Grade by Grade
B. The World, 1450–1650 · The World, 1450–1650

First Nations, Inuit and Early Contact in Northern North America

B2 B3 B1 A1.3About 75 minutes
Learning goals
  • I can describe some of the Nations living in what is now Canada around 1450, including their governments and economies.
  • I can explain the structure of the Haudenosaunee Confederacy and the Great Law of Peace.
  • I can explain how early contact, alliances, epidemics and war changed the region between 1497 and 1650.
  • I can evaluate European sources and Indigenous oral histories as evidence.

Words to know

Haudenosaunee
"People of the Longhouse": the confederacy of the Mohawk, Oneida, Onondaga, Cayuga and Seneca, later joined by the Tuscarora.
Great Law of Peace
The constitution of the Haudenosaunee Confederacy, brought by the Peacemaker and still followed today.
Clan Mother
A senior woman of a Haudenosaunee clan who selects and can remove chiefs.
wampum
Shell beads woven into belts or strings used to record agreements and history.
Wendat
The Huron Confederacy around Georgian Bay; today the Huron-Wendat Nation at Wendake and the Wyandot nations.
Three Sisters
Corn, beans and squash, grown together.
mourning war
A raid to take captives to replace community members who had died.
Jesuit Relations
Annual reports by Jesuit missionaries in New France, valuable but biased sources.

A note on this lesson

This lesson is about First Nations and Inuit peoples whose descendants are our neighbours today, and about the early, often painful years of contact. Communities such as Six Nations of the Grand River, Akwesasne, Wendake and the many Anishinaabe, Mi'kmaw and Inuit communities keep these histories alive. We use the names Nations use for themselves where we can. There is no joke block in this lesson.

Before the ships

Long before 1450, the lands that are now Canada were home to many Nations with their own languages, governments, laws, economies and spiritual traditions. In 1450 a person travelling from the Atlantic to the Arctic could have met:

  • the Mi'kmaq in Mi'kma'ki (today's Maritime provinces and Gaspé), the Wolastoqiyik (Maliseet), and the Beothuk of Newfoundland;
  • the Innu of the Labrador peninsula and the Inuit of the Arctic, whose Thule ancestors had spread east across the Arctic in the centuries before;
  • the St. Lawrence Iroquoians, farming peoples at villages such as Stadacona (Quebec City) and Hochelaga (Montreal);
  • the Wendat (Huron) Confederacy around Georgian Bay, and the Haudenosaunee Confederacy south of Lake Ontario;
  • Anishinaabe peoples (including Algonquin, Ojibwe, Odawa) across the Ottawa valley and the upper Great Lakes, and the Cree across the northern forests;
  • and many more Nations across the Prairies, the mountains and the Pacific coast.

The Haudenosaunee Confederacy and the Great Law of Peace

The Haudenosaunee ("People of the Longhouse") Confederacy united five Nations: Mohawk, Oneida, Onondaga, Cayuga and Seneca. (The Tuscarora joined in the early 1700s, making Six Nations.)

  • According to Haudenosaunee oral history, the Peacemaker, with Hiawatha (Ayenwatha) and Jigonsaseh, brought the Great Law of Peace (Kaianere'kó:wa) to end a time of blood feuds. The date of the founding is debated: Haudenosaunee tradition and some scholars place it centuries before European contact (one estimate, linked to a remembered solar eclipse, is 1142), while other scholars suggest the mid-1400s or later, up to about 1600.
  • Structure: chiefs (Royaner, often called sachems in older English sources) of each Nation sit in the Grand Council at Onondaga. Decisions require consensus.
  • Women's role: Clan Mothers select the chiefs and can remove a chief who fails his duties. Families trace descent through the mother's line.
  • Records: agreements are recorded in wampum belts, such as the Hiawatha Belt that represents the union of the five Nations.

The Great Law is a working constitution that the Haudenosaunee still follow today. Some historians argue that it influenced American founders in the 1700s; that claim is debated, but the Confederacy's sophistication is not.

Wendat society

The Wendat Confederacy (Wendake, around Georgian Bay) included tens of thousands of people in palisaded villages of longhouses. Women owned and farmed the fields of the Three Sisters (corn, beans and squash), which produced a surplus. Wendat villages were a trade hub: they traded corn and goods north to Anishinaabe and Cree peoples for furs, fish and copper. When the French arrived, they needed the Wendat, not the other way round.

