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1. Elliot Social 7 50% > 1: Aboriginal Societies, Haudenosaunee and Anishinabe > Flashcards

1: Aboriginal Societies, Haudenosaunee and Anishinabe Flashcards

1
Q

What group includes six different First Nations?

A

Haudenosaunee

The six nations are Mohawk, Oneida, Onondaga, Cayuga, Seneca, and Tuscarora.

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2
Q

Name three of the six First Nations that make up the Haudenosaunee.

A
  • Mohawk
  • Oneida
  • Onondaga

The other nations are Cayuga, Seneca, and Tuscarora.

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3
Q

What language did the Haudenosaunee share?

A

Algonquin

The Haudenosaunee nations shared a similar language despite cultural distinctions.

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4
Q

True or False: Each Haudenosaunee nation had a distinct culture.

A

True

While they shared language and some traditions, each nation maintained its own culture.

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5
Q

Where did the Haudenosaunee live in relation to the St. Lawrence River?

A

North or south of the St. Lawrence River

Their geographical location varied throughout different periods in history.

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6
Q

Fill in the blank: The Haudenosaunee are also known as the _______.

A

Iroquois

This term is often used interchangeably with Haudenosaunee.

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7
Q

What is one key aspect of Haudenosaunee governance?

A

Role of women

Women played a significant role in the governance and social structure of the Haudenosaunee.

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8
Q

What is a key focus of the study of Haudenosaunee way of life?

A

Commonalities among nations

The study examines both the shared aspects and the distinct cultures of the Haudenosaunee.

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9
Q

What is the Haudenosaunee World View?

A

A set of values that affects all aspects of their way of life.

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10
Q

Name a key value of the Haudenosaunee.

A

Collective thinking and considering future generations.

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11
Q

How do the Haudenosaunee make decisions?

A

By consensus, considering all points of view.

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12
Q

What is a significant practice of the Haudenosaunee regarding labor?

A

Sharing labor and the benefits of that labor.

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13
Q

What is the Haudenosaunee’s duty towards their community?

A

Duty to family, clan, nation, and the Iroquois Confederacy.

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14
Q

What principle of equality do the Haudenosaunee uphold?

A

Everyone is equal and a full partner in society, regardless of age or gender.

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15
Q

Fill in the blank: The Haudenosaunee value _______ thinking and considering future generations.

A

[Collective]

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16
Q

True or False: The Haudenosaunee make decisions unilaterally without considering different viewpoints.

A

False

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17
Q

What were the main activities of the Haudenosaunee?

A

Hunted, shed, and gathered nuts, roots, and berries

The Haudenosaunee utilized the resources available in their fertile environment.

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18
Q

What geographical features contributed to the Haudenosaunee’s way of life?

A

Fertile soil and mild climate

These features allowed the Haudenosaunee to become one of Canada’s first farming peoples.

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19
Q

What are the Three Sisters?

A

Corn, beans, and squash

These crops were vital to the Haudenosaunee’s agriculture.

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20
Q

How were the Three Sisters planted?

A

They were always planted together to help each other grow

This method of planting promoted mutual growth and reduced competition.

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21
Q

What role did corn play in the planting of the Three Sisters?

A

Corn stalks supported the climbing beans

This relationship exemplifies the interdependence of the crops.

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22
Q

Fill in the blank: The Three Sisters were planted together to _______.

A

[help each other grow]

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23
Q

True or False: The Haudenosaunee primarily relied on hunting and gathering for their food sources.

A

False

They transitioned to farming due to favorable environmental conditions.

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24
Q

What was one benefit of planting corn, beans, and squash together?

A

It discouraged weeds

This agricultural technique helped maintain crop health and yield.

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25
Q

What type of societal structure did the Haudenosaunee have?

A

Matrilineal

This means that lineage and inheritance are traced through the mother’s side.

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26
Q

Who was the head of each longhouse in Haudenosaunee society?

A

Clan Mother

The Clan Mother was responsible for the management of the longhouse.

