NELSON HISTORY7 ENHANCEMENTS
AUTHOR AND ADVISOR TEAM Stan Hallman-Chong James Miles Jan Haskings-Winner Deneen Katsitsyon:nio Montour, Charlene Hendricks Rotinonhsyón:ni, Kanyen’kehaka (Mohawk Nation), Turtle Clan, Heidi Langille, Nunatsiavutmiut Six Nations of the Grand River Territory Dion Metcalfe, Nunatsiavutmiut Kyle Ross Benny Michaud,DRAFT Métis Nation SAMPLE
REVIEWERS Jan Beaver, Zaawaakod Aankod Kwe, Yellow Cloud Woman, Bear Clan, Alderville First Nation Dr. Paige Raibmon, University of British Columbia
A special thank you to our Authors, Advisors, and Reviewers for sharing their unique perspectives and voices in the development of these lessons. Nelson encourages students to work with their teachers as appropriate to seek out local perspectives in their communities to further their understanding of Indigenous knowledge. TABLE OF
Nelson History7 Enhancements CONTENTS Authors and Advisors Stan Hallman-Chong Benny Michaud Jan Haskings-Winner James Miles Charlene Hendricks Deneen Katsitsyon:nio Montour Heidi Langille Kyle Ross Dion Metcalfe UNIT 1: NEW FRANCE AND BRITISH NORTH Reviewers Jan Beaver AMERICA: 1713-1800 Dr. Paige Raibmon What Were the Spiritual Practices and Beliefs of The lessons in this resource have been written and developed Indigenous Peoples? 2 with Indigenous authors, educators, and advisors, and are to be What Is the Significance of the Covenant Chain, used with Nelson History7. Fort Stanwix, and British–Inuit Treaties? 10
Senior Publisher, Social Studies Senior Production Project Manager Cover Design Paula Smith Susan Lee Courtney Hellam UNIT 2: CONFLICTS AND CHALLENGES IN
Marketing Manager Content Production Editor Cover Image CANADA: 1800-1850 Katelyn Crawford Cheryl Tiongson Nine OK/Getty Images How Were Indigenous Communities Organized Socially and Politically? 18 Content Manager Copyeditor Asset Coordinator Naomi Go Paula Pettitt-Townsend Suzanne Peden What Is the Lasting Significance of Treaties Signed Content Editor Proofreader Illustrators in the 1800s? 26 Jonathan Furze Linda Szostak Crowle Art Group Content Coordinator Indexer Compositors GLOSSARY 34 Adam Fiske Marilyn Augst Courtney Hellam Cathy Mayer INDEX 35 Design Director Ken Phipps Photo/Permissions Researcher CREDITS 37 Eva Svec Interior Design Courtney Hellam
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NEL TABLE OF CONTENTS iii MIDEWIWIN CEREMONIES WHAT WERE THE The Anishinaabe are a large group of First Nations, including the Ojibwe, Potawatomi, Algonquin, and Odawa. In the 1700s, many Anishinaabe nations conducted Midewiwin SPIRITUAL PRACTICES ceremonies as part of their spiritual beliefs. The Midewiwin was a Grand Medicine Society that was responsible for AND BELIEFS OF keeping sacred spiritual and healing knowledge. The teachings of the Midewiwin were only passed on to certain members of the community, called Mide, who had shown INDIGENOUS PEOPLES? themselves to be healers. The Mide used birchbark scrolls FIGURE E.2 In this undated image, to pass on knowledge from one generation to another. They recorded a birchbark scroll from the Ojibwe instructions for ceremonies to mark major events (such as birth, puberty, of Leech Lake, Minnesota, shows the correct seating arrangement for marriage, and death) on the scrolls. The scrolls were considered sacred and a Midewiwin ceremony. Analyze: In the 1700s, Indigenous peoples, in what is now Canada, maintained a wide were kept by the Elders, who buried or hid them. In Anishinaabe culture in What does this scroll tell you about range of spiritual and religious practices. Passed down through generations, the 1700s, the Mide were primarily men. the importance of tradition among the Anishinaabe people? these belief systems reflected the diversity of the lands they had inhabited People who were initiated into the Midewiwin gradually learned several for thousands of years, as well as their relationships to those lands. This levels of spiritual knowledge from the Elders. Each level of knowledge was lesson will examine the beliefs and values of Indigenous peoples in Canada more powerful than the previous one and was accompanied by a pouch, or during the 1700s, which are still practised by many Indigenous people today. FIGURE E.1 This wood engraving medicine bag. The pouch was used to hold the herbs and items that were from 1853 shows a group of necessary for practising Midewiwin. It was made from the skin of a specific SPIRITUALITY AND HAUDENOSAUNEE