“We Have Kept Our Part of the Treaty” the Anishinaabe
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Obsolete Theory of Crown Unity in Canada and Its Relevance to Indigenous Claims
Osgoode Hall Law School of York University Osgoode Digital Commons Articles & Book Chapters Faculty Scholarship 2015 The Obsolete Theory of Crown Unity in Canada and Its Relevance to Indigenous Claims Kent McNeil Osgoode Hall Law School of York University, [email protected] Source Publication: (2015) 20 Review of Constitutional Studies 1-29 Follow this and additional works at: https://digitalcommons.osgoode.yorku.ca/scholarly_works Part of the Indian and Aboriginal Law Commons Repository Citation McNeil, Kent, "The Obsolete Theory of Crown Unity in Canada and Its Relevance to Indigenous Claims" (2015). Articles & Book Chapters. 2777. https://digitalcommons.osgoode.yorku.ca/scholarly_works/2777 This Article is brought to you for free and open access by the Faculty Scholarship at Osgoode Digital Commons. It has been accepted for inclusion in Articles & Book Chapters by an authorized administrator of Osgoode Digital Commons. The Obsolete Theory of Crown Unity in Canada and Its Relevance to Indigenous Claims Kent McNeil* This article examines the application of the L'uteur de cet article examine l'pplication theory ofthe unity ofthe Crown in Canada in de la theorie de Punite de la Couronne the context of Indigenous peoples. It reveals a au Canada dans le contexte des peuples consistent retreat by the courtsfrom acceptance autochtones. I rivile une retraite constante of the theory in the late nineteenth century to de la part des tribunaux de lipprobation de rejection ofit in the secondhalfofthe twentieth la theorie a la fin du dix-neuvidme sicle a century. This evolution ofthe theory' relevance, son rejet au cours de la deuxidme moiti du it is argued, is consistent with Canada federal vingtidme sidcle. -
Treaties in Canada, Education Guide
TREATIES IN CANADA EDUCATION GUIDE A project of Cover: Map showing treaties in Ontario, c. 1931 (courtesy of Archives of Ontario/I0022329/J.L. Morris Fonds/F 1060-1-0-51, Folder 1, Map 14, 13356 [63/5]). Chiefs of the Six Nations reading Wampum belts, 1871 (courtesy of Library and Archives Canada/Electric Studio/C-085137). “The words ‘as long as the sun shines, as long as the waters flow Message to teachers Activities and discussions related to Indigenous peoples’ Key Terms and Definitions downhill, and as long as the grass grows green’ can be found in many history in Canada may evoke an emotional response from treaties after the 1613 treaty. It set a relationship of equity and peace.” some students. The subject of treaties can bring out strong Aboriginal Title: the inherent right of Indigenous peoples — Oren Lyons, Faithkeeper of the Onondaga Nation’s Turtle Clan opinions and feelings, as it includes two worldviews. It is to land or territory; the Canadian legal system recognizes title as a collective right to the use of and jurisdiction over critical to acknowledge that Indigenous worldviews and a group’s ancestral lands Table of Contents Introduction: understandings of relationships have continually been marginalized. This does not make them less valid, and Assimilation: the process by which a person or persons Introduction: Treaties between Treaties between Canada and Indigenous peoples acquire the social and psychological characteristics of another Canada and Indigenous peoples 2 students need to understand why different peoples in Canada group; to cause a person or group to become part of a Beginning in the early 1600s, the British Crown (later the Government of Canada) entered into might have different outlooks and interpretations of treaties. -
Horse Traders, Card Sharks and Broken Promises: the Contents of Treaty #3 a Detailed Analysis December 21, 2011
Horse Traders, Card Sharks and Broken Promises: The Contents of Treaty #3 A Detailed Analysis December 21, 2011 Many people have studied, written about and talked about Canada's 1873 Treaty #3 with the Saulteaux Anishnaabek over 55,000 square miles west of Lake Superior. We are not the first nor the last. We are not legal experts or historians. Being grandmothers, we have skills of observation and commitment to future generations. Our views are our own. We don't claim to represent any community, tribe or nation though we are confident many people agree with us. We do think everyone in this land has a duty to know about the history that has brought us to this time. Our main purpose here is to prompt discussion of these important matters. Treaty 3 was a definitive one that shaped the terms of the next several Treaties 4 - 7. Revisions to 1 and 2 also resulted from it. The later treaties used Treaty 3 as a role model. For the 1905 Treaty 9 with the James Bay Cree, this was difficult because the Dominion Government was trying to pay even less for the Cree territory than they had for the Saulteaux Ojibwe territory. The Cree were fully aware of what had gone on. In our view, a Treaty is something that must be reviewed, renewed and reconfirmed at regular intervals in order for it to maintain its authority with the signatories. If anyone fails to adhere to the Treaty terms, then it becomes a broken Treaty no longer valid. Can a broken jug hold water? INTENT OF THE TREATIES - A Program to Steal the Land by Conciliatory Methods (Note#4,5) In this article, we examine some of the key elements of Treaty #3 aka the North-West Angle Treaty. -
