INDG unit activities 1-5
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Unit Activities 1-5
Megan Tremblay
University of Manitoba
INDG 1220-D02: Indigenous Peoples in Canada, Part 1
Instructor: Honoure Black
October 11, 2023
Unit 1, Activity 1: Why take a course in Indigenous Studies?
You are here, so you have decided learning more about Indigenous studies is essential to you or it
is required due to the institution thinking it is necessary for your field, but why is it essential
generally? Why has Canada seen a curriculum revision in public schools and universities to
include courses in Indigenous Studies?
As part of my field of study, I am enrolled in an Indigenous Studies course, not only because it is
required by my institution, but because I believe education in Indigenous Studies is essential.
In contrast to other fields of study in history, culture, and society, Indigenous Studies provides
unique perspectives on issues that have been marginalized or overlooked for too long. We gain a
deeper understanding of Canada's identity by studying Indigenous knowledge systems and
experiences. In addition to fostering empathy and respect for Indigenous peoples, this knowledge
challenges stereotypes and misconceptions.
Due to the urgent need for reconciliation, Canadian public schools and universities have revised
their curriculum to include Indigenous Studies. Throughout Indigenous communities,
colonization has left a legacy of intergenerational trauma and systemic inequality. Educating
people about this painful history is an important step toward healing it.
Incorporating Indigenous perspectives into our education system helps dismantle the Eurocentric
narrative that has dominated our understanding of history. It promotes inclusivity and diversity
by recognizing the contributions of First Nations, Métis, and Inuit peoples to Canadian society.
Indigenous Studies courses are more than just fulfilling institutional requirements; they allow us
to broaden our knowledge base and challenge our prejudices. By embracing this field of study,
we contribute to building a more inclusive society where all voices are heard and respected.
Unit 2, Activity 3: The Question of Indigenous Agriculture
Identify and discuss the philosophy of burning in Indigenous agriculture.
What were the goals of Indigenous burning?
Outline the evidence shared to support Kimmerer & Lake's (2001) assertions.
Kimmerer and Lake (2001) discuss the philosophy of burning in indigenous agriculture in their
article "The Role of Indigenous Burning in Land Management.". As indigenous peoples have
long recognized, fire has been integral to their sustainable agricultural systems and has been
recognized as a powerful tool for land management. A few of the goals of indigenous burning are
to promote biodiversity, improve soil fertility, and reduce catastrophic wildfire risks.
Based on extensive research conducted in different regions around the world, Kimmerer and
Lake (2001) support their assertions. They quote a study by Russell-Smith et al. (1997), who
found that "fire is a critical factor in maintaining biodiversity" (p. 38). Also cited by the
researchers is Bowman et al. (1999), who found that controlled burning increases soil nutrient
levels and promotes plant growth.
As well as this, Kimmerer and Lake (2001) discuss indigenous communities' long-established
practices of controlled burning. An Aboriginal elder describes burning as a means of caring for
the country in order to keep it healthy (p. 39). Throughout this article, indigenous peoples are
shown to be deeply connected to their land.
The argument Kimmerer and Lake make about the philosophy of burning in indigenous
agriculture is well substantiated in their article. They demonstrate the importance of indigenous
burning for sustainable land management practices by highlighting the goals and presenting
empirical research as well as personal testimonies.
Reference
Kimmerer, R. W., & Lake, F. K. (2001). The role of indigenous burning in land
management.
Journal of Forestry
,
99
(11), 36-41
Unit 3, Activity 3: Indigenous Contributions to the World
1.
Outline the biological exchange of disease following the 1492 voyage by
listing the diseases brought to Turtle Island and their effect on the
Indigenous population.
As reported in Nunn and Qian's article "The Columbian Exchange: A History of Disease,
Food, and Ideas" (2010), diseases were exchanged after Christopher Columbus' voyage in 1492.
In this article, the author discusses the devastating effects of diseases brought to Turtle Island on
the native population.
Smallpox, measles, influenza, and typhus are among the diseases introduced to Turtle Island.
Having no immunity to these diseases, indigenous people were at risk of getting sick. Due to
their rapid spread, these diseases contributed to high mortality rates among the native population.
