SHARING THE LAND AND RESOURCES Chapter 3. TRADE ECONOMIES self-sufficient and used resources in territories o did not live in isolation o traded with.

Slides:



Advertisements
Similar presentations
The Northwest Coast People. Location/Geography Pacific Coast of Canada (from Oregon to Alaska) Climate is very mild and rainy: cool summers and warm/mild.
Advertisements

Native Americans of the Pacific Northwest: Kristi Walker Medina Middle School Fourth Grade.
Native American Cultures
Education -is teaching people about various subjects usually in school BASIC PURPOSE : TRANSMISSION OF KNOWLEDGE.
Africa: Traditional Patterns of Life. Pre-Class Africa’s Child 1.How are girls viewed in some parts of Africa? 2.What are the consequences of forced marriage?
Life of a Native American By: Abby, Julia, Jeff, David.
Unit 2 The First People in Washington WA State History.
Practices, Rituals, Symbols, and Festivals
4-2 Patterns of Life What cultural ties united people in African Societies? How did the role of women vary in different African Cultures? How did religion.
LIVING ON THE LAND CHAPTER 2. HARVESTING RESOURCES wide variety of technologies developed and used high degree of skill to effectively use natural resources.
African Society and Culture
Government Structures of First Nations Societies How were the governing structures and practices of pre-contact and post- contact First Nations reflective.
Making your Circle work for you! 12 th May Making your Circle work for you! Empowering us as disabled people to manage our budgets and run our companies.
Chapter 4 Patterns of Life and The Slave Trade. Hunting families consisted of a few nuclear families. Farmers and herders were more likely to have extended.
Starting at the beginning Foundations of Citizenship Unit one A Portrait of Americans Chapter one American Society And its Values Chapter two The Meaning.
Child Development 7.  Home and school are a young child’s two most important worlds  If home and school are connected in positive and respectful ways,
Economics. Economics  Economic system – part of society that deals with production, distribution, and consumption of goods and services  Tools used.
WEST AFRICA Chapter 5.2.
+ More on the First People. + How were the first people organized? Anthropologists like to group Native peoples by language groups The Wichitas belonged.
Economic Systems: Concepts and Definitions IB Anthropology UWC Costa Rica.
Indians of North America THE GREAT NORTHWEST BY KARLA CANIZALES.
1 Three of Canada’s First Nations Mi’kmaq Haudenosaunee Anishinabe Chapter One.
Within the Iroquois Confederacy. Women – worked for the good of the village – together with others Planted tended, & irrigated the crops – beans, corn.
Algonquians in the Eastern Sub-arctic Climate - less harsh than Arctic Hotter and longer summers Sparse forests, coniferous trees.
Social Organization and Control. Overview need for human social contact and the rewards that it can bring leads most people to become members of numerous.
$1 Million $500,000 $250,000 $125,000 $64,000 $32,000 $16,000 $8,000 $4,000 $2,000 $1,000 $500 $300 $200 $100 Welcome.
West African Culture TSW 1 describe the life ways of Western Africans TSW 2 explain the importance of oral traditions in non-literate societies, and describe.
Chapter 2 – Section 2 Native American Cultures. Chapter 2, Section 2 Native American Cultures Goals to learn: How did people live in different culture.
Structures of the Wampanoag Indians The Wampanoag Indian government was based off of a confederate system. Which means they were a group of peoples parties.
Children and Childhood: A History
Patterns of Life in Africa
FIRST OCCUPANTS: CULTURE. 1. Spirituality  The search for the sacred, for that which is separate from the ordinary.  Usually a religion. 24/10/11.
Culture Analysis of Caldonia Dee Dee Paik & Soobin Bae.
Lesson- Rites of Passage
Oral Traditions Key Points: -Understanding Oral Traditions -Examples and types of Oral Traditions -Transformers-Tricksters.
Aboriginal Self-Governance: British Colonialism and its impact on Aboriginal Government Structures Self-government : when a group of people exercise significant.
MISS BOWEN 4 TH GRADE SOCIAL STUDIES NATIVE AMERICANS IN PENNSYLVANIA.
Aboriginal Economies.
Globalization and Education Dr Osama Al-Mahdi University of Bahrain Bahrain Teachers College TCPB 111 Week 2.
Chapter 2 GRADE 7 SOCIAL STUDIES. Time immemorial means: For as long as anyone can remember in all the stories passed on by the elders.
“Haudenosaunee” means people who build and is the proper name of the people of the Longhouse (the Six Nations). The French settlers called them “Iroquois”,
First Nations & Education Grade 6 Social Studies.
Chapter 2, Lesson 2 ACOS #3: Compare major Native American cultures in respect to geographic region, natural resources, government, economy, and religion.
Peoples of the Northwest Coast The Peoples of the Northwest Coast include a number of distinctive tribes that lived on the Northwest Coast stretching from.
The role of generativity in successful aging for Alaska Native Elders.
How were reservations used to control the Plains Indians?
Important Trade Items. Important Trade Items: 1) Oolichan: the ever important and nutritious fish oil  the small fish that yielded Oolichan oil were.
Sharing the Land and the Resources First Nations and Trade Economies.
Chapter 1 Are nation and identity related?. Nation vs. Country In order for us to understand more about nationalism we must first explore the difference.
$1 Million $500,000 $250,000 $125,000 $64,000 $32,000 $16,000 $8,000 $4,000 $2,000 $1,000 $500 $300 $200 $100 Welcome.
How did the Wampum Belt address collective identity?
Welcome to Who Wants to be a Millionaire
Unit 1 The First Americans
Chapter 2, Lesson 2 ACOS #3: Compare major Native American cultures in respect to geographic region, natural resources, government, economy, and religion.
The Potlatch in the Pacific Northwest
First Nations People - an Ancient Civilization?
First Nations – An Ancient Civilization?
“West Africa Culture and Daily Life”
Traditional Worldviews of FN Peoples in North America
West Sussex SEND Pathways to Adulthood Strategy The story so far.
Traditional Methods of Social Organization,
The Potlatch System.
Introduction to BC First Nations
How did European exploration in the Americas impact native peoples?
Traditional Education
Social Relationships among Indigenous Peoples [Notes 1.2]
Native American Cultures
Welcome to Jeopardy!.
Economic Activities and Systems of Alliances
SHARING THE LAND AND RESOURCES
Presentation transcript:

