We believe in and promote…RESPECT, RESPONSIBILITY and POSITIVE RELATIONSHIPS. Respect for ourselves, others and the environment; Taking Responsibility for our learning; and Building Positive Relationships among students, staff, Ongwehonwe people and all Human Beings.
Thursday, February 16, 2017
Sunday, January 29, 2017
Tuesday, January 17, 2017
Monday, January 16, 2017
Thursday, January 05, 2017
School is Out for the Holidays,
But Learning is In.
Article By Ellie Hirsch, Founder, MommyMasters.com
“Like a sponge, children’s brains are always
open to absorbing knowledge, even though their school might be closed. If we
look hard enough and think outside the box, we will realize that learning
opportunities are all around us.”
Other Websites:
37 Things Students can do During School Holidays
101 Things to do with Children on Holiday Break
How to Keep Kids Entertained During the Holidays
Educational Websites students can go to:
Gizmos (Math and Science): https://www.explorelearning.com/
Prodigy (Math): https://www.prodigygame.com/
Also see the links under the “Student” Tab.
For those parents / guardians that would like worksheets, here are
some Winter Math Packages that can be printed off:
From Bryant Middle School:
- (Grade 7 -8 Math): http://bryant.dearbornschools.org/wp-content/uploads/sites/130/2012/12/winter78math.packet1.pdf
- Grade 6-7-8 Reading: http://bryant.dearbornschools.org/wp-content/uploads/sites/130/2012/12/winter678readingpacket1.pdf
From the School Board of Miami - Dade County:
- Grade 6-8 Reading:
- Grade 7 Math: http://www.dadeschools.net/winterbreak/pdfs/math/math_gr7.pdf
- Grade 8 Math: http://www.dadeschools.net/winterbreak/pdfs/math/math_gr8.pdf
Monday, January 02, 2017
Monday, December 19, 2016
HISTORY MADE!
STUDENTS WIN HOCKEY GAME!
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On Friday, December 16, 2016 the students made history at the "Student versus Teacher Hockey Game!" It came down to the last minute of play in the game when the score was tie. When out of nowhere the students scored on Johnson in net! Making the final score 10 - 9. A huge NYA:WEH goes out to all the community members who helped the teachers fill spots on the team! CONGRATULATIONS to the STUDENTS!
Friday, November 11, 2016
Tuesday, October 11, 2016
JC Hill Alumna wins James Bartleman Writing Award
Ontario honoured six talented young Indigenous writers from across the province with the James Bartleman Aboriginal Youth Creative Writing Award on October 7th in a ceremony at Queen’s Park. This award was created by James Bartleman to recognize and celebrate the work of young Indigenous youth. The 2016 winners are:
Aurora Gull for her fictional journal entries chronicling a student’s struggle and growth in her first year of high school.- Jewel Moonias for her essay on a real encounter with a rare and injured white wolf.
- Taeo Baxter for his story on a 16-year-old Métis boy’s spiritual quest to find his true self.
- Cole Stevens-Goulais for his one-act theatrical storytelling piece about his grandmother’s death. Cole is from North Bay.
- Isaiah Aguonie for his story about two wolves on a long and treacherous journey to the south side of Moonlight Island. Isaiah from Sheguindah First Nation on Manitoulin Island.
- Courtney Miller for her fictional story about a young girl’s experience losing her father in a drinking and driving accident.
The Honourable Elizabeth Dowdeswell, Lieutenant Governor of Ontario, presented the awards at a Queen’s Park ceremony today, along with the Honourable James Bartleman, 27th Lieutenant Governor of Ontario and Dr. Shafiq Qaadri, MPP and Parliamentary Assistant to the Minister of Citizenship and Immigration.
Submissions are accepted from youth 18 years of age or younger at the time they submit an entry, enrolled in an Ontario school, self-identify as an Indigenous person, and be a permanent resident of Ontario.
