B.C. First Nations Studies B.C. First Nations Studies Kenneth Campbell Charles Menzies Brent Peacock BRITISH COLUMBIA MINISTRY OF EDUCATION VICTORIA, CANADA Copyright © 2003 British Columbia Ministry of Education - BC 1201 ISBN 0-7726-4882-4 This textbook was developed for the British Columbia Ministry of Education by Pacific Educational Press, Faculty of Education, University of British Columbia, 6365 Biological Sciences Road, Vancouver, Canada V6T 1Z4. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publisher. National Library of Canada Cataloguing in Publication Data Campbell, Kenneth, 1949– B.C. First Nations studies “This textbook was developed for the British Columbia Ministry of Education by Pacific Educational Press, Faculty of Education, University of British Columbia”--t.p. verso ISBN 0-7726-4882-4 1. Indians of North America—British Columbia. I. Title. II. Menzies, Charles. III. Peacock, Brent. IV. British Columbia. Ministry of Education E78.B9C35 2003 971.1’00497 C2002-960256-4 Editing: Catherine Edwards and Barbara Kuhne Photo Research: Kenneth Campbell and Barbara Kuhne Design: Warren Clark Front cover photos: background scene: Troy Hunter; Katzie First Nation canoe launch: Erin Culhane; Interior Salish woman with baskets: RBCM (PN 6632); totem: Vancouver Aboriginal Friendship Centre, photo by Barbara Kuhne. Back cover photo: Nass Valley: Gary Fiegehen. Printed and bound in Canada. 03 04 05 5 4 3 2 1 Acknowledgements Funding for this student resource was provided by the British Columbia Ministry of Education. This resource was made possible through the support and contributions of the following: Sandy Anderson, Karla Gamble, Jane Gardiner, Elizabeth McAuley, Keith Regular, Lorna Williams, and the late David J.R. Williams. Pilot schools: Caledonia Senior Secondary, SD 82 Coast Mountains; Carihi High School, SD 72 Campbell River; Elkford Secondary School, SD 5 Southeast Kootenays; Handsworth Secondary School, SD 44 North Vancouver; Mount Elizabeth Secondary, SD 82 Coast Mountains; Quesnel Secondary School, SD 28 Quesnel; Victoria High School, SD 61 Greater Victoria. Reviewers: Jean Barman (University of British Columbia); John Elliot; First Nations Education Steering Committee; Philomena Fraser; Ramona Gus; Mary-Ellen Kelm (University of Northern British Columbia); Shirley Leon (Coqualeetza Cultural Education Centre); Tim Low (Métis Provincial Council of B.C.); Lorna Mathias; Brian Matthew; Carol McAuley; Yvonne Mensies; Joe Michel; Robert Muckle (Capilano College); Bill Mussell (Sal’i’shan Institute Society); Velna Nelson; Martina Pierre; Gwen Point; David Rattray; Chris Stewart; Dixon Taylor; Janet Townsend; Ellen White; and Jody Woods (Union of British Columbia Indian Chiefs). QP#4500197601 CONTENTS About This Book 7 Introduction The Voice of the Land Is Our Language 8 by Carrie J. Reid Part One Relationships to the Land 16 Chapter 1 The Land 18 Chapter 2 Living on the Land 35 Chapter 3 Sharing the Land and Resources 48 Part Two The Historical Journey 62 Chapter 4 The Fur Trade Era, 1770s –1849 64 Chapter 5 The Colonial Era ,1849–1871 79 Chapter 6 Canada Takes Control, 1871–1911 90 Chapter 7 Adapting to New Economies 108 Chapter 8 Organizing for Aboriginal Rights, 1912–1951 122 Chapter 9 Pursuing Justice, 1951–1997 134 Part Three The Legacy of Colonialism 148 Chapter 10 Communities in Transition 150 Chapter 11 Métis and Non-Status People in British Columbia 161 Chapter 12 First Nations Society Today 176 Chapter 13 Self-Government and Treaties 195 Part Four Cultural Expression 208 Chapter 14 Oral Traditions 210 Chapter 15 First Nations Literature 228 Chapter 16 First Nations Visual and Decorative Arts 240 Chapter 17 Beyond Stereotypes: The Portrayal of First Nations People 257 Epilogue Throwing the Baby Eagle Out of the Nest 271 by John Borrows Glossary 274 Sources/Credits 276 Index 281 ABOUT THIS BOOK 7 B.C. First Nations Studies documents the history and The book is organized into four parts and an epi- cultures of First Nations and Métis people in British logue. Part One explores the nature of First Nations Columbia from before the arrival of Europeans to the cultures before the arrival of Europeans, and in par- present. It examines the historical foundations of con- ticular Aboriginal people’s relationship with the land. temporary issues and illustrates how First Nations Part Two examines what occurred when the two cultures have adapted to changing world events and groups met, how the forces of colonialism shaped Brit- environments. Aboriginal people’s contributions to ish Columbia as it is today, and how First Nations British Columbia and Canada are highlighted, and have resisted those forces. In Part Three, you will come important leaders and role models are profiled. to understand how First Nations are working through The introduction to the book, titled “The Voice