Pimachiowin Aki

World Heritage Site

Bloodvein River First Nation

What to Do if You Spot Algae This Summer

Water is sacred. It is the source of life and should be respected and protected. Waterways are like the arteries of Mother Earth and flow along, receiving and depositing nourishment for all plants and animals.

Pauingassi Lands Management Plan

Pimachiowin Aki is known for its pristine waters. Rivers, streams, lakes, waterfalls, and rapids flow gracefully through the World Heritage site while sustaining the ecosystem and the Anishinaabe way of life.  

Water is life—a food provider, wildlife habitat, a hydration source, and travel route. Its health is crucial.

Bloodvein River First Nation Guardian Melba Green spotted algae in Pimachiowin Aki in 2021 and wants everyone to help keep an eye out for this potential hazard this summer.

“I saw it right behind my house at the water’s edge in the Bloodvein River,” she says. She immediately took a picture. “I mentioned it to someone here and they suggested I take a sample. However, when I went back the algae was no longer there.“

Melba also saw what looked like harmless green weeds further up river and later wondered if this, too, was algae. Richard Farthing-Nichol, Project Manager at Centre for Indigenous Environmental Resources says “while algae is a natural part of the Bloodvein River ecosystem, excessive algae could be a problem and is something to watch out for.” Algal blooms are more common in the south end of the Lake Winnipeg, but can happen anywhere, he says.

Pimachiowin Aki’s waterways (seen here) flow into Lake Winnipeg.  The health of Lake Winnipeg is being threatened by algal blooms.

Algae refers to a wide range of simple plants that can grow in any body of water. You will typically notice algae as small green particles in water. It is normal for a lake to have some algae, but too many nutrients in water can lead to an overgrowth of algae, which then forms algal blooms. Algal blooms are generally unpleasant and can even be toxic depending on the type.

Why algae can be dangerous

Algae is a natural part of the environment.  It can be found in any body of water. Richard explains that algae provide food for small water organisms and supplies much of the oxygen we breathe. But too much algae can be a problem, he cautions.

“Some types of blue-green algae found in algal blooms can be toxic to humans and animals. Also, when algae die, they decompose and use up oxygen that other organisms need to survive. This can impact entire food chains and lead to fish die-offs,” he says.

Melba recalls an encounter with a fisherman in Bloodvein River First Nation two years ago. “He was concerned about fishing in the lake because the water was “sticky.” She has heard this same description from others. “An Elder said that when you pull your hand out of the lake, your hand is sticky. When people pull their fishing nets from the water the sticky stuff is on their nets.”

Photo: Hidehiro Otake

Certain algae hurt the environment and economy by:

  • Producing toxins that can kill or sicken people and animals
  • Creating “dead zones” in water—areas lacking oxygen that become uninhabitable for marine life
  • Raising costs for drinking water as drinkable water becomes more scarce
  • Impacting industries that require clean water

These hazards show why it’s crucial to identify toxic algae if we plan to keep the environment and economy healthy and thriving.

How to spot toxic algae

Not all algae are toxic. The kind to watch out for is blue-green algae or cyanobacteria. The physical appearance of blue-green algae varies, which makes it difficult to identify. Richard explains, “Algal blooms are generally green and often form floating clumps or scums, sometimes making the water look like thick pea soup or paint. They also emit a strong, unpleasant odour. A laboratory analysis is the only way to tell if an algal bloom is toxic. “It is best to exercise caution and treat all algal blooms as if they contain toxins,” Richard warns.

Melba reports that she has been “in and out from the Bloodvein River and has not spotted algae yet this year. If she sees it again, she will “carefully take a sample and give it to the nursing station, which will send it to water sampling experts.”

Algae can be found in wide range of habitats beyond lakes and rivers, including in soil, growing on rocks and snow, and in plants such as lichens.

“When young ones and teenagers see wildlife or something unusual on the water or land, they come and tell me. I plan to learn more about algae and make a presentation to the school so they know what to look for,” says Melba.

Richard explains how algae affects communities, including places like Pimachiowin Aki, where fishing is a livelihood:

“Algal blooms, and especially toxic blue-green algae, can negatively impact communities in many ways. Algal blooms can make beaches unpleasant and unsafe for swimming, clog water intake pipes and fishing nets, and reduce the amount of fish available for harvesting.”