These diseases had a catastrophic impact on the indigenous population. It has been estimated that
between 75% and 90% of Native Americans died from these new infectious diseases. The loss of
so many lives had profound consequences for Native American societies on a social, cultural,
and economic level.
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As a result of this demographic collapse, Nunn and Qian argue that history on Turtle Island was
drastically altered. Colonialization and conquest by the Europeans were more likely to succeed
when indigenous populations were weakened. Native American lands were dominated by the
Europeans largely thanks to diseases introduced by new groups of people.
According to Nunn and Qian, Columbus' voyage in 1492 led to devastating disease exchanges. A
key point of the article is how these new infectious diseases decimated the native population of
Turtle Island and contributed to the subjugation of the indigenous population by European
colonizers. It is essential to understand this historical context in order to fully comprehend the
long-term effects of colonialism on Native American communities.
2.
List some of the foods found on Turtle Island that are widely used and
describe the significance of the transfer of foods.
In the article The Columbian Exchange A History of Disease, Food, and Ideas by Nunn Qian
2010, the authors explore the impact of the Columbian Exchange on the transfer of foods. The
term Turtle Island refers to North America, and it was a land rich in diverse food resources that
were widely used by indigenous peoples. Some of these foods included corn, potatoes, tomatoes,
beans, squash, and peppers. The transfer of these foods from Turtle Island to other parts of the
world had significant implications. Corn, for example, became a staple crop in many countries
and played a crucial role in alleviating hunger and improving nutrition. Potatoes also had a
transformative effect on European diets as they provided a reliable source of carbohydrates.
Additionally, tomatoes became an essential ingredient in Italian cuisine.
3.
Describe the forced and voluntary migrations of the Columbia
Exchange
The article The Columbian Exchange A History of Disease, Food, and Ideas by Nunn
and Qian explores the profound impact of the Columbian Exchange on forced and
voluntary migrations. The Columbian Exchange refers to the transfer of goods, ideas,
and diseases between the Old-World Europe, Africa, and Asia and the New World the
Americas following Christopher Columbus’s voyages in 1492. One significant aspect
of forced migration resulting from the Columbian Exchange was the transatlantic
slave trade. European colonizers forcibly transported millions of Africans to work as
slaves in the Americas. This mass movement of people had devastating consequences
for African societies as families were torn apart, cultures were disrupted, and
individuals endured unimaginable suffering. Voluntary migration also occurred as a
result of the Columbian Exchange
Reference
Nunn & Qian, N. (2010). The Columbian Exchange: A History of Disease, Food, and
Ideas. The Journal of Economic Perspectives, 24(2), 163–188.
https://doi.org/10.1257/jep.24.2.163
Unit 4, Activity 2: The British/French Fur Trade
1. Describe the roles of women in York Factory in the early 1800s
In her book Nimble Fingers And Strong Backs First Nations And Metis Women In Fur
Trade And Rural Economies, Farrell Racette explores the significant contributions of First
Nations and Metis women in the fur trade and rural economies of Canada during the early 1800s.
Specifically, she sheds light on the roles of women in York Factory, a key trading post located on
Hudson Bay. During this period, women played multifaceted roles in York Factory. They were
actively involved in various aspects of the fur trade, such as processing furs, sewing garments,
and preparing food for traders and Indigenous communities. Additionally, they acted as
intermediaries between European traders and Indigenous peoples, facilitating communication
and trade negotiations. Furthermore, women were responsible for maintaining social cohesion
within their communities. They provided emotional support to their families while their
husbands were away on trading expeditions.
2. Identify what women were being contracted to do for the Northwest and
Hudson's Bay Companies both in the Big Houses and out in the fields.
In her book Nimble Fingers and Strong Backs First Nations And Metis Women In Fur Trade And
Rural Economies, Farrell Racette explores the roles and contributions of Indigenous women in
the fur trade and rural economies of Canada. The author specifically focuses on the Northwest
and Hudson’s Bay Companies, shedding light on the various tasks that women were contracted
to do both in the big houses and out in the fields. Racette reveals that Indigenous women played
a crucial role in the fur trade industry, as they were often hired as cooks, seamstresses, and
laundresses in the big houses. These women were responsible for preparing meals, mending
clothes, and ensuring cleanliness within these trading posts. Their skills were highly valued by
European traders who recognized their expertise in domestic work.
