Grade by Grade
B. Canada, 1800–1850: Conflict and Challenges · Canada, 1800–1850: Conflict and Challenges

Treaties and Land: First Nations and the Crown, 1800–1850

B3 B2About 50 minutes
Learning goals
  • I can explain why the Crown made many land treaties with First Nations in Upper Canada between 1800 and 1850.
  • I can compare how the Crown and First Nations understood these treaties.
  • I can describe the Robinson Treaties of 1850 and why they still matter.
  • I can describe how First Nations leaders such as Peter Jones and Shingwaukonse defended their peoples' rights.

Words to know

treaty
A formal agreement between nations. Treaties between First Nations and the Crown set out rights, promises and relationships.
the Crown
The British monarch and the government that acts in the monarch's name. Today, the governments of Canada and the provinces.
land surrender
A treaty in which, in the Crown's understanding, First Nations gave up land in return for payment and promises.
annuity
A payment made every year.
reserve
Land set aside for the use of a First Nation.
oral tradition
History, laws and agreements passed on by speaking, often recorded in wampum belts, songs and stories.

Let's start with a question

If you agreed to share your backyard with a neighbour, and years later they said you had sold it to them, would you think it was the same agreement?

Many First Nations say this is what happened with treaties in Upper Canada. Today these treaties are still law, and courts are still deciding what they mean.

Remember from earlier

In Grade 6 you found out whose land you are on and which treaty covers it. In Strand A of Grade 7 you learn about the Royal Proclamation of 1763 and the Treaty of Niagara (1764), which set out that only the Crown could make agreements with First Nations for their land, at public meetings, and with their consent.

Why so many treaties?

After the War of 1812, settlers poured into Upper Canada. The Crown wanted land for farms, roads and towns, so it made many land treaties with First Nations, mostly Anishinaabe nations such as the Mississauga and Chippewa (Ojibwe).

  • Historians count about 30 to 40 land surrenders in Upper Canada. By the mid-1830s, they covered most of the farmland in the colony.
  • Payments were sometimes one-time and sometimes yearly annuities, along with goods and sometimes reserves.
  • Examples: the Huron Tract treaty (1827), which made room for the Canada Company; and in 1836, Lieutenant Governor Francis Bond Head pressed the Saugeen Ojibwe to give up a large area of land and proposed moving First Nations to Manitoulin Island.
RoyalProclamationTreaty ofNiagaraHuron TracttreatySaugeenpressedCredit toNew CreditMica BayprotestRobinsonTreatiesYears: 1763, 1764, 1827, 1836, 1847, 1849, 1850
From the Royal Proclamation to the Robinson Treaties. The shaded stretch after 1815 is when most land treaties in Upper Canada were made, as settlers poured in.
Crown's usual understandingMany First Nations' understanding
What the treaty doesLand is surrendered (given up) for goodLand is shared; a lasting relationship is created
How it is recordedWritten English documentSpeeches, promises, wampum and oral tradition
What comes afterPayments; settlers use the landOngoing responsibilities, gifts and respect on both sides
Hunting and fishingOften not mentioned, or ends when land is settledContinue as before
The same treaty could be understood very differently. Many treaties were written in English, a language most signers did not read.

First Nations leaders defending their peoples

  • Peter Jones (Kahkewaquonaby) was a Mississauga leader and Methodist minister. In the 1820s he helped his people build a farming village with a school at the Credit River. He spoke and wrote to colonial officials, and travelled to Britain, to press for the Mississaugas' rights to their land. In 1847 the Mississaugas of the Credit moved to New Credit, on land offered by the Six Nations of the Grand River. They live there today.
  • Shingwaukonse was an Anishinaabe leader at Sault Ste. Marie. In the 1840s, the government gave mining companies permits on the north shores of Lakes Huron and Superior without any treaty. Shingwaukonse and other leaders protested again and again. In 1849, after they were ignored, Anishinaabe people took over a mining site at Mica Bay. Troops were sent, but the protest pushed the government to negotiate.

The Robinson Treaties of 1850

In September 1850, Crown commissioner William Benjamin Robinson and Anishinaabe leaders signed the Robinson-Superior and Robinson-Huron treaties, covering a huge area north of Lakes Huron and Superior.

  • Each community kept a reserve.
  • First Nations kept the right to hunt and fish on the lands until they were taken up for settlement or development.
  • The Crown promised a payment and yearly annuities that would increase if the land made more money for the Crown.
  • These treaties became a model for the Numbered Treaties signed later in the West.

But the annuities rose to $4 per person in the 1870s and never rose again. In July 2024, the Supreme Court of Canada ruled that the Crown had broken its promise and must make it right.

