BC First Nations Identifying Traditional TerritoriesIdentifying Traditional Territories

Great Lakes – St. Lawrence Lowlands

What is the meaning of “traditional territories”

Traditional Territories Traditional Territory is the geographic area identified by a First Nation to be the area of land which they and/or their ancestors traditionally occupied or used. Traditional Territory is the geographic area identified by a First Nation to be the area of land which they and/or their ancestors traditionally occupied or used.

Traditional Territories Each First Nation in BC identifies its own traditional territories. Each First Nation in BC identifies its own traditional territories. These are lands which they have always occupied and had stewardship over. These are lands which they have always occupied and had stewardship over.

Traditional Territories Most nations/groups are organized collectively according to the language they speak. Most nations/groups are organized collectively according to the language they speak.

Traditional Territories Refer to online sources, an atlas, your textbook (page 17) to find: Refer to online sources, an atlas, your textbook (page 17) to find: 1. The traditional territories of the Kwakwaka’wakw Nation 1. The traditional territories of the Kwakwaka’wakw Nation 2. locate Alert Bay 2. locate Alert Bay 3. locate Knight Inlet 3. locate Knight Inlet

Traditional Territories On the additional handout (Map of BC) identify the following by location and label by name: On the additional handout (Map of BC) identify the following by location and label by name: 1. The traditional territories of the Kwakwaka’wakw Nation 1. The traditional territories of the Kwakwaka’wakw Nation 2. locate Alert Bay 2. locate Alert Bay 3. locate Knight Inlet 3. locate Knight Inlet

What other First Nations traditional territories of British Columbia do you know?

Traditional Territories Use the additional handout, “Outline Map: First Nations of British Columbia” identify the traditional territory of as many nations as possible on the map matching the number on the front to the list of First Nation on the back of this sheet. Use the additional handout, “Outline Map: First Nations of British Columbia” identify the traditional territory of as many nations as possible on the map matching the number on the front to the list of First Nation on the back of this sheet.

Traditional Territories Use the map on page 17 in your textbook to complete the outline map. Use the map on page 17 in your textbook to complete the outline map. Once you have finished what you can do, share what you have with your table group. Once you have finished what you can do, share what you have with your table group.

The Physical Geography of BC On the map of BC provided draw in pencil the following: On the map of BC provided draw in pencil the following: 1. major rivers + lakes 1. major rivers + lakes 2. major mountain ranges 2. major mountain ranges 3. other distinct topographical features (coastal areas, deltas, inlets, oceans/seas, valleys, rainforests, etc.) 3. other distinct topographical features (coastal areas, deltas, inlets, oceans/seas, valleys, rainforests, etc.)

The Cultural Areas of BC There are four main First Nations Cultural Areas in BC: There are four main First Nations Cultural Areas in BC: 1.Coast1.Coast 2.Southern Interior2.Southern Interior 3.Northern Interior3.Northern Interior 4.Northeast.4.Northeast.

The Coast The Environment: The Environment: Wet and mild climate. Wet and mild climate. Lush rainforest with lots of cedar trees. Lush rainforest with lots of cedar trees. Abundance of diversity in terms of mountain ranges, valleys, waterways, etc. including the Nass, Skeena, and the Fraser River. Abundance of diversity in terms of mountain ranges, valleys, waterways, etc. including the Nass, Skeena, and the Fraser River.

The Coast The Resources: The Resources: Cedar, hemlock, pine, huckleberry, salal, salmonberry, devil’s club, camas bulb. Cedar, hemlock, pine, huckleberry, salal, salmonberry, devil’s club, camas bulb. Salmon, oolichan, halibut, cod, sole, red snapper, oysters, mussles, abalone, clams, crab, octopus, sea cucumber, kelp, black bear, black-tailed deer, otter, mink, martin. Salmon, oolichan, halibut, cod, sole, red snapper, oysters, mussles, abalone, clams, crab, octopus, sea cucumber, kelp, black bear, black-tailed deer, otter, mink, martin.

The Coast The People (Settlement + Social Organization): The People (Settlement + Social Organization): Greatest Number of distinct groups: Haida, Nisga’a, Haisla, Heiltsuk, Kwakwa-ka’wakw, Nuxalk, and the Nuu-chah-nulth. Greatest Number of distinct groups: Haida, Nisga’a, Haisla, Heiltsuk, Kwakwa-ka’wakw, Nuxalk, and the Nuu-chah-nulth.

The Coast People adapted to ocean environment by having highly structured societies. People adapted to ocean environment by having highly structured societies. Matrilineal descent (rights passed through mother). Matrilineal descent (rights passed through mother).

