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Cultural Heritage

Then and Now with Joe Owen

March 15, 2021

St. John Owen (Katoons) setting a trap,  October 1964 (Photo: Henry Neufeld)
Joe Owen, Pimachiowin Aki Board member and knowledge keeper from Pauingassi First Nation

The knowledge and skills that Anishinabeeg have used for thousands of years is passed down through generations. It’s a part of who we are.

“People have the teachings to survive on the land,” says Joe Owen, Pimachiowin Aki board member and knowledge keeper from Pauingassi First Nation.

While people still use the land and waters of Pimachiowin Aki as they have for millennia, modernity has brought changes over the years. Joe recently shared his thoughts about his community and the ways Anishinaabe culture thrives today.

Gathering medicines at Pauingassi First Nation (Photo: Colin Owens)

Memories of harvesting plants

“My dad would harvest plants when we were on the trapline. There was a preparation process, and when somebody got sick, there would be medicine ready to use.”

Some medicines were crushed up while others were boiled into a tea or chewed as is. Joe recalls a childhood memory when the pain from a toothache was quickly resolved by chewing on a small plant given to him by his father. “The pain never came back after I took the medicine that my dad gave me,” he says.

“He made an offering and placed the plant close to the fire and dried it. Then he crushed it and gave it to me and told me to put it where it hurts. The pain went away in under 20 minutes.”

Anishinaabeg continue to harvest medicines in Pimachiowin Aki. “People are still using traditional medicines from the land today,” says Joe.

Traditional medicine boiled into a tea (Photo: Hidehiro Otake)

Boreal forest plants are harvested for common uses, such as food, shelter, and medicine. Sage, cedar, weekay, sweet grass, muskeg roots, birchbark and many others can help heal a cut, take away pain or remove negative energy. Medicines are to be respected, so offerings are made in gratitude.

Dog sledding with canoe on ice taken at Pauingassi First Nation in front of the peninsula sandbar, early April 1962. Left: Charlie George Owen (Omishoosh). Back: Albert Pascal (Taki) (Photo: Henry Neufeld)

Memories of travel

Means of travel is a big change that Joe has witnessed since he was a small boy. In the past, people traveled mainly by foot, dog sled and canoe. Today, Anishinaabeg travel across Pimachiowin Aki by plane, motorboat, car and snowmobile. Our means of travel has changed but we use the same routes traveled by our ancestors for thousands of years. Through generations, we have maintained these ancient travel routes on land and water to trap, hunt, fish and gather.

Joe notes that portages along many rivers in Ontario and Manitoba are still in use. “People knew where to make the route, and that’s what we still use.”

Pauingassi First Nation community members, taken June 1955, two weeks after Miskwa’oo died. Miskwa’oo’s husband in mourning is Ankus squatted right of middle, front row  (Photo: Henry Neufeld)

Visiting in Little Grand Rapids

Little Grand Rapids First Nation and Pauingassi shared a single reserve until 1989 when a new reserve was created at Pauingassi. “For a long time, we traveled back and forth to Little Grand Rapids,” recalls Joe. My dad had an older sister in Little Grand, and we visited and would stay a couple days and come back.”

They also traveled back and forth to the store until Pauingassi eventually got its own. “We still network and communicate with Little Grand Rapids,’” Joe explains.

Memories of trapping

When Joe was a child, trapping was one of the only means of survival. People sold dried pelts to the Hudson Bay Company to make money.

Joe recalled that families would be gone for months at a time on their traplines. “At that time, there were families with a head person and helpers, and that’s the way it was for a long time. My dad had partners, and one partner would bring his family, too.”

Families had traplines that could be 10 to 50 miles away from the community. “Our trapline was 30 miles away from [Pauingassi First Nation],” says Joe. Depending on the season, they would walk or travel by canoe.

“They traveled before freeze-up and would return in the springtime. Then, they would go back in the fall and come back to spend Christmas in the community. They would go out in January until later March, and they would go out again and come back in May.”

While many people trap for food and income in Pimachiowin Aki today, they now have more options, says Joe.

“Today it’s much different because we have resources. We have jobs and programs, but [people] still go out hunting, trapping and fishing.” They don’t go out for as long as they used to, he adds.

Today, motorized travel makes seasonal trips quicker. “Some people take a plane. They have a canoe at the trapline to use when they get there,” Joe says.

