PMAL103 Unit-10 Group IT RAVENS Presentation Final-1

PMAL103: Turtle Island (24F-C- Group Project: Outline
PMIT2A)
IT Ravens
Mississauga's of the
Credit First Nation:
Past and Present
Submitted By: Group IT Submission Date: Submitted To: Pro. Neda
Ravens 11/08/2024 Maki
Sahil Ansari, Spandhana
Deverapalli, Solaman Jacob,
Agampodi Eran Hareendra
Canada Land
Acknowledgement
• We acknowledge the lands which

create the present-day City of
Mississauga as being part of the
Treaty and Traditional Territory of
the Mississauga's of the Credit First
Nation, The Haudenosaunee
Confederacy, and The Huron-
Wendat and Wyandot Nations.
• We recognize these peoples and
their ancestors as peoples who
inhabited these lands since time
immemorial. The City of Mississauga
is home to many global Indigenous
peoples.
Mississaugas of the
Credit First Nation: Past,
Present and Future
•This presentation explores the

history, challenges, and future
prospects of the Mississaugas of
the Credit First Nation. We'll
examine key events, cultural
aspects, and ongoing efforts
towards reconciliation and
community development.
Timeline
“Pre-Contact” (prior to 1600)
“Colonization” (1600 – 1850)
Treaties
Introduction of Indian Act (1876)
Residential Schools (1831 – 1996)
Truth and Reconciliation (2015 - present)
Intergenerational Trauma
Land Back
Advocacy and Activism
Music, Art, Writing
Pre-Contact: Life
Before European
Arrival
• The Mississaugas are part of the

larger Anishinaabe Nation, living
as semi-nomadic peoples in what
is now Ontario.
• Their society thrived on hunting,

fishing, and gathering in seasonal
cycles, moving along river flats
and creeks.
• Rich connections with other

Indigenous groups through
cultural exchanges, and
knowledge of the land shaped
their sustainable lifestyle
Colonization: First Contact and the Fur Trade
(1600-1850)
The Mississaugas encountered French traders
in the 1600s and joined the fur trade, later
aligning economically with the British after
1763.
As part of the Beaver Wars, they established

control over lands, displacing the
Haudenosaunee in Southern Ontario.
Their land and resources became central to

colonial expansion, which gradually impacted
their traditional way of life.
Treaties with the British
Crown (1781-1820)
 The Mississauga's signed eight treaties

with the British Crown between 1781 and
1820, including the Toronto Purchase
(1805) and the Head of the Lake Treaty
(1806).
 Initially, the Mississauga's believed these

treaties were agreements to share land.
However, the British viewed them as land
sales.
 The arrival of settlers greatly reduced

their land base and resources, and
introduced diseases, leading to a sharp
population decline.
The Indian Act of
1876
 The Indian Act centralized control over

Indigenous governance, lands, and
cultural practices.
 The Mississaugas of the Credit, who

previously held elections under the
Gradual Enfranchisement Act (1869), fell
under the Indian Act's regulations.
 Despite restrictions, the Mississaugas

retained some self-governing practices,
incorporating both their customs and
imposed British governance structures.
The residential school system, which
aimed to assimilate Indigenous children,
had devastating effects on the
Residential Mississauga's and other First Nations.
Schools and Many children from the Mississauga's of
Cultural the Credit were forcibly taken to these

schools, where their culture and
Suppression language were suppressed.
(1831-1996) The impacts of residential schools

caused profound intergenerational
trauma that persists within the
community today.
Impact of Colonization and Path to
Resilience
The Mississauga's of the Credit adapted to immense
changes, shifting from a hunting-based economy to
agriculture and trade.
By the 1800s, they had established successful farming

communities and businesses, despite ongoing challenges
with settler encroachment and resource depletion.
In 1847, they relocated to the New Credit Reserve, where

they continued to build a strong, resilient community.
Truth and Reconciliation
1 2015
Release of the Truth and Reconciliation
Commission's final report and 94 Calls to Action.
2 2021
First National Day for Truth and Reconciliation
observed on September 30 (Government of
Canada, 2024).
3 Ongoing
Continued efforts towards reconciliation and
healing in Indigenous communities.
Intergenerational Trauma
Residential Schools
The last residential school closed in 1996 (The Canadian
Encyclopedia, n.d.).
Ongoing Impacts
Effects continue to affect Indigenous communities and families.
Healing Process
Communities work towards healing and cultural revitalization.
Land Back Movement and Advocacy
Land Reclamation Indigenous Rights Cultural Preservation
Efforts to reclaim traditional Participation in national Focus on preserving cultural

territories through negotiations Indigenous rights movements heritage and protecting the
with government and private and local initiatives. environment.
entities.
Cultural Expression
Visual Arts Music Literature

