Lesson Resource Kit: The James Bay Treaty · 2015-12-14 · In 1763, a Royal Proclamation defined...
Transcript of Lesson Resource Kit: The James Bay Treaty · 2015-12-14 · In 1763, a Royal Proclamation defined...
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Lesson Resource Kit: The James Bay Treaty
Grade 8: Creating Canada, 1850–1890
Canada, 1890–1914: A Changing Society
En-Route -- Abitibi River, ca. 1905 Photographer unknown
Duncan Campbell Scott fonds. Reference Code: C 275-2-0-2 (S 7569)
Archives of Ontario, I0010557
Introduction
Designed to fit into teachers’ practice, this resource kit provides links, activity
suggestions, primary source handouts and worksheets to assist you and your students
in applying, inquiring, and understanding Canada between 1850 and 1914.
Topic
The making and legacy of the James Bay Treaty
Source
The James Bay Treaty Turns 100. To view this online exhibit, click here.
Use the Archives of Ontario’s online exhibit on the James Bay Treaty:
As a learning resource for yourself
As a site to direct your students for inquiry projects
As a place to find and use primary sources related to the curriculum
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Themes that can be addressed
Use of Primary Sources
Alliances among First Nations during negotiations with the federal government
Historical significance
Perspective taking
Cause and consequence
Curriculum Links
Strand A. Creating Canada, 1850–1890
Overall Expectations Historical Thinking
Concepts
Specific Expectations
A1. Application: The New
Nation and Its Peoples
Cause and Consequence;
Historical Perspective
A1.1, A1.2, A1.3,
A2. Inquiry: Perspectives in
the New Nation
Historical Perspective;
Historical Significance
A2.1, A2.2, A2.3, A2.4,
A2.5, A2.6
A3. Understanding
Historical Context: Events
and Their Consequences
Historical Significance;
Cause and Consequence
A3.1, A3.2, A3.3, A3.4
Strand B. Canada, 1890–1914: A Changing Society
Overall Expectations Historical Thinking
Concepts
Specific Expectations
B1. Application: Canada –
Past and Present
Continuity and Change;
Historical Perspective
B1.1, B1.2, B1.3
B2. Inquiry: Perspectives
on a Changing Society
Historical Perspective;
Historical Significance
B2.1, B2.2, B2.3, B2.4,
B2.5, B2.6
B3. Understanding
Historical Context: Events
and Their Consequences
Historical Significance;
Cause and Consequence
B3.1, B3.2, B3.3, B3.4
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Assignment & Activity Ideas
Inquiring into the James Bay Treaty
Drawing on the 2013 revised History curriculum, the historical inquiry process
involves five steps:
Formulating a question
Gathering and organizing information or evidence
Interpreting and analysing information or evidence
Evaluating information or evidence and drawing conclusions
Communicating findings
The curriculum highlights that these steps do not have to be completed
sequentially nor together. You may wish to explore specific steps based on your
students’ readiness and prior knowledge or your own resources and time. See
pages 22-24 in the 2013 revised Ontario Social Studies and History curriculum
for more details. To view the revised curriculum, click here.
Using a primary source handout from this Kit, introduce your students to the topic
of the James Bay Treaty. Ask students to ask questions of the source, the James
Bay Treaty, or the general topic of colonial relations during this time that the
primary source might invite. Use these questions as jumping off points for
exploring these historical issues in more depth.
Use the James Bay Treaty Turns 100 online exhibit as a source to point your
students for their own inquiry project. To view the exhibit, click here. Here, they
can view primary sources and secondary information to gather and organize
historical evidence to interpret, evaluate, and communicate.
One Source, Many Questions
Using one of the primary source handouts found in this Teaching Kit, ask
students to identify the 5Ws. The Identifying My Primary Source worksheet can
help in this task.
Ask students to zoom in on one of the aspects of the source they found strange,
familiar, or interesting and identify them to the class. Write these things on the
board and group them according to theme.
