Social Studies

Grade 7

Chapter 1
Where did the
First Nations
in North
America
come from?
 Where did First Nations come from?

⊷ There are many different theories

about this.
⊷ Scientists know that First Nations
people have lived in North America
for at least 12,000 years.
⊷ Scientists have found bones and
artifacts that go back that far. Many
scientists now believe that some of the
First Peoples may have been here for
much longer than that.
 Theory #1: Land Bridge
• For a long time, scientists believed that
the ancestors of all North American
First Nations people crossed over on
foot to North America from Asia at the
end of the last ice age, about 12,000
years ago.

• At that time Asia and North America

were joined, and what is now the
bottom of the Bering Sea between
Russia and Alaska was dry land, (a
"land bridge”) because sea levels were
much lower than they are now. The
earliest man-made artifacts – tools or
ornaments that archaeologists have
found – date from that time
 Theory #2: Boats
⊷ Scientists now think that the ancestors of First
Nations people may have Other Theories
come to North America
from several different parts of Asia and Polynesia,
following several different routes.
⊷ Some may have come on woven reed rafts, or
boats, across the Pacific from Asia and various
islands.
Theory #3: Arctic

• Still others may have

crossed the ice fields that
once connected Europe
and North America. The
Inuit, who live in the high
Arctic, were probably the
last to arrive.
 PBS NOVA –
“First Peoples:
Americas”
⊷ https://youtu.be/1GPS3kRj
2-A?t=634

⊷ 10:36-13:41 – Siberia and

Okotoks rock
⊷ Mammoths and Spears
⊷ 26:14-30:42 – By boat

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Okotoks – ‘Big Rock’
⊷ This prominent southern Alberta geological landmark
is a historical site of great spiritual significance to the
Blackfoot peoples.
⊷ The Indigenous Blackfoot peoples name for the erratic
is derived from their word for rock, which is "okatok."
Okotoks – ‘Big Rock’
⊷ https://vimeo.com/117641605
⊷ "Okatok" is based on an old Blackfoot legend about Napi
and Big Rock, which offers an explanation about how a giant
rock wound up in the middle of a prairie miles away from
the mountains.

⊷ Offers the First Nations’ perspective on the heritage of the

Big Rock
11
 Blackfoot Nation
⊷ “THE BLACKFOOT
NATION | Canada's First
Nations” by the Vaga
Brothers Travel Documentary
⊷ https://www.youtube.com/wat
ch?v=icE-xPDDDKM&featur
e=youtu.be

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 Head-Smashed-
in-Buffalo Jump

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 National Geographic’s “America before
Columbus”
⊷ The Europeans saw the Americas as a pristine
wilderness where small native villages lived
in harmony with nature.
⊷ But scientific evidence tells a very different
story: When Columbus stepped ashore in
1492, millions of people were already living
there.
⊷ America wasn't exactly a New World, but a
very old one whose inhabitants had built a
vast infrastructure of cities, orchards, canals
and causeways.
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 Canada’s First
Nations
Chapter 1

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 The Three First Nations
You Need to Know
- Mi’kmaq
- Anishinaabe [Ojibwa]
- Haudenosaunee [Iroquois Confederacy]
 Why is a name so important?
Discussion Questions:
⊷ Why do we feel the need to correct someone when the mispronounce our name?
⊷ In what way does our name express something important about who we are?

Important Names
Mi'kmaq: mee-gmaw
Anishinabe: a-nish-na-beh
Haudenosaunee: how-den-o-show-nee

⊷ These aboriginal names have been adopted to the English language in order to reflect
proper pronunciation.
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 First Nations or
Indigenous
The word Indigenous - explained l CBC Kids News

https://www.youtube.com/watch?v=CISeEF
TsgDA

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 Examining First Nations Societies
1. Economic Structure - how resources are used
- Land use
- Technology used
2. Social Structure - how community was organized
- How decisions are made
- Role of women in decision making
- Role of men in decision making
3. Geography - how climate and physical features affected
lifestyle
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 Economy

🞇Economy is the way that people meet their basic needs,

such as food, clothing, and shelter.
 Hunter-Gatherer Economy

Discussion Questions
🞇 What do you know about hunters-gatherers? (activating prior knowledge)

🞇 Why did hunter-gatherers move their camps with the seasons?

