Indigenous individuals and communities. Some of the key support and services provided by the Indigenous Diabetes Health Circle include:
1.
Diabetes prevention programs:
The IDHC offers various programs and initiatives focused on promoting healthy lifestyles, nutrition education, and physical activity to prevent the onset of diabetes and related health complications within Indigenous communities.
2.
Diabetes management support:
The organization provides resources, information, and support for individuals and families living with diabetes. This may include guidance on medication management, blood sugar monitoring, and lifestyle adjustments to effectively manage the condition.
3.
Cultural and traditional approaches:
The IDHC integrates cultural and traditional approaches to wellness and healing into its diabetes support services, incorporating Indigenous knowledge, practices, and teachings to promote holistic well-being and health among community members.
4.
Community outreach and education:
The IDHC engages in community outreach
and education efforts to raise awareness about diabetes, its risk factors, and preventive measures within Indigenous communities. This may involve organizing
workshops, seminars, and community events focused on diabetes education and prevention.
5.
Collaboration and partnerships:
The IDHC works collaboratively with various Indigenous organizations, healthcare providers, and community stakeholders to develop and implement effective strategies for addressing diabetes-related challenges and promoting overall health and well-being within Indigenous communities.
The Indigenous Diabetes Health Circle's holistic approach to diabetes prevention and management reflects its commitment to supporting Indigenous communities in achieving improved health outcomes and promoting a better quality of life for individuals living with or at risk of diabetes.
23.
What is the role of an Indigenous Patient Navigator? Who is the Patient Navigator
for the Toronto area?
The role of an Indigenous Patient Navigator typically involves providing support, guidance, and advocacy for Indigenous individuals and their families who are navigating
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the healthcare system. Indigenous Patient Navigators often act as a cultural liaison between Indigenous patients and healthcare providers, offering assistance in accessing appropriate healthcare services, understanding medical procedures, and addressing cultural and social barriers that may impact a patient's treatment and care.
These navigators play a crucial role in ensuring that Indigenous patients receive culturally
safe and respectful care that aligns with their cultural beliefs, values, and practices. They may also assist in coordinating appointments, accessing resources, and providing information about available healthcare programs and services that cater to the specific needs of Indigenous communities.
As of my last knowledge update in 2022, the specific name of the Indigenous Patient Navigator for the Toronto area was not provided. For the most accurate and up-to-date information about the Indigenous Patient Navigator in the Toronto area, I recommend reaching out to local Indigenous health organizations, community health centers, or the Toronto Indigenous Health Advisory Circle for relevant contact information and resources. They can provide the most current details regarding the roles, responsibilities, and contact information of the Indigenous Patient Navigator serving the Toronto community.
24.
Why would some Indigenous people have a fear of doctors and hospitals and be reluctant to seek medical attention when needed? As a nurse working in a hospital or clinic, what could you do to make an Indigenous patient feel safe and comfortable?
Some Indigenous people may have a fear of doctors and hospitals and be reluctant to seek
medical attention when needed due to a history of systemic mistreatment, discrimination, and cultural insensitivity within the healthcare system. The traumatic experiences of colonization, forced assimilation, and the legacy of the residential school system have contributed to a deep-seated mistrust of mainstream institutions, including healthcare facilities, among some Indigenous communities.
Additionally, the cultural differences between Indigenous healing practices and Western medicine, along with the lack of culturally competent care, can further alienate Indigenous patients from seeking necessary medical treatment. The fear of experiencing cultural insensitivity, discrimination, or a lack of understanding of their unique cultural and spiritual needs can create significant barriers for Indigenous individuals when accessing healthcare services.
As a nurse working in a hospital or clinic, there are several steps you can take to make an Indigenous patient feel safe and comfortable:
1.
Cultural awareness and sensitivity:
Educate yourself about the cultural traditions, values, and beliefs of the Indigenous communities you serve. Respect their cultural practices and incorporate culturally appropriate care into your interactions with Indigenous patients.
2.
Build trust through communication:
Foster open and honest communication with Indigenous patients by actively listening to their concerns and preferences. Encourage them to share their health-related beliefs and practices, and involve them in the decision-making process about their care.
3.
Provide a welcoming environment:
Create a welcoming and inclusive atmosphere within the healthcare setting by displaying Indigenous artwork, incorporating Indigenous symbols, and offering culturally relevant resources in waiting areas and patient rooms.
4.
Collaborate with Indigenous Patient Navigators:
Work collaboratively with Indigenous Patient Navigators or cultural liaisons to ensure that Indigenous patients receive the necessary support and advocacy throughout their healthcare journey.
5.
Respect patient autonomy:
Respect the autonomy and self-determination of Indigenous patients by acknowledging their right to make informed decisions about their healthcare and treatment options.
By fostering a culturally safe and supportive healthcare environment and demonstrating respect for Indigenous cultural values and traditions, you can help build trust and improve
the overall healthcare experience for Indigenous patients. This approach can contribute to
overcoming the existing barriers and improving health outcomes for Indigenous communities.
25.