governments and courts to redress the legacies of co- of the Land Is Our Language,” is written in a First lonialism. Part Four demonstrates the creative spirit Nations voice and provides you, the reader, with an which is one of the foundations and continuing opportunity to understand the values and beliefs that strengths of First Nations cultures. The epilogue by sustain contemporary First Nations cultures. By speak- John Borrows offers an Aboriginal perspective on the ing from within the culture, the introduction expresses challenges communities face as they regain their place a message about the integrity of a world view that has as self-governing nations. much to offer the whole of society. Special features of the text F IRST N ATIONS V OICES Vocabulary Definitions of terms and concepts that are important to Quotations and excerpts that express First Nations views understanding the text. A glossary at the end of the about the topics and issues discussed in the text. book lists the vocabulary for quick reference. O RIGINAL D OCUMENTS A word about names In this book we use the terms First Nations and Excerpts from historical and contemporary documents Aboriginal to refer to the original people who inhabited pertaining to First Nations issues. what is now British Columbia, and to their descendants. In the past the name Indian was mistakenly used, and it P ROFILES is still entrenched in our government, as in the Indian Act. The names Native, Indigenous, and First People are Biographical information about key First Nations also sometimes used. individuals and organizations, past and present. The term Euro-Canadian is used to mean the large Case Studies segment of the early Canadian population with British and French ancestry. This does not imply that people More in-depth explorations of particular First Nations from other cultural backgrounds were absent, but experiences on an issue. The Case Studies are designed because the majority of early immigrants came from to encourage you to develop parallel examples Europe, the newcomers are collectively referred to as pertaining to First Nations in your local community. Euro-Canadians. Photographs and Maps Selected photographs and maps from diverse sources contribute an important visual record of First Nations history and cultures. 8 B.C.INTRODUCTION First Nations Studies The Voice of the Land Is Our Language by Carrie J. Reid irst Nations people in British Columbia have nity—of people working together for the common enduring values and beliefs that are as relevant good. The group is emphasized over the individual. F today as they were in the past. We have a great Our people live in an oral culture. Our histories responsibility to protect not only our families, but also are contained within the oral traditions of our stories the land in which we live. Families are responsible and songs. Our recorded history exists through our for maintaining a connection to the land, to honour crests, house posts, petroglyphs, baskets, blankets, and and respect the way we live today, and to remember paintings. Children are taught at a very young age to our past. First Nations’ histories impart a sense of be- listen. They are taught to listen to stories as they weave, longing and a way of holding on to the values that sustain us. Instilled within our languages are the ties to land, fam- ily, community, and the great respect and honour we have for all nations. Every culture has a world view that determines a people’s basic beliefs of how to act in society. These beliefs are so fundamental that people usually do not realize that they have them because they form a piece of who they are. Tra- ditional First Nations view the world as an integrated whole, balancing physical, emotional, mental, and spir- itual health. These beliefs make up who a person is and how he or she func- tions in society and within the envi- ronment. The life forces that exist in mountains, rivers, plants, animals, peo- ple, and spiritual beings are all interre- lated. First Nations civilizations recognize the importance of commu- Haida poles proclaim the importance of family histories. The voice of the land is our language 9 carve, and knit, and as they dance. The whole being of the child is involved in hearing the story. Stories Ancient stone are the primary teaching tool in our cultures. The carvings were created stories have been told for generations and continue many centuries ago. to be told today. There are many significant pieces to oral tradi- tions. While there is sometimes room for innovation and creativity, it is important that the people trained to carry the stories retell them accurately, in order to pass down the histories, traditions, laws, and the vari- ous technologies to future generations. The stories are not just stories. They are our foundation, our iden- tity, and our culture.