Please act as the eyes and ears of the land and waters, and report all sightings of algae to prevent the problem from growing.

What to do if you spot algae this summer

In Manitoba

Report algal blooms to the province at the following website: https://forms.gov.mb.ca/algal_report/index.html

In Pimachiowin Aki

The protocol for reporting toxic algae in Pimachiowin Aki is the same as the protocol for reporting pollution, littering, accidents, forest fires, and other threats to the land:

  1. Take a photo or video
  2. Write down details (such as where you are located and what you see, including the algae’s size, shape and colour)
  3. Call the nearest administrative office:
Bloodvein River First Nation204.395.2148
Little Grand Rapids First Nation204.397.2264
Pauingassi First Nation204.397.2371
Poplar River First Nation204.224.2267
Manitoba Department of Agriculture and Resource Developmenttoll-free 1.800.282.8069
Ontario Ministry of Natural Resources and Forestrytoll-free 1.877.847.7667

Inform as many people as possible
Tell everyone you know about the dangers of harmful algal blooms. There’s no such thing as too much help for a problem like this. Spread the word for the health of Pimachiowin Aki’s waters and the protection of the Anishinaabe way of life.

Q&A with Richard

1. What causes algae?
Algae, like all plants, need sunlight and nutrients, primarily phosphorous and nitrogen, to grow. Phosphorous and nitrogen are found naturally in the environment, but humans also use phosphorous in fertilizers that we apply to our gardens and farmland. Phosphorous is also found in wastewater. When too much phosphorous gets into the water by, for example, fertilizer running off farmland into nearby streams, algae can grow rapidly and create algal blooms. Algal blooms are most likely to occur in hot weather with little or no wind. 

2. Is it safe to go into the water and swim if I spot algae?
You should avoid swimming in water with algal blooms.

3. Does boiling water remove toxins from algae-contaminated water?
No, the toxins cannot be destroyed by boiling the water.

4. Is it safe to eat fish or wildlife if the water in my community is affected?
It should generally be safe, but you should take some precautions. Because algal toxins can accumulate in fish, you should avoid eating the internal organs, like the liver and kidneys, of fish caught in water experiencing an algal bloom. You should also pay close attention to the condition of the fish—if it appears unhealthy, do not eat it.

5. Pimachiowin Aki is part of the largest stretch of intact boreal forest on earth. How does the boreal forest purify water?
Nature is extremely good at looking after itself if given the opportunity. The roots of trees and other plants can absorb excess nutrients and other toxins from water and soil, which helps purify the water. Some aquatic plants like cattails are particularly good at removing nutrients such as phosphorous from the water. This is one of the many reasons that healthy wetlands are so important. The boreal forest is full of wetlands that are helping purify the air, water, and fight climate change, not to mention providing food and medicines for people and habitat for other creatures.

6. What actions can I take in my everyday life to be part of the solution?
Reducing the amount of phosphorous that you use is the best thing you can do in your everyday life to be part of the solution. You can do that by not fertilizing your yard (or by using phosphorous-free fertilizer), using cleaning products (such as dish soap and detergent) that are phosphorous-free, and not disposing of pharmaceuticals, food, or chemicals down the drain.

For a list of actions you can take to protect water and ensure we have fresh water for generations to come, visit: https://www.lakefriendly.ca/.

Tracing Our Roots While We Have a Chance

Genealogy has soared in popularity in recent years as people around the globe use DNA tests and ancestry services to understand their heritage and personal histories. One man is on a quest to learn as much as he can about the lineage of community members in Pimachiowin Aki, and says it comes with unique challenges.

“Elders, who possess much of the knowledge, may have limited continued time with us,” cautions Gerald Neufeld (Kaahkaapish), who grew up in Pauingassi First Nation and has been working with his father Henry (Ochichaahkons) for years to help Anishinaabeg trace their roots. “Without Elders’ knowledge of history, progress in some key areas of research is at risk of coming to an end.”

Using decades-old photographs, recorded information and memories of others, Gerald is sharing and gathering as much information as possible. In an interview, he explains the importance of his work.

1. How are Elders in Pimachiowin Aki helping you with your work?

Elders usually know their family history going back at least two generations. They’re able to provide information on photographs and share knowledge of family connections from a time before photographs. For generations earlier than grandparents, my observations are the knowledge levels of their ancestral history may drop off.