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27
Q

In Haudenosaunee culture, where did the husband go after marriage?

A

He went to live in his wife’s longhouse

This reflects the matrilineal aspect of their society.

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28
Q

What was the relationship of women and children living in a longhouse?

A

They were of the same clan or extended family

This emphasizes the importance of clan connections.

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29
Q

Who owned all the possessions in a Haudenosaunee longhouse?

A

Women of the clan

This highlights the economic power of women in this society.

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30
Q

What did each clan in Haudenosaunee society have as a symbol?

A

An animal symbol

Examples include bear, wolf, turtle, snipe, deer, eel, or hawk.

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31
Q

What role did First Nations women have regarding hides?

A

They tanned hides

This was one of the traditional roles of women in these communities.

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32
Q

Fill in the blank: The society of the Haudenosaunee was _______.

A

matrilineal

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33
Q

True or False: In Haudenosaunee society, men owned the possessions in the longhouse.

A

False

Women owned all possessions in the longhouse.

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34
Q

What term describes the women of the Haudenosaunee who were respected for their ability to create life?

A

Life Givers

This term reflects the important role women played in both childbirth and agriculture.

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35
Q

What was one of the responsibilities of Haudenosaunee women regarding village decisions?

A

Deciding on the location of a new village

This reflects the significant influence women had in community planning.

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36
Q

Haudenosaunee women were responsible for deciding what crops to plant and where they should be planted. True or False?

A

True

Their agricultural decisions were crucial for the community’s sustenance.

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37
Q

Fill in the blank: Haudenosaunee women decided whether the men would go to war, as well as when to make _______.

A

peace

This highlights their role in conflict resolution and community safety.

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38
Q

What role did Haudenosaunee women play in immigration matters?

A

Controlling immigration and deciding whether their community would accept refugees or orphans

This shows their authority in community membership and support.

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39
Q

One of the responsibilities of Haudenosaunee women included playing a central role in ceremonies. What did they ensure?

A

Making sure rituals were performed correctly

This emphasizes their spiritual and cultural significance within the community.

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40
Q

What was one of the supportive roles of Haudenosaunee women in their community?

A

Helping troubled people and teaching the children

This reflects their nurturing role in society.

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41
Q

How were women’s roles in the Haudenosaunee community viewed in relation to men’s roles?

A

Equal

Women’s contributions were valued alongside men’s, reflecting a balanced social structure.

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42
Q

What is an alliance?

A

A union in which groups agree to trade and help each other resolve disputes.

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43
Q

What was the Iroquois Confederacy?

A

An alliance of the five Haudenosaunee nations: Seneca, Cayuga, Onondaga, Oneida, and Mohawk.

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44
Q

According to oral tradition, what was the situation among the five nations before the arrival of Europeans?

A

The five nations were at war with one another.

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45
Q

Who brought a message of peace to the Haudenosaunee?

A

A Peacemaker who arrived in a stone canoe.

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46
Q

What did the Peacemaker do?

A

He united the five nations under the Iroquois Confederacy.

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47
Q

What is the Great Law of Peace?

A

A set of laws that dictated how the government would work and how people should behave in society.

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48
Q

What role did Haudenosaunee women play in government?

A

They chose the leaders and could veto any law passed by men.

49
Q

What could women do if they thought a leader was not doing a good job?

A

They could remove him from leadership and appoint a new leader.

50
Q

How many leaders did each of the six nations in the Confederacy send to the central council?

A

Each nation sent leaders to make part of a central council consisting of 50 leaders.

51
Q

How often did the council meet?

A

At least once a year.

52
Q

What topics were discussed in the council meetings?

A

Important issues such as trade and treaties.

53
Q

True or False: The council consisted solely of male leaders.

A

False.

54
Q

Fill in the blank: The Iroquois Confederacy is also known as the _______.

A

Haudenosaunee.

55
Q

What was the role of Clan Mothers in the Iroquois Confederacy?

A

They chose the leaders and monitored their actions.

56
Q

What did the Haudenosaunee believe regarding their responsibility?