🞇 Did they need to follow their food supply as the seasons changed?
 Hunter-Gatherer Economy
🞇If food and other resources were scarce (hard to find), people
spent most of their time gathering food.
🞇But if they had more than they needed, they could spend
more time on Art/Recreation
🞇Hunted, gathered plants, and fished according to the seasons.
🞇Needed to be aware of the cycle of nature in order for the
economies to work.
 Farming Economy
🞇Some areas of North America and Canada had rich soil and
temperate weather that were ideal for growing crops.
🞇These societies didn’t move around, so they stayed in the same
village year-round.
🞇These people had more time for art/recreation due to the amount of
food they could grow ☺
🞇Farming nations were involved in trade with other First Nations
peoples.
 Trading Networks
🞇First Nations traded goods with one another long before European
traders arrived.
🞇Haudenosaunee traded corn, tobacco, and other crops with
neighboring nations that were unable to grow crops.
🞇In return, they received crops from the Anishinabe, who lived
around Lake Superior.
Social Structure - how community was organized
Review: Social structure is in:
- How decisions are made
- Role of women in decision making
- Role of men in decision making

Making Connections Discussion:

How are decisions made in Canada?
What role do women play in today’s society?
What role do men play in today’s society?
Geography - How does climate and physical
features in Canada affect lifestyle?
Mi’kmaq
 Hi
t s t o
hro through
History ry
SStorytelling
tor ugh
yte
l li n
g
⊷ One thing you’ll notice about this textbook is that it tells us
details about the First Nations group through stories of what
their lives were actually like.
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 Sticky-Note
Activity

1. Read p. 10-13 about the

Mi’kmaq
2. Using your sticky notes, what do you think is
the most important information about the
Mi’kmaq from the story? Write it on the
post-it notes.
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 Mi’kmaq
⊷ They were a group of people who hunted, preparing for the winter
⊷ Believed in a Creator
⊷ Women are not allowed to speak in the meeting
⊷ Gather together and discuss how to solve the problem
⊷ Saqamaw = leader
⊷ Council of Elders: group of respected people that chose and advised the leader
⊷ Grand Council: council for all seven districts of the Mi’kmaq nation
⊷ Lived in wigwams – they moved! In the summer, lived by coast. In the winter,
moved in-land into the forest.
⊷ All the districts come together to help – offering food, shelter, etc
⊷ Respect for nature

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 Semi-Nomadic
“Semi” – half
“Nomad” – no permanent home

This means: they did not have a

permanent home. They moved
between two homes (summer and
winter camp)
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 Mi’kmaq
Culture
“Celebrating Mi'kmaq culture and history | Your Morning” Television Show
https://www.youtube.com/watch?v=QYPpVwwYeN8

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35
 They did not change the Earth to suit their
needs…

They fit their way of life to the opportunities

the land provided
Respect for
Nature
Consider Future Generations
 Thinking about future generations:

Land of Our Ancestors - Indigenous Tourism BC

https://www.youtube.com/watch?v=1NC5_g-
32V8
 Connections to Nature: Assignment
We discussed that: “The First Nations did not change the Earth to suit
their needs… They fit their way of life to the opportunities the land
provided.”

a) Do humans treat nature today with respect?

- Yes or no?
- Why you think that humans treat or do not treat the Earth with respect?
(2 marks)

b) Explain two specific examples where humans do or do not show respect for
nature. (2 marks)

You could think about how people treat: our planet in general, our
environment, the land, rivers/lakes/oceans, animals, etc
Anishnabe
 Anishnabe
⊷ Leader = ogimauh.
⊷ Ogimauh was chosen by consensus. This means that everyone agreed on the
choosing of the chief.
⊷ Harvested rice, fished, hunted, collected berries, plants and medicine
⊷ Canoes from birch bark
⊷ Used river for travelling and trade
⊷ 7 clans (Dodems) passed down the father’s line. These clans all worked
together and each clan had a different responsibility
⊷ Midewin Society: These were people who had special gifts as spiritual leaders
and healers.