Research the Spirit Garden project which will open at Nathan Phillips Square. How is this related to the Truth and Reconciliation Commission? What sculpture will be set up in the Spirit Garden and how does it relate or represent the residential schools in Ontario? I apologize, but as of my last knowledge update in 2022, I do not have specific information about the Spirit Garden project opening at Nathan Phillips Square in Toronto.
For the most accurate and up-to-date details regarding the Spirit Garden project, its relation to the Truth and Reconciliation Commission, and the specific sculptures being set
up, I recommend directly accessing recent news articles, official announcements, or the website of the organization or institution responsible for the project.
The Truth and Reconciliation Commission (TRC) of Canada was established to address the legacy of the Indian Residential School system and the lasting impacts of the cultural genocide experienced by Indigenous peoples in Canada. One of the key components of the TRC's Calls to Action is the acknowledgment of the need for public commemoration and remembrance of the history and legacy of residential schools, as well as the importance of integrating Indigenous cultural perspectives and voices into public spaces and institutions.
The establishment of projects such as the Spirit Garden at Nathan Phillips Square may serve as a visible and symbolic representation of the commitment to reconciliation, healing, and the recognition of Indigenous histories, cultures, and experiences. By incorporating Indigenous art, symbols, and storytelling into public spaces, these initiatives aim to raise awareness, foster understanding, and promote dialogue about the significance of Indigenous heritage and the ongoing process of reconciliation.
If you are looking for specific details about the Spirit Garden project and its relation to the Truth and Reconciliation Commission, as well as the sculptures that will be featured in the garden and their representation of the residential schools in Ontario, I recommend reaching out to the organizers of the Spirit Garden project or consulting official announcements and resources related to the initiative. They can provide you with the most comprehensive and accurate information regarding the project and its objectives.
26.
What is National Day for Truth and Reconciliation? What is Orange Shirt Day? The key messaging on Orange Shirt day is “Every Child Matters”. Explain how that phrase originated.
The National Day for Truth and Reconciliation is a federal statutory holiday in Canada that was established to honor and recognize the legacy of the residential school system and its impact on Indigenous peoples. It serves as a day of remembrance, reflection, and commemoration for the survivors, their families, and communities affected by the residential school system. The National Day for Truth and Reconciliation, observed on September 30th, encourages all Canadians to learn about the history and ongoing impacts
of the residential school system and to participate in activities that promote reconciliation, understanding, and healing.
Orange Shirt Day is a day of remembrance and acknowledgment that takes place annually on September 30th. The initiative originated from the experience of Phyllis Webstad, a residential school survivor, who had her new orange shirt taken away on her first day at the school. The orange shirt has since become a symbol of the traumatic experiences endured by Indigenous children in the residential school system and serves as
a reminder of the need for awareness, education, and reconciliation in Canada.
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The key messaging on Orange Shirt Day, "Every Child Matters," emphasizes the significance of acknowledging the experiences and rights of Indigenous children and emphasizes the importance of ensuring that every child's well-being and dignity are respected and upheld. This messaging highlights the need to address the historical injustices and systemic issues that have led to the mistreatment and marginalization of Indigenous children in Canada, particularly within the context of the residential school system. It also underscores the ongoing efforts toward reconciliation and the promotion of equitable and culturally safe environments for Indigenous children and communities.
27.
Research past events that took place in Ontario to commemorate the National Day for Truth and Reconciliation. Share a few with the class.
As of my last knowledge update in 2022, various events have been organized in Ontario to commemorate the National Day for Truth and Reconciliation, providing opportunities for reflection, education, and reconciliation. Some of these events have included:
1.
Ceremonies and Gatherings:
Several communities across Ontario have organized ceremonies, gatherings, and memorial services to honor the survivors of
the residential school system and to raise awareness about the ongoing impacts of intergenerational trauma within Indigenous communities.
2.
Educational Workshops and Seminars:
Educational institutions, community organizations, and Indigenous groups in Ontario have hosted workshops, seminars,
and panel discussions focusing on the history and legacy of the residential school system, Indigenous rights, and the importance of reconciliation and healing.
3.
Cultural Celebrations and Art Exhibitions:
Art galleries, museums, and cultural
centers in Ontario have curated exhibitions and cultural events that showcase Indigenous art, music, dance, and storytelling as a way to promote Indigenous culture, resilience, and traditions.
4.
Film Screenings and Documentaries:
Screenings of documentary films and educational resources related to the residential school system and Indigenous history have been organized in various locations across Ontario to facilitate meaningful dialogue and understanding among community members.
5.
Community Engagement Initiatives:
Several municipalities and local organizations have initiated community engagement projects, public forums, and outreach programs to facilitate dialogue and foster community engagement on issues related to Indigenous history, reconciliation, and the ongoing process of healing.
These events and initiatives reflect the commitment of communities in Ontario to honor the National Day for Truth and Reconciliation by engaging in meaningful activities that promote awareness, education, and understanding of the historical and ongoing experiences of Indigenous peoples in Canada. They also underscore the importance of building inclusive and respectful communities that actively support the process of reconciliation and healing for Indigenous communities in Ontario and across the country.