A

They believed they were responsible for the health of their environment.

This belief emphasizes the interconnectedness of people and nature.

57
Q

What was the consequence of not taking care of Mother Earth according to the Haudenosaunee?

A

There would be no resources left for their future grandchildren and great-grandchildren.

This reflects a long-term view of environmental stewardship.

58
Q

What did the Haudenosaunee consider before making important decisions?

A

They considered the impacts of their actions seven generations into the future.

This principle is often referred to as the ‘Seventh Generation’ philosophy.

59
Q

What would the Haudenosaunee do if an action could harm their descendants?

A

They would reconsider it.

This highlights their commitment to sustainable practices.

60
Q

Fill in the blank: The Haudenosaunee made decisions with the potential impacts on _______.

A

seven generations into the future.

61
Q

Where did the Anishinabe live?

A

In the wooded country of northern and central Ontario and southern Manitoba

62
Q

What name did Europeans use to refer to the Anishinabe?

A

Ojibway or Saulteaux

63
Q

What does the term Anishinabe mean?

A

The people

64
Q

What was a significant migration pattern of the Anishinabe?

A

Some moved westward onto the Plains

65
Q

True or False: The Anishinabe still live in the Plains today.

A

True

66
Q

What does this section describe about the Anishinabe?

A

The society of the Anishinabe and the way they governed themselves

67
Q

What food source set the Anishinabe apart from other First Nations?

A

Wild rice

The Anishinabe called wild rice ‘mamomin’ and it played a central role in their way of life.

68
Q

What were the Anishinabe and Mi’kmaq people primarily?

A

Hunter-gatherers

Both groups relied on hunting and gathering for their subsistence.

69
Q

Fill in the blank: The Anishinabe called wild rice _______.

A

mamomin

70
Q

What role did wild rice play in the Anishinabe culture?

A

Central role in their way of life

Wild rice was a significant food source and cultural element for the Anishinabe.

71
Q

True or False: The Anishinabe had no unique food sources compared to other First Nations.

A

False

The Anishinabe had wild rice, which was unique compared to other First Nations.

72
Q

What belief system guided the roles of men and women in Anishinabe culture?

A

Equality and balance

Men and women were seen as equal partners in their community’s work.

73
Q

What were the specific jobs of women in the Anishinabe community?

A

Looked after children, maintained the lodge, gathered food

Women hunted smaller animals and were responsible for gathering wild foods.

74
Q

What types of food did Anishinabe women gather?

A

Fruits, berries, nuts, roots, wild rice

They dried and stored these foods for winter.

75
Q

Fill in the blank: Without the work of gathering and storing food, the community would _______.

A

suffer

Food storage was crucial for survival during winter.

76
Q

What was the purpose of tying sections of wild rice stocks with different-colored twine?

A

To claim portions of the harvest

This was a way for each family to identify their share.

77
Q

How did the Anishinabe divide the maple trees for sap harvesting?

A

Each family made a special mark on the trees

This indicated which trees they planned to tap for sap.

78
Q

Who participated in the wild rice harvest?

A

Only women and children

Men were typically engaged in hunting and trapping game during this time.

79
Q

What was required during the communal harvest of wild rice?

A

Use of traditional techniques

This ensured the sustainability of the harvest for future seasons.

80
Q

True or False: Men and women had the same roles in the Anishinabe community.

A

False

Men and women had different responsibilities, though both were essential.

81
Q

What was a significant aspect of the Anishinabe belief about gender roles?

A

Men and women were equal partners

This belief influenced their communal work and responsibilities.

82
Q

What type of family structure did the Anishinabe live in?

A

Extended family clans in lodges made of birchbark

83
Q

How did Anishinabe villages manage their affairs?

A

Each village usually looked after its own affairs but had contact with each other

84
Q

What system did the Anishinabe people create to meet their needs?

A

A clan system

85
Q

How many clans were there in the Anishinabe clan system?

A

Seven clans

86
Q

What were the clans named after in the Anishinabe society?