Mohawk women in council in a animal, such as a weasel or a bear. FIGURE E.3 This photo was taken Haudenosaunee community in near Keshena, Wisconsin, in 1890 on SOCIAL ORGANIZATION New York State. In Haudenosaunee In addition to spiritual healing, members of the Midewiwin society the Menominee Indian Reservation. nations, clan mothers chose the learned how to use plants to treat illnesses. For example, they used the It shows the setup of a Midewiwin One example of the complex values and beliefs held by Indigenous peoples chief and could also remove him needles of the white pine tree to treat headaches, and the sap of the balsam ceremony. Analyze: Compare this is Haudenosaunee spirituality. The Haudenosaunee believe that in order from power. Analyze: How did the photo with Figure E.2. Are there fir tree to treat colds. Today, more First Nations women and men are for the cycle of the natural world to continue, the people must give thanks values of matrilineal societies, such any similarities in the ceremonial as the Haudenosaunee, differ from practising Midewiwin, as a way to maintain their culture and teachings. arrangements shown on the Ojibwe to the Creator. They also believe all living things and natural phenomena— the values of the European settlers scroll and in this photo? plants, animals, wind, thunder, rain, Sun, Moon, and stars—have spirits. during this time period? In the 1700s, the Haudenosaunee maintained a yearly cycle of ceremonies to give special thanks, beginning with the “Thanks to the Maple” ceremony in early spring and finishing with the mid-winter ceremonies, after which the cycle would begin again. The ceremonies involved speeches, songs, and dances as expressions of thanksgiving to the Creator. Each ceremony opened and closed with a thanksgiving address. Food was prepared at each ceremony and, at the conclusion, was given to all those present. Men, women, and children attended the ceremonies. Each Haudenosaunee clan chose both men and women DRAFT SAMPLE to be Keepers of the Faith. The female Faithkeepers were responsible for the special preparations, such as cooking. The male Faithkeepers were responsible for gathering firewood and water. The men were also responsible for presenting the oral traditions involved in the ceremonies, as well as the songs for all the dances. The Faithkeepers were equal in authority and worked in unity. The position of Faithkeeper was matrilineal a hereditary system of inheriting titles and inherited through the matrilineal clan system. However, the title could also roles through the mother’s be earned through keen interest, enthusiasm, and hard work. lineage
2 UNIT 1: New France and British North America: 1713–1800 NEL NEL What Were the Spiritual Practices and Beliefs of Indigenous Peoples? 3 SPIRITUALITY AND THE TRANSMISSION OF SPIRITUAL BEINGS INUIT KNOWLEDGE Inuit attributed the powers of good and evil to deities, or gods, monsters, and trickster In the 1700s, like it is today, Inuit spirituality was tied to the land, sea, and beings, that lived in a spirit world alongside sky. Inuit told stories of gods, heroes, giants, and spirits in long, elaborate their own. The spirit world was linked to the oral histories. These oral histories connected Inuit to their ancestors and to physical land and was upheld by communal the Tuniit, the first Inuit. beliefs. Prominent deities governed the Inuit recognize, in their oral tradition, that the Tuniit travelled east from elements and the animals associated with what is now southwest Alaska thousands of years ago. As they migrated, them. One of the most important goddesses they developed new strategies to thrive in the icy region. For example, to is Sedna, the mother of sea mammals. In one be able to hunt and travel, the Tuniit mastered an understanding of the Inuit story, Sedna’s fingers are severed, and ice pack that covers the Arctic waters in winter. On land, the Tuniit built she is thrown into the sea. Her fingertips stone piles known as inuksuit (plural of inukshuk, meaning “substitute for FIGURE E.4 Inuit oral tradition become the mammals of the sea—seals, a person”). Inuksuit were used as markers for navigating, hunting, fishing, includes many guiding stories walruses, and whales. As the mother of sea about the Tuniit and how they commemoration, and safety. For example, in caribou hunting, Inuit built mammals, Sedna rules over them and taught the peoples who came after lines of inuksuit on