UNIT 02 > First Nations Pre-Contact

2.1. SCIENTIFIC & INDIGENOUS PERSPECTIVES

This section discussed both scientific and indigenous perspectives regarding how and why Indigenous Peoples populated what is now known as the Americas. Ultimately, Joseph notes how exactly the Americas were populated prior to European Contact is not definitively known.

SCIENTIFIC PERSPECTIVES: LAND BRIDGE / BERING STRAIGHT THEORY

PALE - Paleoenvironmental Atlas of Beringer

  • 10-12,000 years ago (during last ice age);

  • People from Asia crossed the “land bridge” (over the area now known as the Bering Straight) to populate the Americas;

  • Due to the glacial ice which made up the bridge, the Bering Straight Land Bridge may have been impassable due to glacial ice, until 12,000 years ago - which does not account for archaeological evidence that Indigenous Peoples were here before that.

FIGURE 2.1 > MAP > National Geographic.

Also see:

SCIENTIFIC PERSPECTIVE: CONTINUOUS MASS MIGRATION

  • Recent study has revealed that the Americas were populated by a series of mass migrations that started long before the last ice age - LONGER than 12,000 years ago.

SCIENTIFIC PERSPECTIVE: COASTAL MIGRATION / WATER CROSSINGS

This topic was not specifically discussed in the course, but is one theory I stumbled upon on YouTube, which discusses how some Indigenous First Nations Peoples may have reached Turtle Island by boat.

FIGURE 2.2.. > VIDEO > Science Magazine. “Most archaeologists think the first Americans arrived by boat. Now, they’re beginning to prove it.” YouTube, 11 Aug 2017.

INDIGENOUS PERSPECTIVES: CREATION STORIES

Most cultures including Indigenous cultures have creation stories which explain how people came to populate the world. The course specifically looked at the following creation stories:

  • Gwawaenuk Creatiom Story (Thunderbird)

  • Iroquois Creation Story (Turtle Island)

  • Inuit Creation Story (Raven)

Joseph described how:

“The great land of the Inuit is the Sea, the Earth, the Moon, the Sky, and the Stars. The Land and the Sea have no boundaries. It’s not mine, and it’s not yours. The Supreme Being put it there and did not give it to us. We were put there to be a part of it and share it with other Beings: the Birds, Fish, Animals, and Plants.”

The Internet and sites like YouTube have resources that share the other creation stories of other Nations. Here are two, of the Hopi, and the Ojibway:

FIGURE 2.3 > VIDEO > PBS. “Hopi Origin Story | Native America | Sacred Stories | PBS.” YouTube, 18 Oct 2018.

FIGURE 2.4 > VIDEO > FirstNationLiteracy. “The Ojibway Creation Story.” YouTube, 05 May 2011.

2.2. WHEELS, WRITTEN LANGUAGE, AND PRIMITIVE CULTURES

UNIT 01 > Welcome to Indigenous Awareness

In 2023, I enrolled in a short course by Indigenous author and educator Bob Joseph and his organization called INDIGENOUS CORPORATE TRAINING INC / INDIGENOUS RELATIONS ACADEMY called INDIGENOUS AWARENESS.

Joseph is also the writer of the influential book 21 THINGS YOU MAY NOT HAVE KNOWN ABOUT THE INDIAN ACT.

FIGURE 1.1 > VIDEO > TVO Today. “The Indian Act Explained.” YouTube, 7 May 2018.

This blog will serve as a repository for my own notes and written reflections for the course.

1.1. WELCOME

Specifically the course states how it: “…will provide you with background information on Indigenous Peoples in Canada. You will learn a number of perspectives and receive hints and tips to build relationships and work effectively with Indigenous Peoples.”

1.3. INTRODUCTION

PLEASE TELL US ABOUT YOURSELF…

I'm Steven Hanju Lee, a third year Bachelor of Fine Arts student at Kwantlen Polytechnic University in Surrey, BC, Canada. Kwantlen uses its name with permission from the Kwantlen First Nations, whose name translates to Tireless Runner, which is what our independent university newspaper borrows its name from.

FIGURE 1.2 > DIGITAL PHOTO > Steven H. Lee. “April 13, 2020 Selfie.” Flickr / Instagram.

My artwork explores issues related to the environment and portrayals of the self through drawing, painting, performance art, photography and sculpture. I also love to write.

I actually took an Introduction to Indigenous studies course at Kwantlen this past fall, but due to health issues related to my health (I suffered a stroke in January, and badly hurt my feet in July - which resulted in a bad infection and receiving over 100 days of antibiotics by IV). My professor was Len Pierre, who is Coast Salish from Katzie (kate-zee) First Nation, and I did learn a lot from him and appreciate his guidance. I feel bad though that I let him down. And myself.

This year, I have listened to a lot of the writing by Richard Wagamese, especially his nonfiction work. What a brilliant individual with deep insight and sharing. I've also listened to several books by Joy Haro, and I'm halfway through KILLERS OF THE FLOWER MOON, which I saw in theatres several times this fall.

What goals do you want to achieve by taking this self-guided training?

I want to learn more about Indigenous / First Nations peoples in Canada, and around the world. One short course I worked through in September was on Udemy, called CANADIAN INDIGENOUS HISTORY AND CULTURAL SENSITIVITY by Holly Fortier with Nisto Consulting Inc. There is so much one can learn and I do desire to deepen my knowledge with humility.

I was adopted before I was born, as my biological Mother had an affair and couldn't keep me. But I know from her lineage that I am connected to the First Nations of the town I was born in. I don't talk about this too much, but I am eager to learn more. I can’t claim any of their culture as my own as I wasn’t raised in it - although in recent years l've connected with some of my biological family members.

During my studies I've always been fairly active with my student association, working to advocate for and advance student rights. I actually helped to start association. I actually helped to start seven positions that advocate for students who traditionally have difficulties accessing post secondary education, and one of those positions education, and one of those positions is the Indigenous Students Representative, as well as a Queer Students, Students of Colour, Women's, Mature Students, International Students, and a Disabilities Representative.

- END OF UNIT 1 -