Fishing Licenses
TABLE OF CONTENTS PAGE NEW Regulations for 2006 n....................................................................5ew Fishing Licenses .......................................................................................7 General Regulations................................................................................10 Angling Methods................................................................................10 Possessing Fish ..................................................................................10 Transporting Fish ...............................................................................11 Other...................................................................................................13 Seasons and Limits ............................................................................15 Inland Waters......................................................................................15 Stream Trout.......................................................................................18 Lake Superior and Tributaries ................................................................20 Special Regulations............................................................................24 Intensive Management Lakes.............................................................24 Individual Waters ...............................................................................25 – Lakes.............................................................................................25 – Streams and Rivers .......................................................................35 -
PDF – Treaty #3 Education Awareness
NOVEMBER 2-6, 2020 TREATIES RECOGNITION WEEK TREATY #3 EDUCATION AWARENESS The History of Treaty #3 in Canada Treaty #3 The new Dominion of Canada believed that its future lay in Signed on October expansion across North America. Most parties had expansionist views which called for the annexation of Rupert’s Land, the huge 3rd, 1873. Chief expanse of land covering the Hudson Bay watershed and Mawedopenais of dominated by British ownership and the Hudson Bay Company Rainy River made operations. This was desirable land the government wanted to acquire. the sacred handshake with At their base, the Treaties were land development on a huge scale. A total of 11 numbered Treaties were negotiated during this the Queen's time period (1871-1921) culminating with Treaty 11 finally in 1921. representative on behalf of the other chiefs. GRAND COUNCIL TREATY #3 PAGE 01 As a means to facilitate settlement of the west, through the rich agricultural land of the Prairies, and to protect this land from assimilation of the United States, the government desired access to the Treaty 1 rich land west of the Red River Valley for the settlement of Euro Canadian citizens designed to create and build the economy of the Signed August 3, Dominion of Canada. 1871, after 8 days In 1857, Chief Peguis of the Anishinaabe petitioned the Aborigines of negotiation, Protection Society in the United Kingdom for “fair and mutually between the advantageous treaty” for his people. The Hudson Bay Company’s sale of Rupert’s Land to the Crown had caused alarm, particularly since Canada and the Indigenous peoples had never recognized their trading partners as Anishinaabek and having any jurisdiction over them or their lands. -
Chapter 6232 Department of Natural Resources Big G a M E
MINNESOTA RULES 2008 4 6 4 CHAPTER 6232 DEPARTMENT OF NATURAL RESOURCES BIG G A M E 6 2 3 2 0 4 0 0 REGISTRATION OF DEER 6232 3800 APPLICATION PROCEDURES FOR A MOOSE 6 2 3 2 0 6 0 0 SEASONS AND ZONES FOR TAKING DEER BY LICENSE ARCHERY 6232 4100 MOOSE ZONES 6232 1400 ZONE DESCRIPTIONS 6 2 3 2 4 4 0 0 GENERAL REGULATIONS FOR TAKING ELK 6232 1500 ARMS USE AREAS AND RESTRICTIONS 6232 4500 ELK LICENSE APPLICATION PROCEDURE 6 2 3 2 1980 TAKING DEER BY ANY WEAPON USING 6232 4600 ELK ZONES DISEASE MANAGEMENT PERMITS 6232 4700 REGISTRATION BLOCKS 6232 2900 BEAR PERMIT PROCEDURES 6232.0400 REGISTRATION OF DEER. Subpart 1 [Repealed, 20 SR 2287] Subp 2 Registration requirements. Persons tagging a deer must present the deer for registration at a designated deer registration station or agent of the commissioner and obtam a big game possession tag [For text of items A and B, see MR.] [For text ofsubps 3 and 4, see M R ] Subp 5 Deer taken in the special bovine tuberculosis area. Deer taken in the spe cial bovine tuberculosis area (deer area 101) must be registered prior to transport outside the area. Statutory Authority: MS s 97A 535, 97B 311 History: 33 SR 215 6232.0600 SEASONS AND ZONES FOR TAKING DEER BY ARCHERY. Subpart 1 Open dates. The open dates for taking deer by archery are from the Satur day nearest September 16 through December 31. Subp 2 [Repealed, 33 SR 215] Subp 3 [Repealed, 20 SR 2287] Statutory Authority: MS s 97B 311 History: 33 SR 215 6232.1400 ZONE DESCRIPTIONS. -