The Coast Hereditary chief responsible for people and use of resources. Hereditary chief responsible for people and use of resources. Class system of nobles, commoners, and slaves. Class system of nobles, commoners, and slaves. Kinship ties beyond tribal limits. Kinship ties beyond tribal limits.

The Coast People could gather and preserve resources (salmon/oolichan harvests) so could develop complex social and artistic customs-skilled weavers and carvers. People could gather and preserve resources (salmon/oolichan harvests) so could develop complex social and artistic customs-skilled weavers and carvers. Organized into resource units: generally = extended families. Organized into resource units: generally = extended families.

The Coast Permanent, larger winter villages (tribe). Permanent, larger winter villages (tribe). Would have clear seasonal rounds (Spring, Fall, Winter) based on resources available during each time of the year. Would have clear seasonal rounds (Spring, Fall, Winter) based on resources available during each time of the year.

The Coast Ownership not inherited by individuals but rather by the extended family through the potlatch. Ownership not inherited by individuals but rather by the extended family through the potlatch.

The Southern Interior The Environment: The Environment: Shorter mountain ranges with sequences of valleys Shorter mountain ranges with sequences of valleys Two main rivers-Fraser and Columbia. Two main rivers-Fraser and Columbia. Warmer, drier climate-some very dry (Lillooet, so less food). Warmer, drier climate-some very dry (Lillooet, so less food). Forest, but grassland as well. Forest, but grassland as well.

The Southern Interior Resources: Resources: Great diversity in plant and animal life. Great diversity in plant and animal life. Plants used more for food (berries, nuts, mushrooms, bulbs). Plants used more for food (berries, nuts, mushrooms, bulbs). Salmon (fish most important food source) and deer. Salmon (fish most important food source) and deer.

The Southern Interior Fewer berries. Fewer berries. More root crops (wild onions, wild potato, balsamroot, cow parsnip). More root crops (wild onions, wild potato, balsamroot, cow parsnip). Today, the Columbia River has many dams in USA which stop salmon from going upstream. Today, the Columbia River has many dams in USA which stop salmon from going upstream.

The Southern Interior The People (Settlement + Social Organization): The People (Settlement + Social Organization): Four Nations: Nlaka’pamux (Thompson People) and the St’at’imc’ (Lillooet People), the Secwepemc (Shuswap) and the Ktunaxa (Kootenay). Four Nations: Nlaka’pamux (Thompson People) and the St’at’imc’ (Lillooet People), the Secwepemc (Shuswap) and the Ktunaxa (Kootenay). The last two go beyond Canadian borders down to Montana and Idaho. The last two go beyond Canadian borders down to Montana and Idaho.

The Southern Interior Well defined seasonal round for gathering. Well defined seasonal round for gathering. Flexible –extended family units over vast landscape. Flexible –extended family units over vast landscape. Villages were autonomous (separate). Villages were autonomous (separate).

The Southern Interior “Chief” was the big man or leader. “Chief” was the big man or leader. Not into raiding and warfare. Not into raiding and warfare. Dwellings were pit houses in winter--usually meters diameter and 1 meter deep. Dwellings were pit houses in winter--usually meters diameter and 1 meter deep.

The Southern Interior Near Chase BC 250 pit houses with many storage pits to total over 2,000 connected by tunnels on Chase Reserve. Near Chase BC 250 pit houses with many storage pits to total over 2,000 connected by tunnels on Chase Reserve. By being partially underground-easier to stay warm in winter. By being partially underground-easier to stay warm in winter.

The Northern Interior The Environment: The Environment: Extends to Yukon Territory Extends to Yukon Territory Cold so less diversity of plants Cold so less diversity of plants Mountains, glaciers, plateaus, lakes, Mountains, glaciers, plateaus, lakes, Two main rivers-Fraser and Skeena. Two main rivers-Fraser and Skeena.

The Northern Interior The Resources: The Resources: Harsher climate. Harsher climate. Fewer available resources. Fewer available resources. Moose, Caribou, Cougars, Beavers, Salmon. Moose, Caribou, Cougars, Beavers, Salmon.

The Northern Interior The People (Settlement + Social Organization): The People (Settlement + Social Organization): Seven languages of Athapaskan: Gwichi’in, Han, Kaska, Northern Tutchone, Southern Tutchone, Tagish, Tanana, Yinka, Dene, Tahltan people. Seven languages of Athapaskan: Gwichi’in, Han, Kaska, Northern Tutchone, Southern Tutchone, Tagish, Tanana, Yinka, Dene, Tahltan people. Flexible society, mobile ready to hunt. Flexible society, mobile ready to hunt.

