Assimilation of Natives Treaties, Indian Act, and Residential Schools

Aboriginal Title and Immigration By the mid-nineteenth century, the fur trade had declined, more European immigrants arrived, and the economy began to change from one based on settlement and agriculture.

Aboriginal Title and Immigration Key term: Ethnocentrism- the belief that your own culture’s way of doing things is normal and correct Key Term: Treaties- a formally concluded and ratified agreement between countries

Aboriginal Title and Immigration After its acquisition of Rupert’s Land and the North- Western Territory, the Canadian government became anxious to increase Canada’s population and, in particular, to establish agricultural settlements across West With the goal of opening more land for immigrant farmers, the Canadian government began to use treaties to extinguish First Nations title to the land and resources upon which they had traditionally lived

Métis and Inuit Peoples The Canadian government focused its treaty negotiations and legislation on First Nations, in part because First Nations people were the majority of the population across the West The government tended to treat Métis people as though they would either assimilate into Euro-Canadian culture or join First Nations

The Numbered Treaties Between 1871 and 1921, the Government of Canada entered into eleven treaties with First Nations across the West These treaties, known as the Numbered Treaties, covered vast areas of present-day northern Ontario, Manitoba, Saskatchewan, Alberta, and parts of British Columbia, Yukon, and the Northwest Territories

The Numbered Treaties Over time, First Nations that were not present at the original treaty signings or that initially refused to sign a treaty were added at a later date This type of change is known as a treaty adhesion

Indian Act, 1876 What is the Indian Act? The Indian Act dealt with INDIAN status, local government and the management of reserve land. The act defined who was an "Indian" and contained certain legal rights and legal disabilities for registered Indians

Indian Act of 1876 Three main goals: To assimilate First Nations people through enfranchisement To manage First Nations communities and their reserves To define who could and could not be classified as a First Nations person (status)

Assimilation and Control The goal of assimilation was highly Eurocentric: it reflected a worldview in which European-based cultures and traditions are viewed as superior to other cultures and traditions.

Assimilation and Control Government at the time believed: - The best future for First Nations would be to give up their own cultures in favour of European-based traditions

Assimilation and Control The government had the power to make changes to the act WITHOUT consolation with or obtaining permission from First Nations

Assimilation and Control Key Term: Paternalism –is the policy or practice of governing a group of people by providing for their needs without giving them any rights

Main Provisions of the Indian Act 1. First Nations people were treated as minors or children and would not have the same right of citizenship as Canadian citizens

Main Provisions of the Indian Act 2. First Nations leadership and government traditions were discouraged

Main Provisions of the Indian Act 3. Defined who had “Indian status” – A person who belonged to a band that lived on a reserve or lands that the government had granted

Main Provisions of the Indian Act 4. First Nations people who obtained a university degree, joined the military, or became a member of the clergy were forced to give up their status

Main Provisions of the Indian Act 5. The government controlled sale and rent of reserve lands – Reserve lands could not be taxed and could only be sold to the government

“Kill the Indian in the child” Facts Children were required to attend residential schools, which were boarding schools for First Nations children “Kill the Indian in the child”

Facts The manufacture, sale, or consumption of alcohol on reserves was prohibited First Nation traditions and ceremonies were banned

Indian Agents Key Term: Indian Agents – Federal government employees who had the authority to manage reserves and enforce the Indian Act provisions.

The Aim of Residential Schools Advocated separating Aboriginal youth from their families and reserves to encourage them to adopt European ways of life

Residential Schools In 1920, a change to the Indian Act made it compulsory for First Nations youth to attend residential schools

Residential Schools Children as young as six were transported away from their families to residential schools, which were often established at a distance from First Nations communities to remove students from their families’ influence.

Residential Schools In the schools, children were separated from their siblings, given European-style clothing, and allowed to speak English only

Residential Schools If First Nations youth were caught speaking their traditional language or talking to family members, they were punished

Residential Schools By discouraging First Nations languages, educators hoped that the oral stories providing the foundation of First Nations cultures would die

Role of the Church The churches believed they were acting in the best interest of First Nations children and helped to further the government’s assimilation goals

Role of the Church Because residential schools were operated by churches, many teachers were priests, nuns, or ministers Lessons focused on four subject areas: Reading Writing Mathematics Christian faith

Residential Schools Many students were punished, abused (emotionally, physically, sexually, and mentally), and deprived of their heritage and culture Many students were deprived of food and water, being forced to do additional chores Many never received a formal education

Residential Schools The last government funded residential school closed in 1996 After several years of being in school, many students had trouble speaking their traditional language and found it difficult to communicate with their families and community members

Apology and Reconciliation On June 11, 2008, Prime Minister Stephen Harper issued a statement of apology on behalf of the Government of Canada for the residential school system In recent years, many post secondary institutes offer Aboriginal education courses and in fact make it mandatory for U of M education students to complete 6 credit hours (2 courses) in Aboriginal education in order to receive their certificate

Louis Riel The founder of the province of Manitoba Leader of the Métis

Louis Riel He led two resistance movements against the Canadian government His goal was to preserve Métis rights and culture as their homelands in the Red River and Northwest He is regarded by many today as a Canadian hero

Louis Riel The first resistance was the Red River Rebellion of 1869-1870 He established a provisional government, which are generally unelected and are set up to void against large government decisions (Ex. Indian Act)

Louis Riel & Red River Rebellion Government surveyors wanted to survey the land into large squares ending their traditional narrow river farms Riel stopped the Cdn government surveyors who came to Red River to measure the land

Louis Riel & North-West Resistance The second resistance was the North-West resistance in 1884-1885

Louis Riel & North-West Resistance The Battle of Batoche Métis forces were forced to fight off Canadian forces in order to defend their provisional government that set out a list of Métis rights After three days, the Métis and First Nations had run out of ammunition and were forced to surrender

Aftermath of the Resistance Families lost their communities, they found their homes and farms trampled and burned

Aftermath of the Resistance The loss of their husbands, fathers, brothers, homes, livestock, food supplies, and transportation caused many hardships for years to come

Aftermath of the Resistance Riel surrendered to government troops on May 15,1885 Therefore, the resistance was officially over

Aftermath of the Resistance The Canadian government tried 71 Métis and First Nations people for treason-felony, 12 for murder, and one, Riel, for high treason Key Term: Treason - the crime of betraying one's country, by attempting to kill the sovereign or overthrow the government

The Trial of Louis Riel On July 6, 1885, in Regina, Riel was charged with high treason for his role during the resistance

The Trial of Louis Riel Riel’s lawyers argued for a 12 person jury, with 6 English speaking members and 6 French-speaking members They also argued for the trail to be moved to Manitoba, where they believed more jurors could be found who would sympathize with Riel’s cause

The Verdict The jury found Riel guilty of high treason, which carried an automatic death penalty Riel was hanged in Regina on November 16, 1885

Métis Life After 1885 Métis people had no choice but to live on public land, including road allowances owned by the federal government Road Allowances: form the boarders between surveyed sections of land and may be used as public pathways

Métis Life After 1885 Small shanty communities built of discarded lumber or logs sprang up In some places, Métis people became known as Road- Allowance People

Métis Marginalization Métis who were not landowners or taxpayers were denied many rights and services offered to other residents For example, Métis children were sent to residential schools