“These six young authors are changing our world for the better. They are contributing to a dialogue beyond their own communities and inspiring Ontarians to take notice of what it means to be an Indigenous youth in our province,” said Elizabeth Dowdeswell, Lieutenant Governor of Ontario.
“Each year, I am inspired by powerful submissions put forward by Indigenous youth from across the province. These six recipients are pillars of strength and courage, as they share their unique perspectives, which are essential to understanding our First Nations communities,” explained James K. Bartleman, former Lieutenant Governor of Ontario.
The livestream video of this presention can be found by clicking here.
To view this article from its original source, click here.
To view this article from its original source, click here.
Friday, September 30, 2016
Sunday, September 25, 2016
Thursday, June 30, 2016
Residential Schools
Residential Schools
The legacy of residential schools in Canada is recognised as
one of the darkest times in history. The purpose of this paper is to explain
the effects of residential schools in Canada, and how they impacted indigenous
culture. The reason for this paper is my own personal background being
indigenous, and having my great grandfather attend the residential school in
Brantford entitled the Mohawk Institute,
sometimes referred to as the “Mush-hole”.
The residential schools were run by the federal government
and church. The first residential school opened in 1879 in Pennsylvania, and
the last federally run residential school closed in 1996, in Saskatchewan,
which was not that long ago. There were over 150,000 native children who were
forced to attend the residential school, and the key purpose of this according
to the federal government and church were to assimilate the native children
into the western society through civilization, and converting the children to
Christianity.
According to some academics, they argue that the schools’
purpose was to eliminate the Indian problem, through assimilation. This
resulted in harsh experiences for the native children who suffered various
forms of abuse including sexual, emotional, and spiritual abuse. But, equally
important, the native children were abused and punished for speaking their
native tongue, and practicing their traditional ceremonies, which were not
allowed.
The schools themselves were poorly built, and unsanitary.
They were filled with numerous amounts of diseases, and rats, which were very
unhealthy. As a result of the harsh and abusive experiences, this led to
negative consequences when the children returned home to their native
communities. The children’s experiences led to loss of culture, language, and
most importantly, the loss of cultural identity. This is because they were
taught to be ashamed of whom they were.
Consequently, when the children returned to their native
communities, there was a disconnection from their cultural identity, because
they forgot how to speak their languages, and engage in their traditional
ceremonies. However, most importantly, the lasting impacts resulted in
intergenerational impacts on the survivors’ families. This led to alcohol
dependence, drug abuse, violence, and many other behaviours to try to rid the
pain they suffered.
Recently, many native communities have started to revitalize,
or bring back, their traditional ceremonies and languages, through resistance
and treatment options. This demonstrates the strength and determination of
native communities to sustain and revitalize their culture and native languages
through resistance and treatment practices, by incorporating native medicines,
or ways of knowing, to help heal those in pain and suffering.
Lastly, as a summary of what I have discussed throughout this
paper, the impacts of residential schools in Canada on native culture were; the
intention of assimilation, harsh experiences, lasting impacts of the negative
outcomes, and finally; survivors and families taking action, revitalizing
native languages and culture. In conclusion, I leave you with this final
thought; the use of residential schools in Canada did NOT eradicate the
indigenous culture.
Nya:wen.
Thank you.
By;
LV
My topic discusses the legacy of residential schools in Canada and how it impacted indigenous culture. The purpose of this paper is to explain the intergenerational impacts of residential schools on many families today. The reason why I chose this topic is because my great grandfather attended the residential school in Brantford, ON. His resiliency and determination to escape/overcome the negative experiences of residential schools led him to become the first native lawyer in Canada. Due to his resiliency; I wanted to discuss the positive changes of bringing back languages and cultural knowledge to many native communities. Personally, I wanted to express my thoughts and personal knowledge from family to present to my class of the harsh experiences that many native children had to endure.
Wednesday, June 08, 2016
Wednesday, June 01, 2016
Friday, May 20, 2016
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