Gerald reviews photographs with the (late) Elder Josie Strang, who enlarges the photo with her magnifying glass

2. You and your father have given close to 75 genealogical presentations to communities and schools in Little Grand Rapids First Nation and Pauingassi First Nation over the past 30 years. Please explain how a ‘Cool Jobs’ presentation got you started.

During the early ‘90s I began developing a focused interest in photos my dad had taken as well as a few Hallowell* photographs he had collected.

Omishoosh School at Pauingassi First Nation invited me to lead a presentation on employment opportunities. I had anticipated a fine, sunny day in June being an impediment to my success with the ‘Cool Jobs’ presentation, and my backup plan entailed switching to a presentation on ancestral photographs taken by my dad in the ‘50s and ‘60s. The ancestral photograph presentation was a hit! Students became immediately attentive and asked a lot of questions. When I left Pauingassi on that trip, I realized that photos of Elders show promise of something bigger. However, it took several more years of tinkering with the idea before it evolved into the presentation format I currently use—a PowerPoint with well-labeled photographs.

*Alfred Irving Hallowell was an anthropologist who studied Ojibwe culture 

A slide from Gerald’s ‘One People’ presentation. Document (now out-dated) originally developed by A.I. Hallowell

3. What is the most profound or memorable experience you have had giving a presentation?

One experience that stands out is at Little Grand Rapids in October 2018. We took a break from our community presentation for lunch. While doing research to prepare a response for a question, I landed on a website with a fundraiser pamphlet. It featured Hallowell photograph F052, an image of Little Grand Rapids resident Maggie Duck (Nenawan); daughter of John Duck. Feedback from Little Grand Rapids suggests she may be a daughter of Kiiwichens (John Keeper, Sr.) of Little Grand Rapids. 

Hallowell photograph F052; Maggie Duck (Nenawan) | American Philosophical Society

This sparked an interesting dialogue about rights the owners of the photograph should have versus the person photographed.

Another example took place in the Little Grand Rapids sub-office in Winnipeg. I mentioned to a former Chief of having photographs of his grandmother and great-grandparents. He hadn’t known their names or that photographs existed. I promised to deliver him digital copies and he was very pleased!

4. What discovery stands out as most fascinating for you and families whose ancestry you have traced?

An item that is of significant interest to me is the disarray in surnames assigned by Indian Agents in 1891. Typical patrilineal (naming after the father) naming convention was not followed. Consequently, we have a mixture of names that makes it difficult for people of this region to fully understand family connections. 

When asking local people about these names, they express frustration with what appears to have been a half-hearted attempt at surname assignment which makes tracing of relatives to be complicated when it could be straight forward.

For example, the Keepers of Little Grand Rapids First Nation and the Strangs and Turtles of Pikangikum First Nation are fellow clans people—they originate from the same patriarchal head named Pasikwiikaapaw. Yet, based on my inquiries, people have limited knowledge of this.  

Surname assignment is often complicated, making it difficult to trace relatives. Example:

Shenawakoshkank—Moose Clan from Pauingassi First Nation

·     Oldest son Pishiw becomes Sandy Owen
·     Pishiw’s next youngest full brother Ochiimaaso becomes James White, Sr. 
·     Back to Sandy Owen, several sons are assigned surname Quill (Pikangikum)
·     One son is assigned Dunsford (Little Grand Rapids)
·     Many are correctly assigned Owen
·     Back to Quill, an additional name of Peters was added to some from the next generations

5. In addition to complicated surname assignment, what are the challenges of tracing ancestry in Pimachiowin Aki? 

It seems there’s no aspect of this work that provides instant results. Genealogy research is a relatively complex process. It is time intensive and requires attention to detail but the outcome, as a picture emerges, can be quite interesting.

a) Archived Treaty annuity pay-lists

Years of archived information needs to be reviewed to gain information—a review of pay-lists is necessary to identify family characteristic such as individuals’ names and years of birth.

b) Different spellings

From 1875-1891, names on Treaty annuity pay-lists were written mostly in Ojibwe. Indian Agents at the time didn’t always use the same spelling, so tracing names from one year to the next is difficult.