The animals harvested are varied, as they have been for millennia, and include beaver, muskrat, fisher, otter, mink, weasel, squirrel, lynx, and fox.

His father’s stories

Joe fondly recalls the stories his father would share with him when they were out on the trapline. 

“There were lots of stories that my dad would tell us. Stories that were passed down from his dad. Legends that were passed down from generations. Some stories would have a name like Nanabush and Whiskey Jack. They really sounded true and made sense the way they were told.”

Fluctuating wildlife populations

Over the years, Joe has witnessed population changes in a variety of wildlife species in Pauingassi First Nation.

“Before 1980, we never had marten or sable,” he says. “Then all of a sudden, they appeared in our area. In 1985, the population was so huge. Today there are few. The lynx, too,” he adds. “One winter there would be some, but other times there would be few. It’s a pattern for species.”

Lynx in Pimachiowin Aki (Photo: Hidehiro Otake)

Joe recalled Elders’ stories about wildlife suddenly appearing or disappearing in the area.

“Elders said there were no moose in the community, and then one day, a hunter saw this animal and killed it, and soon enough people said it’s a moose. My dad told me that we didn’t have deer because of a big blizzard that moved the deer out. Deer are not common anymore.”

Joe attributes changes in wildlife populations and behaviour to climate change and forest fire.

“Eagles never came close to the community. Today, they come. They will land on the hydro pole and sit there. And also, the bear comes to the community, and the wolves. To me, they’re looking for food, and they continue to come around. They never did that years ago. The pelicans didn’t come to our area. I’m beginning to see them now.”

Keeping the land

One thing that modern times has not changed in Pimachiowin Aki is the ancient tradition of Ji-ganawendamang Gidakiiminaan (Keeping the land). Anishinaabeg continue to honour the Creator’s gifts and protect the healthy and culturally vibrant Land that Gives Life as our ancestors have for millennia.

Filed Under: Cultural Heritage, First Nation Communities, Plants, Wildlife Tagged With: harvesting, hunting, Pauingassi First Nation, traditional medicine, trapping

Grandpa’s Story: Gwiigwiishiwag

March 15, 2021

Whiskey Jack bird in tree.
Gwiigwiishiwag (Photo: Christian Artuso)

When I was out as a young boy with my slingshot, my Grandpa always told me not to bother Canada Jays, Gwiigwiishiwag, because they help moose hunters find moose. My Grandpa would talk to that bird, and they would understand him. Whichever direction the bird flies, he would go hunting for the day. Most of the time he was successful. My Grandpa would feed Gwiigwiishiwag, except before he went hunting. After Gwiigwiishi would show him the way, he would feed that bird, not one particular bird, but the one that showed him the way that day.”

—Little Grand Rapids First Nation Guardian Dennis Keeper tells his Grandpa’s story  

Filed Under: Birds, Cultural Heritage, Traditional Story, Wildlife Tagged With: Canada Jay, Elders, guardians

Dog Sledding for Land-Based Learning

December 10, 2020

Surrounded by the expansive boreal forest and the soft sounds of canine paws on snow, Sidney Klassen glides through Bloodvein River First Nation behind his team of dogs. Mr. K, as he’s known to students at Miskooseepi School, is providing a “hands-on experience for the kids to be out in nature.“ Dog sledding is part of the school’s newly-formed Land-Based Learning program.

“We take the dogs out and I show students how to handle them, how to bring them to the truck and bring them to the staging area where we launch,” Sidney explains. Students practise getting the sled ready and hooking up the team. They also learn parts of the sled, like rigging and lines. But their learning runs deeper than physical skills.

“The kids learn about the connection between the dogs and humans when they take care of the dogs,” says Sidney. “They develop responsibility. The implications for learning are endless.”

Who is Sidney Klassen?

Sidney is a former physical education teacher. He has grown to love his new role as Land-Based Instructor but he’s not comfortable with the title. “I’d change Instructor to Coordinator or Facilitator,” he says. ‘Instructor’ is more suitable for a local, not a former Winnipegger like him, he explains.

Sidney with the dogs and a student

“I’m not from Bloodvein River First Nation and I don’t know the land like the locals do.”

Sidney works closely with teachers and residents of the Manitoba First Nation community to connect traditional knowledge to classroom learning.   

