SHARING THE LAND AND RESOURCES

1. SHARING THE LAND AND RESOURCES Chapter 3

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

3. trade economy involved more than gathering resources • considerable labour into products • cedar canoes – felling the tree, steaming the shape, finishing the surface • one of most important trade items –oolichan grease • extraction process lengthy • major trading routes called Grease Trails • trails constantly maintained, often 2m or wider • goods traded from group to group through intermediaries • long distances – including as far as the prairies (Cree) • 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

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

5. 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 • certain objects more valuable and desirable as symbols of wealth • dentalium – small tusk-like shell • copper • slaves

6. 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.

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

8. 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 • children regarded as gifts to community and keepers of culture • communal responsibility to pass collective knowledge

9. holistic education (pg 53) • 1996 Report of the Royal Commission on Aboriginal Peoples • “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.” • learning is cyclical and life-long • begins at birth and goes through different stages of life

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

11. transition into adulthood • special ceremonies and rites • vision quest • surviving on own seeking spiritual guidance through visions or dreams • men faced rigorous and disciplined training for roles of strength and stamina • hunting, warriors • 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

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

13. 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

14. 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 • ex. boy’s first kill, marriage, completion of canoe, raising of totem • included just extended family to whole village to inviting neighbouring villages or chiefs • not an individual endeavour • kin groups, extended families, clan can assist • explain the purpose and get agreement • planning and prep can take several weeks, months or even years • pool together all food and material goods • success and esteem depend on wealth able to give away

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

16. 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

17. CONFLICT BETWEEN NATIONS • conflict inevitable • 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 • Haida known to travel great distance to raid villages • more for wealth than domination • Lekwiltok more war-like for territory • warriors fasted and purified themselves before battle • supported at home by women, children, Elders • when peace negotiated • in many cases the group that lost fewest people had to make reparations • after returning, warriors had to prepare themselves for peace • had to be clear of psychic energy required for war