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B. Canada, 1890–1914: A Changing Society · Canada, 1890–1914: A Changing Society

First Nations, Métis and Inuit, 1890–1914: Treaties, Change and Resilience

B3 B2 B1About 55 minutes
Learning goals
  • I can describe Treaties 8, 9 and 10 and explain why the Crown and First Nations each made them.
  • I can explain why the oral promises and the written text of treaties are both important.
  • I can describe how Métis scrip and settlement affected Métis communities, and how Inuit life was changing.
  • I can give examples of First Nations, Métis and Inuit people who resisted, adapted and kept their cultures strong.

Words to know

treaty
A formal agreement between nations. Treaties between First Nations and the Crown are still in effect today.
Numbered Treaties
Eleven treaties signed between First Nations and the Crown from 1871 to 1921, covering much of what is now Canada.
adhesion
When another community signs on to an existing treaty later.
annuity
A payment made every year, such as the $4 per person under Treaty 9.
scrip
A government certificate given to individual Métis people, worth land or money, in exchange for giving up their land rights.
oral promise
A promise spoken aloud during treaty talks. First Nations consider these promises part of the treaty.
resilience
The strength to keep going and recover in hard times.

Let's start with a question

If you made an agreement by talking for hours with someone, and they later handed you a paper with different words on it, which version would count?

For many First Nations who signed treaties between 1899 and 1906, this question is still important today. In this lesson you will learn about these treaties, and about how First Nations, Métis and Inuit communities lived, adapted and resisted in a fast-changing Canada.

Remember from Strand A

In Strand A you study Treaties 1 to 7 (1871–1877), signed across the Prairies, and the Indian Act of 1876. Between 1890 and 1914 the Crown wanted treaties for lands farther north, where there were gold, minerals, forests and routes for railways.

Treaty 8 (1899)

  • Signed: 21 June 1899 at Lesser Slave Lake, first with Cree leaders. Denesuline, Dane-zaa and other nations joined later through adhesions.
  • Area: about 841,000 km², covering what are now northern Alberta, northwestern Saskatchewan and parts of British Columbia and the Northwest Territories. It is the largest treaty by area in Canadian history.
  • Why the Crown wanted it: interest in northern resources, and the Klondike Gold Rush, which sent a flood of newcomers through the region.
  • Oral promises: treaty commissioners promised aloud that people would not be prevented from hunting and fishing as they always had. But the written text allowed the government to make regulations, and the interpreter later said that part was not read aloud. Later game laws were often enforced against First Nations hunters.
  • Medical care and help for the elderly and poor were promised but unevenly delivered.

Treaty 9: the James Bay Treaty (1905–06)

Treaty 9 covers most of northern Ontario.

  • Signed: 1905–06 with Cree and Anishinaabe (Ojibwe) nations, with more adhesions in 1929–30.
  • Commissioners: Duncan Campbell Scott and Samuel Stewart for Canada, and Daniel MacMartin for Ontario. Ontario had a say because the land and resources were in the province.
  • Terms in the text: a one-time payment of $8 per person, then $4 per person each year, and reserves of one square mile for each family of five.
  • Why the Crown wanted it: to open the North for railways, mining, lumbering and settlement.
  • Why the Cree and Anishinaabe signed: to protect their lands and the animals they trapped from the newcomers already arriving, and to secure support.
  • The words problem: the written treaty said the nations would "cede, release, surrender and yield up" their land. Historians note these ideas had no equivalent in Cree or Ojibwe language and worldview. Many First Nations understood the treaty as an agreement to share the land.
Treaty 9: one agreement, two understandingsWritten English text"cede, release,surrender andyield up" the landWhat many Cree andAnishinaabe understoodan agreement toshare the land≠Courts today weigh both(the spirit and intent)
The English legal words and the First Nations understanding did not match. That is why historians and courts use both written and oral evidence.

Treaty 10 (1906–07)

Treaty 10 covered nearly 220,000 km² of northern Saskatchewan and part of Alberta, signed with Cree and Dene nations in 1906–07. At the same time, commissioners settled Métis scrip claims, for example at Portage La Loche.