ridges overlooking a valley, to keep the caribou in the them the skills needed to live in controls their migrations. To honour Sedna, valley as they were herded toward waiting hunters. the Arctic. This map shows where Inuit women tattooed their fingers. Inuit Over generations, the ancestors of modern Inuit—the the first Inuit territory was located women received their first tattoos FIGURE E.5 This 1980 Canada Post 8500 years before present (BP), Taissumanialungmiut, or Thule culture—moved into the region. They stamp shows a sculpture of Sedna in adolescence. the regions Inuit inhabit today, displaced what legend describes as shorter, stockier people, who fled when by Kiawak Ashoona of Cape Dorset. as well as the routes travelled by According to Inuit, Sedna’s legs Inuit ancestors as they settled the approached. However, a few Tuniit did make contact with the ancestors of THE ANGAKKUQ turned into a whale’s tail after she Arctic. Analyze: How would an oral the modern Inuit, sharing their knowledge of the land. An individual who showed signs of being sensitive to the spiritual world could was thrown into the sea. Analyze: tradition that includes migration What does this stamp reveal about stories influence a people’s be trained as an angakkuq, or shaman—a person who was able to cross the Sedna’s importance to Inuit? relationship to the land? Inuit Settlement of the Arctic boundary between the physical world and the spirit world to communicate with the supernatural forces that govern people’s lives.
N Names were important in Inuit culture. Just as spirits could help a Greenland shaman, a name could help a person as a source of strength, power, and Siberian Sea protection. People who shared the same name had a special bond. As a Yupik ARCTIC name was passed down through generations, the positive and negative acts
OCEAN of the people who had that name were also passed on. People who became Bering sick often had their names changed by the shaman. Sea
Kalaallit Aleut Inupiat ik “If there was a real sickness in a person, that person might p u Inuvialuit Y be carrying a name that was not right for him. The [shamans] wouldn’t be aware of this but the tuurngaq [helping spirit] would find out that the person shouldn’t have had that name.… In the Nattilik area if we were an angakkuq and our tuurngaq, helping spirit, came and was close NunavutDRAFT SAMPLEby, the sound of the tuurngaq would come out of us. We wouldn’t be Labrador Sea PACIFIC OCEAN singing. We would be using the voice of the tuurngaq. Other regions Nunatsiavut had different ways of doing this.”
present-day Inuit — Mariano Aupilaarjuk, Inuk Elder, Rankin Inlet, Nunavut settlement Hudson Nunavik Bay First Inuit territory, 8500 BP FIGURE E.6 In this quote from 1991, Mariano Aupilaarjuk explains how an angakkuq, Tuniit or shaman, could help a person who was ill. Analyze: How does the work of a shaman Taissumanialungmiut demonstrate the importance of tradition in Inuit culture? 0 430 km
4 UNIT 1: New France and British North America: 1713–1800 NEL NEL What Were the Spiritual Practices and Beliefs of Indigenous Peoples? 5
Gr7 Ontario Indigenous Enhanced SB 0176886737 FN f01_onie7sb CO Crowle Art Group
Pass 3rd pass Approved Not Approved MÉTIS SPIRITUALITY CHRISTIAN BELIEFS AMONG THE During the 1700s, Métis spiritual practices incorporated Indigenous “One can HAUDENOSAUNEE traditions, like the sweat lodge, the medicine wheel, and the sacred pipe. honour both the feather Some Mohawk communities first converted During holidays, such as Thanksgiving, Métis people often put food out or and the fiddle.” to Christianity in the mid-1600s, while still living in their ancestral homelands in set a place for ancestors who were no longer physically present. Many Métis — Harry Daniels also practised Christianity and also used traditional medicines to pray, give upper New York State. Some converted to thanks, and cleanse themselves spiritually. Protestantism after coming into contact FIGURE E.7 This comment was with the missionaries accompanying their Whether particular Métis families focused their spiritual practice within made by Métis politician and the Church or within the sweat lodge, they shared a common belief in the activist Harry Daniels. Analyze: Dutch trading partners to the south. Others interconnectedness of all things. Métis people had a deep love and respect What do the symbols of the feather converted to Catholicism after contact and the fiddle