Use one or more of these themes as an introduction to an inquiry-based
assignment. Have students work in collaborative groups, individually, or as a
class on short or long term project(s) researching the historical context of the
primary source.
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Similarities and Differences between Signing Partners
After looking through the Primary Sources in this Kit and understanding a little bit
about Treaty no. 9, have your students create a list of questions about what they
want to know about this time period, the First Nations signing partners, and/or the
motives of the Crown.
Have students create a Venn Diagram analysing key similarities and differences
between the First Nations and Crown signing partners in 1905.
Does this chart answer any of the questions they wanted to know? Do students
think the negotiations were fair? Why may there be more historical information
about one signing partner or the other? This is a good opportunity to talk about
historical significance and historical perspective if that hasn’t been discussed
already.
Thinking Historically about the Treaties
Using the Thinking Historically about the Treaties handout have students do a
Think/Pair/Share about one block of questions provided. This should be done
following an introduction to Treaty no. 9 and an exploration of the related primary
sources
Have students create one response to their block of questions to share with the
class.
Use these responses as start of a discussion and/or assignment in which
students explore one of the Historical Thinking concepts in an assignment that
uses primary sources related to Treaty no. 9.
Mapping the Treaties
Have students construct a map of the area that was affected by Treaty no. 9 with
a particular focus on exploring the boundaries that were created through the
treaty.
Invite students to present and illustrate this map using primary sources available
in this kit. Have students articulate why they think the primary source they chose
was the most significant for understanding the land affected by Treaty no. 9.
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Treaties and Significance
Have your students go through their textbook and look for information about
treaties. Have them define what treaties are and as a class have a discussion
about the role treaties have played in creating the country we now call Canada.
Ask students to think about the history of treaties using the Historical Thinking
Concepts of Historical Significance and Historical Perspective. Do students think
these are significant events in the history of Canada? Do they have the same
significance for First Nations people and those who align with the Crown? What
would the different perspectives be on these events from these two points of
view?
Have students work in pairs to create mind or concept maps exploring the
significance of the history of the treaties from the perspectives of First Nations
and of the Crown. Have a class discussion if the organization of the maps
differed by perspective.
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Handouts & Worksheets
Introduction to Primary Sources ...................................................................................... 7
Introduction to the James Bay Treaty .............................................................................. 8
Identifying My Primary Source ........................................................................................ 9
Thinking Historically about Treaty No. 9 ........................................................................ 10
James Bay Treaty – What they promised ...................................................................... 11
Map of Northern Ontario showing adhesions to Treaty No. 9 (1930) ............................ 13
Page One of the James Bay Treaty (1905) ................................................................... 14
Page Two of the James Bay Treaty (1905) ................................................................... 15
Page Three of the James Bay Treaty (1905) ................................................................ 16
Page Four of the James Bay Treaty (1905) .................................................................. 17
Page Five of the James Bay Treaty (1905) ................................................................... 18
Page Six of the James Bay Treaty (1905) ..................................................................... 19
Page Seven of the James Bay Treaty (1905) ................................................................ 20
Railway construction workers with Native people (1915) .............................................. 21
The James Bay Treaty signing party at Fort Albany (1905) .......................................... 22
Chief Michel Baptiste and wife (1906) ........................................................................... 23
Preparing the feast to be held after the James Bay Treaty signing ceremony .............. 24
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Introduction to Primary Sources
James Bay Treaty (Treaty No. 9) [page 1] Miscellaneous collection
Reference Code: F 775, (1905) Item 13 Archives of Ontario
A primary source is a document or object from the past created by people who lived
during that time. Primary sources provide a view into an event or experience that only
people living during that time could have experienced.
Archives collect and preserve primary sources so that students can learn history from
the experiences of people who were there. At an archive, primary sources are called
records. At a museum, primary sources are called artifacts.
Have you ever seen a primary source before?
Primary Sources Secondary Sources
Original material from the past Material people today write about the past
Example: Letters Diaries
Photographs Paintings and other art work
Graphs Maps
Example: Textbooks
Reference books Websites such as Wikipedia
Current news articles Documentaries and films
What are some other examples of primary and secondary sources?