SHARING THE LAND AND RESOURCES Chapter 3

TRADE ECONOMIES self-sufficient and used resources in territories o did not live in isolation o traded with neighbouring villages and distant nations o exchanged surplus goods, knowledge and ideas o trade strengthened through marriage BC First Nations were most active and expert traders of time o wealth of salmon harvest allowed trade o resources available at coast were distinctly different than interior

trade economy involved more than gathering resources o considerable labour into products  cedar canoes – felling the tree, steaming the shape, finishing the surface o one of most important trade items – oolichan grease  extraction process lengthy  major trading routes called Grease Trails  trails constantly maintained, often 2m or wider o goods traded from group to group through intermediaries  long distances – including as far as the prairies (Cree) o obsidian  volcanic rock used in cutting tools  only 3 sources available  using carbon dating, can tell when traded and from where  trading for 8,000 years

most trade between neighbouring nations for items less accessible or unavailable complex networks and diverse commodities o sometimes beyond simple barter o some mediums of exchange used as standard  groundhog skins, elk skins, dentalium

TRADING FOR STATUS GOODS 2 types of trade goods: provision or prestige/status prestige items required wealth all goods unavailable locally had prestige attached to them o certain objects more valuable and desirable as symbols of wealth  dentalium – small tusk- like shell  copper  slaves

