Chapter 1: Aboriginal Societies

1. Chapter 1: Aboriginal Societies “Who are the diverse Aboriginal people who have contributed to the building of the country we now call Canada?”

2. Definitions Culture: A way of life or a way of being shared by a group of people; culture includes the knowledge, experiences, and values a group shares and that shape the way its members see the world. pluralistic society: A society made up of many different groups of people, each with its own unique identities, ideas, perspectives, and culture; developing a sense of respect for all cultures.

3. Culture • Culture is the way of life or a way of being that is shared by a group of people. • Canada is a pluralistic society. • We are a society made up of many groups of people each with a unique identities, ideas, cultures and ways of seeing the world. • Pluralism means we respect and value the individual and collective opinions and identities of all people.

4. Brainstorm What are some of the different cultures we see and appreciate in our school, community and country?

5. First Nations • The first nations who lived in Canada before it became the country we know today, formed a pluralistic society of their own. • Each group had its own ideas, world, view, language, spiritual beliefs, government and way of life. • We are going to study three of these groups: The Haudenosaunee, Mi’kmaq and and Anishinabe.

6. Values and Beliefs Read the quotation carefully. What values and beliefs of Aboriginal Societies do you think are being expressed by the speaker? Our responsibilities to Mother Earth are the foundation of our spirituality, culture and traditions. -Cheif Harold Turner (Swampy Cree)

7. Values and Beliefs Please turn to the “Values and Beliefs” page in your booklet. Read each quotation carefully. What values and beliefs of Aboriginal Societies do you think are being expressed by the speaker? Record your response below each question.

8. Chapter Question 1.Do the values and beliefs discussed on page 5 exist in the broader Canadian society today? Provide specific examples. (5)

9. Definitions Natural World: The land, water, mountains, forests, plants, wildlife, and climate. core values: An important idea or belief about how people should live. world view: A way of looking at the world that reflects one’s core values. Indigenous people: The original inhabitants of a given area.

10. Definitions traditional teachings: A unique belief of the First Nations passed down orally from generation to generation that explains ex: how the earth was created or how people came to exist. Elder: A respected member of an Aboriginal community who uses Traditional Teachings, experience and wisdom to help people in his or her community make good decisions.

11. Values and Viewpoints • The First Nations in North America are diverse peoples. Each group has its own ideas, world view, language, spiritual beliefs, government and way of life. Think back: They are an example of what type of society?

12. Values and Viewpoints • The First Nations in North America are diverse peoples. Each group has its own ideas, world view, language, spiritual beliefs, government and way of life. Think back: They are an example of what type of society? A pluralistic society

13. Diversity • First Nations peoples have lived in all parts of the land we now call Canada. • Each First Nation developed a unique culture suited to its surroundings in the natural world. • The land, water, mountains, forests, plants, wildlife, and climate all played an important role in developing cultures as diverse as the Canadian landscape.

14. World Views • Although there were many unique First Nations cultures, these diverse peoples also shared some core values. • Combined individual and core values make up a world view.

15. World Views • Many First Nations peoples (including the Mi’kmaq, Anishinabe and Haudenosaunee) shared values relating to their relationships with the Creator, the natural world, other people and themselves. • For example, they believed the following:

16. World Views CoreValues • People are not separate from nature or from the non-living world. Everything on earth is connected to everything else. • The wisdom and experience of the Elders is highly valued. Elders deserve the respect of all members of the community. • A spiritual world exists. It plays a very important role in all the happens on earth. • People must live in harmony with each other and in balance with nature.

17. World Views • What related ideas/values are being identified in the song “Colours of the Wind” from Disney’s Pocahontas? http://www.youtube.com/watch?v=TkV-of_eN2w

18. World Views “The rainstorm and the river are my brothers The heron and the otter are my friends And we are all connected to each other In a circle, in a hoop that never ends” “You think the only people who are peopleAre the people who look and think like youBut if you walk the footsteps of a strangerYou'll learn things you never knew you never knew”

19. Indigenous Peoples • First Nations peoples are indigenous to North America. This means that they are the original people of this land. • First Nations beliefs are often passed from generation to generation through traditional teachings. • These teachings also help explain the relationships among the plants, animals, land, people and the spirit world.

20. Keepers of Knowledge Agnes Semaganis - Elder - Poundmaker First Nation • Traditional teachings have been passed down orally from generation to generation by Elders. • Elders have traditionally been the most respected members of Aboriginal communities. • They use their experience and wisdom to help people in their communities make good decisions and keep their cultures alive!

21. Keepers of Knowledge Agnes Semaganis - Elder - Poundmaker First Nation • What types of things do you think may have been passed down because of Elders?

