The Red River Métis
• While the people living in Ontario, Quebec, New Brunswick, and Nova Scotia
were busy establishing the new country of Canada, another group—the
Métis—had established themselves in the Red River area.
• You learned in earlier chapters that the Métis are descendants of First Nations
women and European explorers and fur traders. The ways of the Métis were
not entirely First Nations, nor were they entirely European. The Métis were a
unique cultural group with their own identity.
• To learn more about the identity of this group, read “Citizenship and Identity”
and “Points of View and Perspectives on Métis Identity” on pages 168 and 169
of Voices and Visions.
• Points of View
• A friend asks, “What did you think of the movie?” You respond by giving your
opinion. You tell your friend what you liked or disliked about the movie, and
why you liked or disliked it. By sharing your thoughts on the movie, you are
expressing your point of view. We will reread the points of view on Métis
identity that were presented on page 169 of Voices and Visions as a class. Then
respond to the following questions.
• 5. a. Why would these people have different points of view about the
identity of the Métis?
• b. What would have influenced their opinions?
Learning Outcome
• Develop skills of critical thinking and creative
thinking
• Critically evaluate ideas, information, and
positions from multiple perspectives
Flash Back Perspective
• To increase student involvement and engagement
I have increased the amount of interactive
student activities within our lessons.
• http://www.youtube.com/watch?v=4BPxF1mLYF
M
• Flashback perspectives are one of these.
• For a flashback perspective the teacher will turn
off the lights. A student will be flashed with the
back in history light this student will take the role
of an individual in history.
Flash back Perspectives
• “They one and all look upon themselves as
members of an independent tribe of natives,
entitled to a property in the soil, to a flag of
their own, and protection from the
government.”
• William McGillivary, fur trader, 1818
Lord Dufferin, Governor General of
Canada
• “They are the ambassadors between East and
West.”
Joel Anderson, 10 year old Métis from
Manitoba, 1982
• “We are Indian, we are white… We are
rejected by them both Although we are lost
between… We continue to grow as a Métis”.”
Louis Riel, Metis leader, 1869
• “We may be a small community….. But we are
men, free and spirited men, and we will not
allow even the Dominion of Canada to
trample our rights.”
Christi Belcourt, Métis artist from Lac
Sainte-Anne, Alberta, 2002
• “Identity is multi layered.
While I paint flowers to
express and celebrate my
Métisness… I also have
other reasons that don’t
necessarily have anything
to do with a broader sense
of myself as a member of
the human race desiring to
contribute something
positive to the world.”
Questions re-examined
• 5. a. Why would these people have different
points of view about the identity of the
Métis?
• b. What would have influenced their
opinions?
A Métis Identity Emerges
• By the 1860s the Red River area in present-day Manitoba was the most
populated area in Rupert’s Land. Turn to Voices and Visions and read “The
Demographics of Red River” on pages 171 and 172 to find out who the
people of Red River were. Be sure to read the Focus question before you
begin.
• What exactly are demographics?
• Demographics refer to data about the population of a particular place. It
might be data about the ages of the people of a particular area, or it could
be data about how many males or females make up a certain population.
The word itself comes from the Greek demos, which means people. The
information collected by demographers—population experts—shows
population changes such as movement of people. Businesses and
governments use demographics to make plans for the future.
• Although the Métis were the majority in the Red River region, people from
many different groups lived there. In other words, the area was quite
multicultural.
• Think about the cultural demographics in your classroom, school, or
community. What cultural groups make up the demographics? Is one group
larger, or are the populations of the groups about the same size?
Learning Outcome
• Critically assess the role, contributions, and
influence of the Red River Métis on the
development of Canada.
Visual Learners
• Before we critically assess the impact of the
Métis. We will explore where they settled and
where they migrated to in a map assignment.
Map Activity
• Using the map handout, the second map handout I will
give you now and the information from pgs. 171-175
you will be completing a map assignment.
• You are going to copy the map on pg. 171 on to two
separate maps.
• One will be based on settlements before 1870
• The second map will be based on Metis settlements
after 1870.
• You will include a legend on each map with specifics
labelled that are included on the outline I am providing
you with.
Map Activity/Learning Outcome
• For this activity you will be creating two
separate maps. The purpose of this
assignment is…. Or more importantly the
learning out come is:
• construct and interpret maps to broaden
understanding of issues, places, and people of
Canada
• Interpret historical maps to broaden
understanding of historical events.
Map # 1 Label
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Métis settlements, before 1870
Métis movements, 1870-1880
Interlake Region, traditional Métis territory
Present provincial border
Present international border
Map # 1 Métis Settlements
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Red River (Winnipeg)
Grand Maris
Grand Rapids
Oak point
St. Laurant
Lac la Biche
Fish Lake
Map # 2 Label
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Métis Settlements after 1870
Métis movements, 1870-1880
Interlake Region, traditional Métis territory
Lac Ste. Anne
St. Albert
Trail Métis
Creek des Métis
Cypress Hill
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Duck Lake
St. Louis
St. Laurent
Batoche
Cumberland House
Prince Albert
Turtle Mountain
Willowbunch
Wood Mountain
Cochin
Battleford
Read pgs. 174-175
• What important features made the Red River
area an ideal place to settle?
Important geographic features
• The open land
• The abundant resources
• the proximity to the river for transportation
and fishing
• Fertile soil for farming
Other important features
• There were also a huge herds of buffalo that
roamed the plains
• An abundance of wildlife to support the fur
trade.
• The buffalo hunt and fur trade were two
major parts of the Métis economy and way of
life.
Debate/Class Discussion
• As I stated earlier I have reshaped our lessons
to increase student involvement.
• Debate/Class Discussion is another way we
will do this. When this heading comes up we
will transform the class in an open forum
where students can discuss issues.
• http://www.youtube.com/watch?v=e8FgDmo
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• We MUST TRANSFORM quietly…..
Learning Outcome
• Demonstrate skills of oral written, and visual
literacy
• Communicate information in a clear,
persuasive, and engaging manner, through
written and oral means.
Debate/Class Discussion Question
• Why is it important for governments to listen
to their citizens and respect their rights?
Examples
• American revolution
• Rebellions of 1837
• Both of these events demonstrated how a lack
of respect can lead to frustration , alienation,
a lack of support, the desire to separate,
resistance and rebellion.
• http://www.youtube.com/watch?v=Y3oFDUB
uRoQ
Should the teachers listen to their
students demands??!!
• Can students rebel?
• http://www.youtube.com/watch?v=cfC3CEdF
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Important terminology
• Resistance and Rebellion how are they
different?
• Copy these terms into your key terms chart
• Resistance: is an attempt to withstand
government actions
• Rebellion: is an armed uprising meant to
overthrow the government.
Political Aspect
• There are also political connotations to the terms.
• Connotations: an idea that is implied or
suggested
• For example the Métis would not have
considered themselves under control the control
of the Canadian government, and therefore could
not technically rebel. Instead as an independent
people, they resisted the government’s
encroachment.