28.
What are the Seven Grandfather Teachings? The Seven Grandfather Teachings, also known as the Seven Sacred Teachings, are a set of guiding principles rooted in Anishinaabe (Ojibwe) traditional teachings that emphasize
moral values and ethical conduct. These teachings are considered fundamental to the spiritual and cultural beliefs of many Indigenous peoples in North America. Each teaching is represented by an animal and embodies a specific virtue that serves as a moral
compass for living a balanced and harmonious life. The Seven Grandfather Teachings include:
1.
Wisdom (Nepwewin):
Represented by the beaver, wisdom encourages individuals
to seek knowledge and understanding, and to use their intelligence in a way that benefits the community.
2.
Love (Mamwâcehtowin):
Represented by the eagle, love emphasizes the importance of unconditional love, compassion, and respect for oneself and others.
3.
Respect (Nisto):
Represented by the buffalo, respect emphasizes the importance of showing honor, consideration, and appreciation for all living things and the environment.
4.
Bravery (Aakode'ewin):
Represented by the bear, bravery encourages individuals
to face life's challenges with courage, strength, and determination.
5.
Honesty (Gwayakwaadiziwin):
Represented by the raven, honesty emphasizes the value of truthfulness, integrity, and sincerity in all interactions and relationships.
6.
Humility (Dabaadendiziwin):
Represented by the wolf, humility teaches the importance of modesty, self-awareness, and the understanding that all life is interconnected.
7.
Truth (Debwewin):
Represented by the turtle, truth emphasizes the importance of
living in a way that is honest, genuine, and in alignment with one's principles and values.
These teachings are foundational to many Indigenous cultures and are often passed down through oral traditions and storytelling, serving as a guide for personal, spiritual, and communal growth and well-being. They encourage individuals to live in harmony with the natural world and foster positive relationships with others and the broader community.
29.
FOR ALL STUDENTS TO THINK ABOUT. ANYONE CAN SHARE THEIR THOUGHTS ON THIS QUESTION. In your opinion, how does maintaining culture, language and traditions support good health and wellness of Indigenous people?
1. What are some of the major health issues that are common amongst Indigenous people in Canada? What are the “five white gifts” (which are food items) and how did they affect
Indigenous people? 2. When did the Truth and Reconciliation Commission release its final report and what was the main purpose of the commission? 3. Why do you feel that the affects of residential schools can be carried on to future generations? Give an example of how a person whose parent attended residential school may be affected. 4. What is the 60s Scoop as it relates to Indigenous people? 5. When were Status Indians allowed to vote in federal elections? When were First Nations ceremonies banned? When was illegal for First Nations people to hire a lawyer? Answers
1.
Some major health issues that are common among Indigenous people in Canada include a higher prevalence of chronic diseases such as diabetes, cardiovascular disease, and respiratory illnesses. Mental health issues, including substance abuse and suicide, are also prevalent. Access to healthcare services, clean water, and adequate housing remains a challenge in many Indigenous communities.
The "Five White Gifts" refer to the introduction of certain European foods, specifically flour, sugar, salt, lard, and milk, during the colonization of Indigenous communities in North America. These items significantly impacted Indigenous diets and health, leading to a shift away from traditional and nutritious foods to processed and often unhealthy alternatives. This change contributed to the rise of health issues such as obesity, diabetes, and other diet-related ailments in Indigenous populations.
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2.
The Truth and Reconciliation Commission (TRC) released its final report on December 15, 2015. The main purpose of the commission was to document the history and impacts of the Indian residential school system on Indigenous people in Canada. It aimed to promote awareness and understanding of the experiences of
survivors, their families, and communities, and to facilitate reconciliation between Indigenous and non-Indigenous Canadians.
3.
The effects of residential schools can be carried on to future generations through intergenerational trauma. This trauma can manifest as a result of the experiences of parents or grandparents who were subjected to the abuse and cultural erasure in the residential school system. For instance, a person whose parent attended a residential school might experience impacts such as a loss of cultural identity, intergenerational trauma, mental health issues, substance abuse, and difficulties in forming healthy relationships.
4.
The term "60s Scoop" refers to a period in Canadian history, roughly from the 1960s to the 1980s, when a significant number of Indigenous children were forcibly removed from their families and placed into the child welfare system. Many of these children were adopted into non-Indigenous families, often outside their communities and without regard for their cultural identity. This practice resulted in the loss of cultural connections and caused lasting psychological and emotional harm to Indigenous individuals and communities. 5.
Status Indians were granted the right to vote in federal elections in 1960. First Nations ceremonies were banned by the Canadian government through the Indian Act in 1884, though some specific bans and restrictions were gradually lifted in the following years. There was no specific instance where it was illegal for First Nations people to hire a lawyer; however, historically, Indigenous people faced significant barriers to legal representation due to discriminatory policies and practices, which limited their access to legal services until the mid-20th century.
Sagoli – hello
Iriqua – adashoni