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C. The World, 1650–1789 · The World, 1650–1789

Indigenous Nations of the Americas, 1650–1789: Diplomacy, Trade and Resistance

C2 C1 C3 A1.2 A1.3About 75 minutes
Learning goals
  • I can explain how Indigenous nations used diplomacy, trade, alliances and armed resistance to protect their interests.
  • I can describe the Great Peace of Montreal, the Peace and Friendship Treaties, Pontiac's War, the Royal Proclamation and the Treaty of Niagara.
  • I can describe Indigenous resistance in other parts of the Americas, including the Pueblo Revolt and the Túpac Amaru II rebellion.
  • I can compare written and Indigenous sources (wampum, oral history) about the same agreement.
  • I can explain why events of this period still matter for Indigenous rights in Canada today.

Words to know

sovereignty
The authority of a people or state to govern itself.
wampum
Beads made from shells, woven into belts or strings by Haudenosaunee, Anishinaabe and other nations to record agreements, laws and history.
Covenant Chain
A series of alliances between the Haudenosaunee (and later other nations) and the English/British, from the 1670s, often described as a chain to be kept polished.
Royal Proclamation of 1763
A British decree that reserved lands for Indigenous nations and said only the Crown could acquire their lands, by agreement at public meetings.
treaty
A formal agreement between nations; Indigenous treaties with the Crown are recognized and affirmed in Canada's Constitution Act, 1982.
oral history
History kept and passed on by speaking, often with strict rules for accuracy and with objects such as wampum.
mita
A Spanish colonial system of forced rotational labour, especially in the silver mines of the Andes.

A note on this lesson

First Nations, Métis and Inuit in Canada, and Indigenous peoples across the Americas, are living nations with their own governments, laws and histories that continue today. This lesson focuses on their decisions and strategies, not only on what was done to them. It discusses epidemics and conflict without graphic detail. There is no joke block in this lesson.

Nations, not backdrops

Old history books often treated Indigenous peoples as a backdrop to European empires. In fact, for most of this period, much of North America was controlled by Indigenous nations. European colonies hugged the coasts and the St. Lawrence. French, British and Spanish officials needed Indigenous allies, trading partners and guides, and they negotiated with Indigenous leaders as with foreign powers.

Indigenous nations also faced terrible pressures: epidemics (a smallpox epidemic spread across much of North America between 1775 and 1782), warfare intensified by European rivalries, loss of land and, in Spanish America, forced labour. This lesson looks at both: the pressures, and the strategies nations used to protect their sovereignty.

Strategies Indigenous nations used, 1650–1789Diplomacytreaties, alliances,wampum, giftsTradeset terms; act asmiddlemenBalance ofpowerplay empires offone anotherArmedresistancePueblo Revolt,Pontiac's WarAdaptationhorses, new goods,new alliancesNations chose strategies based on their own interests and changed them ascircumstances changed. They were actors in world history, not only victims of it.
Indigenous nations used many strategies. A historian asks which strategy a nation chose, and why.

The Haudenosaunee and the Great Peace of Montreal

The Haudenosaunee Confederacy (Mohawk, Oneida, Onondaga, Cayuga and Seneca; the Tuscarora joined in the early 1700s, making it the Six Nations) was governed by the Great Law of Peace. In the 1600s it fought long wars with the Wendat, the French and their allies over hunting territory and trade. From the 1670s it allied with the English through the Covenant Chain.

In 1701, about 1300 delegates from roughly 40 First Nations met the French governor at Montreal and made the Great Peace. The Wendat leader Kondiaronk, who had argued for peace, died during the conference and was given a great funeral. That same year, the Haudenosaunee also made agreements with the English at Albany. The result was neutrality: the Haudenosaunee kept the French and English competing for their friendship, a balance-of-power strategy that protected them for decades. The treaty was recorded both in French writing and with the pictographic marks of the nations' leaders, and in wampum.

Trade on Indigenous terms

In the fur trade, Indigenous nations were producers and middlemen, not just suppliers. Cree and Assiniboine traders carried goods between Hudson's Bay Company posts and peoples far inland, and insisted on gift exchanges, ceremonies and fair standards before trading. Indigenous women prepared furs and food (such as pemmican), guided, translated and often married traders, creating kinship ties that made trade possible. Families of mixed Indigenous and European ancestry formed communities around the Great Lakes trading posts in the 1700s; from such roots the Métis Nation emerged as a distinct people in the Northwest by the early 1800s.