22. Keepers of Knowledge Agnes Semaganis - Elder - Poundmaker First Nation • What types of things do you think may have been passed down because of Elders? • Language • Traditions • Ceremonies • Laws • Skills • Histories

23. Stories • One way Elders taught youngsters morals and values was by telling stories. • These stories had two main purposes: • To teach • To entertain

24. Chapter Questions Values and Viewpoints (pg 7-13) 2. How did each Aboriginal group gain its own culture? (1) 3.List four core values (world views) shared by all Aboriginal groups. (4) 4. Who are the most respected members of Aboriginal communities? (1) Why are they so important to First Nations communities? (2) 5. What are the two purposes of stories? (2)

25. Definitions oral culture: A way of life in which language, teachings, and traditional stories are memorized and passed down orally from one generation to the next.

26. Oral and Written Histories • Traditionally, young First Nations people learned about the First Nations’ ways of life and events that took place in the past by listening. • Histories, place names, family trees, laws, and events were memorized and passed orally from one generation to the next. It did not need to be written down. • In this way, the First Nations developed a rich oral culture.

27. Oral and Written Histories Wampum belt, 1682 Wampum belt used by the Haudenosaunee. Sea shells were woven into symbols and designs. A knowledgeable person would look at the symbols “read” the belt. • First Nations peoples had ways of making sure they remembered everything correctly: • One method was to repeat the information often, so that they would not forget. • Another method was to make visual reminders.

28. Oral and Written Histories

29. Chapter Task: Wampum Belt Create a wampum belt for a story that you believe should be passed down to future generations. It can be a story that has been passed down to you or one of your own that you feel should be passed to others.

30. Chapter Task: Wampum Belt This Chapter Task has two (2) parts: Create a wampum belt using graph paper and coloured pencils. Include symbols, designs and colours that are meaningful to the story to share during a sharing circle. Answer the following question in paragraph form: Why are stories, pictographs, wampum belts and other visual reminders important to preserving First Nation identity?

31. Definitions ethnocentric: A viewpoint that judges other global cultures and ideas according to personal values and standards; believing one’s own ethnic group is superior. clan: A small village of extended families who lived together, co-operated, and shared resources. government: The way people organize themselves to choose their leaders and make decisions. Decision making by consensus: A debate in which people discuss an issue until they can all agree on one outcome. The Three Sisters: Haudenosaunee name for corn, beans, and squash.

32. Expert Groups Create a Group of 3 Decide who is going to be A, B and C

33. Expert Groups Create a Group of 3 Decide who is going to be A, B and C A – The Mi’kmaq B – The Haudenosaunee C – The Anishinabe Complete “Comparing Aboriginal Societies Part A” in your Expert Groups for your assigned society.

34. The Mi’kmaq

35. The Mi’kmaq Core Values/World Views Kisulk = the creator Humans are equal to nature

36. The Mi’kmaq Location Eastern Canada NS, PEI, NB & QUE. (Gaspé Peninsula)

37. The Mi’kmaq Group Structure 7 Districts Extended families – “Clans” Each clan had a specific territory

38. The Mi’kmaq Problem Solving/Decision Making/Government Consensus – A compromise by all members. Clans – allowed villages to live in harmony with one another. Each clan elected a leader - Sagamaw. Districts – land was divided into 7 districts. Each district had a leader and council to govern. SanteMawiomi(Grand Council) settled problems affecting the whole Mi’kmaq Nation.

39. The Mi’kmaq Food Hunters, Fishers and Gatherers

40. The Mi’kmaq Role of Women Raised Children Took care of the home Collected and prepared food Hunted small game Shared opinions

41. The Mi’kmaq Nature/Mother Earth Hunted, Fished and Gathered – Food supply Humans are equal to nature. Treat it with respect. Wasted nothing. Seasonal Cycle

42. The Haudenosaunee

43. The Haudenosaunee Core Values/World Views Collective thinking. Considering future generations. Decision making by Consensus. Sharing labour and benefits. Duty to family, clan, nation and Iroquois Confederacy. Equality.

44. The Haudenosaunee Location Northeastern Woodlands Great Lakes North and South of the St. Lawrence River

45. The Haudenosaunee Group Structure 6 Nations (Mohawk, Oneida, Onondaga, Cayuga, Seneca, Tuscarora) Family Clans – each with an animal symbol

46. The Haudenosaunee Problem Solving/Decision Making/ Government Collective thinking, consensus. All must agree, or set aside to discuss later. Iroquois Confederacy Alliance formed by “the Peacemaker” http://www.histori.ca/minutes/minute.do?id=10120 “Great Law of Peace” – set of laws explaining how the government should work and how people should behave in society. Men and Women had an equal opinion

47. The Haudenosaunee Food Hunted and fished; gathered nuts, roots and berries. Farming - 3 sisters: corn, beans and squash

48. The Haudenosaunee Role of Women Cared for crops. Respected for “giving life”. Matrilineal - woman head of the longhouse (Clan mother). Decision Making: male leaders, the location of a new village, what crops to plant and where, whether men should go to war, when to make peace. They also controlled immigration, played a central role in ceremonies, helped people and taught children.

49. The Haudenosaunee Nature/Mother Earth Responsible for the health of the environment. The Seventh Generation- take care of the Earth’s resources for future generations.

50. The Anishinabe