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November 7, 1973 

PROPOSAL TO: ? 

Mt. Currie Education Advisory Committee 

FROM: ? 

June—Wyatt 

RE: ? 

ultural Differences Summer 1974 

ased on discussions with the Committee 

in November 1973 

COURSE DESCRIPTION: ? 

The main focus of the course will be on the production 

of curriculum resource materials at Mt. Currie. This will involve photographing, 

tape recording and writing about a variety of activities and then editing, or- 

ganizing and "polishing' what has been produced so that it can be used in the 

Mt. Currie school. In addition to providing resources for use in teaching 

language arts, social studies, etc. at a number of grade levels these materials 

can serve as a model for future developments by students, teachers and commun- 

ity members. The skills used to make the materials could be passed on by those 

who take the course to their own students. 

Some of the activities which could be documented are: making mats, baskets, 

snow shoes, nets; food preparation (tswen, shoshum, bannock) berry picking, 

fishing; lehal, preparation of medicines, root digging, building she-isht kins, 

storytelling, baseball. In addition, information could be gathered on local 

history and geography and community and family activities. 

Information on all of the above would be gathered by doing field work in the 

community. The specific materials which could be produced would be; 

- slides and/or picture cards with explanatory information and guides for 

discussion 

- readers or illustrated books on life in Mt. Currie 

- tapes of people telling stories or describing activities with an emphasis 

on bilingual (Lillooet and English) descriptions 

- A great amount of time is required to do the fieldwork so I suggest that 

not iitdFi 

Tñ5nfi&th (timetable discussed later). The 

time needed to do fieldwork in such projects often seems disproportionate to 

the quantity of usable material produced. But there is no other way to get 

data on community life and the time devoted is ba1iTEd OnTYY materials 

produced but also by the involvement of community members in the educational 

process which can be brought about. 

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Participants may decide that they would like guest speakers to provide 

information on areas associated with their program: e.g. teaching English 

as a Second language, administration of Indian education in Canada, how to 

write stories for children... 

Arrangements for having speakers would have to be made several months 

ahead of time. When this course was done last summer with the Lytton com- 

munity, SFU paid honoraria and travel expenses for guest speakers. The 

course members felt the speakers were worthwhile and that the best policy 

was to have only a few speakers but have them really get to know course 

participants. 

TIMETABLE 

The timing of the course is influenced by the fact that it will 

involve a great deal of fieldwork which typically requires that 

indivudlas have flexibility in arranging their working hours and 

thus large blocs of time 

in

which to work. I would recommend 

either of the two following schedules. These are only recommen- 

dations and are open to discussion and change. 

I. JULY AND AUGUST 

1.

First two weeks spent at SFU campus becoming familiarized 

with library, Vancouver museums, learning resources (audio- 

visual) center, curriculum materials. 

2.

6 weeks at Mt. Currie collecting data and adapting these 

for classroom use. 

II. JUNE, JULY, AUGUST 

2.

I

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I have suggested July and August because I anticipate that a number of 

teacher aides may want to take the course and holding it in May --June would 

interfere with their jobs. I also suggested a basic 2 month plan rather than 

a 4 month one (May - August) because the course will be open to SFU students 

who would, because of other course requirements, not be able to leave campus 

fmont hs. 

--- ? 

----- 

JUNE: class would meet one day a week (approx. 3 hours) 

to plan summer's activities, become familiarized 

with existing curriculum materials, and basic photo- 

graphy techniques. This would give us a head start 

-

?

and also an opportunity. to try out some existing 

materials with children in the school. 

JULY AND AUGUST: same as above (Timetable I) 

S ?

EOUIPMENT - FINANCING 

In order to produce the materials and to insure that the school can 

make use of them the following will be required: 

35 mm single lens reflex camera (preferably 3) 

?

@ $100 

tripod 

?

@ $50-75 

copy stand and lights 

carousel slide projector 

? approx 

?

@ $250 

* ?

lots of film 

cassette tape recorders 

* ?

lots of tapes 

Miscellaneous 

(preferably 3 or 4) 

(to be discussed) 

@ under $100 

(included honoraria) 

(for community ? 

)

resource people) 

The learning resources center at SFU has equipment for loan but summer 

is their busiest time (lots of teachers take 'courses). We could certainly 

use loan equipment to supplement the above (depending on the number of people 

taking the course) but I strongly suggest that to make sure you have the equip- 

ment you need for continued development of your program that the committee pur- 

chase its own. I believe these purchases are easily justifiable as basic school 

equipment and can be purchased at educational discounts. Funds are available 

from First Citizens, Cultural Grant (DIAND). - small grants usually up $5,000 

or the new Secretary of State grants (application attached). When this course 

was done last summer in conjunction with the Lytton comunity,.tapes and film were 

paid for by SFU, however they did not use as much as we probably will. We can 

probably work out some kind of cost sharing. 

ADMISSIONS: In order to receive credit for any course offered at Simon Fraser 

an individual must have gained admission to the university. This 

requires making formal application. Normally only applicants who 

have completed grade 12 in an academic-technical program are con- 

sidered. However, if the applicant is 23 years old or more his 

application will be considered even if he has not completed secon- 

dary school or has completed on a vocational program. Anyone 23 

or over will be required to submit along with his application form 

and school records, two letters of recommedation from employers, 

teachers or anyone who can evaluate the applicant's potential for 

university study. 