“The goal is to get the kids outside on the land, in the bush behind the school, out on the river in canoes, or on hiking field trips,” he says. It’s all part of learning science, social studies and mathematics in new ways. 

From the Circus to Teaching

Sidney became a teacher at age 39, after an unusual career route.

His inspiration to teach started when he “ran away with the circus.”  

Years ago, Sidney worked as the crew chef with the Caravan Stage Company, a traveling circus on a tall ship sailing boat. “The pirate ship theatre was started by two old, card-carrying hippies and it led me to look at my life and chase my dreams. I thought that if they can build a hippy pirate ship, I can do what I want to do.”

What he wanted to do was teach.

How Sidney Started Dog Sledding

He left the traveling circus with a plan to go to university. But first, he took a trip to the Yukon. The trip sparked a new passion. “I took up dog sledding and fell in love with it. I was working for an esteemed champion dog musher and he taught me about dog mushing. I loved being able to see beautiful territory, and I loved the interaction between the humans and dogs.”

When he returned to Winnipeg for university, Sidney formed a dog sled team of his own. With his two dogs, and sometimes a friend’s dog, he traveled the city’s river trails. He had no idea that his love of dog sledding would one day carry into his classroom in Bloodvein River First Nation.

“When I got to Bloodvein, I wanted to start a dog team,” he says. “I put together a fundraiser to raise funds for equipment and got started.”

The team began with six dogs donated by Kevin Lewis who runs the Cree cultural immersion camp in Saskatchewan called kâniyâsihk Culture Camps.

Showing Students the Ropes

The dogs live with Sidney. He has a kennel with doghouses behind his home. “I take students on a tour of the kennel to meet the dogs. I show them how the kennel is set up, and how to care for them.”

Sidney also takes students dog sledding along Indigenous travel routes. The trip includes Ojibwe teachings from an Elder and local trapper.

“Gabriel Green, drives ahead with his snowmobile and takes us down his trapline,” Sidney shares. “He pulls a cargo toboggan behind his snowmobile. The students take turns driving the dog sled or riding in the sled or the toboggan.”

Stopping at designated spots, Gabriel shows his traps and tells stories about the dog team that he had years ago. “Having that platform for Gabriel to share his knowledge and stories is really great,” says Sidney. “We tie-in classroom learning and we’re getting the kids out into nature, over the river and on the trail.”

Students enjoy the adventure. “Just being out on the sled with the kids, even though they might be acting cool at the time, I know they’re excited,” says Sidney. “It’s a beautiful, sunshine-y day, running through a beautiful trail…one of the best feelings ever for me.”

“Word gets around that Mr. K has a dog sled team and takes kids out sledding,” says Sidney. Students like to share stories about their experience of driving the dog sled on their own, he adds.

Each trip includes eight to 10 students from grades four to nine. “Last winter we were out with the kids about five or six times,” Sidney says. The most recent trip was in March, before COVID-19 school closures.

Other Land-Based Learning Activities

The Land-Based Learning program involves more than dog sled education.

“One of my highlights every year is the overnight trip to the Manitoba Museum,” Sidney reflects. The Miskooseepi students spend an overnight inside the museum. It includes a behind-the-scenes tour of the curator’s room to view artifacts from Pauingassi First Nation. Students learn about the importance of protecting their cultural heritage.

“These are items from their culture. They learn that their culture is significant and valued by the world.”

Knowledge keepers like Culture and Language teacher Yvonne Young take students out on the land where they learn to identify plants and pick medicine. They also learn how to use plants, like offering tobacco.

Last winter, a few students took an ice fishing day trip. “We’re fortunate to have William Young be a part of the program. He had ice fishing equipment donated and took us to Round Lake to go ice fishing,” Sidney says.

“The kids have their Anishinaabe culture in their blood,” he says. He notes that many students can teach him about hunting, fishing and living off the land. “They go out with their fathers, uncles, grandfathers or aunts, and they have a lot of knowledge.”

Due to the COVID-19 pandemic, instructors and students are now doing remote learning. Sidney is running logistics, getting homework packages delivered and monitoring social media. He plans to set up a spot this winter so that students can get out onto the land. “We’ll have the ice fishing shacks, cross-country skis and snowshoes, and let the kids use them.”