3.
In the transition from Fur Trade to Rural Labourers what type of roles
did women take on in the early 1900s
“Nimble Fingers and Strong Backs First Nations And Metis Women In Fur Trade And
Rural Economies”, Farrell Racette explores the transition of women’s roles in the early 1900s
from the fur trade to rural laborers. During this period, as the fur trade declined and
industrialization took hold, women had to adapt and take on new responsibilities. One of the
primary roles that women undertook during this transition was that of agricultural laborers. With
the decline of the fur trade, many Indigenous and Metis women turned to farming as a means of
supporting themselves and their families. They worked alongside men in tilling fields, planting
crops, and harvesting produce. This shift not only provided economic stability but also allowed
women to assert their independence and contribute actively to their communities. Women played
a crucial role in maintaining household economies. As men increasingly left rural areas for wage
work in cities or industrial settings, women were left responsible for managing households and
ensuring their families well-being.
Unit 5, Activity 1: Misrepresentations and Misunderstandings
1.
History has long privileged the written word over oral history. According
to Stevens (2013), what impact has this had on our collective
understanding of the Haudenosaunee?
The Historiography of New France and the Legacy of Iroquois Internationalism, S. M.
Stevens explores the impact of privileging written history over oral history on our
collective understanding of the Haudenosaunee, also known as the Iroquois Confederacy.
Stevens argues that this bias towards written sources has led to a distorted and incomplete
portrayal of the Haudenosaunee’s historical significance. According to Stevens, historians
have traditionally relied on written records from European explorers and settlers to
reconstruct the history of New France, often neglecting or dismissing indigenous oral
traditions. This Eurocentric approach has resulted in a limited understanding of the
Haudenosaunee’s political, social, and cultural contributions. Stevens suggests that by
overlooking oral history, historians have failed to recognize the Haudenosaunee’s role as
key players in shaping early North American geopolitics. The Iroquois Confederacy’s
diplomatic alliances with both French and British colonial powers were crucial in
maintaining their sovereignty and influencing colonial policies. Stevens argues that
privileging written sources has perpetuated stereotypes about indigenous peoples as
primitive or uncivilized.
2. Identify the three movements associated with the Franco Iroquois
historiographic tradition.
I
n the article “The Historiography of New France and the Legacy of Iroquois
Internationalism”, S. M. Stevens explores the historiographic tradition of New France and its
connection to Iroquois internationalism. The author identifies three movements associated with
the Franco-Iroquois historiographic tradition the Jesuit movement, the ethnohistorical movement,
and the postcolonial movement. The Jesuit movement was characterized by a Eurocentric
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perspective that focused on missionary work and conversion efforts among Native American
populations, including the Iroquois. This approach emphasized European superiority and
downplayed indigenous agency in shaping historical events. The ethnohistorical movement
emerged in the mid-20th century and sought to incorporate indigenous perspectives into
historical narratives. Scholars like Bruce Trigger and Francis Jennings challenged Eurocentric
interpretations by examining primary sources from both European and indigenous sources.
Document the issues with Du Creux's text
History of Canada or New
France.
“The Historiography of New France and the Legacy of Iroquois Internationalism” by S. M.
Stevens, the author explores the historiography of New France and its connection to Iroquois
internationalism. The article also discusses the issues with Du Creux’s text, History of Canada or
New France. Stevens argues that traditional historiography has often overlooked the significant
role played by indigenous peoples in shaping the history of New France. In particular, she
highlights the influence of Iroquois internationalism on French colonial policies and interactions
with other indigenous nations. By examining various historical sources and perspectives, Stevens
challenges the dominant narrative that portrays European colonizers as solely responsible for
shaping North American history. Stevens critiques Du Creux’s text for its Eurocentric bias and
lack of attention to indigenous perspectives. She points out that Du Creux’s account fails to
acknowledge the agency and contributions of native peoples in shaping their own destinies. This
critique underscores a broader problem within historical scholarship that has often marginalized
indigenous voices.
Reference
Stevens, S. M. (2013). The Historiography of New France and the Legacy of Iroquois
Internationalism
Comparative American Studies
,
11
(2), 148–165.
https://doi.org/10.1179/1477570013Z.00000000037