c) Different numbers

In early years, a Treaty reference number was assigned to heads of households where names were given. These reference numbers often changed from one year to the next, which adds an element of confusion to the research. 

d) Smudged documents

Aged documents can be difficult to read. Sometimes the writing is smudged.

e) Additional research required

When information is found, it frequently leads to more questions than answers. More research is required, such as:

  • Interviews with Elders—having knowledge of the language is an asset in some areas of this work, particularly as it relates to conversing with Elders to validate information
  • Reading history books or books written by former residents
  • Reviewing material such as Government Archives, Hudson Bay Company Archives, and Church Archives

6. What drew you to the work of recovering lost genealogical history in Pimachiowin Aki?

My hometown is Pauingassi First Nation. I’m intrigued about what life in the area was like long ago. 

My dad took many photographs in the ‘50s and ‘60s. Over the years I would make phone calls to people, gathering information and photographs.

What I learned about genealogy is through self-study, my memories, reading books about the region, research on the internet, and discussions with my dad. I had done some earlier work in the ‘90s, however,the first sincere efforts at understanding family connections and genealogies for Pauingassi and Little Grand Rapids areas dates to 2011. I was relatively new to this area of work.

Gerald discusses photos and family histories with Pauingassi residents Kwiiwisens (Gerald Lambert Pascal) (left) and Gerald Sonkaape (right)

7. How did you begin?

In 2010, Dad and I decided to assemble a photo album for Pauingassi First Nation. It featured nearly 300 labeled photographs that were laminated and bound into books. In 2011 we held evening meetings at Pauingassi to present the photographs by PowerPoint. Three albums were gifted to the community, one to the school, another to the Band Office, and one to the Church.

In 2017, Dad and I presented in Little Grand Rapids First Nation, Pikangikum First Nation and Poplar Hill First Nation. The presentations included Hallowell photographs along with others we had collected. We brought a colour printer and laminator to make copies of photos on request, which families could post in their houses.

8. How many presentations have you given in Pimachiowin Aki over the years?

I  estimate up to 75:

  • 25 community presentations in Little Grand Rapids First Nation and 15 in Pauingassi First Nation  
  • 25-35 school presentations. More were presented in Little Grand Rapids than in Pauingassi. This was partially due to the school at Little Grand Rapids having more classrooms   

9. What has the reception been like?

People have a genuine interest in the topic. It was clear from the levels of engagement and emotion that occasionally surfaced that we were meeting our objectives of providing valuable presentations. It seems we’ve just scratched the surface in satisfying curiosities and desires for ancestral information. Older photographs are most appealing to the audience.

10. Did school presentations lead to more discoveries?

The work my dad and I undertook was to present photos with as many identified names as possible. Teachers Aids would figure out which students were related to these photographs. Teachers Aids were also helpful in naming unidentified individuals in photographs.

11. What are the most common questions asked during your community presentations?

Recently, questions have been focused on identifying specific dates regarding education history of their parents. This is related to the need to validate their parents having attended a Day School. In March 2021, the federal government announced that eligible Indian day school students will be entitled to receive individual compensation.

Gerald gives a school presentation. The slide reads: Aapanaapita (looking back), Opasaatihkaank (Poplar Hill), Kashkatinikiisihs (the month the water freezes), 2019 tahso ahki (the year 2019)

12. Besides live presentations, how can people learn about your work?

My goal is to develop an information system that can help the people of the region understand their heritage in detail on a generation-by-generation basis. 

An information system would include a genealogical chart customized for each of the Pimachiowin Aki and other Berens River communities that portrays information on genealogical history and intermarriages between communities going back to the time of Treaty signing, and earlier where information is available. 

Each individual genealogical chart would:

  • Contain a significant amount of detail
  • Demonstrate the inter-relatedness of these communities and portray family connections between communities in this region
  • Reference photographs for individuals and their families where available

These charts could be used in the schools as well, sharing knowledge of the history of the region. Based on feedback received during presentations, this would represent a source of pride.

13. When will the information system be available?

The first charts will be several years from now at the earliest. I’m still in design stages, working at featuring the genealogical chart in a way that provides intelligence regarding in what community individuals may have been raised (giving consideration to inter-community marriages) and how to provide an easy reference to photographs featured in school hallways.