Filed Under: Cultural Heritage, First Nation Communities, Indigenous Traditional Knowledge, Indigenous Youth Tagged With: Bloodvein River First Nation, dog sledding, Land-based learning, Sidney Klassen

The Pimachiowin Aki Song

December 10, 2020

Cultural heritage expresses who we are and how we live. Anishinaabeg have shared language, stories, and songs for generations in Pimachiowin Aki.

This is the Pimachiowin Aki song—a sacred song created to recognize that Pimachiowin Aki is the land that gives life and is vital to the spiritual, emotional, and physical survival of Anishinaabeg as a people:  

Whey Ha Why Oh Whey
Whey Ha Why Oh Whey
Whey Ha Why Oh Whey
Whey Ha Why Oh Whey Ya Whey Ya
Whey Ha Why Oh Whey
Whey Ha Why Oh Whey Ya Whey Ya

Anishinaabeg dibaajimowin (This is an Ojibwe Story)
Gaagige bimosemagan (It exists and travels through eternity)
Pimachiowin Aki (On the land that gives life)

[The verse is sung four times]

“That song is forever going to sound in this world. And it’s going to sound all over, and the wave that travels to every part of the world, that song will travel to. Our people’s voice needs to be heard. The knowledge that Anishinaabe people have is vital to our own survival. And vital to mankind.”

Eric Courchene, Sagkeeng First Nation

Filed Under: Cultural Heritage Tagged With: Anishinaabemowin

12 Named Places to Discover in Poplar River First Nation

September 21, 2020

Poplar River First Nation recently completed a Traditional Place Names map, which gives meaning to 149 places. The named places include rivers, lakes, creeks, rapids, points, and islands.

For several years, Elders in Poplar River have been sharing their knowledge to make this map possible. For instance, the Elders have walked the land with us and showed us places and things that are known only because Elders have been there and shared their knowledge. The Elders’ stories and memories are now printed on a huge, colourful map that will hang in community spaces and guide our journeys. The map is almost five feet wide!

When traveling the land, Anishinaabeg tell stories about the named places we encounter along the way. When we learn the names of places, we gain an intimate knowledge of the land. We need this knowledge for survival. Some places are named after plants or wildlife found in the area. Some names warn of dangers. Many reflect the histories of people who have traveled through and made use of the land. 

Named Places to Visit in Poplar River First Nation

Here are a dozen named places to visit using the Poplar River First Nation map:

  1. Nikaminikwaywining (The creek where geese drink)
  2. Pinanaywipowitik (Rapids where people can rest sore legs)
  3. Moozichisking (Big rock shaped like a moose’s rump)
  4. Wapiskapik (The rock island that was painted white so it could be seen)
  5. Kakinoosaysikak (Place where there are lots of minnows)
  6. Weeskwoywisaguygan (Marchand Lake—shaped like a balloon)
  7. Moondeewiminitik (Island named after the late Elder Mooni)
  8. Kaminotinak (Beautiful high ground along the Franklin River where small trees grow)
  9. Nayonanashing (Place to stop for lunch)
  10. Wapeegoozhesse’opimatagaywining (Where a mouse swam across the river)
  11. Paagitinigewening (Tobacco offering rock)
  12.  Kakpikichiwung (Water falls over a rock cliff)

Preserving Cultural Heritage

All 149 places on the Poplar River First Nation Place Names map are now officially recognized in provincial and national geographical names databases. In addition to helping us navigate the land and waters, the map preserves our cultural heritage. In other words, the map preserves Anishinaabemowin (Ojibwe language), history, teachings and beliefs. 

Listening to and talking about our place names is like reading a book…these named places ensure that the stories will carry on. When my father was describing where he had been, he would say, kee’yapay namaytoowag, which means he could still feel the presence of people who had been there before. The stories of our ancestors are connected to those places and to us by the place names.

– Sophia Rabliauskas

Meegwetch to the Poplar River First Nation Elders for their generosity, time, and patience in documenting the personal and collective histories of the people who have travelled through, observed and lived on Poplar River First Nation ancestral land, Asatiwisipe Aki.

Do you want to view the full Poplar River First Nation Place Names map on our website? Click on this link and scroll down toward the bottom of the page.

