10 Treaties with Aboriginal Peoples a Great Chief

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Chapter 10 Treaties with Aboriginal Peoples A Great Chief

Crowfoot (Isapo-Muxika) was born in 1830 as Crowfoot was leader of the Blackfoot dur- a member of the Blood (Kainaiwa). He ing very distressing times. The buffalo were became a Blackfoot (Siksika) when his wid- disappearing from the plains. The government owed mother married a Blackfoot man. As a wanted Aboriginal peoples to sign treaties boy, he learned to ride and hunt. As a youth, he and give up the right to their lands. It was a became known for courage. A story tells of time of great change on the western prairies. how Crowfoot showed great bravery during a raid in Montana. The Blackfoot noticed one of their own captured painted tipis in a Crow camp. “Whoever strikes that tipi”, declared the Chief, “will be a future leader of our people.” Crowfoot rushed toward the camp. The Crows saw him approach and fired on him. A bullet struck him in the arm, but passed through, missing the bone. He stumbled for a moment, but got back up and raced on toward the painted tipi. He struck it with his whip. Then he fell to the ground. After this daring deed, he announced that he would take the honoured name of a brave ancestor. The name meant “Crow Indian’s Big Foot,” which interpreters shortened to Crowfoot. As a Chief, Crowfoot was a peacemaker. There was a long tradition of conflict between the Blackfoot and the Cree. To try to end it, Crowfoot adopted the Cree Chief Pound- maker as his own son. Crow- foot also worked for peace between Aboriginals and non- Predicting 1. How do you think the disappearance of the buffalo Aboriginals. and the arrival of settlers will affect the lives of Aboriginal peoples on the prairies? 2. How do you think Aboriginal leaders such as Crowfoot will react to these changes? 3. Make a list of your views on settlement if you were a) a member of an Aboriginal nation in the West, and b) a representative of the Canadian government.

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Early Treaties a steady allowance. It was an amount of money Since the 17th century, Aboriginal peoples had paid once a year. People whose ancestors made treaties with both the French and the signed treaties with the Canadian government British. A treaty is an agreement between peo- still receive this annuity. Today, this annuity is ples or nations, often for friendship, peace, or only worth about $5. Later in this chapter, we the purchase of lands and property. Between will consider how Aboriginal peoples view the French and Aboriginal nations, treaties these treaties. were not written down. Aboriginal nations were not asked to give up any of their land. The Canada Makes Treaties treaties were made as friendship agreements. After Confederation, the Canadian government The French wanted and needed the help of wanted to open the western lands for settle- Aboriginal peoples in the fur trade. ment. To make this possible, government However, when the British drew up treaties, agents had to approach Aboriginal peoples to it was to obtain Aboriginal land. In the begin- give up their rights to the land. The government ning, the British paid the Aboriginal groups wanted them to move onto reserves. Reserves money or goods (guns, blankets, etc). When the were pieces of land set aside for Aboriginal money was spent, the peoples had nothing left peoples. Other people could not settle, hunt, or to live on. After 1818, the British started to pay fish in these areas. treaty money as an annuity. An annuity is like

For Aboriginal peoples of the plains, hunting buffalo was an important part of their livelihood. Almost every part of the great beasts was used—for food, clothing, tools, tipis, fuel, ornaments, and religious ceremonies. 138-151 120820 11/1/04 2:51 PM Page 140