14. Do you have presentations planned for 2022?

Because of COVID, we haven’t been scheduling presentations. However, Dad and I are currently identifying names for approximately 300 photographs of people and places to be hung on the walls of Omishoosh School in Pauingassi. We’re in the early stages of identifying the names, which will be spelled phonetically, in syllabics, and English. We estimate the first names will be complete in a few months, after which Dad and I hope to schedule a trip to Pauingassi to participate in an opening ceremony for the display (Dad is 92 and so far, is healthy and could easily make such a trip).

If you have details or note any corrections to ancestral histories in this story, please contact Gerald Neufeld: gerald.neufeld4@gmail.com

Feature image: Gerald and Taki (Albert Pascal) in Paunigassi.

Ancestry Puzzles: Solved & Unsolved

Gerald Neufeld’s (Kaahkaapish) painstaking genealogical research has solved several ancestral mysteries, including the four below. Can you help him solve number 5?

1. Choshup | Joseph Crow Jr. (Sturgeon Clan)

Family at Pauingassi First Nation, 1970 | Photo: Henry Neufeld

Choshup—Joseph Crow Jr. (Sturgeon Clan)
Wapishkiink—daughter Helen Crow
Cheni—son Jerry Crow
Ahkahk—wife Bella Pascal (Kingfisher Clan)
Young girl—not confirmed

Joseph Crow Jr. was the eldest son of Joseph Crow, Sr. (A’aasi, which translated to English means ‘Crow’ and was thus assigned Crow as last name by an Indian Agent) and Elizabeth Quill (Shaapohkamikohk) (Hallowell A294).  Joseph Jr. was born in Pikangikum, Ontario. He moved with his father and siblings to Pauingassi sometime after his mother passed in approximately 1934.

Father’s side

Grandparents

Nihtaawisens (Henry McColl) of Pikangikum First Nation
Ishkwaantemo (Mary Pascal) of Little Grand Rapids First Nation

After Nihtaawisens passed, Ishkwaantemo moved to Pauingassi and married Okimaa. Okimaa was half-brother of Naamiwan and son of Shenawakoshkank of Pauingassi. Shenawakoshkank (passed 1881/82) is viewed as having been the patriarchal head of the Moose Clan from that era. 

Great grandparents—Nihtaawisens’ parents

Sukashki (E. McColl)
Minchimoo (great grandmother)

Mother’s side

Grandparents (both of Pikangikum)

Inchoke (Joseph Quill) (Moose Clan)
Inkoke (also named Kakike’ ihkwe)  

Inchoke is one of two men after whom the school in Pikangikum First Nation is named. Inchoke is the eldest son of Pishiw (Sandy Owen) who in turn, was the eldest son of Shenawakoshkank of Pauingassi First Nation. 

Pishiw was raised in Pauingassi. When he married, he moved to Stout Lake (in Ojibwe, called Kihchi Opaawankaank), located on the Berens River part way between Little Grand Rapids and Poplar Hill, east of Moar Lake (formerly Eagle Lake).

2. Kohko’o (Charlie Moose Owen) | Moose Clan

Kohko’o (Charlie Moose Owen; also named Saakachiwe) holding unique rocks at Pauingassi First Nation, 1974 | Photo: Henry Neufeld

Charlie Moose Owen lived at Pauingassi. He was married to Jessie Keeper (Weweshii’o) of Pauingassi. He was the fifth child of Shawtail Owen (Kihchi Ahkakochiish) and Jane Leveque (Kohkohkotiyi) of Little Grand Rapids. Kihchi Ahkakochiish was a younger half-brother to Naamiwan who led traditional ceremonies at Pauingassi.

Charlie Moose Owen also has relatives in Bloodvein River First Nation, resulting from his aunt (younger sister to mother Kohkohkotiyi) marrying a man in that community.

As a young man, Charlie Moose is reported to have participated in the freighting of goods up Berens River to the Little Grand Rapids Hudson’s Bay Company post. He is described as a man having exceptional physical strength on portages and wouldn’t be outdone by anyone. There are approximately 45 portages over that stretch of river. If Charlie’s tumpline (strap that crosses the head or chest to carry goods) and arms weren’t loaded with more weight than other couriers who were carrying freight, he’d tip the balance in his favour by carrying goods with his teeth!   