First contacts

  • The fishery: after John Cabot's voyage of 1497 (his exact landfall, in Newfoundland or Cape Breton, is uncertain), Basque, Portuguese, French and English fishers came every summer for cod. Basque whalers worked from Red Bay in Labrador in the 1500s. Fishers traded metal goods for furs with Mi'kmaq, Innu and other peoples: the beginning of the fur trade.
  • Jacques Cartier (1534 to 1542): in 1534 at Gaspé he met people from Stadacona led by Donnacona, and took two of Donnacona's sons, Domagaya and Taignoagny, to France. In 1535 they guided him up the St. Lawrence to Stadacona and Hochelaga. That winter, Stadaconans showed the scurvy-stricken French how to make a cure from a tree they called annedda (probably eastern white cedar). In 1536 Cartier seized Donnacona and others and took them to France, where most of them died. His 1541 to 1542 attempt at a colony failed.
  • The word Canada comes from the Iroquoian word kanata, "village", which Cartier recorded.
  • The Arctic: Martin Frobisher's English voyages to Baffin Island (1576 to 1578) clashed with Inuit, and took Inuit people to England, where they died soon after.
  • By the time Champlain arrived (around 1603), the St. Lawrence Iroquoians had disappeared from the valley. Historians debate why: war with neighbours, disease, or both.
Early contact in what is now Canada (spacing to scale)150015201540156015801600162016401497Cabot1534Cartier, Gaspé1536Donnacona seized1576-78Frobisher1608Quebec founded1609Champlain's raid1634-40epidemics1649Wendake dispersed
From fishing contact to colonial settlement in about a century. Notice how quickly change accelerated after 1600.

Alliance and the fur trade, 1600 to 1650

Samuel de Champlain helped found Port-Royal (1605), where the Mi'kmaw leader Membertou became an ally, and Quebec (1608). To get furs, the French needed alliances with Indigenous trading partners: the Innu (Montagnais), Algonquin and Wendat. Alliance in Indigenous diplomacy meant obligations: gift exchange, marriage ties and military support. So in 1609 Champlain joined his allies in a raid against the Mohawk near Lake Champlain, where French guns killed Mohawk leaders. This deepened long-term conflict between the French and the Haudenosaunee.

Further south, the Haudenosaunee traded with the Dutch at Fort Orange (Albany). Haudenosaunee tradition records an agreement with the Dutch, around 1613, represented by the Two Row Wampum: two peoples travelling side by side, each in its own vessel, neither interfering with the other. Historians debate the authenticity of a written Dutch version of this agreement, but the Kaswentha principle is central to Haudenosaunee understandings of their relationship with settler governments, including Canada, today.

The Two Row Wampum (Kaswentha): the idea it recordsHaudenosaunee canoe: our laws, ways and beliefspeace, friendship, respect (the white beads between)European ship: their laws, ways and beliefsTwo vessels travel side by side down the river of life; neither steers the other.
The Two Row Wampum is made of white and purple shell beads; here the two solid stripes stand for the purple rows and the coloured background for the white beads. It records a relationship of parallel, equal paths.

Missionaries, epidemics and war

French Recollet (1615) and then Jesuit (from 1625) missionaries lived among the Wendat. The Jesuits' annual reports, the Jesuit Relations, are rich but biased sources: written to raise money and support in France, they describe Wendat life in detail while judging it by Catholic values.

From 1634 to 1640, epidemics including smallpox, against which Indigenous peoples had no prior immunity, killed perhaps half of the Wendat. Many Wendat blamed the missionaries, who were present wherever sickness spread. Weakened, and divided between Christian and traditional factions, the Wendat faced Haudenosaunee armies equipped with Dutch guns. In 1648 to 1649 the Haudenosaunee destroyed key Wendat villages, and the Wendat dispersed. Survivors became the Huron-Wendat Nation at Wendake near Quebec City and the Wyandot nations in the United States, and many were adopted into Haudenosaunee communities. These communities continue today.