The Northeast The Environment: The Environment: Peace River region near Rocky Mountain foothills (Alberta and Northwest Territories). Peace River region near Rocky Mountain foothills (Alberta and Northwest Territories). Short growing season-small trees and less edible vegetation. Short growing season-small trees and less edible vegetation. Extremely cold weather in winter, and very high temperatures in summer. Extremely cold weather in winter, and very high temperatures in summer.

The Northeast The Resources: The Resources: Large mammals, cold water hard for fish (moose, deer, bear). Large mammals, cold water hard for fish (moose, deer, bear). Smaller fish (trout). Smaller fish (trout).

The Northeast The People (Settlement + Social Organization): The People (Settlement + Social Organization): E’cho, Dene, Slavey, The Dunne-za (Beaver), Sekani-Athabascan Language Family. E’cho, Dene, Slavey, The Dunne-za (Beaver), Sekani-Athabascan Language Family.

The Northeast Highly mobile hunters. Highly mobile hunters. Subsistence economy-everyone pitched in to help. Subsistence economy-everyone pitched in to help.

Inter-Relationships Between BC First Nations BC First Nations did/do not live in isolation from each other – there were cross-cultural relationships. BC First Nations did/do not live in isolation from each other – there were cross-cultural relationships.

Inter-Relationships Between BC First Nations Although it seems as though we can group First Nations in BC into distinct groups based on cultural characteristics - they did not live isolated from one another, they were inter-relational. Although it seems as though we can group First Nations in BC into distinct groups based on cultural characteristics - they did not live isolated from one another, they were inter-relational.

Inter-Relationships Between BC First Nations 1. Vast trading networks were set up and through trade and movement people had the opportunity to exchange goods, idea, knowledge, and skills. 1. Vast trading networks were set up and through trade and movement people had the opportunity to exchange goods, idea, knowledge, and skills.

Inter-Relationships Between BC First Nations 2. With surplus of resources, many nations had wealth to trade with others and sometimes used intermediaries for those a long distance away (i.e. obsidian, oolichan grease). 2. With surplus of resources, many nations had wealth to trade with others and sometimes used intermediaries for those a long distance away (i.e. obsidian, oolichan grease).

Inter-Relationships Between BC First Nations 3. Trading for things they did not have locally (i.e. Nuu-chah-nuth trading fish for certain bulbs and plants). 3. Trading for things they did not have locally (i.e. Nuu-chah-nuth trading fish for certain bulbs and plants).

Inter-Relationships Between BC First Nations 4. Motivator? Prestige and Status: things that were harder to get had prestige associated with them, and if you gained them, better yet, gave them away to others, you gained status (to show you could part with such an expensive resource; i.e. copper traded among groups and formed a symbol of wealth that was traded for prestige). 4. Motivator? Prestige and Status: things that were harder to get had prestige associated with them, and if you gained them, better yet, gave them away to others, you gained status (to show you could part with such an expensive resource; i.e. copper traded among groups and formed a symbol of wealth that was traded for prestige).

Inter-Relationships Between BC First Nations 5. Traded at a feast or potlatch: socio-cultural, spiritual, political and economic dimension that is based on giving: 5. Traded at a feast or potlatch: socio-cultural, spiritual, political and economic dimension that is based on giving: 1. marks a marriage, death, stage in life, etc. 1. marks a marriage, death, stage in life, etc.

Inter-Relationships Between BC First Nations 2. family and extended family invite others from vast territory. 2. family and extended family invite others from vast territory. 3. planned over several months or years. 3. planned over several months or years.

Inter-Relationships Between BC First Nations 4. more people = more wealth they are able to give away = more esteem and prestige to the host family. 4. more people = more wealth they are able to give away = more esteem and prestige to the host family.

Inter-Relationships Between BC First Nations 5. Arena for passing down knowledge: 5. Arena for passing down knowledge: teaching younger generations the collective and family knowledge that they had rights to. teaching younger generations the collective and family knowledge that they had rights to. understanding of collective and family rights and responsibilities for land and borders of territory. understanding of collective and family rights and responsibilities for land and borders of territory.

Inter-Relationships Between BC First Nations 6. At times, participated in conflicts based on understandings of these rights—prepared to defend resources and territory from those who they viewed not to have those rights understanding of collective and family rights and responsibilities for land and borders of territory. 6. At times, participated in conflicts based on understandings of these rights—prepared to defend resources and territory from those who they viewed not to have those rights understanding of collective and family rights and responsibilities for land and borders of territory.