More Place Name Maps for Pimachiowin Aki

Pimachiowin Aki Corporation is working to protect cultural heritage for future generations in all four First Nation communities in Pimachiowin Aki. Cultural heritage expresses who we are and how we live. It consists of everything that we value and share through generations. Cultural heritage includes place names. It also includes travel routes, cabins, songs and traditional knowledge.

We are crossing land and water to inventory Pimachiowin Aki’s cultural sites. For example, we are documenting named places, pictographs, Thunderbird nests, cabins, campsites, and ceremonial sites. Bloodvein River First Nation, Pauingassi First Nation and Little Grand Rapids First Nation are each collecting this information to make their own place names maps.

This summer, eight young adults had a one-of-a-kind experience using the Poplar River First Nation Traditional Place Names map. Read about it here:
13 Rapids with a Traditional Place Names Map in Hand 

Filed Under: Cultural Heritage, First Nation Communities, Indigenous Language, Indigenous Traditional Knowledge, Management & Protection Tagged With: Anishinaabemowin, Mapping, Named Places, Poplar River First Nation

13 Rapids with a Traditional Place Names Map in Hand

September 21, 2020

When young people go out on the land, they come back with their language.

—Anishinaabe Elder, in translation

This summer, eight youth had a one-of-a-kind experience using the Poplar River First Nation Traditional Place Names map. The teens participated in a five-day knowledge-sharing trip hosted by Poplar River First Nation Guardian Norway Rabliauskas and his mother Sophia. Together, with hired guides, the group boated from the Poplar River First Nation community to Pinesewapikung Sagaigan (Weaver Lake). Along the way, they manoeuvred through 13 rapids marked on the map, and translated the names into Anishinaabemowin (Ojibwe language).

With names like Thagitowipowitik (Rapids before Poplar River flows into Weaver Lake) and Machi-powitik (Bad rapids where some people sense bad feelings), the map prepared them for the rapids ahead. It also helped them reflect on the past.

“I think it’s important for the young people to learn whey where they come from, and the history of Pinesewapikung Sagaigan (Weaver Lake),” Norway says.

The map gives meaning to places and helps keep the language and stories about these places alive.  Do you want to view the Poplar River First Nation Traditional Place Names map, with 149 named places? Click here and scroll down toward the bottom of the page.

Learning the History of Weaver Lake

Cultural heritage connects people and unites communities. The group camped on an island, where more people from the community were already gathered. Together, they visited the healing camp near Weaver Lake to learn more about the history of their community, and why the healing camp was established many years ago. 

“We wanted them to know who went there, why the camp exists, and why it is important,” Norway explains. He and Sophia shared with the youth that some Elders in the community were residential school survivors who used this site for their own personal healing journeys. 

Learning the Seven Sacred Teachings

Sophia also explained the principles of the Seven Sacred Teachings that have been passed down from generation to generation: 

  • wisdom 
  • love 
  • respect 
  • bravery 
  • honesty 
  • humility 
  • truth

Inspiring the Next Generation of Guardians

Anishinaabeg were placed on the land by the Creator and have a sacred responsibility to care for it, so the trip included a ride around the lake to see the offering rock and pictographs, with a hike up a high rock to see tea kettles (deep holes in rocks). The youth also learned about the trees in the area. Each youth received an information booklet. 

“I wanted to create a spark that might inspire them to work as Guardians,” Norway says. 

The youth will carry the land-based knowledge and skills with them into the future, he adds, noting that the youth prepared meals and helped around camp. 

“They set up and took down the tents, too,” he says.  “I wanted them to be involved as much as they could.”

Each youth had a journal to write down their own personal reflections.

“On the last day, we went fishing as a group and cooked our meal with the fish we caught,” says Norway.

Because the knowledge-sharing trip was such a success, Norway plans to make it an annual summer outing. “We’d like to make it bigger next year,” he says.

It was Norway’s work with the Education Department that inspired the trip, funded in part by Pimachiowin Aki. Norway facilitates a language and culture program that was cut short this past school year due to the COVID-19 school closures. He intends to continue the program in the current school year with the help of community members who speak Anishinaabemowin (Ojibwe language).

Filed Under: Cultural Heritage, First Nation Communities, Indigenous Language, Indigenous Youth Tagged With: Anishinaabemowin, Elders, guardians, Mapping, Named Places, Weaver Lake

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