The Haudenosaunee wars of this period are sometimes called the "Beaver Wars". That name suggests fur was the only cause. Historians also point to mourning wars (raids to take captives to replace people lost to disease and war), politics, and alliance obligations: a reminder to question labels.

Worked example

Modelled example: Reading the Jesuit Relations

A Jesuit in the 1630s writes that the Wendat "have no laws" and live without government. How should a historian use this statement?

  1. Author and purpose: a missionary writing to supporters in France, who wanted to show both the need for missions and the progress of conversion.
  2. Perspective: he judges by European categories: written law, kings, police. Wendat government worked through councils, consensus, clan leaders and customary law, which he might not recognize as "law".
  3. Internal contradiction: the same Relations describe Wendat councils, diplomacy and the punishment of wrongdoers, which shows there were laws.
  4. Corroborate: compare with Wendat and Haudenosaunee oral histories, archaeology of Wendat villages, and other French accounts.
  5. Use the source for what it reveals: strong evidence of French attitudes, weaker evidence of Wendat reality on this point.

The statement tells us more about Jesuit assumptions than about Wendat society. The Relations remain valuable for detailed observations, when read critically and alongside Indigenous sources.

Hands-on activity

Listening to a living history

You need: internet access or a library, a notebook, about 30 minutes.

  1. Visit the official website of a First Nation today (for example Six Nations of the Grand River, the Huron-Wendat Nation at Wendake, or a Mi'kmaw community) or its cultural centre, or watch a video in which a knowledge keeper shares history (look for sources created by the Nation itself).
  2. Write down three things the Nation says about its history before 1650, and how it describes its relationship with Canada today.
  3. Compare with what a European source from the period (Cartier, Champlain or the Jesuit Relations) said about the same people.
  4. Discuss with a grown-up: what does each source include or leave out?

Look for: respect for the Nation's own account; noticing whose voice each source carries.

Your turn

1

Name the five original Nations of the Haudenosaunee Confederacy.

2

What role did Clan Mothers play in Haudenosaunee government?

3

What are the Three Sisters?

4

What did Cartier do to Donnacona in 1536?

5

Where does the word "Canada" come from?

6

What does the Two Row Wampum represent?

7

What happened to the Wendat between 1634 and 1649?

More practice: warm-up

1

Where is the Grand Council of the Haudenosaunee held?

2

Which Mi'kmaw leader allied with the French at Port-Royal?

3

Who founded Quebec in 1608?

4

Which European group whaled at Red Bay, Labrador?

5

What were the Jesuit Relations?

More practice: on your own

1

Why did the French need alliances with Indigenous Nations in the early 1600s?

2

Explain why Champlain joined the 1609 raid against the Mohawk and one consequence.

3

What are two limits of the Jesuit Relations as sources?

4

Why is "Beaver Wars" a debated label?

5

Why is it important to describe Indigenous Nations in the present tense?

Challenge

1

Assess the significance of epidemics for the peoples of the Great Lakes region, 1634 to 1650.

2

Compare Haudenosaunee and European ideas of government around 1600.

3

A historian has two sources on the Two Row Wampum: a written Dutch document whose authenticity is debated, and Haudenosaunee oral history. How should she weigh them?

Check your understanding

Quiz

1.

Who selects Haudenosaunee chiefs?

2.

Why did Champlain fight the Mohawk in 1609?

3.

What principle does the Two Row Wampum record?

4.

Which factor contributed most directly to the Wendat population losses of 1634 to 1640?

5.

Which statement about the Jesuit Relations is accurate?

6.

What happened to the St. Lawrence Iroquoians between Cartier's voyages and Champlain's arrival?

For parents and teachers

Big idea: This lesson covers Indigenous peoples in what is now Canada and early contact for B2 (relations between groups: alliance, conflict, trade), B3 (identity and heritage: the Great Law of Peace, wampum) and B1 (economies), with a strong focus on evaluating sources, including oral history (A1.3).

How to help: Use the activity to explore a First Nation's own website together. Ask: whose voice are we hearing?

Sensitivity: this lesson describes kidnapping, epidemics and war. It is written respectfully and without graphic detail, and it presents First Nations and Inuit as living communities. There is no joke block.

Common difficulties: thinking contact was a single event; treating European sources as neutral; describing Indigenous peoples only in the past tense.