The Effects of Colonization on First Nations A Social Science Perspective

First Nations People are also known as: - Indigenous People - Aboriginal People - Native People - First Nations do refer to themselves as Indians due to language still embedded in historical documents

The term, “Indian” was introduced by Christopher Columbus who landed in North American and thought he had landed in India Europeans did not realize that the continents of North and South America existed

Health Before Contact First Nation People were among the healthiest people on earth prior to contact The Cheyenne, who inhabited the Great Plains were the tallest people on earth - Women averaged 5’ 10” - Men averaged 6’ 2” Diseases were non existent - When First Nations migrated over the Bering Land Bridge during the last ice age (10,000 years ago), viruses and many bacteria were “frozen” and died

First Contact First contact between Europeans and First Nations had devastating consequences Many of the consequences still affect First Nation people today

Consequences Europeans viewed First Nations through ethnocentric eyes - referred to them as “savages” - the term, “savage” denotes inferiority ethnocentric evolutionism - assumes they are somehow inferior or not as ‘developed’ as Europeans because they did not use the same technology

European diseases decimated First Nation populations - up to 90% of some communities were wiped out - elderly and children were more susceptible - elderly are vessels of cultural knowledge

Traditional hunting and gathering routes (trade routes) were interrupted - guns were exchanged for furs - guns proved to be less effective when hunting * the sound scares away game - traditional exchange of food resources between tribes interrupted - food became limited

Natural resources were quickly depleted - species (ie: beaver) became endangered - forests were razed and sent overseas - waterways were polluted from mining and forestry

5. Native Religions were destroyed by Europeans, who were Christians - undermined First Nation belief systems - desecrated sacred sites - cultural creation myths containing morals and values were destroyed - power taken away from female religious leaders in tribes

Social structure (hierarchy) challenged - loss of elderly due to disease left a leadership void - female political power disregarded - breakdown of authority of leaders

Alcohol and money undermined traditional practices - addiction becomes a new phenomena - tobacco and grain alcohol had traditionally been used for ceremonial purposes - traditional items are seen as inferior to European items

Reserves are given to First Nation People - isolated - few employment opportunities - distance makes trading difficult - land is poor - soil is poor - no valuable resources

First Nations people cannot own their own homes on reserves - no collateral to use to start a business - no incentive to repair or invest in their home - buildings are built by government contractors (lowest bidder) - poorly built - sub-standard materials

Patriarchal Government Policies - policies of “parenting” the “savages” - assimilation becomes the main goal “Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian department, that is the whole objective of this Bill.” Duncan Scott, Head of the Department of Indian Affairs, 1913-1932

Residential Schools - government policy - from 1920 to the late 1970’s it becomes mandatory for all First Nation children between the ages of 7 and 15 to attend residential schools * Children are FORCIBLY taken from their homes for 10 months of the year!

Residential Schools As early as 1620, Jesuit priests began educating First Nation people By 1820, all Christian religions operated schools in Canada 1879 - The Federal government becomes involved in residential schools 1920 – Residential Schools become official government policy - law

Purpose of Residential Schools Assimilation becomes the main goal of residential schools If the First Nations are assimilated, then Canada becomes a homogeneous society

Effects of Residential Schools on First Nation Cultures First Nation children were forcibly removed at age 7 Forbidden to speak Native languages - when children returned home after 10 months, difficult to communicate with parents Educated to be “civilized” - practice European customs

4. First Nation culture reinforced as “inferior” Forced to adopt Christianity Cultural practices forbidden Physically punished, sexually abused Forbidden the comfort of sibblings

Long separation from family (10 months) - loss of culture, relationships 10. Traditional beliefs, skills and knowledge from one generation to the next is loss

First Nations Today The residential school system and colonization impacts are still very visible today An estimated 100,000 First Nations People alive today were in the residential schools The trauma has been intergenerational

Results of Colonization and Residential Schools Today A suicide rate that is 6 times the national average An addiction rate is 3 times the national average Diabetes is 3 times the national average Domestic and sexual abuse is 3 to 6 times higher than national statistics 41% of aboriginal children under 14, live in poverty

The birth rate is 6 times the national average - by 2050, First Nation people will account for 10% of the Canadian population 50% of First Nation people speak their language 40% of First Nation people live on reserves