refer to? What with the Jesuit missionaries accompanying for the lands they inhabited. They believed that they had a responsibility to does this comment suggest about care for these lands, and continue this belief today. choice, in relation to Métis culture? their French trading partners to the north. Encouraged by Jesuit missionaries to relocate closer to their French allies, CHRISTIANITY AND INDIGENOUS CULTURES FIGURE E.9 Kateri Tekakwitha Catholic Mohawks founded three settlements near Montréal, which still Christian missionaries had been accompanying European settlers and (1656–1680), an early Mohawk exist today. Kahnawake and Kanesatake were founded in the early 1700s, convert to Christianity, was named traders to North America since the early 1600s. Their goal was to encourage and Akwesasne was founded in the 1740s. These communities formed a a saint by Pope Benedict XVI in Indigenous peoples to convert to Christianity. Indigenous peoples who 2012. This 2015 photo is of the political alliance with the French and were instrumental in containing adopted Christian practices did so for a range of reasons—out of sincere National Shrine of Saint Kateri British attempts to expand into New France. belief, in order to access new forms of spiritual power or medicine, in Tekakwitha in Fonda, New York. Some Mohawks and Oneidas in upper New York State adopted Tekakwitha is the first Indigenous order to build political alliances, or to maintain trade relationships with Protestant Christianity in the early 1700s. During the American Revolution person from North America to be the Europeans. Others resisted conversion. As you read more about the recognized as a Catholic saint. She (1775–1783), many of the Haudenosaunee nations in New York State allied influence of Christianity on Indigenous peoples, determine the similarities is a controversial figure among with the British against the American patriots. Following the British defeat, some First Nations, as she is and differences in First Nations, Métis, and Inuit experiences and responses these nations migrated to Ontario and founded the Mohawks of the Bay of connected to colonization. Analyze: to Christianity. What does this photo reveal about Quinte First Nation and the Six Nations of the Grand River. A community St. Kateri’s relevance today? of Christian Oneidas from New York State migrated to Ontario in 1840 and founded the Oneida Nation of the Thames. Many Haudenosaunee “There were and are many different beliefs associated How did the communities still have Christian congregations today. with the spirits of deceased, and how to keep them from wandering beliefs of Metis people among or influencing the living. For instance, a family might bury a change and stay deceased member according to church practices and services. However, the same during this to keep the spirit from wandering back to the family, they would place period? food and tobacco in the grave and change the location of the door in their house. In other instances, individuals were not buried on certain FIGURE E.8 This quote from days or at certain times in the belief that bad luck or death would befall May 30, 2003, describes Métis other people.” spiritual practices regarding the spirits of the deceased. Analyze: — Darren R. Préfontaine, Todd Paquin, and Patrick Young, How do these spiritual practices Gabriel Dumont Institute reflect both European and First DRAFTNations beliefs? SAMPLE
MÉTIS SPIRITUAL PRACTICES AND CHRISTIANITY Missionaries would sometimes travel with Metis families who lived in the nomadic describing a group FIGURE E.10 Her Majesty’s Royal Chapel of the Prairies. The missionaries would adopt the Métis nomadic lifestyle, and Mohawks was built in 1785 by Joseph Brant and his travel between groups of Métis, providing spiritual guidance and instruction. of people who do not have a permanent home and travel followers in a Mohawk village located in the area now Before a bison hunt, they would also perform Christian services for the from place to place known as Brantford, Ontario. It was the first Protestant hunters. The missionaries would pray for the hunters’ protection from death Church in Upper Canada, and it is now the oldest Anglican Church in Canada. Analyze: How might the and injury. When missionaries earned the respect of the hunting party, building of this church be understood in the history of Métis would give them the best cuts of bison meat. the Mohawk people?