Kohko’o has two sons currently residing in Pauingassi First Nation and one daughter in Poplar Hill (First Nation.

Charlie Moose represented a family that in his age cohort, was a generation older than most of his peer group. Using Shenawakoshkank as a reference, Charlie Moose was a grandson.  Other descendants of Shenawakoshkank born in a similar timeframe were great-grandchildren.

Father’s side

Grandparents

Shenawakoshkank of Pauingassi
Aanahk (grandmother)

Mother’s side  

Grandparents (both of Little Grand Rapids)

Arthur Leveque (Kihchi Mohkomaan), Sturgeon Clan
Peggy Green (Pineshiwaash)

Charlie Moose’s uncle Dick Green (Nanahkowaanakwape – older brother to Peggy) was the first official Councillor of Little Grand Rapids First Nation, following the Adhesion to Treaty 5 signed at Little Grand Rapids on August 4, 1876.

3. Shooniman (Solomon Pascal), Kingfisher Clan

Shoniman (Solomon Pascal) of Pauingassi First Nation, 2015 | Photo: Gerald Neufeld

Solomon Pascal was the youngest child of George Pascal (Kihchi Omootayi) and Elizabeth (Anchikwanepiihk) of Stout Lake (Kihchi Opaawankaank), located east of Moar Lake (formerly Eagle Lake) on the Berens River. 

Solomon was married to Agnes Owen (Akin) of Pauingassi. She was the daughter of Charlie George Owen (Omishoosh) and his first wife Piiwiite, who was likely from Little Grand Rapids. 

Father’s Side

Grandparents

William Pascal (Wiskechaahk)
Elizabeth (Kaakaanaan; also named Maanaatis)

Great-grandparents

Parents of William Pascal:

Paashkaan of Little Grand Rapids
Wakoshens of Bloodvein

Sister of William Pascal: Ishkwaantemo, mother of Joseph Crow, Sr. (A’aasi)  

Parents of Elizabeth (Kaakaanaan):

John Owen (Naamiwan) of Pauingassi
Koowin of Berens River

Mother’s side

Grandparents

Peter Turtle (Wiishwaw), Sturgeon Clan of Pikangikum First Nation
Annie Owen (Ihkwet) of Stout Lake, located east of Moar Lake on the Berens River  

Great-grandparents

Parents of Annie Owen:
Sandy Owen (Pishiw), originally of Pauingassi
Kaakokishkish, originally of Little Grand Rapids

Sandy Owen (Pishiw) is the eldest son of Shenawakoshkank, head of the Moose Clan during the time of signing of the Adhesion to Treaty 5.  

Kaakokishkish is the sister of Dick Green, the first assigned Councillor at Little Grand Rapids following the signing of the Adhesion to Treaty 5 on August 4, 1876.

4. Paakak (William Baptiste), Sturgeon Clan

Paakak and son Harlan, September 1964 | Photo Henry Neufeld

Paakak (William Baptiste) lived at Little Grand Rapids First Nation. This photo was possibly taken at Kaamanominihkaank (the place where there’s wild rice) near Assinika Lake, north of Pauingassi First Nation.

Paakak was a middle child of John Baptiste (Pachiish) and Sarah White (Mahkache), both of Little Grand Rapids. He was married to Ens. Records show that Ens was likely the daughter of Roderick Keeper. Known names of their children are Harlan, Sarah (Pakaan) and We’we’. 

Father’s side

Grandparents

Adam Bigmouth Sr. (Ochiipwaamoshiish)
Fanny Bigmouth (Inchinii, or Injenii*)

*As described in Dr. Jennifer Brown’s writing in “Ojibwe Stories from the Upper Berens River: A. Irving Hallowell and Adam Bigmouth in Conversation.”

Mother’s side

Grandparents

James White Sr. (Ochiimaso)
Michishk (grandmother)

James White Sr. is the son of Shenawakoshkank and a brother of Pishiw, who resided at Stout Lake (Kihchi Opaawankaank) east of Moar Lake (earlier known as Eagle Lake). 

Michishk is the daughter of Okaawapwaan and Jane Ross of Berens River.