Indian Reserves on the Prairies 243
1985] INDIAN RESERVES ON THE PRAIRIES 243 INDIAN RESERVES ON THE PRAIRIES RICHARD H. BARTLETT~ Indian reserves comprise the only land left to the Indians of the Prairie Provinces. This paper endeavors to examine and explain the rights of ownership and administra tion held by the Indians and Governments in such lands. It endeavors to determine what the treaties between the Indians and the Crown promised and to what extent they have been fulfilled. Rights with respect to minerals and timber are examined in the course of the study. I. THE ESTABLISHMENT OF INDIANS RESERVES BY TREATY 1 Alberta, Manitoba and Saskatchewan make up the Prairie Provinces of Canada. The southern reaches of the Provinces were the traditional lands of the plains' tribes: the Plains Cree, the Assiniboine, the Gros Ventre, the Blackfoot and the Sarcee. 2 To the north the forests were the territory of the Chipewyan, Beaver, Slave and Sekani tribes. 3 The traditional title of the Indians to their lands was recognized in the terms of the treaties that were entered into between the Crown in the right of the Dominion and the Indians. The treaties provided for the surrender of the Indian title in return for the establishment of reserves, guarantees as to hunting and fishing rights, annuities and certain social and economic undertakings. The treaties were entered into as the pressure of settlement and development demanded. Indian title in southern Manitoba and Saskat chewan was surrendered by Treaties #1 (1871), #2 (1871), #3 (1873) and #4 (1874). Central Manitoba, Saskatchewan and Alberta was surrendered by Treaties #5 (1875) and #6 (1876). -
2014 Minnesota Fishing Regulations Handbook
2014 MINNESOTA FISHING REGULATIONS Effective March 1, 2014 through February 28, 2015 ©MN Fishing ©MN Fishing mndnr.gov (888) 646-6367 (651) 296-6157 24‑hour TIP hotline 1‑800‑652‑9093 (dial #TIP for AT&T, Midwest Wireless, Unicel and Verizon cell phone customers) nglers contribute to good fishing every time they purchaseA a rod, reel or most other manufactured fishing products. ot apparent at the checkout counter, Nthese purchases quietly raise revenue through a 10 percent federal excise tax paid by the manufacturers. ranting these dollars to Minnesota and other statesG is the responsibility of the U.S. Fish and Wildlife Service through its Wildlife and Sports Fish Restoration program. ast year, the Minnesota DNR received $13.6 Lmillion through this program. very one of these dollars is used to maintain and Eimprove fishing, boating and angling access, and help create the next generation of environmentally enlightened anglers. ead more about this important funding sourceR at http://wsfr75.com pread the word, too, so more people know how Smanufacturers, anglers and natural resource agencies work together. Photo courtesy of Take Me Fishing Angler Notes: DNR Information: (651) 296-6157 or 1-888-646-6367 (MINNDNR) TABLE OF CONTENTS PAGE Trespass Law ..................................................................................................................... 2 Aquatic Invasive Species .................................................................................................... 3 Definitions ..........................................................................................................................18 -
The Department Is Going Back on These Promises”: an Examination of Anishinaabe and Crown Understandings of Treaty
The Mixed Legacy of Treaty No. 3 203 “THE DEPARTMENT IS GOING BACK ON THESE PROMISES”: AN EXAMINATION OF ANISHINAABE AND CROWN UNDERSTANDINGS OF TREATY Brittany Luby University of British Columbia Vancouver, British Columbia Canada, V6T 1Z4 [email protected] Abstract / Résumé Indigenous interpretations of treaty are often gleaned from Euro-Cana- dian documents like Crown publications and correspondence. In her analysis of Treaty #3, Brittany Luby challenges the assumption that Anishinaabe sources are strictly oral and that engaging Anishinaabe perspectives requires an ethnographic (re) reading of Euro-Canadian documents. Using Anishinaabe written sources like Paypom Treaty and petitions to the Crown, Luby examines the Anishinaabe as legal agents and active writers. She highlights that Anishinaabe negotiators—much like Euro-Canadian Commissioners—participated in Treaty #3 to main- tain fisheries, protect mineral deposits, and guarantee territorial sover- eignty. By explicating treaty participants’ conflicting understandings of “rights” and “use,” Luby demonstrates that no single document accu- rately outlines the terms and conditions of Treaty #3. On glane souvent les interprétations autochtones des traités en consultant des documents tels que des lettres et des publications d’État. Dans son analyse du Traité n° 3, l’auteure s’oppose à l’hypothèse selon laquelle les sources Anishinaabe sont strictement orales et la compréhension du point de vue des Anishinaabe exige une (re)lecture ethnographique des documents euro-canadiens. En utilisant des sources écrites Anishinaabe telles que le traité de Paypom et les pétitions adressées à la Couronne, l’auteure examine les Anishinaabe comme des mandataires et des rédacteurs actifs. Elle met en évidence que les négociateurs Anishinaabe, de la même manière que les commissaires euro-canadiens, ont participé au Traité n° 3 pour conserver les pêches, protéger les gisements minéraux et garantir la souveraineté territoriale. -