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 Alliances
• Agreement not to fight
each other, but to
defend each other
• Like teammates
(working together)

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Records history/stories
(treaties)

Wampum Belt
 Anishnabe Culture
Child’s Personal Experience– “I Am Anishinaabe”
⊷ https://www.youtube.com/watch?v=pg8CB8T04KM
 “ Dodems

Clans
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 What qualities did
the First Nations
look for in a
leader?
Put the needs of
the community
and nature first

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 Seasonal
Cycles
Sort the situations into
the 4 seasons:

- Spring
- Summer
- Fall
- Winter
Sorting cards found in file “Anishnaabe
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Way of Life”
Haudenosaunee
 Haudenosanee
⊷ Stay in one place for a long time – only move when they have to (live in long
houses)
⊷ Agricultural society (farmed, especially the Three Sisters – corn, beans,
squash)
⊷ Leader = Hoyaneh
⊷ Clan mothers – family line passed down the female side
⊷ Cared and respected the Earth/Mother Nature
⊷ Played a role and everyone helps out
⊷ Spiritual connection with the earth
⊷ Role of women – powerful!!
⊷ Grand Council decided if they went to war

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Role of Women in Haudenosaunee
 Great Peace Maker
The Peacemaker’s Journey & The Great Law of Peace
⊷ https://www.youtube.com/watch?v=QRzxFULuTz4
 Haudenosaunee Confederacy
“The Iroquois Confederacy” by Historia Civilis
⊷ https://www.youtube.com/watch?v=S4gU2Tsv6hY
Oral Tradition = Story Telling
Oral Tradition = Story Telling
What is the difference between myths and legends?
⊷ A myth explains the origins of many things – the
tides, the moon, spring, corn, thunder, just to
name a few.
⊷ A legend is a story coming down from the past
that instructs and give warnings.
⊷ The stories were told by gifted story-tellers.
They picture the story in their mind so that they
can describe what is happening in great detail.
⊷ Examples of petroglyphs can also be introduced
to show students how these beliefs can be
represented as symbols.
 Oral Tradition = Story Telling
⊷ Passed on from one generation to another generation by
storytelling.
The Seven Sacred Teachings
 Consensus =
Agreement by everyone
 Consensus
Hypothetically situation:
⊷Your teacher will buy you
all pizza if you all can
agree upon the same
toppings.
⊷You can only speak if you
are holding the talking
 Talking Circles: Consensus
Talking Circle-Examining Aboriginal Decision-
Rules in a Talking Circle: making
⊷ Only one person can speak at a time. To enforce this, you may only speak if you are
holding the talking object.
⊷ Everyone is allowed to speak.
⊷ You may not interrupt the person speaking.
⊷ You can choose to “pass” if you do not wish to speak at a certain moment, but everyone
must participate at some point during the discussion.
⊷ Talking circles are free from judgement. Everyone has the right to their opinion without
being questioned or attacked for their views.
 Talking Circles: Consensus
Talking Circle-Examining Aboriginal Decision-
Issues to discuss: making
- Should the school day be shorter but students would have school through the summer?
- Music is a bad influence on teens because many songs have inappropriate language and
messages. Should music be banned for teenagers and children?
- Should schools not give students number grades (like percentages) and instead have a
pass/fail system?
- Should University or College be free for anyone who would like to attend?

⊷ We will create our own talking circles and discuss these issues.
 Talking Circles: Reflection Questions
Reflection: Consensus
After the Talking Circle, please answer the following questions.

a) In your group, which rules was the most difficult to follow in

a Talking Circle?
b) What are two advantages and two disadvantages of working
to reach consensus?
c) Do you think it would be possible to reach consensus in
Canadian government? Why or why not?
 First Nation
Culture/Arts
⊷ Drumming (Pow Wow)
⊷ Art
⊷ Lacrosse

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 One World (We Are
One) - Official Video
⊷ https://www.youtube.com/watch?v=XH
hbeRJudY4

64
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 Venn Diagram
⊷ What qualities do we look for in a leader now? If you’re stuck, re-read
the stories in the
⊷ What qualities did the First Nations look for? textbook and look for
details about the
Requirements: leaders that stand out.

In full sentences:
⊷ How is that similar and different?
⊷ 5 ideas in each section
 Review Activity
Label each one as Mik’maq, Anishnabe, or
Haudenosaunee, or ALL

⊷ M = Mik’maq
⊷ A = Anishnabe
⊷ H = Haudenosaunee

⊷ Or ALL
 Europeans believed that the land was
something you OWNED

First Nations people believed that the land was something You Shared
 Comparison Chart
How were they similar? How were they different?

69
 Conclusion:
⊷ Understanding these three
First Nation groups will be
essential to understanding the
conflict that will arise in
Chapter 2 as Europeans with
very different worldviews
begin exploring North
America and come into
contact with these, among
other, First Nation groups.
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