6 UNIT 1: New France and British North America: 1713–1800 NEL NEL What Were the Spiritual Practices and Beliefs of Indigenous Peoples? 7 INUIT AND MORAVIAN MISSIONARIES The missionaries brought with them new foods, new instruments, and Contact between Inuit and Europeans new beliefs. Some Inuit began spending the winter near the Moravian varied greatly from one region of the settlements, returning north to hunt and fish in the spring and summer. Arctic to another. Inuit living in Nunavut The Moravians controlled all trade with Inuit and provided religious and encountered few European settlers and educational instruction and medical treatment. The Moravians taught Inuit missionaries during the 1700s and 1800s. to believe that the knowledge and practices that had helped them survive They continued to live migratory lifestyles for thousands of years were evil and wrong. The missionaries strongly and maintain their own spiritual practices. shamanism practice of condemned traditional practices like facial tattooing and shamanism, a shaman, a mystical or which Inuit had practised since time immemorial. In this way, the Inuit living in Labrador, however, religious expert experienced earlier, consistent contact with Moravians interrupted the transmission of this important knowledge from European traders and settlers. By the early one generation to the next. 1500s, European fishers and whalers were sailing to Labrador each year. Occasional contact between the two cultures led to Inuit trading with Europeans. While Inuit FIGURE E.11 This photo shows the continued to practise their own lifestyle, some began to travel south each Moravian mission at the settlement summer to trade for European goods. of Nain in 1884. The Moravian missions became important trading The first permanent European settlement in Labrador was founded at centres for Inuit in Labrador. Nain in 1771 by the Moravians, a group of German-speaking Protestant Analyze: What features of this missionaries. These missionaries were granted a large tract of land by the settlement would be beneficial for trade? British government in return for helping the British government interact with Inuit. Over the next decade, the Moravians founded two more settlements, at Okak and at Hopedale. The Moravians travelled among Inuit communities of Labrador with the intent of converting Inuit to Christianity.
FIGURE E.12 This painting was created in 1819 by Maria Spilsbury, a British artist who is known for her works on religious themes. It shows a Moravian missionary talking with Inuit in Nain, Labrador. Many of FIGURE E.13 This photo from 1916 shows an Inuk woman with traditional FIGURE E.14 Traditional tattoos are now making a the Moravian missionaries spoke facial tattoos. Analyze: What are some possible reasons why Christian comeback, thanks to Inuit women like filmmaker some Inuktitut (the Inuit language) missionaries wanted to stop the practice of tattooing? How do you think Alethea Arnaquq-Baril, pictured here in Toronto in because they had previously the practice of tattooing survived the attempts to ban it? 2018. Her film Tunniit documents her journey to learn lived among Inuit of Greenland. about Inuit women’s facial tattoos. Analyze: How could Analyze: Examine the clothing more exposure to traditional Inuit tattooing through the missionary is wearing in this the media influence Indigenous and non-Indigenous painting. What does the artist communities across Canada? suggest about this missionary’s relationship with Inuit? DRAFT SAMPLECHECK-IN 1. CONTINUITY AND CHANGE How did the spiritual 3. HISTORICAL PERSPECTIVE How might the beliefs beliefs of Indigenous peoples change during and values of Indigenous peoples have influenced this time period? How did these changes impact European settlers? other aspects of their cultures? 2. INTERPRET AND ANALYZE Examine the evidence for factors that led to changes in the spirituality of Indigenous peoples. Which factors do you think had the greatest impact?
8 UNIT 1: New France and British North America: 1713–1800 NEL NEL What Were the Spiritual Practices and Beliefs of Indigenous Peoples? 9 WHAT WERE THE SPIRITUAL PRACTICES AND BELIEFS OF INDIGENOUS PEOPLES? Student Book pages 2–9
LESSON SUMMARY HISTORICAL THINKING CONCEPTS EXPECTATIONS Historical Perspective A1.1, A2.6, A2.5 Continuity and Change
CRITERIA FOR SUCCESS INQUIRY SKILLS FOCUS Students can • identify key aspects of First Nations, Métis, and Inuit spiritual practices and beliefs Interpret and Analyze • analyze continuities and changes in Indigenous spiritual practices and beliefs over time RELATED MATERIALS • determine the impact of Christianity on Indigenous spiritual practices and beliefs BLM EU1.1 Identifying Spiritual SUGGESTED ASSESSMENT STRATEGIES Practices and Beliefs of • Think-Pair-Share Indigenous Peoples • Exit Card BLM EU1.2 Identifying Continuity and Change in MAP, GLOBE, AND GRAPHING SKILLS Spiritual Practices and Beliefs • extract information from, and analyze, a map BLM 0.11 Analyzing Visual Sources History7 Student Resource, p. 25
