SHARING THE LAND AND RESOURCES

Chapter 3

TRADE ECONOMIES• self-sufficient and used resources

in territorieso did not live in isolationo traded with neighbouring

villages and distant nationso exchanged surplus goods,

knowledge and ideaso trade strengthened through

marriage• BC First Nations were most active

and expert traders of timeo wealth of salmon harvest

allowed tradeo resources available at coast

were distinctly different than interior

• trade economy involved more than gathering resourceso considerable labour into products

cedar canoes – felling the tree, steaming the shape, finishing the surfaceo one of most important trade items – oolichan grease

extraction process lengthy major trading routes called Grease Trails

trails constantly maintained, often 2m or widerogoods 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 bartero 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 themo 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 producerso 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 marriageso 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 impartedo 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-longo begins at birth and goes through different stages of life

•children encouraged to discover and learn about lifeo atmosphere of tolerance without criticism or direct controlo learned to think independently and be self-sufficiento participated in daily life

learned through observation and practice later more formal training of specific skills and knowledge

•youth – apprenticeshipo prepared to take jobs and responsibilities of adulto specific roles and contributions to community

•transition into adulthoodo special ceremonies and riteso 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, warriorso 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 distincto 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 clano ex. boy’s first kill, marriage, completion of

canoe, raising of totemo included just extended family to whole

village to inviting neighbouring villages or chiefs

• not an individual endeavouro kin groups, extended families, clan can

assisto explain the purpose and get agreemento planning and prep can take several weeks,

months or even yearso 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 territoryo the business of the potlatch – reason from meeting

speeches to purpose in grand oratorial styleo collected wealth given away to guests

giving and receiving of gifts key event guests also accept

acknowledge validity and correctness of proceedingso 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 otherso 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

battleo 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