RESIDENTIAL SCHOOLSRESIDENTIAL SCHOOLS

COLONIZATION IN CANADACOLONIZATION IN CANADA

During the late 1500’s ,European men started During the late 1500’s ,European men started wearing felt hats in various styles. The felt was wearing felt hats in various styles. The felt was made from Beaver’s fur. Because of the made from Beaver’s fur. Because of the demand for these furs European Beavers had demand for these furs European Beavers had been nearly hunted to extinction by the early been nearly hunted to extinction by the early 1600’s.1600’s.

In search for more sources, of these Beaver In search for more sources, of these Beaver furs, the European hatters travelled to North furs, the European hatters travelled to North America. The exploration of New France, shifted America. The exploration of New France, shifted from finding a quicker route to Asia to finding from finding a quicker route to Asia to finding easier ways to collect fur.easier ways to collect fur.

This marked the beginning of the fur trade This marked the beginning of the fur trade and Historical Economic Globalization in and Historical Economic Globalization in Canada.Canada.

• Canada was considered a great place for immigrants to go in search for land which cause more tension.

• “Many were fleeing wide spread unemployment caused by industrialization” Ex. “Reduced 80% workers needed for textile industry needed to turn wool into yarn.”

• Between 1790 and 1845 more than 750,000 immigrants settled in Canada

EUROPEAN EUROPEAN IMMIGRATIONIMMIGRATION

Clashing Social ValuesClashing Social Values European status European status basedbased on on landownership and wealth.landownership and wealth.

First peoples of North America First peoples of North America recognized recognized few social or class few social or class distinctions, distinctions, status was defined by ability. status was defined by ability.

Before contact with the Europeans, First Nations peoples talked Before contact with the Europeans, First Nations peoples talked about treaties to settle territorial disputes and other conflicts.about treaties to settle territorial disputes and other conflicts.

European colonial governments were comfortable with written European colonial governments were comfortable with written treaties.treaties.

Early 1700’s British began negotiating written treaties with the Early 1700’s British began negotiating written treaties with the First Nations.First Nations.

The Seven Years War lasted from 1756-1763. (Seven Years)

An important part of the proclamation drastically decreased settlement in eastern North American by putting aside a large part of the land for the first nations. (Accommodation) YAY!

King George III

It was fought between Great Britain and the Bourbons (in France and Spain)

The war resulted in the proclamation of 1763 which took away the rights of French Canadiens and laid out a plan to assimilate them.

Historical GlobalizationHistorical Globalization The Europeans, dominated the The Europeans, dominated the

indigenous peoples. They took the indigenous peoples. They took the best land for themselves and pushed best land for themselves and pushed the native aboriginals into reserves. the native aboriginals into reserves.

In addition to putting the indigenous In addition to putting the indigenous peoples into reserves, the peoples into reserves, the European’s brought diseases, which European’s brought diseases, which often killed the First Nations. often killed the First Nations.

It defined who could be an “Indian”It defined who could be an “Indian” It ‘outlined what Indians could and could It ‘outlined what Indians could and could

not do’not do’ This legislation is This legislation is NOTNOT a part of Treaty. It is a part of Treaty. It is

an arbitrary piece of legislation that greatly an arbitrary piece of legislation that greatly affected First Nations!affected First Nations!

It was a clear statement of the federal It was a clear statement of the federal government’s policy to act as “guardians” government’s policy to act as “guardians” over Aboriginal peoples, claiming to give over Aboriginal peoples, claiming to give them “protection”.them “protection”.

The Indian Act was imposed on the First The Indian Act was imposed on the First Nations and they had NO SAY whatsoever.Nations and they had NO SAY whatsoever.

The INDIAN ACT 1876The INDIAN ACT 1876

Duncan Campbell ScottDuncan Campbell Scott

Duncan Campbell Scott, Deputy Duncan Campbell Scott, Deputy Superintendent of Indian Affairs from Superintendent of Indian Affairs from 1913-1932 stated: “The happiest future for 1913-1932 stated: “The happiest future for the Indian race is absorption into the the Indian race is absorption into the general population, and this is the object general population, and this is the object of the policy of our government. The great of the policy of our government. The great forces of intermarriage and education will forces of intermarriage and education will finally overcome the lingering traces of finally overcome the lingering traces of native custom and tradition.”native custom and tradition.”

What would this practice be called?What would this practice be called?

“ “ Our object is to continue until there is Our object is to continue until there is not a single Indian in Canada that has not not a single Indian in Canada that has not been absorbed into the body politic, and been absorbed into the body politic, and there is no Indian question and no Indian there is no Indian question and no Indian department”department”

Before and AfterBefore and After

Before After

Education: AssimilationEducation: Assimilation Indian act gave the agents of the Indian act gave the agents of the

Dept. of Indian affairs almost Dept. of Indian affairs almost dictatorial control over Aboriginal dictatorial control over Aboriginal peoples’ lives, including educationpeoples’ lives, including education

Education became one of the ‘tools’ Education became one of the ‘tools’ to ASSIMILATION!!!!to ASSIMILATION!!!!