Showcase of notable Cultural revitalization through Celebrating Mississaugas of the
Mississaugas of the Credit musical expression. Credit writers and storytellers.
artists.
Current Status and Challenges
Population (2015) 2,330 enrolled members
On-reserve Population 850 people
Governance First Nation structure
Key Initiatives Economic development, education
As of April 2015, the First Nation had an enrolled population of 2,330 people (MCFN, n.d.).
Future Prospects
Community Development
Implementing plans for sustainable growth and
infrastructure improvements.
Youth Engagement
Fostering leadership and cultural connection
among younger generations.
Environmental Stewardship
Initiatives to protect and preserve traditional
lands and resources.
Ongoing Reconciliation
1 Continuous Process
Reconciliation efforts are ongoing, as highlighted in
the United Church of Canada (2022) timeline.
2 Community Support
Importance of continued support and understanding
from all Canadians.
3 Cultural Awareness
Promoting education and awareness about Indigenous
history and culture.
Peacemaker
Introduction
• The videos about Peacemaker

pointing to Heritage, Leadership,
toughness of indigenous people
• Turtle island refers to the continent
of North America.
• It includes many small indigenous
groups as well as so many historical
figures.
• They are rich in traditions, and they
recognised through story telling.
Peacemaker
• Years ago, a Huron man

from lake Ontario brought a
message of peace and
unity (Story of the
Peacemaker |
Learninglonghouse, n.d.).
• He unified six nations and
Iroquois Confederacy.
• Inspired all indigenous
groups and made impact in
democratic government
systems.
Residential
Paul Dixon'sSchool Survivor Story
Experience in
Residential Schools
• Background
•Age and Schools: Paul Dixon was sent to the Mohawk Institute
Residential School at age six and later moved to La Tuque Residential
School.
•Community: Originally from the Cree community of Waswanipi,
Quebec.
• Impact of Residential Schools
•Emotional Trauma: Dixon describes living in a world of isolation,
with nightmares and fits of anger persisting into adulthood.
•Environment: The schools were characterized by cold, institutional
buildings with high barbed-wire fences.
• Long-term Effects
•Family and Personal Struggles: The experience left lasting scars
on Dixon and his family, leading to social issues and emotional
detachment.
•Cultural Disconnection: The schools aimed to assimilate
Indigenous children, resulting in a loss of cultural identity and
familial bonds
Canada. (2024). National Day for Truth and
Reconciliation.
https://www.canada.ca/en/canadian-heritage
/campaigns/national-day-truth-reconciliation.
html
Mississaugas of the Credit First Nation.
Referenc
(n.d.). https://mncfn.ca/
es The Canadian Encyclopedia. (n.d.).

Residential Schools.
https://www.thecanadianencyclopedia.ca/en/
timeline/residential-schools
United Church of Canada. (2022).

Reconciliation Timeline (1980–2022).
https://united-church.ca/sites/default/files/20
22-08/reconciliation-timeline_aug-2022.pdf
Story of the Peacemaker | learninglonghouse. (n.d.).
Learninglonghouse.
https://i36466.wixsite.com/learninglonghouse/peace
maker
Inuksuk (Inukshuk). (n.d.). The Canadian Encyclopedia.
Referenc
https://www.thecanadianencyclopedia.ca/en/article/inuk
suk-inukshuk
es Truth and Reconciliation Commission of

Canada. (2015). Honouring the truth,
reconciling for the future: Summary of the
final report of the Truth and Reconciliation
Commission of Canada. Truth and
Reconciliation Commission of Canada.
Wybenga, D. (2022). Mississaugas of the

Credit First Nation. In The Canadian
Encyclopedia.
https://www.thecanadianencyclopedia.ca/en/
article/mississaugas-of-the-credit-first-nation
References
Anishinaabemowin Words/Phrases - Lakehead District
School Board. (2021, October 5). Lakehead
District School Board.
https://www.lakeheadschools.ca/learning-
programs/fnmi/anishinaabemowin-words-phrases/
Paul Dixon (2022), “I spent 10 years in residential

schools. This is what I want my grandchildren to
know,” Indian Residential School Survivors'
Storybase, accessed
https://irsssurvivors.library.utoronto.ca/items/show
/915.
The Ballantyne Project. (2020, September 24).

Canadian residential Schools: the survivors & their
descendants [Video]. YouTube.
https://www.youtube.com/watch?v=W_sVD6-W1zg
The Globe and Mail. (2016, April 26). A residential

school survivor shares his story of trauma and
Miigwech
(Anishinaabemowin Words/Phrases - Lakehead
District School Board, 2021)
- Thank You

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PMAL103: Turtle Island (24F-C- Group Project: Outline

• We acknowledge the lands which

•This presentation explores the

• The Mississaugas are part of the

• Their society thrived on hunting,

• Rich connections with other

As part of the Beaver Wars, they established

Their land and resources became central to

 The Mississauga's signed eight treaties

 Initially, the Mississauga's believed these

 The arrival of settlers greatly reduced

 The Indian Act centralized control over

 The Mississaugas of the Credit, who

 Despite restrictions, the Mississaugas

Schools and Many children from the Mississauga's of

Cultural the Credit were forcibly taken to these

Suppression language were suppressed.

(1831-1996) The impacts of residential schools

By the 1800s, they had established successful farming

In 1847, they relocated to the New Credit Reserve, where

Efforts to reclaim traditional Participation in national Focus on preserving cultural

Visual Arts Music Literature

On-reserve Population 850 people

Governance First Nation structure

Key Initiatives Economic development, education

• The videos about Peacemaker

• Years ago, a Huron man

Mississaugas of the Credit First Nation.

es The Canadian Encyclopedia. (n.d.).

United Church of Canada. (2022).

Inuksuk (Inukshuk). (n.d.). The Canadian Encyclopedia.

es Truth and Reconciliation Commission of

Wybenga, D. (2022). Mississaugas of the

Paul Dixon (2022), “I spent 10 years in residential

The Ballantyne Project. (2020, September 24).

The Globe and Mail. (2016, April 26). A residential

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