A

Animals

87
Q

What were the responsibilities of the Anishinabe clans?

A

Duties to care for the good of the entire nation

88
Q

Who was chosen as a leader of the clans in Anishinabe society?

A

A person who displayed courage, good character, or skill in hunting

89
Q

What was the role of the Crane clan in Anishinabe governance?

A

Leaders in matters outside the community

90
Q

What was the role of the Loon clan in Anishinabe governance?

A

Leaders in matters within the community

91
Q

What was the role of the Fish clan during conflicts between clans?

A

To help settle disputes

92
Q

Fill in the blank: The Anishinabe organized themselves into _______ clans.

A

seven

93
Q

True or False: The Anishinabe clans worked together to create a balanced government.

A

True

94
Q

What is the primary focus of economies in cultures?

A

The way in which people meet their basic needs such as food, clothing, and shelter

95
Q

How did First Nations economies differ based on available resources?

A

They relied on the natural environment in which they lived

96
Q

What were hunter-gatherer economies based on?

A

The food supply

97
Q

What happened when resources were scarce in hunter-gatherer economies?

A

People spent most of their time gathering food

98
Q

What was the effect of plentiful resources on hunter-gatherer lifestyles?

A

People had more time to spend on other activities

99
Q

What did hunter-gatherers do to prepare for winter?

A

They gathered and stored food

100
Q

What knowledge was essential for the success of hunter-gatherer economies?

A

Knowledge of the land, climate, and cycles of nature

101
Q

How did hunter-gatherers manage their camps?

A

They moved their camps as the seasons and food supply changed

102
Q

Did hunter-gatherers gather many extra goods for trading? Why or why not?

A

No, because they would have to abandon them each time they moved

103
Q

What was the primary focus of hunter-gatherers rather than trading?

A

Being in sync with the seasons and nature

104
Q

What do the terms ‘ilkani’, ‘Kainai’, and ‘Siksika’ refer to?

A

Names of nations who lived on the plains and practiced hunting and gathering

105
Q

What does the term ‘Plains’ refer to in this context?

A

The prairie region in North America

106
Q

Fill in the blank: Hunter-gatherers _______ plants, hunted, and fished.

A

gathered

107
Q

True or False: Hunter-gatherers had a permanent settlement.

A

False

108
Q

What developed in regions with ideal soil and weather for growing crops?

A

Farming economies

Farming economies developed in areas where conditions were suitable for agriculture.

109
Q

How did farming societies differ from hunter-gatherer societies in terms of mobility?

A

They stayed in the same village year-round

Farming societies remained in one location until the soil was depleted.

110
Q

What occurred when the soil in a farming village was depleted?

A

The village was moved to a new location

The new location was usually not very far away.

111
Q

What was a significant advantage of farming societies regarding food production?

A

They could grow more food than needed

This surplus allowed for extra food production and storage.

112
Q

What activities could people engage in due to less time spent hunting and gathering?

A

Creating art, performing ceremonies, and recreation

The surplus of food provided more leisure time.

113
Q

What could farming societies use their extra goods for?

A

Trade with other groups

They traded for resources not available in their region.

114
Q

What did farming nations engage in with other First Nations peoples?

A

A great deal of trade

Trade occurred before European traders arrived.

115
Q

What facilitated trade among the First Nations?

A

Well-established trade routes

These routes stretched over long distances.

116
Q

Fill in the blank: The Iroquois traded corn, tobacco, and other crops with neighboring nations that were unable to grow crops, and in return, they received _______.

A

Copper

Copper was obtained from the Anishinabe around Lake Superior.

117
Q

What materials did the Iroquois obtain from the Nuu-chah-nulth for making canoes?

A

Seashells and birchbark

These materials were essential for canoe construction.

118
Q

True or False: Farming societies moved frequently in search of new resources.

A

False

They remained in one place until the soil was depleted.

119
Q

What was a result of the increased food production in farming societies?

A

Increased trade and specialization of goods

Surplus food enabled trade for various other resources.

1. Elliot Social 7 50% (17 decks)

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