Can sources be both primary and secondary?
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Introduction to the James Bay Treaty
In 1763, a Royal Proclamation defined how the British Crown could negotiate
treaties with Aboriginal Nations.
Between 1763 and 1905, several agreements were negotiated for lands located
north and west of southern Ontario.
After Confederation in 1867, a series of numbered treaties came to feature
requirements.
In exchange for lands, Aboriginal peoples who signed the treaty received money
(a one-time payment followed by yearly payments), reserve lands, and
recognized hunting and fishing rights.
As the ninth Treaty in this series, the James Bay Treaty got its name from the
fact that its original territory was defined by river systems draining into James
Bay, up to and including the Albany River – at the time the northern boundary of
Ontario.
However, few of the Aboriginal leaders who negotiated with the Crown spoke or
wrote fluent English; many could only sign their names with an X. What the
Crown wanted – land – was something that Aboriginal people did not think was
theirs to give.
It is because of these negotiations that many First Nations people have said that
the treaties were unfair. What do you think? Explore Primary Sources from this
period to help you make your decision.
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Identifying My Primary Source
Name of primary source: _________________________________________________
What type of primary source is it? __________________________________________
What is happening in this primary source? ___________________________________
______________________________________________________________________
Who created it? _________________________________________________________
Why was it created? ____________________________________________________
When was it created? ____________________________________________________
Where was it created? ___________________________________________________
What when you look at this source, is there anything strange about it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
When you look at this source, is there anything familiar about it?
______________________________________________________________________
______________________________________________________________________
What do you want to know about this primary source?
______________________________________________________________________
______________________________________________________________________
What do you want to know about the people in the primary source?
______________________________________________________________________
______________________________________________________________________
What is the most interesting thing about this primary source?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Thinking Historically about Treaty No. 9
After learning about Treaty no. 9 and looking at the Primary Sources provided, answer
the following questions:
1. What are the perspectives present in learning about Treaty no. 9? Is there a
perspective that predominates over the other? Why do you think that is?
2. What is the significance of Treaty no. 9 for Ontario? What is the significance for
Canada? What is the significance for First Nations bands in Ontario? What is the
significance for you?
Why may the significance be different?
3. What were the causes of creating Treaties between the Crown and First Nations
people? What were the short-term and long-term consequences of these
treaties?
4. If the government was going to engage in negotiations like this today, do you
think they would change anything? Do you think they repeat anything?
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James Bay Treaty – What they promised
Report on the Treaty Negotiations from the Crown:
“A more general conversation in explanation of the terms of the treaty
followed than had occurred at Osnaburg. Moonias, one of the most
influential chiefs, asked a number of questions. He said that ever since he
was able to earn anything, and that was from the time he was very young,
he had never been given something for nothing; that he always had to pay
for everything that he got, even if it was only a paper of pins. ‘Now,’ he
said ‘you gentlemen come to us from the King offering to give us benefits
for which we can make no return. How is this?’
Father Fafard thereupon explained to him the nature of the treaty, and that
by it the Indians were giving their faith and allegiance to the King, and for
giving up their title to a large area of land of which they could make no
use, they received benefits that served to balance anything that they were
giving.”
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From the James Bay Treaty:
“And the undersigned Ojibeway, Cree and other chiefs and headmen, on
their own behalf and on behalf of all the Indians whom they represent, do
hereby solemnly promise and engage to strictly observe this treaty, and
also to conduct and behave themselves as good and loyal subjects of His
Majesty the King.
They promise and engage that they will, in all respects, obey and abide by
the law; that they will maintain peace between each other and between
themselves and other tribes of Indians, and between themselves and
others of His Majesty's subjects, whether Indians, half-breeds or whites,
this year inhabiting and hereafter to inhabit any part of the said ceded
territory; and that they will not molest the person or property of any
inhabitant of such ceded tract, or of any other district or country, or
interfere with or trouble any person passing or travelling through the said
tract, or any part thereof, and that they will assist the officers of His
Majesty in bringing to justice and punishment any Indian offending against
the stipulations of this treaty, or infringing the law in force in the country so
ceded.”