The Métis Nation, 1890–1914

After the North-West Resistance of 1885, many Métis families faced hard times.

  • Scrip: rather than signing treaties, Métis people were offered scrip: under Treaty 8, a certificate worth $240 or 240 acres. Scrip ended their land rights in exchange. Many sold it to speculators for much less than it was worth, because they needed money or the land offered was far away.
  • Saint-Paul-des-Métis: in 1896, a Catholic priest, Father Albert Lacombe, started a farming colony for Métis families northeast of Edmonton. It struggled, and by about 1909 it was opened to other settlers; many Métis families lost their land again.
  • Road allowance people: some families lived on narrow strips of Crown land set aside for roads, often facing poverty and discrimination.
  • Resilience: Métis families kept their Michif language, music, fiddling and jigging, beadwork and strong family networks, and many worked as freighters, hunters, trappers and guides. In the next generations, Métis people organized politically to win recognition of their rights.

Inuit, 1890–1914

Inuit lived across the Arctic in their homelands, as they had for many generations, with their own laws, knowledge and ways of life.

  • Whalers: American and Scottish whaling ships hunted bowhead whales in the Arctic. Starting in 1890, American whalers spent winters at Herschel Island in the western Arctic. Many Inuit worked for whalers as hunters, guides and seamstresses, trading for goods like rifles, metal tools and cloth. Whalers also brought diseases that took many lives, and over-hunting reduced whale numbers. Commercial whaling collapsed in the early 1900s.
  • Police and missionaries: In 1903, the North-West Mounted Police set up posts at Herschel Island and Fullerton Harbour, partly to show that the Arctic was Canadian. Anglican missionary Edmund Peck began a mission on Baffin Island in 1894 and helped spread a syllabic writing system for Inuktitut, which many Inuit still use.
  • Continuity: through these changes, Inuit kept hunting, travelling, building and sharing according to their own knowledge and values.

Resisting and speaking out

First Nations did not simply accept these changes. They used petitions, delegations and the courts, and they kept their cultures alive.

  • In 1906, Squamish Chief Joe Capilano and two other chiefs from British Columbia travelled to London to ask King Edward VII to recognize their land rights. Most of B.C. had no treaties.
  • In 1910, Secwépemc, Nlaka'pamux and Syilx chiefs presented the Memorial to Sir Wilfrid Laurier at Kamloops, explaining how their lands had been taken without agreement.
  • In 1913, the Nisga'a Nation sent a petition to the Privy Council in London asking that their land title be recognized. (Their land claim was finally settled in the Nisga'a Final Agreement, in effect from 2000.)
  • E. Pauline Johnson (Tekahionwake), born at Six Nations of the Grand River in Ontario to a Mohawk father and an English-born mother, became one of Canada's best-known poets and performers, touring Canada and Britain. She proudly presented her Mohawk heritage to audiences who knew little about First Nations. She died in 1913.
1899Treaty 81905–06Treaty 91906Capilano goesto London1906–07Treaty 101910Memorial toLaurier1913Nisga'apetitionAbove: treaties signed. Below: First Nations speaking out for land rights.
In just 14 years, three numbered treaties were signed and First Nations in British Columbia, where most land had no treaty, took their land rights to the King, the Prime Minister and the Privy Council. (Years to scale.)
TreatyYearsWhereNations (examples)
Treaty 81899 (adhesions later)Northern Alberta, NW Saskatchewan, NE British Columbia, southern NWTCree, Denesuline, Dane-zaa
Treaty 91905–06 (adhesions 1929–30)Northern OntarioCree, Anishinaabe (Ojibwe)
Treaty 101906–07Northern Saskatchewan and part of AlbertaCree, Dene
Numbered treaties signed between 1890 and 1914. They are still in effect today.
Worked example

Modelled example: Two understandings of one treaty

Use Treaty 9 to explain why First Nations and the Crown may understand the same treaty differently.

