Assimilation in the 1920’s & 1930’s Available msbeenen.wikispaces.com

W.W.W.WW.W.W.W What is assimilation? The attempt to destroy a culture through forced adoption of the dominant culture. When? Originated from the Indian Act in 1890 but in 1920 it was made compulsory for all aboriginal children to attend industrial or residential schools. Why: Canadians thought it was their responsibility to “take care” of Aboriginals and assimilate them into European culture so that they may function with society. What is assimilation? The attempt to destroy a culture through forced adoption of the dominant culture. When? Originated from the Indian Act in 1890 but in 1920 it was made compulsory for all aboriginal children to attend industrial or residential schools. Why: Canadians thought it was their responsibility to “take care” of Aboriginals and assimilate them into European culture so that they may function with society.

Indian Act Originated in the 19 th century: Aboriginals would be given the right to vote if they adopted European culture. If they adopted this culture they would lose their land and all Aboriginal rights so very few aboriginals took advantage of this act. In 1867 the responsibility of First People’s was transferred to the Canadian government, they could now attempt to purchase their land. Originated in the 19 th century: Aboriginals would be given the right to vote if they adopted European culture. If they adopted this culture they would lose their land and all Aboriginal rights so very few aboriginals took advantage of this act. In 1867 the responsibility of First People’s was transferred to the Canadian government, they could now attempt to purchase their land.

1876 the Indian Act was established to protect whichever land Aboriginals had left. Yet all their land still belonged to the Crown. The new Act introduced the theme of “civilizing” the aboriginals. New rules were made as to how Aboriginals would elect leaders, raise and educate their children and how their estates would be managed after death. By 1920 the Indian Act had made Aboriginals completely dependent on the Canadian government the Indian Act was established to protect whichever land Aboriginals had left. Yet all their land still belonged to the Crown. The new Act introduced the theme of “civilizing” the aboriginals. New rules were made as to how Aboriginals would elect leaders, raise and educate their children and how their estates would be managed after death. By 1920 the Indian Act had made Aboriginals completely dependent on the Canadian government.

AmendmentsAmendments Even though there were amendments to the act, traditions to the Aboriginal culture were still abolished > Sun Dance and Potlatch Children were removed from their homes and forced to live in Residential schools. Aboriginals had to receive permission to produce goods and/or sell them, as well as leave the reserve. Even though there were amendments to the act, traditions to the Aboriginal culture were still abolished > Sun Dance and Potlatch Children were removed from their homes and forced to live in Residential schools. Aboriginals had to receive permission to produce goods and/or sell them, as well as leave the reserve.

Residential Schools Schools for children to assimilate into European culture Often far from children’s communities Native language was forbidden Severe punishments were given for defiance Uniforms were put into place and hair was cut Christian values were adopted Schools for children to assimilate into European culture Often far from children’s communities Native language was forbidden Severe punishments were given for defiance Uniforms were put into place and hair was cut Christian values were adopted

AbuseAbuse Schools were often underfunded> poor diet, health care, sanitation Teachers were untrained and would beat children for speaking their own language. Abuses often went unchecked Upon graduation students often no longer belonged to a white or native community> displaced. Schools were often underfunded> poor diet, health care, sanitation Teachers were untrained and would beat children for speaking their own language. Abuses often went unchecked Upon graduation students often no longer belonged to a white or native community> displaced.

ResistanceResistance Frederick Ogilvie Loft> Mohawk chief and WWI vet> attempted to get government to change the conditions First Nations Peoples faced. Helped establish League of Indians in 1920 which pushed for the right of Native peoples to vote without losing their status Vote wasn’t fully granted to First Nations until 1961 Frederick Ogilvie Loft> Mohawk chief and WWI vet> attempted to get government to change the conditions First Nations Peoples faced. Helped establish League of Indians in 1920 which pushed for the right of Native peoples to vote without losing their status Vote wasn’t fully granted to First Nations until 1961

Apology~~Apology~~ June 2008 Prime Minister Stephen Harper apologizes: “Today we recognize that this policy of assimilation was wrong, has caused great harm, and has no place in our country.” “The Government now recognizes that the consequences of the Indian residential schools policy were profoundly negative and that this policy has had a lasting and damaging impact on Aboriginal culture, heritage and language.” June 2008 Prime Minister Stephen Harper apologizes: “Today we recognize that this policy of assimilation was wrong, has caused great harm, and has no place in our country.” “The Government now recognizes that the consequences of the Indian residential schools policy were profoundly negative and that this policy has had a lasting and damaging impact on Aboriginal culture, heritage and language.”

