Skip to content
Study Hall
Lesson 7 of 8Canada, 1914–1929
Unit 2 · Lesson 7 of 8

First Nations, Métis and Inuit, 1914–1929

How First Nations, Métis and Inuit people served in the First World War and what they came home to; how residential schools (made compulsory in 1920), Indian Act amendments, the pass system and bans on ceremonies and land-claims fundraising affected communities; how leaders such as Fred Loft and Deskaheh organized to resist; and how life changed in the North.

7 min read9 practice questionsInteractiveAsk AI about this →

Key things to remember

  1. 1More than 4,000 First Nations men volunteered in the First World War; status Indians were exempted from conscripted combat service on January 17, 1918.
  2. 2A 1920 Indian Act amendment made schooling compulsory for First Nations children aged 7 to 15, under Duncan Campbell Scott.
  3. 3A 1927 amendment made it illegal to raise money or hire lawyers for land claims without government permission (until 1951).
  4. 4Fred Loft founded the League of Indians of Canada, the first national Indigenous political organization; its first congress met at Sault Ste. Marie in 1919.
  5. 5Deskaheh took the Haudenosaunee case to the League of Nations in 1923; the RCMP imposed an elected council at Six Nations in October 1924.
  6. 6First Nations, Métis and Inuit faced different policies: the Indian Act for status First Nations, neglect for Métis, and growing trade and police presence for Inuit.

Francis Pegahmagabow came home from the Western Front in 1919 as one of the most decorated Indigenous soldiers in Canadian military history. Back at Wasauksing (Parry Island), he found that his medals did not change his legal status: as a "status Indian" under the Indian Act living on his reserve, he could not vote (First World War veterans on reserves gained the federal vote only in 1924), his community's decisions could be overruled by an Indian agent, and the government could take children from their families for school. He went on to serve as chief and to speak out for his people's rights. His life captures the central contradiction of this period: First Nations, Métis and Inuit people contributed to Canada in war and peace, while government policies aimed to control them and erase their cultures.

Indigenousan umbrella term for three peoples — not oneFirst NationsMany distinct nations,each with its own nameMany languages, culturesand governmentsEach nation tied toits own homelandsMétisA distinct people withits own nationhoodMixed ancestry — but notdefined by mixture aloneOwn culture and history;the Michif languageInuitHomeland in the Arctic:Inuit NunangatInuktut languages(such as Inuktitut)One person: InukThe people: InuitAll three are named in section 35 of the Constitution Act, 1982 (which uses the legal term “Indian”).
Fig 1Indigenous is an umbrella term for three distinct peoples: First Nations (many distinct nations and languages), Métis (a distinct people with its own nationhood and the Michif language) and Inuit (with a homeland in the Arctic called Inuit Nunangat and Inuktut languages).
Different peoples, different policies
In this period, the Indian Act applied to status First Nations people. Métis were not covered by the Indian Act or the treaties, and Ottawa largely denied responsibility for them. Inuit were not under the Indian Act either, and contact with government came mainly through traders, missionaries and the police. Always name the people you mean rather than using one label for all.

Military service

  • More than 4,000 First Nations men volunteered for overseas service, a remarkable number given their legal status; Métis, Inuit and non-status volunteers were not counted separately, so the true total was higher.
  • Reasons varied: honouring alliances and treaty relationships with the Crown, warrior traditions, a sense of adventure, a wage, and hope that service would win respect and rights.
  • Notable soldiers include Francis Pegahmagabow (Anishinaabe sniper, Military Medal and two bars), Métis sniper Henry Norwest (Military Medal and bar, killed in August 1918), Onondaga runner Tom Longboat (a dispatch runner in France), and Inuk sniper John Shiwak of Labrador, who served with the Newfoundland Regiment and was killed in 1917.
  • Some communities, such as Six Nations of the Grand River, debated whether they should fight as allies rather than as subjects; others gave men, money and farm produce.
  • When conscription came, many First Nations argued that treaty promises exempted them. On January 17, 1918, an order-in-council exempted status Indians from combat service.

Coming home was hard. Indigenous veterans often had to go through the Indian agent to apply for benefits, and many received less help than other veterans. Under the Soldier Settlement program, about 85,000 acres of reserve land in Western Canada were acquired, often under pressure, for settlement by non-Indigenous veterans, while Indigenous veterans who wanted farms faced extra barriers. In 1918, as part of a wartime drive for more food production, the government had also changed the Indian Act to let officials lease uncultivated reserve land to outsiders for farming or grazing without the band's consent.

Residential schools and the Indian Act

The residential school system, funded by the federal government and run by churches, aimed to separate children from their families, languages and cultures and to assimilate them. In 1920, under Duncan Campbell Scott, the deputy superintendent of Indian Affairs, the Indian Act was amended to make schooling compulsory for First Nations children aged 7 to 15, at day, boarding or residential schools; parents who refused could be fined or jailed, and truant officers and police could take children. Testifying to a parliamentary committee in 1920, Scott said the goal was "to continue until there is not a single Indian in Canada that has not been absorbed into the body politic". Children in the schools faced overcrowding, poor food, diseases such as tuberculosis, punishment for speaking their languages, and in many cases physical and sexual abuse. Many died.

