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Questions to ask yourself:
Questions to ask yourself:
What happens when cultures collide?
What you will be able to do:
What you will be able to do:
Identify the objects of rivalry between indigenous groups.
Explain the consequences of the system of alliances.
Contexts
Contexts
Before Europeans arrived, Indigenous peoples had lived in North America for thousands of years, creating strong communities across large land areas. By the 1500s, groups like the St. Lawrence Iroquoians, the Mi’kmaq, the Innu, and the Huron-Wendat were settled in regions around the St. Lawrence River and the Atlantic coast. These nations had their own territories and traditional lands, and they often competed with each other over important resources like hunting grounds, fishing areas, and trade routes. At the same time, they built alliances to keep peace and support each other, like the Great Law of Peace created around 1450, which united five Iroquoian nations into a powerful confederacy. Indigenous life was full of complex relationships, long before European contact changed the balance.
This page is under construction.
This page is under construction.
For now, browse some of the main document collection, including a few strategies and other resources below.
Note: Update (Dec. 2023)
Champlain's Dream - Le rêve de Champlain (by RECITUS) is now available in English as well.
Extension Activity: The Haudenosaunee (Iroquois) and Associated First Peoples
Extension Activity: The Haudenosaunee (Iroquois) and Associated First Peoples
This activity proposes a way to research events and locations in Kanien'ké:ha territory but also includes a chance to discover other individual Haudenosaunee (and non-Haudenosaunee) groups and their roles throughout the area's history. It asks students to work from a small reference on a very large timeline-styled poster by Ray Fadden, to choose a group or location, and to research it further. Many of the references in this image will challenge students and force them to find and question sources, examine written and oral histories, and possibly even contact present-day members of these nations to discover more information.
The Kanien'kehá:ka and associated peoplesIndigenous connections to a local village: Abenaki example
Indigenous connections to a local village: Abenaki example
This is a local-history sample activity that starts with a few maps of W8banaki territory, then asks students to research, both in terms of what happened to Indigenous groups in the area and the history of a target village.
Students respond to sample Guiding Question suggestions:
- How did the arrival of Europeans affect the W8banaki peoples?
- How were they involved in the history of Québec and/or the history of your local region?
Please take a look at the two maps and the process suggestions here.
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