A view of Yellowknife and Great Slave Lake in the Northwest Territories.

Written by Lauren-Rose Stunell

An Endangered Indigenous Language

The Tłı̨chǫ people — also referred to as the Dogrib — are an Indigenous group whose ancestral lands are in the Great Slave Lake region of the Northwest Territories. Their language is Tłı̨chǫ Yatıì, also known as the Dogrib language or simply as Tłı̨chǫ (watch this Facebook video to learn how to correctly pronounce “Tłı̨chǫ”!).

Much like the other Indigenous languages we have learned about in our Discovering Languages series, it connects generations, culture, and traditions. It is so much more than a tool for communication. It is also endangered: while all Tłı̨chǫ adults speak the language, not all young people in the community do.

What is so special about this language? The language imparts knowledge, history, and worldview, teaching about the Tłı̨chǫ people’s relationship with the land, their spiritual beliefs, and their communal way of life. In Tłı̨chǫ, words carry powerful meanings that reflect cultural values. For instance, similar to the Gwich’in language, place names are not just geographical labels that help you get from point A to point B — they share stories, resources, and teachings tied to the land.

The Tłı̨chǫ Agreement

The Tłı̨chǫ Agreement, signed in 2003, is a historic land claim and self-government agreement. It gave the Tłı̨chǫ people ownership of 39,000 square kilometres of land, including harvesting rights over 160,000 square kilometres. It was the first land claim and self-government agreement in the Northwest Territories, giving the Tłı̨chǫ Government the ability to make and enforce laws on Tłı̨chǫ lands, provided they align with federal and territorial laws. This agreement affirmed Tłı̨chǫ self-determination, establishing governance over areas such as education, language, culture, and land stewardship.

This agreement has a significant impact on the preservation and promotion of Tłı̨chǫ language and culture. Gaining control over education, cultural programs, and governance allows the Tłı̨chǫ people to integrate their language into schools, public administration, and daily life, ensuring its continued use and revitalization. The Tłı̨chǫ prioritize the protection and transmission of their language to future generations, strengthening their cultural identity and inspiring other nations to work to preserve their own Indigenous languages and language rights after colonization.

Today, Tłı̨chǫ is the second language of instruction in the five schools run by the Tłı̨chǫ Community Services Agency, established in 2005 as part of the Tłı̨chǫ Agreement. By establishing self-government, the Tłı̨chǫ people gained tools to teach their language, share their stories, and protect their land for future generations in the beautiful Northwest Territories.

Flags of Resilience

Activity Description

The flag of the Northwest Territories holds deep significance for the Indigenous peoples of the region. The blue represents the waters and skies, while the white signifies the snowy landscapes. At the heart of the flag lies a shield symbolizing the territory’s natural resources and the connection to the land. This flag celebrates the rich cultures and traditions that define the territory.

In this activity, students will learn about the flag of the Northwest Territories, explore the theme of resilience, and incorporate Tłı̨chǫ into the creative task of designing their own flag of resilience. This activity is geared towards learners of upper elementary school age and older.

Materials

For this activity, students will need the following:

• Paper
• Pencils, markers, or pencil crayons
• The handout with the vocabulary list of words in English and Tłı̨chǫ. It can also be given to students in their target or additional language(s).

Lesson Introduction

The Northwest Territories

1. For elementary level audiences, you can this “Introducing Canada For Kids” video to teach students about the Northwest Territories.
2. The “Facts from the Canadian Northwest Territories” video is more appropriate for middle school, high school, and adult learners.

The Flag of the Northwest Territories

1. The Northwest Territories Legislative Assembly explains the territory’s official symbols, including its flag and coat of arms, the shield of which features in the centre of the flag.
2. Using this resource, discuss the meanings of the following elements on the flag in the target language. How do these elements reflect the land and its people?
   1. The blue and white panels
   2. The white section at the top of the shield
   3. The wavy blue line
   4. The red and green sections of the shield and the diagonal line separating them
   5. The gold billets
   6. The white fox

Resilience

In the target language, discuss the meaning of “resilience.” What does it mean to be resilient? How have the Tłı̨chǫ people demonstrated resilience in working towards self-government and language revitalization? Encourage learners to give examples of times when they had to be resilient.

Activity Sequence

1. Following the example of the flag of the Northwest Territories, ask students to create their own flag that includes a representation of resilience. It can symbolize their own resilience, that of the Tłı̨chǫ people, or of Indigenous peoples in general.
   1. You may choose to show students the flags of all of Canada’s territories and provinces to help them understand that simpler flags can also have deep meaning. This article from The Canadian Encyclopedia can assist in delivering this information to students.
2. Students should include words in the target language and Tłı̨chǫ words from A Dogrib Dictionary to label some of the elements they include on their flags of resilience. Some Tłı̨chǫ words from the dictionary are included in the table below. You can also refer to the pronunciation guide starting on page ii of the dictionary.
   1. Including Tłı̨chǫ vocabulary on their flags will further highlight the importance of preserving and promoting Indigenous languages as an essential part of cultural identity. It will also be an actionable step that students can use to work towards Truth and Reconciliation.
3. You may choose to create a bulletin board or a welcome board at the entrance of your school to highlight student commitment and dedication not only to Truth and Reconciliation but also to the Call to Action #14 and honouring Indigenous languages in general.

Concluding and Extending the Activity

When students have completed their flags, they can write artist statements in their target language. Writing an artist statement that shows a commitment to Truth and Reconciliation is a crucial step in acknowledging the past, honouring Indigenous cultures, and fostering a deeper understanding of the relationship between art, land, and language.

I love to do this activity with my older students to encourage them to think critically about the importance of the work they have completed and the impact it has had on their own learning. It shows students the importance of the dedication to respect, healing, and solidarity with Indigenous peoples.

Older learners, including adults, can reflect on how their work can contribute to meaningful conversations about Indigenous rights, culture, and language revitalization, and how it honours the ongoing journey of reconciliation in Canada.