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? 4

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. 5

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) 6

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. 7

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

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. Think back: They are an example of what type of society?
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? 11

12. Think back: They are an example of what type of society?
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 12

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. 13

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. 14

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: 15

16. World Views Core Values
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. 16

17. World Views
What related ideas/values are being identified in the song “Colours of the Wind” from Disney’s Pocahontas?

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 people Are the people who look and think like you But if you walk the footsteps of a stranger You'll learn things you never knew you never knew” 18

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. 19

20. Agnes Semaganis - Elder - Poundmaker First Nation
Keepers of Knowledge
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!
Agnes Semaganis - Elder - Poundmaker First Nation 20

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

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

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

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) 24

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. 26

27. Oral and Written Histories
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.
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. 27

28. Oral and Written Histories28

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. 31

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. Core Values/World Views
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. Problem Solving/Decision Making/Government
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.
Sante Mawiomi (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. Core Values/World Views
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. Problem Solving/Decision Making/ Government
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”
“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

51. Core values/World View
The Anishinabe
Core values/World View
7 Values:
Wisdom
Love
Respect
Bravery
Honesty
Humility
Truth

52. The Anishinabe Location Northern and Central Ontario.
Southern Manitoba.
Moved West to the Plains.

53. The Anishinabe Group Structure Family Clans named after animals.
Each clan had a specific responsibility (pg.25)

54. Problem Solving/Decision Making/Government
The Anishinabe
Problem Solving/Decision Making/Government
Clan system: clans had specific duties. (Crane and Loon decided on whole community decisions, Fish settled disputes.)
Worked together to create a balanced government.
Each village looked after their own affairs.
Short term alliances.

55. The Anishinabe
Food
Hunters and Gatherers.
Wild rice (mamomin)

56. The Anishinabe Role of Women Equal to men.
Looked after children and maintained the lodge.
Hunted small animals.
Harvested, dried and stored food for the winter.

57. The Anishinabe Nature/Mother Earth
Seasonal cycle surrounding the rice harvest.

58. Definitions
matrilineal: Ancestral decent through the maternal line (mother).
Clan Mother: The head of a Haudenosaunee longhouse.
alliance: A union in which groups agree to trade and help each other resolve disputes.
Iroquois Confederacy: An alliance including five Haudenosaunee nations living south of the Great Lakes: The Seneca, Cayuga, Onondaga, Oneida, and Mohawk; the Tuscarora later joined the alliance.
communal: Something done or owned collectively. 58

59. Economies and Resources
An important part of every cultures is the economy.
How people meet their basic needs, such as food, clothing, and shelter.
There are three main types of First Nations’ economies…

60. Economies and Resources
How did First Nations communities get what they needed?

61. Economies and Resources
An important part of every cultures is the economy.
How people meet their basic needs, such as food, clothing, and shelter.
There are three main types of First Nations’ economies…
Hunter-Gatherer Economies
Farming Economies
Trading Networks

62. Economies and Resources
The economies of the First Nations were based on food supply.
If resources were scarce, people spent most of their time gathering food.
If resources were plentiful life was easier. People had more time to spend on other things, such as art or recreation.

63. Hunter-Gatherer Economies

64. Hunter-Gatherer Economies
People gathered plants, hunted and fished according to the seasons.
Most of the food was eaten fresh, but some of it was preserved and storied to eat during the winter.
People had to have an excellent knowledge of the land, climate and cycles of nature in order for this type of economy to work.

65. Hunter-Gatherer Economies
They moved their camps as the seasons and food supply changed.
They did not gather many extra goods because they would have to abandon them each time they moved.
Although they did some trading, they focused more on being in rhythm with the seasons and nature.

66. Farming Economies

67. Farming Economies
Only possible in regions of the country where soil and weather were ideal for growing crops.
They did not move as hunter-gatherer societies did. They stayed in the same village year round, and moved only when the soil depleted.
They were able to grow more food than needed, meaning less time had to be spent on hunting and gathering.

68. Farming Economies
The people had more time for creating art, performing ceremonies and recreation.
They were able to produce and store extra food which could be used for trade with other First Nations groups.

69. Trading Networks

70. Trading Networks
The First Nations traded goods with one another long before European traders arrived.
The people travelled across well-used trade routes that stretched over long distances.
All across North America, First Nations traded with each other to obtain good they did not have.
When Europeans arrived, they joined these trading networks.

71. Economies and Resources
With a partner or by yourself, complete the “Economies and Resources” chart in your booklet.
PROS = good things (+)
CONS = bad things (-)
Use pages in your textbook to help you brainstorm.

72. Economies and Resources - Chart
Hunter Gatherer Economies
Pros (+)
Cons (-)
Life is easy when lots of resources
More time to spend on art and recreation
Easy to preserve and store.
Balanced Diet
Time consuming if food is scarce.
Great knowledge of land, climate and cycles of nature required.
Had to move with the seasons.

73. Economies and Resources - Chart
Farming Economies
Pros (+)
Cons (-)
Less time spent Hunting and Gathering.
Didn’t have to move.
Extras goods could be traded.
Only available in regions with ideal soil and weather conditions.
Had to move if the soil depleted.
Animals/weather could destroy crops

74. Economies and Resources - Chart
Trading Economies
Pros (+)
Cons (-)
You could get what you couldn’t collect or grow.
Created relationships with other First Nations groups and Europeans.
Trades weren’t always fair.
Were the good necessarily needed?
Had to travel long distances.