CONTROLLING THE TRADE FIRST NATIONS VOICES (52) – MATTHEW JOHNSON, GISPAXLO’OTS TRIBE, TSIMSIAN Well now, Ligeex he was the one who had the power all along the Skeena and there was no one who would go up the Skeena without first getting the permission of the chief Ligeex. Now it was the Gispaxlo’ots (gis-pac-lawts), Ligeex’s tribe, who were the ones who could go up the Skeena. And if they did so they most certainly gave a gift to the chief for going up the Skeena. It was he who was the chief over all the Skeena River. And if any other tribe, any relatives of the Gixpaxlo’ots tribe went in the canoes of the Gixpaxlo’ots they first gave a passage fee to the chief. And when they returned then they gave a trading fee for anything they had been able to get while upriver. And if they didn’t do so then Ligeex’s spokesman went to demand payment. And all of the different tribes greatly respected the powers of the chief of the Gispaxlo’ots. Although there were many tribes living along the Skeena downriver from the Canyon, none of them had ever gone upriver beyond the Canyon, and there was not one of them who traded with the Gitxsan. Only Ligeex. He was the one who made the law that he alone should trade with the Gitxsan. And all the tribes knew this.

some groups well known as traders more than producers o access to large quantities of salmon had advantage trading systems complex as certain chiefs gained control of routes o able to increase wealth, power, and prestige by controlling goods  groups paid to pass through territories  strategic locations o alliances through marriages o trade monopolies

EDUCATION: LEARNING ABOUT THE VALUES AND RESOURCE USE First Nations education part of fabric of society where values and skills for resource use and preservation imparted o children regarded as gifts to community and keepers of culture o communal responsibility to pass collective knowledge

holistic education (pg 53) o 1996 Report of the Royal Commission on Aboriginal Peoples o “ In Aboriginal educational tradition, the individual is viewed as a whole person with intellectual, spiritual, emotional and physical dimensions. Each of the aspects must be addressed in the learning process. Holistic education is the term used to describe the kind of education traditionally used by Aboriginal peoples. ” o learning is cyclical and life-long o begins at birth and goes through different stages of life

children encouraged to discover and learn about life o atmosphere of tolerance without criticism or direct control o learned to think independently and be self-sufficient o participated in daily life  learned through observation and practice  later more formal training of specific skills and knowledge youth – apprenticeship o prepared to take jobs and responsibilities of adult o specific roles and contributions to community

transition into adulthood o special ceremonies and rites o vision quest  surviving on own seeking spiritual guidance through visions or dreams o men faced rigorous and disciplined training for roles of strength and stamina  hunting, warriors o knowledge and understanding of land and resources  included territories belonging to others  who ancestors and connection to land  learned through seasonal travel  reinforced through oral traditions from Elders

PEOPLE AT THE BORDERS borders were regions of overlap and shared territories customs, languages at heart of nation and border were quite distinct o people at border influenced by neighbours o evidence of cultural sharing goes back thousands of years

GATHERINGS gathered at central locations to trade goods and ideas important socially and economically usually festive  competitions of strength and races  gambling – Lahal  exchange resources and objects  share ideas and knowledge  opportunity to meet others – future mates often associated with food harvesting sometimes had primary focus – trade

THE POTLATCH integrates spiritual, political, economic, and social dimensions of community life meaning “to give” initiated for special purpose – usually to mark milestone in family or clan o ex. boy’s first kill, marriage, completion of canoe, raising of totem o included just extended family to whole village to inviting neighbouring villages or chiefs not an individual endeavour o kin groups, extended families, clan can assist o explain the purpose and get agreement o planning and prep can take several weeks, months or even years o pool together all food and material goods success and esteem depend on wealth able to give away

formal invites important step in protocol form of potlatch varies from place to place o welcoming ceremony with food from territory o the business of the potlatch – reason from meeting  speeches to purpose in grand oratorial style o collected wealth given away to guests  giving and receiving of gifts key event  guests also accept  acknowledge validity and correctness of proceedings o concluding speeches

can be bank, life insurance, pension plan serves function in managing resources reinforces hereditary rights to land broader social purpose of bringing people together and strengthening bond of unity of kin groups and neighbours

CONFLICT BETWEEN NATIONS conflict inevitable o wars fought for preservation of land, expansion of territory and to acquire goods or slaves all groups prepared to defend with trained warriors and battle gear some groups more aggressive than others o Haida known to travel great distance to raid villages  more for wealth than domination o Lekwiltok more war-like for territory warriors fasted and purified themselves before battle o supported at home by women, children, Elders when peace negotiated o in many cases the group that lost fewest people had to make reparations o after returning, warriors had to prepare themselves for peace  had to be clear of psychic energy required for war