1. Residential Schools in Canada

2. Controversial Issues  Our job in class:  Present all positions accurately and fairly  Teach understanding  Demonstrate respect for all opinions  Your job in class:  Keep your mind open to new ideas  Have respect for individual differences  QUESTION EVERYTHING!

3. European and First Nation’s Relationship  Their relationship first began as a economic partnership in trade. Europeans needed the First Nations’ people to assist in hunting, and the Europeans would trade metallic goods.  Europeans also assisted in treaty formation between different tribes, and the First Nations’ people were allies for both the British and the French in the 7 year war ( 1756-1763)

4. European and First Nation’s Relationship Cont.  More Europeans lived in Canada than First Nations people by 1864. (Also because of Eurpoean diseases like Small Pox)  As more and more land was coveted, settlers began to pressure and push for those lands held by First Nations people. Some of these land treaties, however, proved to be somewhat problematic because of poor descriptions, missing signatures and confusion of boundary lines.

5. First Nations’ Relationship to Land Wovoka, (the Paiute Messiah)  "You ask me to plow the ground. Shall I take a knife and tear my mother's bosom? Then when I die she will not take me to her bosom to rest. "You ask me to dig for stones! Shall I dig under her skin for bones? Then when I die I cannot enter her body to be born again.  "You ask me to cut grass and make hay and sell it and be rich like white men, but how dare I cut my mother's hair?  http://www.ilhawaii.net/~stony/quotes.html http://www.ilhawaii.net/~stony/quotes.html Quotes From Our Native Past

6. “In the age of discovery, because most lands had inhabitants, and the traditional legal doctrine hindered expansion, the term "terra nullius" [empty land]changed to mean lands that were unhabituated according to European standards i.e., where the inhabitants had no fixed residences but roamed the territory like "wild beasts in a forest." 8 (According to one New England preacher)” http://archive.anglican.ca/gs2001/rr/presentations/terranullius.html Anglican Church of Canada Doctrine of Discovery and Terra Nullius

7. “ In the Canadian context, for example, the French regime never entered into any land treaties with Amerindian peoples. It simply assumed sovereignty and title to the land in virtue of the doctrine of discovery. 17 With the British conquest in 1763, sovereignty and ultimate title to the land passed to the British crown according to this understanding. When the Odawa war chief, Pontiac, organized a serious resistence to British expansion, the crown issued the proclamation of 1763. Basically, it reaffirmed all the principles related to "discovery" and sovereignty that had been operating at the time. Legal title to the land was vested in the crown. It allowed the First Nations a continuing right to live and hunt on their traditional lands until these lands were surrendered to the crown. The crown in turn would allocate it to private persons or groups. Individual Aboriginal persons and First Nations as collectivities had no rights-- according to this proclamation--to sell or cede land to private individuals or corporations. Fundamentally, this remains the legal framework out of which Canada operates today. The Royal Proclamation [1763], in fact, is part of the Canadian constitution.” http://archive.anglican.ca/gs2001/rr/presentations/terranullius.html Anglican Church of Canada Doctrine of Discovery and Terra Nullius

8.  1763 – Royal Proclamation: First Nations people were to be educated and “civilized” and in 1857 the Gradual Civilization Act passed which required male Indians and Metis over the age of 21 to read, write, speak English or French, choose an approved surname so they could be legally recognized. 1876 – The Indian Act: This secured government control over Indian rights, status, and lands.

10. Turn and Talk  What is the basis for European settlers’ claim to land on Turtle Island?

11. What were residential schools?  Schools that were developed with two goals in mind:  1.To protect European culture and life.  2. intended to assimilate students into “White” society.  http://www.myrobust.com/websites/trcinstitution/ File/pdfs/2039_T&R_map_nov2011_final.pdf http://www.myrobust.com/websites/trcinstitution/ File/pdfs/2039_T&R_map_nov2011_final.pdf

13. What was the government’s role in residential schools?  The Canadian government wanted to assimilate First Nations people.  Gave children a Christian education  Taught English and/or French  Removed them from their family  Replaced traditional values with European values.

14. What was the aim of the churches involved in residential schooling?  Four (4) different churches were involved with the day to day operations of the residential schools until 1969.  The churches wished to spread good values and morals as well as help young people survive in a changing Canada.  Most churches have apologized for the tragic consequences.

16. What are some of the effects of residential schooling on First Nations people?  Residential schools cut First Nations people off from their culture, language, religion, and traditions.  Children died from disease, were emotionally and spiritually destroyed, suffered physical, sexual and psychological abuses.  Cultural Genocide  Ripple Effect

18. Why were residential schools harmful?  Not all experiences produced were unhappy or tragic and we must remember to NOT over generalize.  The goal was for children to forget their traditions and replace their values with formal schooling, Christianity, and work experiences.

19. Discipline at residential schools  Discipline included isolation cells, severe beatings and whippings, punishment for speaking their native language, bad food, cold dormitories, etc.  First Nations DO NOT condone the use of physical violence.

20. Good experiences?  Some administrators encouraged their staff to learn Native languages, allowed for parental visits, provided recreation, and fought for more funding for better food and basic needs.  Some students across Canada asked to go to residential schools and were grateful of the education they received.