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The Government’s View government also promised to build schools The government of Canada thought the peo- on the reserves. It was acting much the ples of the Plains should farm the land. It pro- same as parents might act towards their vided Aboriginal people with axes, hoes, children. ploughs, spades, grindstones, oxen, and cattle. Some chiefs were presented with a horse, Aboriginal Nations’ View wagon, and medicine chest. In the government’s view, farming was a The Aboriginal peoples did not want to be good alternative way of life for the Plains treated like children.They had lived their peoples. Settling down on a plot of land was nomadic life on the Plains hunting, trapping, far better than roaming the countryside in and fishing for centuries.They had little expe- search of buffalo which were rapidly disap- rience of farming and did not want to be pearing. By teaching the Plains peoples how farmers.They wanted to keep their indepen- to farm and by giving them land, the govern- dence. For centuries, they had established ment thought it was doing what was best for their own governments and lived by their the Aboriginal peoples. Government officials own laws.They felt they had the right to believed the Plains peoples would be happy choose their way of life and to preserve their to have the treaties that guaranteed them an culture and languages. But the signing of the occupation, land, and an annual income.The treaties made this difficult.

Why Did Aboriginal Peoples Sign Treaties? Aboriginal peoples in the West say there were at least three important factors that led them to sign treaties.

1. Disappearance of the Buffalo Buffalo had once roamed in vast herds all over the western plains. A North-West Mounted Police officer on a march from Fort Macleod said that for days he was never out of sight of the buffalo. But by the 1870s in Canada and the

The great demand for buffalo robes and buffalo tongues encouraged ruthless slaughter of the beasts. It was not unusual to find hundreds of rotting buffalo bodies lying on the prairies. Only the tongue and the hides had been taken. Leather manufacturers in the East would pay $2 for each hide. J.A. Gaff, a rancher in southwestern Saskatchewan, claimed to have killed 5200 buffalo in his best season in the 1870s. 138-151 120820 11/1/04 2:51 PM Page 141

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Even the buffalo bones were in demand.The bones could be sold for $5 or $6 a tonne.They were the first product the settlers could gather from their property and sell for cash.Thousands of tonnes of bones were loaded on freight cars and sent east.They were used in bleaching sugar or making fertilizer. Over 3000 railway carloads were shipped from Saskatoon alone.

United States, the buffalo were no longer safer for settlement. As the railway moved far- hunted just for food. Buffalo hunting had ther west, increasing numbers of settlers become a sport. Settlers were anxious to be rid arrived. Towns such as Calgary, Medicine Hat, of the buffalo. Ranchers complained that the Swift Current, Regina, and Moose Jaw grew up buffalo herds were destroying pastures that along the railway’s path. they needed for their cattle. Farmers objected Aboriginal peoples were in a difficult situa- because the great beasts trampled the crops. tion. In the United States, their cousins had As railways were built across the continent in fought a losing battle against the settlers. the United States, the North American herd was Aboriginal lands had been taken, and the peo- split. Many of the buffalo refused to cross the ple had been killed by American soldiers and tracks. This meant that some never moved north settlers. Perhaps the treaties provided a better to Canada again. In less than 10 years, the buf- solution to their problems. falo were almost wiped out. In 1877, the government passed a law to try and protect the buffalo. 3. Sickness and Disease But it was too late. By 1879, the buffalo had all A third disaster struck Aboriginal people about but disappeared. Only white buffalo bones scat- this time. When Europeans came to Canada, tered across the prairies remained of the mas- they brought diseases such as measles, tuber- sive herds that had once roamed the plains. culosis, and smallpox. As the number of set- Aboriginal people from Canada crossed into tlers increased, so did the risk of infection. the United States looking in vain for the buffalo Since these diseases were new to North herds. Some Métis followed rumours of buffalo America, Aboriginal peoples had not developed herds for hundreds of kilometres. The Plains an immunity to them. They had no natural peoples faced a crisis. With the buffalo gone, resistance to these ailments. Also, their tradi- they were threatened with starvation. Farming tional medicines could not fight these new dis- on reserve lands would provide them with eases. In the smallpox epidemic of 1870, about food. This was one reason for signing the 800 members of the Blackfoot (Siksika) popula- treaties. tion died. The diseases severely lowered the spirits of Aboriginal people. 2. Increasing Settlement Canada made 11 treaties with Aboriginal A second reason for signing the treaties was nations of the West between 1871 and 1921. the increase in settlement. Macdonald’s policy From the map on page 144, you can see that was to fill the West with settlers. Now that the huge areas, over 2 million km2, were taken over North-West Mounted Police were there, it was by Canada through these treaties. 138-151 120820 11/1/04 2:51 PM Page 142