Other relations

Paakak’s family had relations in Little Grand Rapids, his community of residence, and other communities:

Poplar River

  • Paakak’s grandfather Adam Bigmouth Sr. (Ochiipwaamoshiish) had an older brother named Kaashaapowiiyaasit who settled at Poplar River   
  • Kaashaapowiiyaasit had three sons, two of whom carried the family name with their own children:
    • Neninkikwaneyaash (later known as Alex Whiskis) had three sons
    • Tetipaahkamikohk (later known as George Franklin) had ten sons and two daughters

Pauingassi

Paakak had multiple family connections to Shenawakoshkank of Pauingassi through:

  • His maternal grandfather Ochiimaso
  • His aunt Anii, who was Shenawakoshkank’s daughter, a full sister to Naamiwan, and was married to Nishkashakaye

Poplar Hill, Pikangikum and Berens River  

Paakak’s trapping cabins were located near the community of Berens River. It’s possible the cabins were located here because of his family connection to the Ross family of Berens River.

5. Can you help solve this puzzle?

This photo, documented by Gerald Neufeld, is stored in the United Church Archives in Winnipeg.

“I believe this photo features some individuals originally from Pauingassi and Little Grand Rapids,” says Gerald Neufeld (Kaahkaapish).  

It may be a photo of Pishiw (oldest son of Shenawakoshkank and oldest brother of Naamiwan) along with wives Chankishkish and Kaakokishkish, and other family members, including children Ochooshihshimaa, Miinwaanik and Kakikepinesh, he says.

Do you know?

Is this Piihtos (born 1880-1881; died 1941); daughter of Tetepayapan and Kiitawan; wife of Kakiiweyaasii; grand daughter-in-law of Pishiw?

If you have information, please contact Gerald: gerald.neufeld4@gmail.com

Feature Photo: Henry Neufeld

How to Pronounce Common Anishinaabemowin Words

Gizhe Manidoo lowered nitam anishinaabe (first human) to Earth and gave him the responsibility to name everything in existence. This is how Anishinaabemowin was born.

Over 80 percent of people in Pimachiowin Aki speak the ancient Ojibwe language Anishinaabemowin. Each community has its own dialect. Pimachiowin Aki Guardian Melba Green helped us create this series of language videos so that you can hear how we say common Aninishinaabemowin words in Bloodvein River First Nation.

Anishinaabemowin is often the first language children learn to speak. 

Anishinaabemowin is the primary language we speak at home and work. Children and youth learn this vibrant language in school every day.

Learn how to say the days of the week 

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Hear words related to family

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The survival of Anishinaabemowin is directly related to the survival of Anishinaabe identity and culture.

We are tied to our language the same way we are tied to the land. Anishinaabemowin expresses our heritage, values and culture. We use it in traditional ceremonies, and in stories and songs passed down through generations. It is our unique way of understanding the world. 

Hear words related to our cultural heritage

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Anishinaabemowin reflects how land and animals are understood. 

For millennia, our ancestors have spoken Anishinaabemowin to pass down traditional knowledge such as when to plant and harvest, how to spot seasonal changes, and where to track migration of geese and woodland caribou. Our language holds our knowledge of the environment. Therefore, preserving our language means preserving the land.

The world’s languages and animal species have both declined by about 30% since 1970. Some conservationists and climate scientists believe the key to protecting endangered plants and animals may lie in efforts to preserve Indigenous languages.

cbc.ca, The Current

Learn how to say the four seasons

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Hear words related to plants that grow in Pimachiowin Aki

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Learn words for wildlife that lives in Pimachiowin Aki

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The hereditary transmission of culture is mediated not by passing DNA from parent to offspring, but by one individual learning something from another, and this transmission is greatly facilitated and accelerated by means of language.

Biocultural Diversity, Threatened species, endangered languages
Pimachiowin Aki Guardian Melba Green, Bloodvein River First Nation

Miigwech to Pimachiowin Aki Guardian Melba Green for providing the voice-overs.

