E2. Communities, Conflict, and Cooperation
Specific Expectations
E2.1
identify some key treaties and land agreements signed during this period, and explain their significance for different Indigenous peoples in Canada (e.g., with reference to the Blackfoot Treaty, 1877; the Saint-Paul-des-Métis land grant, 1896; Treaty No. 7, 1877; Treaty 8, 1899; Treaty 9 [the James Bay Treaty], 1905; Treaty 10, 1906; Treaty 11, 1921)
- Why were the Lubicon Cree not signatories to Treaty 8? What were the immediate, short-term, and long-term consequences of their not being included in that treaty?
- In what ways was the economic impact of Treaty 9 on the Cree and Ojibwe in Ontario similar to the impact of Treaty 7 on Plains First Nations? In what ways was it different?
E2.2
analyse historical statistics and other sources to identify key demographic changes and changes in settlement patterns among First Nation, Métis, and Inuit populations during this period, and explain the significance of these patterns (e.g., with reference to employment, education, population size, life expectancy, populations on and off reserves)
- Why did some Indigenous individuals leave their home communities during this period? How did different Indigenous communities view individuals who went to live in urban settings? How did these differing perspectives affect Indigenous families and their connection to their homeland? What impact did the definition of individuals as ‘on-reserve’ or ‘off-reserve’ have on Indigenous communities?
- What was the demographic and cultural impact of the government’s removal of children from First Nations, Métis, and Inuit communities?
E2.3
analyse how attitudes towards Indigenous peoples in Canada during this period contributed to conflict and other challenges (e.g., with reference to the North-West Resistance; the hanging of Louis Riel; Indigenous protests leading to Treaty 8; the arrest of Chief Dan Cranmer and others for holding a potlatch; forced relocation of Inuit, Innu, and Mi’kmaq communities; expropriation of reserve lands; challenges presented by racism and discrimination and/or assimilationist attitudes)
- What attitudes underpinned the persecution of Indigenous individuals for holding traditional ceremonies?
- Why was Louis Riel vilified by many English Canadians at the time? How did this response affect their perceptions of and relations with Indigenous communities and individuals?
- What government policies arose from assimilationist attitudes towards Indigenous peoples at this time?
E2.4
assess the significance of Indigenous contributions to wars in which Canada participated during this period (e.g., with reference to Indigenous participation rates in World War I, World War II, and the Korean War compared to those of non-Indigenous populations; contributions as “code talkers”, who transmitted sensitive information by communicating in Indigenous languages; the contributions of individuals such as Francis Pegahmagabow or Tommy Prince)
- Do you think that the wartime contributions of First Nations, Métis, and Inuit individuals were fairly recognized by the Canadian government? Why, or why not?