HISTORY BACKGROUND The spiritual practices and beliefs of Indigenous French missionaries were largely from the Society peoples are complexDRAFT and vary by nation, group, SAMPLEof Jesus (commonly known as the Jesuits), a and place. It is important to emphasize that the Catholic organization that was established in Spain spiritual practices of all Indigenous peoples cannot in 1540. Several other Catholic organizations, such be simplified into one unified group of practices. as the Augustinians, the Franciscans (sometimes This lesson focuses on the practices and beliefs of known as the Recollects), and the Dominicans, also the Haudenosaunee, the Anishinaabe, the Métis, and sent missionaries to North America, as did some Inuit. While elements of these practices and beliefs Protestant organizations. One of the Protestant may be found in other Indigenous societies, it should organizations was the Moravian Church, a German not be assumed that they can be transferred to all sect that obtained permission from the British to nations or groups. It is also important to emphasize establish missions in what is now Labrador. that while these spiritual practices and beliefs have a Europeans saw the spread of Christianity as a major historical component, they are still followed today. goal of colonization, along with trade, commerce, When European explorers, traders, and settlers military power, and status. Indigenous peoples’ began arriving in what is now Canada, they relationships with Christianity varied from one group brought with them missionaries and the common to another, the timing of their initial contact with European belief that Christianity was superior Europeans, and their geographic location. Some to Indigenous peoples’ spiritual practices. This Indigenous people embraced Christianity for a range belief was often accompanied by the belief that of reasons, while others resisted conversion. The Indigenous peoples were primitive and needed to complicated legacy of this acceptance or resistance be “civilized”, in part through religious conversion. still resonates in Indigenous communities today.
NEL What Were the Spiritual Practices and Beliefs of Indigenous Peoples? 1
history7tr_int_ONIE7TR.indd 1 17/01/19 8:09 PM TEACHING NOTES MINDS ON • Ask: What are different practices and beliefs associated with spirituality? ✓ ASSESSMENT Have students use a Think-Pair-Share activity to brainstorm different practices and beliefs that are associated with the word spirituality. To help start their thinking, ask them to consider the relationship between religion and spirituality. Suggest that spirituality can include organized religions, such as Christianity or Islam, but it is often considered a more expansive idea, which can include beliefs not connected with religion. Students’ ideas about beliefs might include the belief in a god or gods, spirits, cosmic forces, religious figures such as prophets or saints, or spiritual connections to the land or animals. Their ideas might also include the non-existence of god or any higher power. Practices might include ceremonies, rituals, and the creation of social structures or organizations. • Ask students to reflect silently on their own spiritual practices or beliefs. Inform students that, in this lesson, they will be identifying the historical perspectives of different Indigenous peoples on spiritual practices and beliefs. Remind students that while some spiritual practices and beliefs ELL of Indigenous peoples have changed over time, there are also important Ensure that students continuities in the practices and beliefs of Indigenous peoples today. understand key vocabulary, such as the meanings of ACTION the terms matrilineal and patrilineal, and the difference • Ask: What would someone who was trying to understand your spiritual between the two. Give a practices and beliefs need to take into account or consider? (the society, simple example by asking culture, and family in which they live; the social structures and students if most Canadians’ last names come from organizations that exist in their society; the history of their practices their father or their mother. and beliefs) Inform students that, in this lesson, they will first examine Discuss with students what spiritual practices and beliefs of the Haudenosaunee, the Anishinaabe, this convention says about and Inuit. They will then consider how those practices and beliefs our society and whether DRAFTchanged and stayed the SAMPLE same after the Christian missionaries arrived. contemporary Canada can be considered patrilineal, • Have students work in groups of three to identify Indigenous matrilineal, or neither. perspectives on spiritual practices and beliefs