Australian’s Stolen Generations~~ The Stolen Generations refers to the forcible removal of Aborigine and Torres Strait Islanders children from their parents Reasons for removal included: “Child protection” for half castes, hopes of the black population dying out, a fear of full blooded aboriginals The Stolen Generations refers to the forcible removal of Aborigine and Torres Strait Islanders children from their parents Reasons for removal included: “Child protection” for half castes, hopes of the black population dying out, a fear of full blooded aboriginals

1911: Chief protector of Aborigines in South Australia, William Garnet South lobbied for the power to remove children without court involvement, he said that courts wouldn’t believe that these children were neglected but all aborigine and half caste children are definitely neglected. Aborigines Act 1911: Makes him the legal guardian of every Aboriginal Child in SA 1911: Chief protector of Aborigines in South Australia, William Garnet South lobbied for the power to remove children without court involvement, he said that courts wouldn’t believe that these children were neglected but all aborigine and half caste children are definitely neglected. Aborigines Act 1911: Makes him the legal guardian of every Aboriginal Child in SA

Aborigine Amendment Act of 1915 allowed the government to remove children without have to prove they were being neglected or abused. >>Some reasons were simply recorded as “Removed for being Aboriginal” Some cases children were taken from their mothers when they were most vulnerable (eg. working on the land) Full blooded or half caste aboriginal babies were taken away from mothers and given to white caretakers. Aborigine Amendment Act of 1915 allowed the government to remove children without have to prove they were being neglected or abused. >>Some reasons were simply recorded as “Removed for being Aboriginal” Some cases children were taken from their mothers when they were most vulnerable (eg. working on the land) Full blooded or half caste aboriginal babies were taken away from mothers and given to white caretakers.

AbuseAbuse Girls were often used for service for white families. Cases of boys and girls of all ages being beaten are documented If children attempted to return to their original parents or practice their Aborigine culture they were punished Slowly forced to “breed out” Flora and Fauna until 2002 Girls were often used for service for white families. Cases of boys and girls of all ages being beaten are documented If children attempted to return to their original parents or practice their Aborigine culture they were punished Slowly forced to “breed out” Flora and Fauna until 2002

“I was at the post office with my Mum and Auntie [and cousin]. They put us in the police ute and said they were taking us to Broome. They put the mums in there as well. But when we'd gone [about ten miles (16 km)] they stopped, and threw the mothers out of the car. We jumped on our mothers' backs, crying, trying not to be left behind. But the policemen pulled us off and threw us back in the car. They pushed the mothers away and drove off, while our mothers were chasing the car, running and crying after us. We were screaming in the back of that car. When we got to Broome they put me and my cousin in the Broome lock-up. We were only ten years old. We were in the lock-up for two days waiting for the boat to Perth.”

Social Impact Displaced Many families torn apart All pure aborigines are gone Very few Half Castes are left Less likely to finish high school Still struggle with extreme racism throughout Australia More likely to have a criminal record and partake in substance abuse. Once 18 they can view their government file>> find out real family, real descent etc Prime Minister Paul Rudd apologizes. Displaced Many families torn apart All pure aborigines are gone Very few Half Castes are left Less likely to finish high school Still struggle with extreme racism throughout Australia More likely to have a criminal record and partake in substance abuse. Once 18 they can view their government file>> find out real family, real descent etc Prime Minister Paul Rudd apologizes.

Class Task Write down 5 things (ideas, religion, possessions, languages, family etc) that identify who you are. Hand the page in and collect a new page from the teacher. Reflect on your new identity and write how each new thing has helped and/or hindered you. Write down 5 things (ideas, religion, possessions, languages, family etc) that identify who you are. Hand the page in and collect a new page from the teacher. Reflect on your new identity and write how each new thing has helped and/or hindered you.