Northern Tier National High Adventure Program Boy Scouts of America
Northern Tier National High Adventure Program Boy Scouts of America 2012 EXPEDITION & ROUTE PLANNING GUIDE TABLE OF CONTENTS Introduction 1 Policies 2 & 3 Contact Information 3 Safety Afloat and Safe Swim Defense Plans 4 Risk Advisory and Prevention of Problems 5 & 6 Fiscal Information 7 - 9 Crew Information 10 Physical Conditioning and Preparation 11 Expedition Planning Information 12 - 15 Charles L. Sommers Wilderness Canoe Base – Ely Minnesota 16 - 35 Prices, Crew Size, Camping Permits, Permit Fees 16 & 17 Canadian Customs, U.S. Customs, Special Restrictions, RABC 18 General Base Information 19 How to Get to the Ely Base 20 Map to Base 21 Detailed Transportation, Off Base Accommodations and Attractions 22 Fishing 22 & 23 Routes 24 Boundary Waters Canoe Area Wilderness Routes 25 - 28 Quetico Provincial Park Routes 29 - 33 Ely to Atikokan Routes 34 & 35 Donald Rogert Canoe Base – Atikokan, Ontario 36 - 59 Prices, Crew Size, Camping Permits, Permit Fees 36 & 37 Canadian Customs, U.S. Customs, Special Restrictions 37 General Base Information 38 Shuttle Into and Out of the Wilderness 38 & 39 How to Get to the Atikokan Base 39 Map to Base 40 Ground Transportation Services, Driving Times 41 Off Base Accommodations and Attractions 42 Fishing 42 Routes, Comparison of Parks 43 – 44 Ground Shuttle Information, Float Plane Options 45 Quetico Provincial Park Routes 46 – 49 Crown Lands Routes 50 – 54 Atikokan to Ely Routes 55 & 56 Canadian Fishing Expedition 57 & 58 Canadian Kayaking Trek 59 Northern Expeditions Canoe Base – Bissett, Manitoba 60 -
The Voyageur
RADIOGRAMS OF MINNESOTA HISTORY THE VOYAGEUR1 Every section of the United States is rapidly becoming inter ested in the folklore peculiar to itself. This condition is an evidence that the nation has passed the hurry of its youth and, settling into maturity, is now looking back with tender affection on the scenes of its childhood. The Indian is no longer a pest to be exterminated as speedily as possible, though our pioneer ing ancestors regarded him as such. He had habits, traditions, and customs that make him worthy of study by every section of the country. In similar fashion, the South is finding more than a beast of burden in the Negro, whose "spirituals" and tales are taking a high place in the folklore of the world. Thus far we in the Upper Mississippi Valley have overlooked, in large measure, the outstanding figure among our makers of folklore, if we except the Indian. Like much of the northern part of the United States and practically all of Canada, we have the voyageur, one of the most colorful figures in the his tory of the continent. We might translate the name and call him a canoeman, but he would never recognize himself in the new word, for he spoke no English; and those peculiar impressions which the very utterance of the French term call to mind would be lost if we were to call him by any other name than that by which he designated himself. Yankees and Scotchmen could be canoemen, and sometimes were; only French-Canadians could be voyageurs. -
Grassy Narrows First Nation Boozhoo
2018 - 2019 WELCOME TO Grassy Narrows First Nation boozhoo 1 Dear Teachers, Welcome to Asubpeeschoseewagong First Nation, also known as Grassy Narrows First Nation! We are so happy that you have decided to come live and teach in our community. You will soon see that it is a beautiful place to live. Grassy Narrows is a drive-in community, located about an hour away from Kenora. We are surrounded by pristine wilderness, which offers the ideal setting Grassy Narrows Narrows Grassy Nation First for canoeing or fishing. During your time in Grassy Narrows, please learn about our history and culture. We are proud Anishinaabeg people and we have fought hard and are continue to fight to preserve what is means to be Anishinaabeg. We live our culture through hunting, fishing, trapping, collecting medicines, picking berries, conducting ceremonies, singing, dancing, and telling stories. It will be our pleasure to teach you about these various aspects of our culture. We very much hope you will enjoy your time in Grassy Narrows. If there’s anything we can do to help you settle in, please don’t hesitate to ask. Board of Directors, Grassy Narrows Education Authority Hello! Welcome to the Sakatcheway Anishinabe School! I look forward to working with you and helping integrate into our school community. We hope you will also take the time to invest yourself at school, get to know the students, and create new opportunities for them to flourish. Please work with us to create a school environment that makes students want to learn. As you settle in, don’t hesitate to ask your colleagues for help and advice.