PolicyYearEffect
Compulsory schooling1920Removed families' ability to keep children home from day, boarding or residential schools
Compulsory enfranchisement1920 (repealed 1922; a version returned in 1933)Let officials strip a person of Indian status without consent, ending their membership and treaty rights
Pass system (Prairies)From 1885, enforced into the 1920s and beyondAgents required First Nations people to get a written pass to leave the reserve, although no law authorized it
Ceremony bansFrom 1885, extended laterThe potlatch was banned from 1885, and later amendments targeted other ceremonies such as the Sun Dance. After a potlatch at Village Island, British Columbia, in December 1921, 45 people were charged, 20 were jailed and masks and regalia were seized for museums
Ban on funding land claims1927Made it illegal to raise money or hire lawyers to pursue land claims without government permission, until 1951
Indian Act policies affecting First Nations, 1914–1929.
Loading interactive…
Explore a timeline of treaties, laws and movements from 1763 to 2021, including the Indian Act (1876), the numbered treaties (1871–1921) and the 1920 amendment making schooling compulsory; then test yourself by putting events in order.

Organizing and resisting

Frederick Ogilvie Loft (Onondeyoh), a Mohawk of Six Nations of the Grand River who had served overseas as a lieutenant, founded the League of Indians of Canada, the first national Indigenous political organization. Its first congress met at Sault Ste. Marie, Ontario, in 1919. The League called for control over reserve lands and resources, better education without forced removal, and an end to the government's interference in band affairs, and it tried to unite nations across the country. Scott's department treated Loft as a radical, monitored his meetings, discouraged communities from contacting him and tried to strip him of his status by enfranchising him. The League faded in the East but continued on the Prairies and inspired later organizations.

  • Deskaheh (Levi General), a Cayuga hereditary chief of the Haudenosaunee Confederacy at Six Nations, travelled to Geneva in 1923 to ask the League of Nations to recognize the Confederacy's sovereignty. The League refused to hear the case, and on October 7, 1924, the RCMP removed the hereditary council at Six Nations and imposed an elected council under the Indian Act.
  • In British Columbia, the Allied Tribes of British Columbia pressed land claims for nations that had never signed treaties. A parliamentary committee rejected their claims in 1927, and the same year Parliament banned raising money for land claims.
  • Treaties: Treaty 11 (1921) was negotiated in the Mackenzie Valley after oil was found at Norman Wells; Dene leaders understood it as a peace and friendship agreement, not a surrender of land. The Williams Treaties (1923) in south-central Ontario took land from seven Chippewa and Mississauga First Nations and were later interpreted as ending their harvesting rights; a 2018 settlement recognized those rights and included apologies from Canada and Ontario.

Métis and Inuit

Many Prairie Métis lived in poverty as "road allowance people" on narrow strips of unused public land, without a land base or federal recognition; organized political action in Alberta grew in the late 1920s and early 1930s (see the next unit). In the North, Inuit life changed quickly. The collapse of commercial whaling had removed a source of trade goods, but in the 1920s high prices for white fox fur drew trading posts, including new Hudson's Bay Company posts, across the Arctic, and Inuit families increasingly trapped for trade. The RCMP opened Arctic posts in the 1920s, partly to assert Canadian sovereignty, bringing Canadian law to communities that had governed themselves.

Long-term consequences
The policies of these years caused harm that reached across generations: lost languages and family bonds, trauma passed from parents to children, lost land and resources, and decades in which First Nations could not legally fund their own land claims. The Truth and Reconciliation Commission (final report, 2015) documented these effects, and the next units trace how Indigenous peoples won back rights and recognition.

Worked examples

Reveal one step at a time and try to beat it to the next line.

Example 1
Analyse this source: in 1920, Duncan Campbell Scott told a parliamentary committee that the goal was "to continue until there is not a single Indian in Canada that has not been absorbed into the body politic". What does it reveal?
Example 2
Explain why many First Nations soldiers came home to disappointment after the First World War.
Example 3
Assess the goals and accomplishments of the League of Indians of Canada.

Where marks get lost

  • Using "Indigenous" as if all three peoples faced the same policies. The Indian Act applied to status First Nations; Métis and Inuit experienced different, often neglectful, government approaches.
  • Saying First Nations were conscripted like other Canadians. Status Indians were exempted from combat service in January 1918, though thousands had already volunteered.
  • Describing residential schools only as schools. They were a deliberate assimilation system that separated children from families, punished their languages and caused lasting harm.
  • Thinking First Nations accepted these policies passively. Leaders such as Fred Loft, Deskaheh and the Allied Tribes of British Columbia organized and resisted.

Flashcards 9

Indian Act
Duncan Campbell Scott
1920 amendment
Enfranchisement
+ 5 more

Practice

1
What did the 1920 amendment to the Indian Act do?
2
Who founded the League of Indians of Canada?
3
Match each person to their role.
Francis Pegahmagabow
Duncan Campbell Scott
Deskaheh
Fred Loft
4
Put these events in chronological order.
  1. 1The Indian Act bans raising money to pursue land claims
  2. 2Deskaheh travels to Geneva to address the League of Nations
  3. 3Schooling becomes compulsory for First Nations children aged 7 to 15
  4. 4Status Indians are exempted from conscripted combat service
  5. 5The League of Indians holds its first congress at Sault Ste. Marie
5
Until what year did the 1927 Indian Act ban on raising money or hiring lawyers for land claims remain in force?
6
Which statement about Métis people in the 1920s is accurate?
7
How did the white fox fur trade affect Inuit communities in the 1920s?
8
What is the term for the Indian Act process by which a First Nations person lost Indian status, often in exchange for the vote?
9
Why is the 1927 ban on funding land claims considered so damaging?

Spot a mistake on this page? Let us know