GED - successful completion of the CEO, now being administered by 

the B.C. Department of Education establishes grade 12 equivalency 

but Simon Fraser is not at present accepting it as a basis for 

University admission. Several of the colleges may be using it 

as an alternative to grade 12 admission. Successful completion 

of CEO may also be used as grade 12 equivalency for employment 

purposes. 

. ?

COMMUNITY ROLE 

All planning for the course should involve community representatives. 

Participation in the course is open to any community member who in 

the judgment of the advisory board could benefit from and/or 

contribute to it. I recommend that total enrolment not exceed ZO. 

(including SFU students and that SFU students not make up more than 

50% of the enrolment) 

Teaching Assistant: The committee should consider the possibility of 

choosing a community member preferably someone with some university 

training to be a teaching assistant. The teaching assistant would 

be a liason between the band and the university during the planning 

stages of the course and would be a co-teacher during the course. 

In the past teaching assistants have received course credit (as they 

have been SFU students) and financial renumeration. 

SPACE ? 

A regular meeting place with lots of work space is needed. 

-for work 

?

The university will rent ihatever facilities the committee 

designates. 

-for living 

Participants not from the community will need a place to 

bunk. Would it be possible to use any of the school facilities 

as a dormitory-with rates set by the committee? 

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The course will be open to SFU studnts, who may expect to derive 

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the following from it: 

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They will have the experience of coming to know some Indian 

people and their children. 

They will have an opportunity to learn about traditional 

and contemporary Lillooet Indian life. 

They will have an opportunity to learn from the Mt. Currie 

people how they wish their children to be educated. 

They will gain some understanding of the responsibilities of 

a teacher in an Indian community. 

They will contribute, on the basis of the derived information 

and understanding, to the creation of curriculum materials 

for the Mt. Currie school. 

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Sources Of Funds For Cultural Educational Programs 

FIRST CITIZENS - 

• CULTURAL

GRANTS - these are relatively small grants usually no more 

than $5,000 administered by Indian Affairs. 

Contact person: 

,,

Tim McCallum. 

CULTURAL-EDUCATION GRANTS 

Sec. of State - has $500,000 (application enclosed). 

Indian Affairs - has 1.5 million, but no one seems 

to be sure of how to get it. 

For the equipment for the summer course, Ithink that 

.

First 

Citizen and Cultural Grants will be the fastest and easiest to get. 

The Cultural Education grants might be something to look into for 

larger long term projects (perhaps the multi-purpose center for--,-- 

schooling and community use.) I don't know yet if these are prog- 

ram or capital grants or both. 

Tuition and living expenditure fof the summer course would come 

under DIAND adult education grants. 

READING LIST ONATIVE AND INTER-CULTURAL EDUCA40ION 

J. WATT 1973 

Bahr, Chadwick, Day. Native Americans Today. Harper and Row 1972. 

Burton, Anthony. The Horn and the Beanstalk. Holt, Rinehart and Winston, 

Toronto. 

Cardinal, Harold. The Unjust Society. M.G. Hurtig Ltd. Edmonton, 1969. 

Collier, John, Jr. Alaskan Eskimo Education. HRW 1973. 

Dosman, Edgar J. Indians: The Urban Dilemma. McClelland and Stewart, Toronto, 

1972. 

Duff, Wilson. The Indian History of British Columbia Provincial Museum, Memoir 

#5, Victoria, 1964. 

Freire, Paulo. Pedagogy of the Oppressed. Herder and Herder, New York, 1972. 

Gearing, Fred. 

,

The Face of the Fox. Aldine, Chicago, 1970. 

Hawthorn, H. A Survey of Contemporary Indians of Canada. 1972. 

Hostetler, John, A. Children in Amish Society. HRW 1971. 

The Indian Act 

King, A. Richard. The School at Mopass. Holt, Rinehart and Winston, 1967. 

KleinFeld, Judith. 1 Book, 2 articles. Effective teachers of Indian and Eskimo 

students. 

Kozol, Jonathan. Free Schools. 

Lane, Robert. "Canadian Indians" xeroxed articles. 

Lurie, N. and Levine, S. The American Indian Today. 

McDiarmid, Garnet. Teaching Prejudice. 

McNickle, D. Indians and Other Americans. 

Patterson, E. Palmer. The Canadian Indian: A History Since 1500, Don Mills, 1972. 

Ryan. Poverty and the Child - Article on Language. 

Robertson, Heather. Reservations are for Indians. James Lewis and Samuel, Toronto, 

1970. 

Storey, E. and lanni. Cultural Relevance and Educational Issues. 1973. McClelland 

and Stewart. 

S ?

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Reading List (cont'd) 

Walsh, C. Indians in Transition. 

Wax, Diamond and Gearing. Anthoropological Perspectives in Education. Basic 

Books, 1972. 

Wolcott, Harry. A Kwakiutl Village and School. bit, Rinehart and Winston, 1967. 

Wutunee, W. Ruffled Feathers. Bell Books, Calgary. 