James Bay Treaty (Treaty No. 9), November 6, 1905
Reference Code: RG 1-653 Archives of Ontario
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Map of Northern Ontario showing adhesions to Treaty No. 9 (1930)
Map of Northern Ontario showing adhesions to Treaty No. 9 covered by the Report of
Commissioners Cain and Awrey. Sept. 29, 1930
Ontario: Department of Surveys J. L. Morris fonds
Reference Code: F 1060 Folder 3, map 30, AO 690
Archives of Ontario, I0021544
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Page One of the James Bay Treaty (1905)
James Bay Treaty (Treaty No. 9) Reference Code: RG 1-653
Archives of Ontario
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Page Two of the James Bay Treaty (1905)
James Bay Treaty (Treaty No. 9)
Reference Code: RG 1-653 Archives of Ontario
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Page Three of the James Bay Treaty (1905)
James Bay Treaty (Treaty No. 9)
Reference Code: RG 1-653 Archives of Ontario
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Page Four of the James Bay Treaty (1905)
James Bay Treaty (Treaty No. 9)
Reference Code: RG 1-653 Archives of Ontario
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Page Five of the James Bay Treaty (1905)
James Bay Treaty (Treaty No. 9) [page 5]
Reference Code: RG 1-653
Archives of Ontario
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Page Six of the James Bay Treaty (1905)
James Bay Treaty (Treaty No. 9)
Reference Code: RG 1-653
Archives of Ontario
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Page Seven of the James Bay Treaty (1905)
James Bay Treaty (Treaty No. 9) Reference Code: RG 1-653
Archives of Ontario
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Railway construction workers with Native people (1915)
Railway construction workers with Native people, ca. 1915 Photographer unknown, possibly Frank X. Amos
Black and white print Reference Code: C 156-4-0-3-3, Box-734
Archives of Ontario, I002151
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The James Bay Treaty signing party at Fort Albany (1905)
The James Bay Treaty signing party at Fort Albany Standing: Joseph L. Vanasse (L), James Parkinson (R) of NWMP.
Seated: Commissioners Samuel Stewart (L), Daniel George MacMartin, Duncan Campbell Scott (R) Foreground: HBC Chief Trader Thomas, August 3, 1905
Duncan Campbell Scott fonds Reference Code: C 275-2-0-1 (S 7546)
Archives of Ontario, I0010627
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Chief Michel Baptiste and wife (1906)
Chief Michel Baptiste and wife, at the Fort Metachewan signing ceremony, July 20, 1906 Duncan Campbell Scott fonds
Reference Code: C 275-1-0-5 (S 7658) Archives of Ontario, I0010708
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Preparing the feast to be held after the James Bay Treaty signing ceremony
Preparing the feast to be held after the James Bay Treaty signing ceremony Osnaburgh House, July 12, 1905
Photographer unknown Duncan Campbell Scott fonds
Reference Code: C 275-1-0-2 (S 7518) Archives of Ontario, I0010715
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From the James Bay Treaty:
“After this, the feast which usually accompanies such formalities was given the Indians. Then followed the
presentation of a flag, one of the provisions of the treaty; this was to be held by the chief for the time being
as an emblem of his authority.
Before the feast began, the flag was presented to Missabay the newly elected chief, with words of advice
suitable for the occasion. Missabay received it and made an eloquent speech, in which he extolled the
manner in which the Indians had been treated by the government; advised the young men to listen well to
what the white men had to say, and to follow their advice and not to exalt their own opinions above those of
men who knew the world and had brought them such benefits.
Missabay, who is blind, has great control over his band, and he is disposed to use his influence in the best
interests of the Indians.”
James Bay Treaty (Treaty No. 9),
November 6, 1905 Reference Code: RG 1-653
Archives of Ontario
This version of events tells a very positive story about the signing of the treaty.
Do you think that there could have been another version of the events that was not so positive?
What would that have said?
Why would it have been different?