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Civics & Society Treaty Number 7—A Case Study

n general, the terms of the treaties were robbed you, and through whisky, caused Isimilar. Treaty Number 7 between the you to quarrel amongst yourselves, she Canadian government and the Blackfoot sent the Police to put an end to it. You (Siksika) is an example. This section tells know how they stopped this and pun- the story of that treaty signing. ished the offenders, and how much good this has done. I have to tell you how It is October 1877. Along the banks of the pleased the Queen is that you have taken Bow River, tipis stretch for many kilome- the Police by the hands and helped them, tres. Representatives from the Aboriginal and obeyed her laws since the arrival of peoples of southern Alberta are gathering. the Police. Chief Crowfoot and his Blackfoot (Siksika) The Great Mother heard that the buf- have arrived. Peigans (Pikani) with Chief falo were being killed very fast....In a Eagle Tail, the Stony with Chief Bearspaw, few years the buffalo will probably be all Rainy Chief and the North Bloods destroyed and for this reason the Queen (Kainaiwa), and the Sarcee (Tsuu Tina) with wishes to help you to live in the future Bull’s Head have walked or ridden to the in some other way. She wishes you to meeting place at the river crossing. The last allow her other children to come and live to arrive is Red Crow and his South Bloods on your land and raise cattle, and should (Kainaiwa). you agree to this she will assist you to A large field tent is set up with a canopy raise cattle and grain, and thus give you in front of it. This is for Lieutenant-Governor the means of living when the buffalo are Laird of the North-West Territories and no more. She will also pay you and your Colonel Macleod of the Mounted Police. children money every year, which you can They are accompanied by 108 scarlet-coated spend as you please. Mounties on their well-groomed horses. The Toronto Globe has sent a reporter to Many of the chiefs ask questions. Eagle observe the signing of the treaty. His Ribs, leader of the Skunks band, is opposed account tells us what happened. Lieutenant- to signing. He threatens to withdraw unless Governor Laird begins to speak: better terms are made. Button Chief, chief of the Blood, complains that settlers and police The Great Spirit has made [us] brothers, are cutting down large amounts of firewood. and we should take each other by the He thinks the government should pay for hand.The Great Mother [the Queen] loves this wood and asks for more money. all her children....She wishes to do Lieutenant-Governor Laird replies that them all good.... If you are good you Button Chief asks for too much. He suggests have nothing to fear from the Queen or that the Blackfoot should pay the Queen for her officers. You know this to be true. sending the whisky traders away and bring- When bad [people] brought you whisky, ing in the Mounties. 138-151 120820 11/1/04 2:51 PM Page 143

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Crowfoot makes his speech. For a few days, the chiefs and their The following day, Crowfoot comes councils talk over the terms of the treaty. forward and asks to be the first to sign the Eagle Ribs, Many Spotted Horses, and White treaty. A 13-gun salute is fired. In addition to Calf are all opposed to signing. However, the Chiefs, eight Mounted Police officers their arguments are presented in private sign below Lieutenant-Governor Laird and council meetings. Colonel Macleod. On Friday, 20 October 1877, the chiefs The Blackfoot choose a stretch of gather to talk about the treaty. The first 320 km on the Bow River as their reserve. speaker is Crowfoot. He begins: This strip of land passes through some of the best game-hunting land, but the poorest The plains are large and wide. We are the farming land on the prairies. children of the plains, it is our home, and the buffalo has been our food always.... If the Police had not come to the coun- 1. How does Lieutenant-Governor Laird’s try, where would we all be now? Bad men speech express the attitude of the gov- and whisky were killing us so fast that ernment toward Aboriginal peoples at this very few of us would have been left time? How are the Aboriginal peoples today.The Police have protected us as the being treated? feathers of the bird protects it from the 2. The Canadian government representatives frosts of winter. I wish them all good, and did not speak the Aboriginal languages trust that all our hearts will increase in and the Aboriginal peoples did not speak goodness from this time forward. I am English.They had to communicate through satisfied. I will sign the treaty. interpreters when they made the treaties. What problems do you think this might Button Chief says: cause? I must say what all the people say, and I agree with what they say. I cannot make new laws. I will sign. 138-151 120820 11/1/04 2:51 PM Page 144