On the Plains, the spread of the horse, first brought by the Spanish, transformed life. By the mid-1700s, nations such as the Comanche on the southern Plains and the Blackfoot in the north had built powerful horse-based economies. The Comanche controlled a vast region and dominated trade with Spanish New Mexico.

Treaties in the Atlantic region

The Mi'kmaq, Wolastoqiyik (Maliseet) and Peskotomuhkati (Passamaquoddy) nations of the Wabanaki Confederacy signed a series of Peace and Friendship Treaties with the British between 1725 and 1779. They did not give up land; they promised peace and set terms for trade. These treaties are still in force. In 1999 the Supreme Court of Canada (in the Marshall decision) upheld a Mi'kmaw right to fish and trade under the treaties of 1760–1761.

Pontiac's War, the Royal Proclamation and Niagara

After Britain defeated France in the Seven Years' War (next lessons), the British commander Jeffery Amherst cut back the gifts and supplies that had sealed alliances, and settlers pushed west. In 1763 the Odawa leader Pontiac and a coalition of nations attacked British forts around the Great Lakes and Ohio Valley, capturing many of them.

The British responded with the Royal Proclamation of 7 October 1763. It reserved a vast area west of the colonies for Indigenous nations and said that only the Crown could acquire Indigenous land, through agreements made at public meetings. In 1764, at the Treaty of Niagara, about 2000 leaders from many nations met the British official Sir William Johnson. Wampum belts were exchanged to renew the Covenant Chain. The Proclamation remains part of Canadian law; it is mentioned in section 25 of the Canadian Charter of Rights and Freedoms.

Royal Proclamation (Oct. 1763)Treaty of Niagara (1764)•Written by the British Crown•Lands west of the coloniesreserved for Indigenous nations•Only the Crown may buyIndigenous land, at publicmeetings•Claims British sovereignty•About 2000 leaders from manynations meet Sir William Johnson•Recorded in wampum beltsand oral history•Understood by many nations asan alliance and partnership•Renews the Covenant ChainMany Indigenous scholars and legal historians read the two together: the Proclamation'spromises were affirmed and given meaning through the nation-to-nation Treaty of Niagara.
One agreement, two kinds of record. Reading the written Proclamation alongside the wampum and oral history of Niagara gives a fuller picture.

Resistance across the Americas

  • The Pueblo Revolt (1680). In New Mexico, Pueblo peoples, led by Po'pay and others, coordinated an uprising against Spanish rule, forced labour and the suppression of their religion. They drove the Spanish out for 12 years. When the Spanish returned in 1692, they ruled with more caution. Pueblo communities and their religious traditions continue today.
  • California missions (from 1769). Spanish missions gathered Indigenous people into settlements where they worked under compulsion; disease and harsh treatment caused very high death rates. Indigenous Californians resisted through flight and revolt.
  • The Túpac Amaru II rebellion (1780–1781). In Peru, José Gabriel Condorcanqui, a Quechua leader who took the name Túpac Amaru II after the last Inca ruler, led a huge uprising against Spanish officials, the mita forced labour system and forced purchases of goods. Micaela Bastidas, his wife, was a key leader. In what is now Bolivia, Túpac Katari besieged La Paz in 1781. The Spanish crushed the rebellions and executed the leaders; tens of thousands of people died. Túpac Amaru II is remembered today in Peru as a symbol of resistance.
Indigenous diplomacy and resistance, 1680–1781 (to scale)1680PuebloRevolt1701Great Peaceof Montreal1725First Peace andFriendship Treaty1763Pontiac's War; RoyalProclamation1764Treaty ofNiagara1780–81Túpac Amaru IIrebellion
Indigenous diplomacy and resistance across the Americas. These were coordinated, political actions, not random outbreaks.
Worked example

Modelled example: Comparing two kinds of sources

How should a historian use the written Royal Proclamation (1763) and the wampum and oral history of the Treaty of Niagara (1764) to understand the relationship between the Crown and Indigenous nations?

