Page 99 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

colonists, economic disruption and realignment caused by war, the impact of horses on the socio- economic life of Plains nations, the establishment of the Hudson’s Bay Company [HBC] and its outposts, the liquor trade, economic agreements between Indigenous peoples and imperial powers), and analyse their impact on relations among Indigenous peoples and between Indigenous peoples and the French and the British
Sample questions: “How would you describe relations between the Haudenosaunee and the Wendat and/or Algonquin during this period? What economic factors affected their relations?” “Were the economic strategies of Indigenous participants in the fur trade similar to or different from those of French and British traders? How might you account for any differences?” “What economic factors led to the Halifax Treaty of 1752? What provisions were the British promised in the treaty? What provisions were the Mi’kmaq promised? In your opinion, how effective was the treaty-making process in improving the economic outlook of the Mi’kmaq and in restoring relations between the Mi’kmaq
and the British?”
C1.4 identify some key First Nations leaders from this period (e.g., Chief Membertou and Jean Baptiste Cope of the Mi’kmaq, Chief Ochasteguin of the Wendat, Chief Iroquet of the Algonquin, Chief Atironta of the Arendarhonon, Chief Minweweh [Le Grand Sauteux] of the Ojibwa, Chief Neolin
of the Lenape, Chief Pontiac of the Odawa),
and explain how political relations between these leaders and colonial governments affected social and economic dynamics between settlers and First Nations peoples
Sample questions: “What social and economic changes occurred for First Nations communities when their leaders formed political alliances with colonial governments?” “How and why did the political relationships between some First Nations leaders and colonial governments shift during this period?”
C2. Communities, Conflict, and Cooperation
FOCUS ON: Historical Significance; Historical Perspective
By the end of this course, students will:
C2.1 describe how Indigenous peoples and European explorers/colonists perceived each other during this period (e.g., with reference to culture, religious/spiritual practices, family life and childrearing, territorial rights, political leadership/ laws), and analyse the impact of these views (e.g., attempts by missionaries to convert Indigenous
peoples to Christianity, the establishment of colonial settlements on Indigenous land and the consequent relocation of First Nations, the imposition of European names on Indigenous territories, the enslavement of some Indigenous individuals in New France, the adoption by some colonists of Indigenous tools and medical treatments)
Sample questions: “What is the significance
of an explorer’s description of the Beothuk as ‘inhuman and wild’? How could such percep- tions be used to justify imperial policy towards the Beothuk and other Indigenous peoples?” “Why did some of the first encounters between Indigenous and European people result in hostility while others were peaceful?” “Did all Europeans view Indigenous peoples in the same way? How and why might the views of a coureur de bois be different from those of a settler?”
C2.2 identify key treaties of relevance to First Nations in Canada during this period, including wampum belts exchanged, and explain their significance for different nations (e.g., with reference to the Two Row Wampum, 1613; the Covenant Chain of 1677–1755; the Great Peace
of Montreal, 1701; the Treaty of Portsmouth, 1713; the Treaty of Utrecht, 1713; Mascarene’s Treaty [Treaty No. 239], 1725; the Treaty of Boston, 1725; the Halifax Treaty, 1752)
Sample questions: “Why are the 1677 Covenant Chain and the Two Row Wampum important to the Haudenosaunee people? Why were they significant developments in the history of Canada? What is their significance to First Nations and non-Indigenous Canadians today?”
C2.3 analyse historical statistics and other sources to identify changing populations and settlement patterns of Indigenous communities and European colonists in Canada during this period, including colonists’ encroachments on traditional First Nations territories, and explain the significance of these patterns (e.g., with reference to the decimation of Indigenous populations from European diseases; the development of French colonies along the St. Lawrence River and their impact on First Nations settlements in the region; the implications of changes in the population and settlement patterns of the Haudenosaunee between the early sixteenth and early seventeenth century; the location of fur-trade posts and the western expansion of the Cree and Assiniboine)
Sample questions: “What are some factors that contributed to population growth or decline among various First Nations or Inuit societies following sustained contact with settlers?” “What criteria did settler nations use to decide which tracts of land they took over for settlement? How were First Nations communities affected by the development of settler communities?”
1500–1763: THE IMPOSITION OF COLONIALISM
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First Nations, Métis, and Inuit in Canada
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