using Student Book pages Students can create a running 2 to 5. To help students take historical perspectives, provide them with dictionary for terms not BLM EU1.1 Identifying Spiritual Practices and Beliefs of Indigenous defined in the glossary. Peoples, which provides guiding questions for students. Have each student in each group focus on either the Haudenosaunee (page 2), the DI To Support Anishinaabe (page 3), or Inuit (pages 4 and 5). To lower the amount of • As students work on building their understanding of spiritual reading, use a jigsaw activity. practices and beliefs using the BLM, have them stop to analyze the Divide the class into three larger groups, with each sources and images included. Have them respond to the Analyze group focusing on either questions for each figure in their group. Ask students to keep in mind the Haudenosaunee, the what each source tells them about spiritual practices and beliefs. Anishinaabe, or Inuit. Then Consider modelling the response to one of the questions with the ask students to get into class and then inviting students to share their responses to another groups of three, with each student teaching their group question with the class. what they learned. Figure E.1 Analyze: Haudenosaunee communities were matrilineal, and women held a large amount of political and spiritual power. European
2 UNIT 1: New France and British North America: 1713–1800 NEL
history7tr_int_ONIE7TR.indd 2 17/01/19 8:09 PM communities were largely patrilineal, with men occupying most positions of political and spiritual power. Figure E.2 Analyze: The scroll showing the seating arrangement reveals that protocol and tradition were important aspects of Anishinaabe spiritual practices, such as this Midewiwin ceremony since the scroll could be used as a guide and a record for future generations. Figure E.3 Analyze: The photograph shows some similarities with the scroll, such as the shape of the structure in which the ceremony was being held and the seating arrangement, which has people sitting against the walls of the structure. • After students have analyzed the Midewiwin ceremonies using the text WEBLINK and sources, have them reflect on similarities and differences between these ceremonies and the ceremonies of other cultures. Ask students to discuss the following questions in small groups and then share their ideas as a class: What aspects of these spiritual ceremonies can be found in the ceremonies of other cultures and religions? What is unique about the Midewiwin ceremonies? (the structured nature of a spiritual ceremony, which is common in most major religions; the important role of Elders and the passing on of knowledge, some of which is held secretly by select members of the society; the unique healing abilities of the Mides; the use of plants to treat illnesses) Students can continue filling in BLM EU1.1. • Before moving on to Student Book pages 4 and 5 (Inuit spirituality and knowledge), discuss with students the importance of oral traditions to Indigenous spirituality and knowledge. Ask: Why were carefully practised oral histories and storytelling essential for maintaining spirituality and knowledge in Indigenous communities? (Indigenous cultures relied on oral traditions, instead of written traditions, for communicating knowledge; this gave greater importance to those who were knowledge keepers or Faithkeepers) Direct students to read Student Book pages 4 and 5, which focus on Inuit spirituality and the transmission of knowledge. Ask students to respond to the Analyze questions with a partner. Circulate in the class, and discussDRAFT with pairs their responses. SAMPLE Figure E.4 Analyze: An oral tradition with migration stories would help WEBLINK to strengthen Inuit connections to the land by making clear how Inuit had moved over, and related to, the land over time and through the DI To Extend yearly cycle of seasons. Have students do online Figure E.5 Analyze: The carving on the stamp shows Sedna’s connection research to find an example to whales, which were an essential part of Inuit livelihood and culture. of an Inuit oral tradition. Sedna controlled the whales that played an important part in Inuit life. Figure E.6 Analyze: The work of a shaman demonstrates the importance of tradition in Inuit culture because the treatment of illness was dependent on the transmission of knowledge from one generation of shamans to the next. • After students have completed their section of BLM EU1.1 Identifying Spiritual Practices and Beliefs of Indigenous Peoples, ask them to share with their group what they learned about Indigenous spiritual practices and beliefs, and complete the remaining sections of the BLM. Then have students share their ideas as a class. Invite them to share one belief or practice that was found in more than one Indigenous group and one unique belief or practice for each group.