The Cultural Areas of BC Read Chapter 1: The Land to learn about the four main cultural areas of BC First Nations = Coast, Southern Interior, Northern Interior, Northeast. Read Chapter 1: The Land to learn about the four main cultural areas of BC First Nations = Coast, Southern Interior, Northern Interior, Northeast.

The Cultural Areas of BC Use the comparison chart (after or while reading Chapter 1) to acquire knowledge about each of the four main cultural areas and their habitat, principal resources, settlement patterns, and social organization. Use the comparison chart (after or while reading Chapter 1) to acquire knowledge about each of the four main cultural areas and their habitat, principal resources, settlement patterns, and social organization.

The Kwakwaka’wakw In pairs, read the Kwakwaka’wakw case study in your text on pages and together answer the six questions in full sentences with details and examples on a separate sheet of paper – see additional handout. In pairs, read the Kwakwaka’wakw case study in your text on pages and together answer the six questions in full sentences with details and examples on a separate sheet of paper – see additional handout.

What First Nations traditional territories are we on in Surrey/Frank Hurt Secondary?

Local First Nations Katzie Katzie Semiahmoo Semiahmoo Kwantlen Kwantlen

Local First Nations Katzie Katzie The territory is identified as the entire Pitt watershed, including the Alouette watershed to the height of land surrounding the Pitt and Alouette drainages and includes as precisely as formal agreements with neighboring First Nations will provide portions of the Fraser River and lands adjacent to the Fraser River.

Local First Nations Semiahmoo (Semyome) Semiahmoo (Semyome) Semiahmoo Traditional Territory once dominated the region from Boundary Bay in the north to Birch Bay in the south.

Local First Nations Kwantlen Kwantlen Kwantlen Traditional Territory extends from Richmond and New Westminster in the west, to Surrey and Langley in the south, east to Mission, and to the northernmost reaches of Stave Lake.

In the past, what was everyday life like for local First Nations on their traditional territories?

Local First Nations Geography Considering the local geography around our school and in Surrey, what kind of conditions did the local First Nations (Katzi, Semiahmoo + Kwantlen) have to deal with in the past? Considering the local geography around our school and in Surrey, what kind of conditions did the local First Nations (Katzi, Semiahmoo + Kwantlen) have to deal with in the past?

Local First Nations Geography In your table groups, brainstorm/create a mind map (use additional handout) that shows the conditions the local First Nations people living here had to deal with. In your table groups, brainstorm/create a mind map (use additional handout) that shows the conditions the local First Nations people living here had to deal with. Address the following 5 areas: Address the following 5 areas:

Local First Nations Brainstorm 1. What were the important features of the physical geography? 1. What were the important features of the physical geography? 2. What was the local climate for each season? 2. What was the local climate for each season?

Local First Nations Brainstorm 3. What were the seasonal food sources? 3. What were the seasonal food sources? 4. What were shelters created from? 4. What were shelters created from? 5. What resources held spiritual significance? 5. What resources held spiritual significance?

Local First Nations Geography (their official website in currently under construction) (their official website in currently under construction)

Frist Nations Holistic Relationship to the Land The holistic relationship to the land that First Peoples follow is based on a philosophical foundation of traditional knowledge. The holistic relationship to the land that First Peoples follow is based on a philosophical foundation of traditional knowledge.

Frist Nations Holistic Relationship to the Land This knowledge revolves around an integrated model that recognizes the intimate interconnectedness between a person, the food they eat, their environment, health and healing, and the impact of life choices. This knowledge revolves around an integrated model that recognizes the intimate interconnectedness between a person, the food they eat, their environment, health and healing, and the impact of life choices.

Frist Nations Holistic Relationship to the Land Chief Seattle’s Reply (6:19 min) Chief Seattle’s Reply (6:19 min) The text of Chief Seattle’s famous speech, conveys Aboriginal peoples’ view of their relationship with the land. The text of Chief Seattle’s famous speech, conveys Aboriginal peoples’ view of their relationship with the land

Frist Nations Holistic Relationship to the Land Read of Chief Seattle’s 1854 response to "The Great White Chief" in Washington who made an offer for a large area of Indian land and promised a "reservation" for the Indian people. Read of Chief Seattle’s 1854 response to "The Great White Chief" in Washington who made an offer for a large area of Indian land and promised a "reservation" for the Indian people. See additional handout for the speech and reflective questions. See additional handout for the speech and reflective questions.

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