  1. Source 1, the Proclamation: a British legal text. It shows Britain's intentions: to calm the frontier, control land sales and assert sovereignty. It is written from the Crown's perspective.
  2. Source 2, Niagara wampum and oral history: records kept by Indigenous nations, such as the belts exchanged at Niagara, and the teachings passed down about them. They show how Indigenous nations understood the agreement: as an alliance between nations, with mutual obligations.
  3. Credibility: both are primary records of the same events, made by different parties. Neither is "the" truth alone. Oral histories tied to wampum follow strict rules for accurate transmission; written texts can also be one-sided.
  4. Corroborate: British records (such as Johnson's papers) confirm the size of the gathering and the exchange of wampum belts.
  5. Conclude: using both gives the full picture of a relationship, not just a one-sided decree.

A historian should read the two together. The Proclamation shows British aims; the Niagara wampum and oral history show that Indigenous nations agreed to an alliance of nations, not to surrender. This is why Canadian courts and historians now take Indigenous oral history seriously as evidence.

Hands-on activity

Whose land, which treaty?

You need: a device with internet access and 20–30 minutes, with a grown-up if you like.

  1. Find out which Indigenous nations have traditional territory where you live. Good starting points are your municipality's or school board's land acknowledgement and First Nations' own websites.
  2. Find out whether your area is covered by a treaty, and if so, which one, when it was made and by whom. (In much of Ontario, treaties were made after 1764, often referring back to the Royal Proclamation.)
  3. Write a paragraph: How does a 1763 or 1764 agreement still affect where I live?

Look for: accurate names of nations and treaties, sources from the nations themselves where possible, and a clear link to the Royal Proclamation or Niagara.

Your turn

1

What did the Great Peace of Montreal (1701) achieve?

2

Explain the balance-of-power strategy of the Haudenosaunee.

3

How were Indigenous women important in the fur trade?

4

What do the Peace and Friendship Treaties (1725–1779) do?

5

Why did Pontiac's War begin in 1763?

6

What did the Royal Proclamation say about Indigenous land?

7

Who led the 1780–1781 rebellion in Peru, and what did it oppose?

More practice: warm-up

1

Name the five original nations of the Haudenosaunee Confederacy.

2

Which Wendat leader argued for the Great Peace and died during the conference?

3

Which Odawa leader led the 1763 war against British forts?

4

When was the Treaty of Niagara?

5

Who led the Pueblo Revolt of 1680?

More practice: on your own

1

Why is it misleading to describe Indigenous nations in this period only as victims?

2

How did the horse change Plains societies?

3

Why is the Royal Proclamation still important in Canada?

4

Compare the Pueblo Revolt and the Túpac Amaru II rebellion.

5

Why do historians and courts take wampum and oral history seriously as evidence?

Challenge

1

"Between 1650 and 1789, Indigenous nations in North America held the balance of power." Evaluate this claim.

2

Assess the significance of the Treaty of Niagara (1764).

3

How did the end of French power in 1763 change the situation of Indigenous nations around the Great Lakes?

Check your understanding

Quiz

1.

About how many First Nations took part in the Great Peace of Montreal (1701)?

2.

What did the Royal Proclamation of 1763 say about Indigenous land?

3.

Who led the 1763 war against British forts around the Great Lakes?

4.

What did the Pueblo Revolt of 1680 achieve?

5.

What system of forced labour did Túpac Amaru II oppose?

6.

Which Supreme Court of Canada decision upheld Mi'kmaw treaty rights from 1760–1761?

7.

How did many Indigenous nations understand the Treaty of Niagara?

For parents and teachers

Big idea: This lesson addresses C2 (interactions between Indigenous nations and European empires), C1 (political and economic developments) and C3 (identity and heritage), and practises gathering evidence (A1.2) and comparing the credibility and perspective of different kinds of sources (A1.3).

Sensitivity: Indigenous nations are presented as living nations and as actors. There is no joke block. If your family is First Nations, Métis or Inuit, your teen may have knowledge from family or community to bring in; encourage it. Use specific nation names rather than general terms where possible.

How to help: Do the treaty activity together. Many families do not know which treaty covers their home; finding out is meaningful learning for adults too.

Common difficulties: Thinking of treaties only as land surrenders (the Peace and Friendship Treaties were not); treating oral history as less reliable than writing. Remind your teen that the Grade 7 unit New France and British North America, 1713 to 1800 covered Pontiac and the Proclamation from a Canadian angle; this lesson adds the hemispheric view.