From friendly insults to words spoken in spring…  

Listen to the mother and son language podcast exploring lessons in Anishinaabemowin, featuring Sophia and Paul Rabliauskas of Poplar River First Nation:
https://www.cbc.ca/news/indigenous/paul-sophia-rabliauskas-anishinaabemowin-1.5919310

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 Sources
https://www.cbc.ca/originalvoices/language/anishinaabemowin/
https://www.cbc.ca/radio/thecurrent/back-to-the-land-preserving-indigenous-language-1.6152854
https://www.thecanadianencyclopedia.ca/en/article/anishinaabemowin-ojibwe-language
https://www.researchgate.net/publication/291352235_Biocultural_Diversity_threatened_species_endangered_languages

Land Management Plans: Protecting Pimachiowin Aki

Frank Duck sits in canoe with a paddle and gun in hand.

Twenty years ago, First Nation communities of Pimachiowin Aki formed a partnership to support each other in protecting ancestral lands. The vision and commitment are set out in the Protected Areas and First Nation Resource Stewardship: A Cooperative Relationship Accord (the Accord). The Accord recognizes formal protected area planning processes led by Anishinaabeg, which became the foundation of the Pimachiowin Aki World Heritage Site. Elders provided the vision for the plans, based on traditional harvesting areas of Anishinaabe families associated with customary stewardship and governance.

Today there are six community-led plans in Pimachiowin Aki that govern land use and decision-making and guide the work of the Guardians. These are the first plans of their kind to be completed in Manitoba, and the third in Ontario.

Community Review: Poplar River First Nation Land Management Plan

Asatiwisipe Aki Management Plan – Poplar River First Nation

Developed out of respect for “our ancestors who loved and cherished this land and cared for it for centuries to ensure all future generations would have life” and to “keep the land in its natural beauty as it was created”, the plan provides for the protection of the entire 8,620 square-kilometre Poplar River First Nation traditional territory.

Planning Meeting: Bloodvein River First Nation

Pimitotah – To Care for Our Land (Bloodvein First Nation)

This plan is dedicated to the Bloodvein River Elders “for sharing their knowledge of the land and resources within our traditional area, and for their help and guidance”. Protection and management of the 3,916 square kilometre traditional territory is guided by a commitment “to look after and take care of the habitat and living things that use this land. To have water that is safe for all living things. To have land that has not been disturbed by industrial development. To smell the fresh air that is free from pollutants.  Protection means we will ensure that if economic development takes place, it will be respectful of the land and all life that exists on the land.”

Open House: Little Grand Rapids First Nation

Ni-Kes Lands Management Plan – Little Grand Rapids First Nation (Manitoba)

Little Grand Rapids First Nation Community-Based Land Use Plan (Ontario)

With ancestral lands in both provinces of Manitoba and Ontario, the Little Grand Rapids First Nation completed two land management plans. The plans are “dedicated to the memory of Ni-Kes (Frank Duck), an esteemed Elder, whose knowledge and way of life continue to be an inspiration to the Little Grand Rapids Anishinaabeg”. The plans provide for the protection and management of lands and waters, continued traditional use, and support community-led sustainable economic development opportunities in the 6,612 square-kilometre Little Grand Rapids First Nation traditional territory.

Open House: Pauingassi First Nation

Naamiwan: The Land of Fair Wind Lands Management Plan – Pauingassi First Nation (Manitoba)

Pauingassi First Nation Community Based Land-Use Plan (Ontario)

Pauingassi First Nation has ancestral lands in both provinces of Manitoba and Ontario, and two land management plans. The plans are “dedicated to the memory of Naamiwan (Fair Wind), a renowned medicine man and healer, whose dream, drum and the ceremonies he conducted illustrate the important role of traditional Anishinaabe knowledge, practices and beliefs in land management and protection to this day.”

The plans provide legal protection of lands and waters while supporting potential sustainable economic development opportunities. In finding this balance, the Pauingassi land management plans are contributing to a stronger future for the community. The combined Pauingassi First Nation traditional territory is 4,525 square kilometres in area.

The Pimachiowin Aki Management Plan

The Pimachiowin Aki Corporation participates in implementation of the community-led plans to ensure the area’s Outstanding Universal Value continues to be protected. A Pimachiowin Aki Management Plan was developed by the partners as a unifying document, integrating customary governance and legal prescriptions across the site. This site-level management plan draws its primary direction from the First Nations’ Accord to protect and care for Pimachiowin Aki as a sacred duty and trust to future generations.

Bloodvein River First Nation

Feature photo: Ni-Kes (Frank Duck), Little Grand Rapids First Nation

Dog Sledding for Land-Based Learning

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.”