18501875190019251950197520002025annuity per person$4 in the 1870snever rose againpromised: rises when the land earns more2024: SupremeCourt ruling1850
The Robinson Treaties promised annuities that would increase (dashed line). They reached $4 per person in the 1870s and then stayed flat, until the Supreme Court ruled in 2024 that the Crown broke its promise. Shape only, not exact values.
Worked example

Modelled example: Two perspectives on one treaty

In the 1827 Huron Tract treaty, the Crown received a huge area of land, and the Chippewa received yearly payments. How might each side have seen this agreement?

  1. Crown perspective: The land was now Crown land. It could be sold to the Canada Company and settlers. The payments settled the matter.
  2. Chippewa perspective (based on many First Nations' understanding): They agreed to share the land with newcomers in exchange for a lasting relationship and support, and expected to keep using it to hunt and fish.
  3. Evidence to look for: the written treaty; records of speeches at the meeting; First Nations oral histories; what happened afterward (settlers fenced and cleared the land).
  4. Why it matters today: First Nations and governments still discuss and go to court over what treaties promised.

Each side's understanding came from its own laws and traditions. To understand a treaty fully, historians need both the written text and First Nations oral history.

Treaties are not just history

Treaties are living agreements. We are all treaty people: Canadians who are not Indigenous live on treaty lands, and the promises made in these treaties still apply. For example, in 2010 the Mississaugas of the Credit and Canada reached a settlement over the Toronto Purchase.

Hands-on activity

Two versions of an agreement

You need: paper, a pencil and a family member.

  1. Make a simple agreement with a family member about sharing something, like a shelf, a game console or the TV on weekends. Say it aloud only, and agree.
  2. Separately, each of you writes down what you agreed, without looking at the other's paper.
  3. Compare the two papers. What is the same? What is different? Did anyone add details that were never said?
  4. Now imagine one of you wrote it in a language the other could not read, and only that version counted. Is that fair?
  5. Talk: how does this help explain why treaties in Upper Canada are understood differently today?

Look for: your child noticing that who writes the record has great power, and that oral agreements are just as real to the people who made them.

Your turn

1

Why did the Crown make many land treaties in Upper Canada after 1815?

2

About how many land surrenders were made in Upper Canada?

3

How did many First Nations understand these treaties differently from the Crown?

4

Who was Peter Jones?

5

What happened at Mica Bay in 1849?

6

Name the two treaties of 1850.

7

What did the Supreme Court of Canada decide in 2024 about the Robinson-Huron annuities?

More practice: warm-up

1

What is an annuity?

2

Which Anishinaabe leader at Sault Ste. Marie protested mining on his people's lands?

3

Where did the Mississaugas of the Credit move in 1847?

4

What is a reserve?

5

Who was the Crown's commissioner for the 1850 treaties?

More practice: on your own

1

Why does it matter that many treaties were written only in English?

2

Why do historians use oral tradition as evidence for treaties?

3

What was new about the Robinson Treaties compared with many earlier Upper Canada surrenders?

4

How did Shingwaukonse's actions show First Nations leadership?

5

Explain why the 2024 Supreme Court decision shows that treaties are "living agreements".

Challenge

1

Was the period 1800–1850 a time of progress for First Nations in Upper Canada? Give evidence on both sides, then decide.

2

Explain how the War of 1812 and the Great Migration were causes of the many land treaties in Upper Canada.

3

A settler in 1836 and a Saugeen Ojibwe leader in 1836 both talk about "the future". What might each mean?

Check your understanding

Quiz

1.

Why did the number of land treaties grow after the War of 1812?

2.

How did many First Nations understand early treaties?

3.

Who led the protest that led to the Mica Bay incident (1849)?

4.

What did the Robinson Treaties (1850) include?

5.

Where did the Mississaugas of the Credit move in 1847?

6.

What did the Supreme Court decide in 2024?

For parents and teachers

Big idea: Students describe treaties between Indigenous nations and the Crown, a focus named in the curriculum's B3 overall expectation, and explain their impact, comparing perspectives (B2).

Respectful framing: Present treaties as agreements between nations, and First Nations as active leaders, not passive victims. Use present tense for living nations (the Mississaugas of the Credit First Nation, the Saugeen Ojibway Nation, the Robinson-Huron and Robinson-Superior First Nations).

How to help: Revisit which treaty covers your home (the Grade 6 lesson, or a site like native-land.ca as a starting point, checked against First Nations' own websites). Do the "two versions" activity.

Common difficulties: Thinking treaties are old history with no meaning today; assuming the written text is the whole treaty.