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3. Work in groups. Imagine you are at in favour, or a Canadian government offi- the treaty signing. Choose a role as a chief cial. Make some notes on your point of who is opposed to the signing, one who is view and then present it to the group.

0 TREATIES0 WITH500KM ABORIGINAL PEOPLES IN THE WEST Treaty Boundaries Present Provincial TREATY No. 11 1921 Boundaries 0 100 200 300 km

Hudson Bay

TREATY No. 8 1899 TREATY TREATY No. 5 No. 10 1875 1906-1907 TREATY No. 9 1905 TREATY NO. 6 1866-1899

TREATY NO. 7 TREATY 1877 TREATY No. 4 NO. 3 F 1874 1873 TREATY NO. 1 1871 TREATY NO. 2 1871 N UNITED STATES OF AMERICA

Summary of Treaty Number 7

Blackfoot (Siksika) pledge: Canadian Government pledges: • to give up about 129 500 km2 of land in • reserves (2.59 km2 for every five persons) southern Alberta on which no others will be allowed to • to observe strictly the treaty trespass • to be loyal subjects to the Queen • hunting rights and the right to cut trees • to obey the laws (for firewood and other purposes) on • to keep the peace the reserves • not to harm people or property • $12 each for every man, woman, and child • to bring Aboriginal lawbreakers to justice and $5 each every year as an annuity • $1500 worth of ammunition • a suit of clothing; and a new suit every third year • farm tools, cattle, and potatoes • teachers to instruct their children 138-151 120820 11/1/04 2:51 PM Page 145

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Treaties Bring Change Aboriginal View of the Land These questions have To the Aboriginal peoples, come up many times: land was like the air, sky, and water. It could not be • Did the Blackfoot “owned” by any one per- (Siksika) and the son or group. It was part Canadian government of nature. Nature was understand the treaty respected as a provider of in the same way? life. Aboriginal peoples • Could the Blackfoot believed that the Creator have known how com- wanted the land to be pletely changed their shared by all living things. lives would become This includes other Crowfoot and his family in 1884. because of the treaty? human beings, all animals, • Did they know that, in and plants.They also believed that the land belongs to past and the government’s view, future generations as much as it does to those presently living. they were giving up When Aboriginal peoples signed the treaties, they thought they 129 500 km2 of land were sharing the land with the settlers in the same way they forever? shared it with the animals. Crowfoot’s beliefs about the land are expressed in this passage: Most Aboriginal people Our land is more valuable than your money. It will last for- say no. They say their ever. It will not perish as long as the sun shines and the ancestors did not believe water flows, and through all the years it will give life to men that they were giving up and beasts.We cannot sell the lives of men and animals, and the land forever. They therefore we cannot sell the land. It was put here by the believed they were making Great Spirit and we cannot sell it because it does not really a friendship agreement. In belong to us....As a present to you we will give you any- return for allowing the set- thing we have that you can take with you, the land we can- tlers to share their land, not give. the government would give them food, clothing, and money. The buffalo were disappearing. Settlers were coming into the officials sent by the government to show the the area and Crowfoot knew that nothing could Aboriginal peoples how to farm were not skilled stop them. Crowfoot saw the treaty as a way of teachers. ensuring help and protection for his people in The government placed agents on each the future. reserve. Their job was to give out food, medi- By the late 1870s, most of the Aboriginal cine, and aid. Sometimes the agents cheated peoples on the prairies had signed treaties. It the people and kept the best food for them- was not easy for the Aboriginal peoples to take selves. Sometimes there were not enough up the new life on reserves. There was a wide- rations and supplies to go around. A few agents spread drought across the plains in the early angered the people by treating them with harsh 1880s. For people inexperienced in farming, it words and rudeness. It is not surprising that was a bad time to begin. Also, reserve lands some chiefs, like Poundmaker and Big Bear, were usually not well suited to farming. Some of became discontented and rebellious. 138-151 120820 11/1/04 2:51 PM Page 146

