Minds On

Agreements to share land

In this learning activity, you will explore a few key treaties of relevance during this period and explain the significance of these agreements to various people in Canada.

To begin, examine the following quotation from the article “Anatomy of a First Nations Treaty” by Hayden King.

“Before Canada was a country, treaties dominated the landscape. Between Anishinaabeg and Haudenosaunee, or Nêhiyaw and Dakota, or Muskego and Inuit, formal arrangements to share the land and undertake peaceful relations were common. We have stories of the very first treaties — treaties with the land itself (with the bear, the deer, the waters and so on) — that stretch back thousands of years…. More than mere documents or transactions, treaties shape our relationships as Canadian and Indigenous peoples. A treaty is not merely a document — certainly not to First Nations. Treaty is a practice. A practice that endures over time. That is: a custom.”

Source: Hayden King, 2016: “Anatomy of a First Nations Treaty,” https://www.tvo.org/article/anatomy-of-a-first-nations-treaty

After exploring the quote, complete the What I Know About Treaties chart in your notebook or using the following fillable and printable document, or in a method of your choice. List what you might already know about treaties and their effects on Indigenous Peoples in Canada and what you wonder about treaties in Canada.

What I Know About Treaties
What I know What I wonder

Press the Activity button to access What I Know About Treaties.

Activity(Open PDF in a new window)

Action

Understanding treaties

It is important to note that during this time period Canada was called British North America. When colonizing peoples arrived in Canada, they were greeted by treaty-makers.

Press Colonizing peoples to reveal a definition of the term.

Colonizing peoples: people who came to Canada in an attempt to establish political control.

Much of Canada’s land mass is covered by treaties. A treaty is a binding agreement made between two parties. For Indigenous Peoples, the sacred and binding characteristics of a treaty are not found in the legalistic language but rather the oral agreement. To Indigenous Peoples, treaties are more than mere documents or transactions, but a practice and a custom that endure over time. For Indigenous communities, treaty deliberations were often accompanied by ceremonial components, such as smoking pipes or the exchange of a symbolic present. Treaties made between Indigenous Peoples and the government typically concern land. Indigenous Peoples were asked to share their land in exchange for payments and/or other promises.

Wampum belts

Chiefs of the Six Nations at Brantford, Canada, explaining their wampum belts to Horatio Hale

Wampum belts are a vital part of the Onondaga and Haudenosaunee culture. The belts are thought of as a living record and history of the Haudenosaunee. When a string of a wampum belt is held in a person’s hand, they are said to be speaking truthfully and others are listening attentively and respectfully to the speaker.

Source: People of the Hills, Onondaga Nation. “Wampum.” Onondaga Nation, 27 Jan. 2021, www.onondaganation.org/culture/wampum/.

Investigate the video entitled “The Mystery of the Big Deal” with Darren and E.B. to learn more about wampum belts.

Independent treaty research

Next, you will be independently exploring two different treaties that were established between 1713 and 1800. Choose two from the following list of the treaties and conduct research to complete the graphic organizer. Begin your research by exploring Indigenous websites, government websites, and encyclopedias. Record your findings in the organizer provided or in a method of your choice. Use the interactive checklist as you are researching and when you are finished to make sure your organizer is complete.

  • Treaty of Portsmouth (1713)
  • Peace and Friendship Treaties (A series of treaties signed between 1725-1779)
  • Treaty of Niagara (1764)
  • British-Inuit Peace Treaty (1765)
  • Treaty of Paris (1783)
  • Covenant Chain (alliance agreements made in the 1600s and 1700s)

Complete the following Treaty Research Organizer in your notebook or using the following fillable and printable document or in a method of your choice..

Treaty Research Organizer

Treaty name and year:

Involved parties:

Key points:

Land rights:

Short- and long-term consequences:

Press the Activity button to access Treaty Research Organizer.

Activity(Open PDF in a new window)

Press the following tabs to reveal questions that will guide your research.

Are their lands being protected? Sold? Taken over? Shared?

How did this impact Indigenous communities at the time they were established? How did it impact other parties involved?

How do treaties affect Indigenous communities today?

Treaty research checklist

Knowledge check

Test what you know! Select the correct answer to the following questions about wampum belts based on the video.

Connections

Reflect

Based on what you’ve learned, explain what a wampum belt is. Why is it so important to First Nations communities and colonizing peoples?

Press Hint to reveal information that will guide your thinking.

Think about how First Nations communities viewed the wampum belt and what role colonizers played in developing the Two-Row Belt.

Consolidation

Comparing perspectives

In this learning activity, you have explored treaties that were established between various groups and First Nations, Métis, and Inuit communities in Canada. You have also explored the wampum belt and its importance to Indigenous Peoples, as well as modern-day treaties in Canada.

Reflect on what you’ve learned and answer the following prompts in a method of your choice. Use evidence from your learning to support your responses.

Prompt 1: Perspectives

How did the perspective of Indigenous communities (First Nations, Métis, and Inuit) differ from that of European colonists in respect to treaties? How were they viewed by each group? What were the advantages and disadvantages of treaties for both groups?

Prompt 2: Consequences

What were the short-term and long-term consequences of treaties in Canada in the 18th century? How did they affect Indigenous communities then? How do they still affect Indigenous communities today?

Traditional longhouses appear next to a farm with an urban landscape of multi-story buildings in the background

Reflection

As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.

I feel...

Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.

When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.

Press Discover More to extend your skills.

Choose one activity

  • Examine maps of Canada before and after the Treaty of Paris. What do you notice about the changes in settlement trends?
  • Investigate the treaty-making process and how it has changed from the 1700s to modern-day Canada.
  • Examine the Covenant Chain Wampum of 1764. Which questions can you formulate to guide your investigation into different perspectives of this treaty agreement?
  • Explore the following article entitled "Who Has the Right to Ontario’s Algonquin Lands?" on modern day treaties. How are Indigenous communities still affected by land claims?

Press tvo today to access "Who Has the Right to Ontario’s Algonquin Lands?"

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