1. Assimilation of Natives
Treaties, Indian Act, and Residential Schools

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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)

10. 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.

11. 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

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

13. 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

14. 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

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

16. 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

17. 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

18. 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

19. “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”

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

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

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

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

24. 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.

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

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

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

28. 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

29. 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

30. 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

31. 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

32. 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

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

34. 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

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

37. 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

38. Louis Riel & North-West Resistance
The second resistance was the North-West resistance in

39. 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

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

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

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

43. 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

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

45. 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

46. 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

47. 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

48. 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

49. 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