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Skill Building: Debating

Do you like to argue? Do you ever try to con- debate is a formal argument. In a debate, there vince your friends and families that your point of are two teams.The idea is to see which team has view is correct.Then you will like debating.A more skill in speaking and reasoning.

Steps in a Debate Moderator 1. The moderator calls for the debate to begin. He or she also makes sure the debate proceeds smoothly and everyone gets a chance to speak.

Pro Team Con Team Pro Team Speaker #1 Con Team Speaker #1 2. The leader on the pro team 3. The leader on the con team speaks first (2 minutes). He or speaks next (2 minutes). He or she summarizes clearly what the she summarizes clearly what the position of the pro team is on position of the con team is on the issue. the issue.

Pro Team Speaker #2 Con Team Speaker #2 4. Speaker #2 on the pro team 5. Speaker #2 on the con team adds additional information or adds additional information and facts to support the pro team’s tries to counter arguments position. He or she may also raised by the pro team (2 min- argue against some of the points utes). raised by the con team speaker (2 minutes).

Pro Team Conclusion Con Team Conclusion 6. The concluding speaker for the 7. The concluding speaker for pro team has 2 minutes to sum the con team has 2 minutes to up the arguments for the team. sum up. 138-151 120820 11/1/04 2:51 PM Page 147

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Some Helpful Hints! the arguments your opponents will use. Have some counter arguments prepared. Here are some helpful steps to help you prepare for a debate. Try It! Hold a debate. First you need to decide on and 1. Get your facts straight.Thoroughly research state the issue in the debate. A debate topic is your topic. Separate facts from opinions. usually a statement that clearly expresses one side of an issue. For example, you could debate 2. Organize your information so that you can the issue:“The numbered treaties were unfair to present arguments to support your point of the Aboriginal peoples.” view. Make sure that you have a “game plan” Divide the class into two groups. One group before you begin. takes the position that the treaties were unfair to the Aboriginal peoples (the pro team).The 3. Practise your delivery ahead of time. It some- other group takes the position that the treaties times helps to practise before a mirror. Or, ask were fair to the Aboriginal peoples (the con one of your friends to listen to your arguments team). All members of the class research one of and suggest ways to improve your presentation. these positions. When you are ready for the debate, choose 4. Argue with reason, not with emotion. Never three people to speak for each side.The sides lose your temper. Don’t exaggerate. take turns speaking.The teacher or another student acts as a moderator. 5. Make your strongest points first.Try not to get bogged down in a lot of minor details. Don’t Evaluate Yourselves let your opponents sidetrack you from your After the debate, have the class vote to decide argument. which team had the most convincing arguments. Continue with a class discussion on why the 6. Present a reasoned argument.To do this, sup- arguments were strong or weak. Other members port your opinions with facts. Use statements by of the class may suggest arguments that were left experts on your topic. out in the debate.They may also offer counter arguments to points raised by either team. 7. Before the debate begins, try to anticipate

The Indian Act 1876 At Confederation, the federal government took responsibility for Aboriginal peoples, including all reserves. In 1876 the Indian Act was passed. It clearly placed Aboriginal peoples under the guardianship of the Canadian government. The Act also determined the rules by which Aboriginal peoples should live. It aimed to “protect” Aboriginal people until they could be absorbed into the general population. The government wanted them to lose all traces of their original cultures, customs, and traditions. The Indian Act has been changed many times, but it still affects the lives of Aboriginal peoples today. 138-151 120820 11/1/04 2:51 PM Page 148