NEL What Were the Spiritual Practices and Beliefs of Indigenous Peoples? 3
history7tr_int_ONIE7TR.indd 3 17/01/19 8:09 PM • Invite students to consider how practices and beliefs change when groups from different cultures come into contact with one another. Share ideas as a class. Students’ ideas might include the following: groups mixing or integrating their different practices and beliefs; one group adopting or being assimilated into the belief system of another group; or groups resisting or rejecting the practices and beliefs of other groups. • Have students read Student Book pages 6 to 9 and consider how Indigenous spiritual practices and beliefs were impacted by Christianity and changed over time. Provide students with BLM EU1.2 Identifying Continuity and Change in Spiritual Practices and Beliefs. Have students work in their groups for the first part of the activity, with each group member focusing on the Haudenosaunee (page 6), the Métis (page 7), or Inuit (pages 8 and 9). • Discuss with students how the Métis represent the coming together of two belief systems. Ask: What do Métis spiritual practices and beliefs tell us about what can happen when belief systems meet? (spiritual beliefs can merge to form a new belief system; communities can have beliefs that draw from different traditions at the same time) Ask students to analyze WEBLINK the sources for evidence of continuity or change in the practices and beliefs of the Métis. Figure E.7 Analyze: Tell students that the fiddle came from Europe but was quickly adopted by Métis musicians. In this comment, the feather represents Indigenous practices and beliefs and the fiddle represents European practices and beliefs. Métis fiddlers are known for their unique style of traditional folk music, performing at dances and other social gatherings. This comment suggests that these two belief systems can exist alongside each other in Métis culture. Figure E.8 Analyze: This quote describes the practice of burial, which is a Christian tradition, and the practice of placing food and tobacco in a grave, which is an Indigenous tradition. It shows how practices from both DRAFTtraditions existed alongside SAMPLE each other in Métis communities. CONTINUITY • Direct students to consider the continuity and change question on AND CHANGE Student Book page 6. Divide the class into two groups. Ask one group to find two examples of continuity and the other group to find two examples of change. Have students share ideas as a class, and record and display their ideas. • Ask students to think about the consequences of the arrival of Christianity in Indigenous communities. Suggest that students think about the context of the time and the culture and economy of European missionaries and settlers. Ask: What are some reasons why Indigenous people might have accepted Christian practices and beliefs? (Indigenous people might have benefited from increased communication and trade with the newcomers if they became Christian; some Indigenous people might have wanted to become “true believers”) What are some reasons why Indigenous people might have rejected or resisted Christian practices and beliefs? (Indigenous people might have seen Christianity as undesirable and might have understood their own practices and beliefs
4 UNIT 1: New France and British North America: 1713–1800 NEL
history7tr_int_ONIE7TR.indd 4 17/01/19 8:09 PM to be essential to their culture; they might have seen Christianity as part of a wider, harmful system of colonization) You may wish to have students consider what the desire of Christian missionaries to convert Indigenous peoples tells us about Christian worldviews at the time. Students’ responses to these questions will vary, and it is important to understand that there is no one correct answer to this complex issue. There are multiple competing perspectives on the significance of the meeting of Christian and Indigenous belief systems. • Ask students to analyze the two sources found in Figures E.9 and E.10. Consider spending more time discussing the symbols used in Figure E.9. You may want to use BLM 0.11 Analyzing Visual Sources to complete a full analysis of this image, including the use of Haudenosaunee and Christian symbols. Figure E.9 Analyze: The photo shows that Kateri Tekakwitha is still venerated as a saint by Catholics today. Figure E.10 Analyze: The building of this church might have signalled a turning point, since this church was the first permanent structure of protestant Christianity on Mohawk land in what is now Canada. It suggests the establishment of Christianity as a permanent feature of Haudenosaunee society. Figure E.11 Analyze: The location of the settlement on a body of water DI To Extend would facilitate trade between Inuit and Europeans. Have students research the Figure E.12 Analyze: The artist suggests that the missionary has adopted long-term consequences some aspects of the Inuit lifestyle. She also suggests that the missionary of Moravian missions, such was able to communicate with Inuit, and that they listened to what he as Hebron, on Labrador’s had to say. coast. Hebron was eventually Figure E.13 Analyze: Christians may have wanted to stop the practice abandoned in 1959. of tattooing because it was not one of their own practices. They wanted Inuit to reject traditional Inuit beliefs, become Christians, and accept WEBLINK Christian practices. The practice of tattooing may have survived attempts to ban it because of the continuity and resilience of Inuit practices and beliefs. DRAFT SAMPLE Figure E.14 Analyze: More exposure to this traditional practice through the media could strengthen the ties of Indigenous communities to traditional Inuit culture and could help non-Indigenous communities learn about Inuit practices and beliefs. CONSOLIDATION • Use Exit Cards to assess students’ understanding of continuity and ✓ ASSESSMENT change in Indigenous spiritual practices and beliefs. Have students record two examples of continuity and two examples of change in Indigenous spiritual practices and beliefs. Invite a few students to share one example of each with the class. Collect the exit cards at the end of class.
The Big Six Links – Continuity and Change, pages 74–101 – Historical Perspectives, pages 136–167
NEL What Were the Spiritual Practices and Beliefs of Indigenous Peoples? 5
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