  1. What the written text says: the nations would "cede, release, surrender and yield up" their land, in exchange for payments, reserves and other terms.
  2. What many First Nations understood: an agreement to share the land, while keeping their ways of life, based on what was said in the talks. The legal words had no equivalent in Cree or Ojibwe.
  3. Evidence to check: the written treaty, the commissioners' diaries and reports, and the oral histories of the Cree and Anishinaabe communities.
  4. Why it matters today: treaties are legal agreements still in force. Courts in Canada now consider oral promises and the spirit and intent of treaties, not just the words on paper.

The Crown's written text and First Nations' understanding differed. Historians and courts use both written and oral evidence to understand what was agreed.

Treaties are not just history

Everyone in Ontario lives on land covered by treaties or other agreements, or on land where First Nations have never signed one. Look up whose traditional territory and which treaty covers your community. Many schools begin assemblies with a land acknowledgement.

Hands-on activity

Whose land, which treaty?

You need: a computer or phone with a grown-up, paper and a pencil.

  1. With your grown-up, search for a treaty map of Ontario, such as the Government of Ontario's map of treaties, or the Native Land map.
  2. Find your community. Which treaty covers it? Which First Nations have it as their traditional territory?
  3. Find Treaty 9 on the map. Name two communities inside it (for example, Moose Factory, Attawapiskat or Fort Albany).
  4. Write a three-sentence land acknowledgement for your home, in your own words. A good one is specific (it names the nations and treaty), accurate and says something you will do (for example, learn more or support a local First Nations event).

Look for: correct treaty and nation names, and an acknowledgement that is sincere, not just copied.

Your turn

1

When and where was Treaty 8 first signed?

2

How did the Klondike Gold Rush lead to Treaty 8?

3

Which part of Ontario does Treaty 9 cover, and which nations signed it?

4

What were the money terms in the written Treaty 9?

5

What was Métis scrip?

6

How did whalers affect Inuit life?

7

Name one way First Nations spoke out for their rights between 1906 and 1913.

More practice: warm-up

1

Which treaty is the largest by area in Canadian history?

2

Who represented Canada in the Treaty 9 talks?

3

Where was E. Pauline Johnson born?

4

In what year did the NWMP set up posts at Herschel Island and Fullerton Harbour?

5

What is the language of the Métis Nation called?

More practice: on your own

1

Why are oral promises important in understanding treaties?

2

Why did many Métis people sell their scrip for less than it was worth?

3

Why did the NWMP set up posts in the Arctic in 1903?

4

Why was Chief Joe Capilano's 1906 trip to London significant?

5

Give one example of continuity and one of change for Inuit between 1890 and 1914.

Challenge

1

Compare the reasons the Crown and the Cree and Anishinaabe had for making Treaty 9.

2

Why do courts in Canada today look at the oral history of a treaty, not only its written text?

3

Use historical perspective to explain how a Métis family and a land speculator in 1900 might each have seen scrip.

Check your understanding

Quiz

1.

What event helped push the Crown to make Treaty 8 in 1899?

2.

Which part of Canada does Treaty 9 cover?

3.

What was Métis scrip?

4.

Why do written treaty texts and First Nations' understandings sometimes differ?

5.

What happened in 1906?

6.

Who was E. Pauline Johnson (Tekahionwake)?

7.

Which statement about these treaties is correct?

For parents and teachers

Big idea: This lesson covers significant developments affecting First Nations, Métis and Inuit between 1890 and 1914 (B3), their perspectives on treaties and change (B2), and continuity and change in their rights then and now (B1).

Language: We use present tense for living nations ("The Tr'ondëk Hwëch'in are..."), and the names nations use for themselves where possible (Anishinaabe, Denesuline, Secwépemc). "Indian" appears only in names of laws.

How to help: Find which treaty covers where you live (the Government of Ontario publishes a treaty map). If possible, visit a local First Nations cultural centre or powwow that welcomes visitors.

Common difficulties: Thinking treaties are only old history (they are current, legal agreements); thinking the written text is the whole treaty; describing Inuit or Métis only as victims without noting their agency and continuity.