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A Cree Legend

Long ago a Whiteman came from across the sea to our land. He spoke to our ancestor, who was sitting on a huge log. “Move over,” said the Whiteman. Our ancestor moved over a little and the Whiteman sat on the log. The Whiteman nudged him and again said, “Move over.” The Indian moved over a little. Soon the Whiteman repeated, “Move over.” This happened again and again until our ancestor was pushed off the log. Then the Whiteman said, “The log is now mine.” Our ancestor took off his hat and respectfully asked, “May I sit on one part of the log?” “No,” said the Whiteman, “I am using all of the log. But the stump of the tree is nearby. Why don’t you sit on it?” Since then the Indians have been sitting on the very small stump and hoping that the Whiteman would never want it.

Recounted at Shamattawa, Manitoba.

Note: The terms “Indian” and “Whiteman” are considered offensive today but are true to the original source of the legend.

1. Why is the “Indian” sitting alone on the log at the beginning of the legend? What does the log represent? 2. What happened when the first Europeans arrived in the country? 3. What happened as more and more settlers arrived in the country? 4. What evidence is there in the legend that the “Indians” welcomed the Europeans and showed friendliness toward them? 5. Are the Aboriginal peoples still sitting and hoping? What actions are they taking for change? 6. Tell the legend in your own words. Give it a title. 138-151 120820 11/1/04 2:51 PM Page 149

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Other Aboriginal Claims Haida of British Columbia, the Anishnabe of About half of Canada’s Aboriginal peoples are Ontario, the Lubicon of Alberta, and many oth- not covered by treaties. They never transferred ers defended their lands from miners, loggers, their lands to the government. As the first and developers. They demanded that their inhabitants of that land, they believe they have rights be respected. rights to it even though they do not have legal Some progress is being made, but the strug- documents to prove it. This is known as their gle is a long one and is far from complete. One aboriginal right. They are demanding that the of the largest land settlements in history was government settle their claim to the land and made between the Inuit and the Canadian gov- pay for the right to use it. Before hydroelectric ernment in 1990. This settlement led to the new plants or mines can be built, Aboriginal peoples territory of Nunavut in Canada’s north. The insist that the government guarantee them a Inuit territory covers 350 000 km2 and the Inuit large share of the benefits from the land’s have a form of self-government in the region. development. Aboriginal peoples, as the first But recent conflicts have also emerged. In people on the land, maintain that these claims the summer of 1990, a land dispute caused an are fair, just, and lawful. armed confrontation between a group of During the 1980s and 1990s, Aboriginal peo- Mohawks and the Canadian army. The con- ples challenged Canada to honour its promises frontation occurred on a reserve near Oka, to them. A new generation of political leaders Québec. It lasted 78 days. In 1995, another con- emerged. They are carrying on serious discus- flict erupted at Ipperwash Provincial Park in sions with federal and provincial governments southern Ontario. During this stand-off, an to regain lands held by their ancestors. The Aboriginal man was killed by a police officer.

Fast Forward A Modern Treaty Fourth August 1998 was a historic day for the Nisga’a in New Aiyansh, British Columbia. There were drums, singing and dancing, speeches and a great feast. They were celebrating the first modern land claim treaty signed west of the Rockies since British Columbia joined Canada in 1871. Chief Gosnell said, “Today we join Canada and British Columbia as free citizens, full and equal participants • about $190 million in the social, economic, and political life of this • a government elected by the Nisga’a people that country. That has been our dream for more than a will make laws on culture, language, employment, century.” In 1887 their ancestors had been turned public works, and land use (the Canadian away by the Premier of British Columbia who was Criminal Code and the Charter of Rights and convinced Aboriginal people would be assimilated Freedoms will apply in Nisga’a territory) (swallowed up) by European civilization. • the right to own property in their own villages for Highlights of the Nisga’a Treaty the first time since 1871 • Nisga’a get nearly 2000 km2 along the Nass River For more information on the Nisga’a Nation, visit its in northwestern British Columbia (about 1/10 of web site www.ntc.bc.ca. Related fact sheets and news releases about the agreement can be found at the territory the Nisga’a could claim they own by the British Columbia Ministry of Aboriginal Affairs aboriginal right) web site at www.aaf.gov.bc.ca. 138-151 120820 11/1/04 2:51 PM Page 150