How could education be used to How could education be used to assimilate people?assimilate people?

1870-1910 - Period of assimilation missionaries and government aim to assimilate Aboriginal children into the lower fringes of mainstream society

1920 - Compulsory attendance for all childrenages 7-15 years. Children were forcibly taken from their families by priests, Indian agents and police officers.

1931 - There were 80 residential schools operating in Canada.

FundingFunding

Schools were funded by the federal government Schools were funded by the federal government but were operated by the Catholic, Anglican, but were operated by the Catholic, Anglican, Presbyterian and United ChurchesPresbyterian and United Churches

Residential Schools in CanadaResidential Schools in Canada By 1931 these organizations operated 80+ By 1931 these organizations operated 80+

residential schools across the country, as well as residential schools across the country, as well as day schools on some reserves day schools on some reserves

Residential Schools

25 in Alberta

http://www.wherearethechildren.ca

The ProcessThe Process

Children were removed from their Children were removed from their homes, often under threat of ‘law’homes, often under threat of ‘law’

SeparationSeparation ‘‘Assimilation’ Assimilation’

worked best worked best through separation through separation from families, from families, communities and communities and cultureculture

Separation from a Separation from a traditional support traditional support system was a key system was a key strategystrategy

ChristianityChristianity The goal of the The goal of the

missionaries was to missionaries was to ‘convert the ‘convert the children to children to Christianity’.Christianity’.

"Looking Unto Jesus." A class in penmanship at the Red Deer Indian Industrial School, Red Deer, Alberta, ca. 1914 or 1919.

Lasting ImpactsLasting Impacts Education for the most part was poor (1945 very Education for the most part was poor (1945 very

few students passed grade 9 and over 40% of few students passed grade 9 and over 40% of teaching staff had no professional training)teaching staff had no professional training)

Many children died from illnesses, fires, murderMany children died from illnesses, fires, murder Many children caught disease such as Many children caught disease such as

tuberculosis which destroyed their healthtuberculosis which destroyed their health Physical and sexual abuse had long term effects Physical and sexual abuse had long term effects

on studentson students Children were often severely punished for Children were often severely punished for

practicing traditional beliefspracticing traditional beliefs Children were also punished for speaking their Children were also punished for speaking their

languageslanguages

Discipline vs Abuse?Discipline vs Abuse? To accomplish this goal of assimilation, To accomplish this goal of assimilation,

discipline was the answer in many missions. discipline was the answer in many missions. "Historians suggest that discipline was "Historians suggest that discipline was more harsh at residential schools than at more harsh at residential schools than at other schools and would not have been other schools and would not have been accepted in Euro-Canadian institutions at accepted in Euro-Canadian institutions at the time. . . These methods included the time. . . These methods included isolation cells, flogging, whipping, and isolation cells, flogging, whipping, and humiliation."**humiliation."**

**From Residential School Update, AFN **From Residential School Update, AFN March 1998.March 1998.

OtherOther Metis children were excluded from this Metis children were excluded from this

process as they didn’t fall under the Indian process as they didn’t fall under the Indian Act, however, one residential school for Act, however, one residential school for Metis was run by the Catholic Church in Ile Metis was run by the Catholic Church in Ile a la Crosse, Sask. This school also included a la Crosse, Sask. This school also included FN childrenFN children

http://www.wherearethechildren.ca/en/htmltour.html

Residential schools and abuse that took place there from History by the minute

 http://www.histori.ca/minutes/minute.do?id=14860

PM Harper’sPM Harper’sApologyApology

http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20080611/harper_text_080611/20080611/ Apology in text Apology in text

http://www.youtube.com/watch?v=qAmUe17nUdY Apology Part 1 in video Apology Part 1 in video

http://www.youtube.com/watch?http://www.youtube.com/watch?v=wyxJ-zpYDkE&feature=related v=wyxJ-zpYDkE&feature=related Apology Part 2 in video .Apology Part 2 in video .

Videos http://www.youtube.com/watch?v=_4-

TYwFS-P0 Indian Residential Schools – The Painful Legacy

http://www.youtube.com/watch?v=s_V4d7sXoqU&feature=related Residential School Propaganda Video from 1950s

http://www.youtube.com/watch?v=fIKPE_urY8A&feature=related Residential Schools Public Service Announcement

-HTML left side of screen

http://www.wherearethechildren.ca/en/assimilation.html

http://www.wherearethechildren.ca/en/assimilation2.html

Video clips-CBC Archives…promo for residential schools “A new future”

http://archives.cbc.ca/society/native_issues/topics/692/

-Fontaine charges church with abuse

http://archives.cbc.ca/society/native_issues/topics/692/

First Nations’ Control of First Nations’ Control of EducationEducation

Bands began to operate their own Bands began to operate their own schools on reserves circa 1970 and schools on reserves circa 1970 and by 1996 had 429 schoolsby 1996 had 429 schools