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Activities Understanding Concepts

1. Add these new terms to your Factfile. treaty agents Indian Act annuity debate aboriginal right reserve

2. Why were the buffalo disappearing rapidly from the plains in the 1870s? 3. Explain in your own words the differences between how the Aboriginal peoples and settlers viewed the land. 4. In what ways did the signing of the treaties mean the end of a way of life for Aboriginal peoples of the plains? Use the following web diagram as a guide to outline the changes.

Lifestyle Livelihood (food, clothing, family life, (ways of making a living) community life, etc.)

EFFECTS OF TREATIES ON ABORIGINAL PEOPLES

Health Beliefs, Customs, (physical and psychological) and Traditions

Digging Deeper

5. VIEWPOINTS/DISCUSS Work in groups. Imagine you are new immigrants about to settle in the West.You have heard about the treaty negotiations with the Aboriginal peoples. Discuss the following questions. Choose a spokes- person to report your ideas to the class. a) How much do you think you would know about the Aboriginal peoples, their cultures, and their viewpoints? Why? b) As a settler, what are your main concerns when you arrive in the West? Do you think you would be sympathetic to the Aboriginal peoples’ concerns? Why or why not? c) Do you think relations between Aboriginal peoples and settlers will be friendly or unfriendly? Explain. 138-151 120820 11/1/04 2:51 PM Page 151

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6. THINK Crowfoot consulted with many of his people about signing the treaty. One of these was an old man named Pemmican. Pemmican was known for his great wisdom. His advice was often sought by the Blackfoot (Siksika).When Crowfoot asked if they should sign the treaty, this is what Pemmican answered:

...your life henceforth will be different from what it has been. Buffalo makes your body strong. What you will eat from this money will have your people buried all over these hills. You will be tied down, you will not wander the plains; the whites will take your land and fill it. You won’t have your own free will; the whites will lead you by a halter. That is why I say don’t sign.

Pemmican’s words turned out to be prophetic. a) What does “prophetic” mean? b) In what ways did Pemmican’s words come true?

7. WRITE Imagine you are a newspaper reporter covering the treaty negotiations.What steps do you think the government would have taken if Aboriginal peoples had not agreed to sign the treaties? Write an article for your paper expressing your view on this question. Making New Connections

8. THINK/WRITE Imagine you are a descendant of a Blackfoot (Siksika) who signed Treaty Number 7. How do you think the Blackfoot felt when they found out that the treaty took away their land for all time? How would you feel about the treaty your ancestor signed? Why do some descendants of the Aboriginal people who signed the treaties refer to them as “broken promises?” Write a letter to your ancestor asking questions and expressing your views a century later.

9. INVESTIGATE/GUEST SPEAKER Find out where the nearest Aboriginal reserves are in your area.What band lives on the reserve? Invite an elder or speaker from the reserve to come to your class and talk about the history of the reserve and life there today. Or, contact a Native Friendship Centre in your community and invite a guest speaker to talk about life in the cities for Aboriginal people today.

10. CURRENT EVENTS/MAP WORK Collect newspaper and magazine clippings on Aboriginal rights and land claims today. For example, you could choose the Nisga’a land settlement in British Columbia. As a group project, make a large scrapbook with all your clippings. Include or draw maps showing the areas covered by the land claims.