INDG 1220 Unit activities 6-10

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Unit Activities 6-10 Megan Tremblay University of Manitoba INDG 1220-D02: Indigenous Peoples in Canada, Part 1 Instructor: Honoure Black November 22, 2023
Unit 6: Activity 2 What was the impact of the War of 1812 on Indigenous Peoples? 1. What were the short and long-term causes of the War of 1812? Prior to the war, indigenous tribes such as the Shawnee, Creek, and Tecumseh's Confederacy had been actively resisting American expansion into their territories. However, with the outbreak of war between Britain and the United States, these tribes were forced to choose sides. Many indigenous tribes sided with the British during the war due to their promises of protection and support against American encroachment. These issues led to growing tensions between Britain and America. Long-term causes include territorial disputes between America and Britain over land in present-day Canada and the Northwest Territory. The desire for westward expansion also played a role as Americans sought access to fertile lands held by indigenous tribes. In conclusion, while indigenous peoples initially saw some benefits from aligning with British forces during the War of 1812, they ultimately suffered long-term consequences as a result of their involvement. The short-term causes of this conflict revolved around issues such as impressment and trade restrictions, while long-term causes included territorial disputes and westward expansion aspirations by Americans. 2. What role did Indigenous peoples play in the War of 1812? The War of 1812 had a significant impact on indigenous peoples in North America. Indigenous nations were caught in the crossfire between the British and American forces, as both sides sought to gain their support or neutralize their influence. The war further exacerbated tensions between indigenous nations and European settlers, leading to increased violence and displacement. Indigenous peoples played a complex role in the War of 1812. During the war, indigenous warriors fought alongside British troops against American forces. However, despite their contributions to the war effort, indigenous peoples ultimately suffered severe consequences. This loss of land led to further displacement and forced assimilation efforts by settlers. In conclusion, while indigenous peoples played various roles in the War of 1812 based on their individual circumstances and alliances, they ultimately faced negative consequences as a result of this conflict. The war deepened existing tensions between European settlers and indigenous nations and resulted in further loss of land for Native Americans across North America. Discuss the position that Indigenous peoples were left in after the conclusion of the War of 1812. As the conflict between the United States and Britain came to an end, indigenous nations found themselves caught between two expanding powers, both eager to assert control over their lands. Prior to the war, many indigenous nations had formed alliances with either the British or
American forces, hoping to secure their own interests. The Treaty of Ghent, which ended the war, did not address indigenous concerns or land claims. As a result, indigenous peoples were left vulnerable to encroachment and dispossession by both American settlers and British authorities. Indigenous nations faced increasing pressure to cede their lands through unfair treaties or face military force. In conclusion, after the conclusion of the War of 1812, indigenous peoples found themselves in a difficult position as they struggled to maintain their sovereignty and protect their lands from encroachment by both American settlers and British authorities. The lack of recognition for indigenous rights in post-war treaties only furthered their vulnerability and set a precedent for future conflicts over land ownership. Unit 7: Activity 1: Who are the Métis? 1. Who are the Métis? The Métis people are a distinct Indigenous group in Canada, with a rich and complex history. Vowel explores the origins, culture, and identity of the Métis. Vowel begins by explaining that the term "Métis" refers to individuals who are of mixed Indigenous and European ancestry. The author emphasizes that being Métis is not solely about genealogy but also about cultural identity. The Métis have their own language (Michif), traditions, and way of life that distinguishes them from both Indigenous and European communities. Vowel also highlights the struggles faced by the Métis throughout history, including discrimination and marginalization. In conclusion, Vowel's article provides valuable insights into the identity and history of the Métis people. 1. How has the terminology referring to these people and their membership changed? The Metis people are a distinct Indigenous group in Canada with a rich history and unique cultural identity. How Has The Terminology Referring To These People And Their Membership Changed?", she explores this evolution. Initially, the term "Metis" referred to individuals of mixed Indigenous and European ancestry, specifically French and Cree. Over time, the understanding of Metis identity expanded to include individuals of mixed
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Indigenous and European heritage from various backgrounds. Today, many organizations recognize self-identification as a valid criterion for Metis membership. In conclusion, the terminology referring to the Metis people and their membership has undergone significant changes over time. This evolution reflects a broader understanding of Metis identity that includes individuals from diverse ancestral backgrounds. Additionally, there has been a shift away from strict genealogical criteria towards recognizing self- identification as a valid measure of belonging to the Metis community. 2. What is the danger inherent in the “Métis-as-mixed” stereotype? And, what should be emphasized instead of “mixed-race/blood”? Discuss. The term "Métis" refers to a distinct group of people in Canada who are of mixed Indigenous and European ancestry. In her article, Vowel (2016) explores the danger inherent in the "Métis-as-mixed" stereotype and argues for a shift in emphasis away from the concept of "mixed-race/blood." The danger lies in reducing Métis identity solely to their mixed heritage. Instead of emphasizing "mixed-race/blood," Vowel suggests highlighting other important aspects such as culture, language, and community ties. Furthermore, Vowel argues that understanding Métis identity requires acknowledging their political status as a distinct Indigenous group with inherent rights. In conclusion, it is essential to challenge the "métis-as-mixed" stereotype by emphasizing cultural aspects rather than focusing solely on mixed heritage. This shift will allow for a more nuanced understanding of Métis identity while recognizing their unique contributions to Canadian society. Unit 8: Activity 1: The Treaty Periods
1. What are the principal differences between the three Treaty stages? The concept of treaties has played a significant role in shaping the relationship between Indigenous peoples and the Canadian government. The Office of the Treaty Commissioner's publication, "We Are All Treaty People," delves into the three stages of treaty-making in Canada and highlights their principal differences. They focused on sharing resources, establishing trade relationships, and maintaining peace between different nations. These treaties aimed to secure land for European settlement while providing certain rights and benefits to Indigenous peoples. Unlike previous stages, these negotiations aim for a more equitable relationship between Indigenous nations and the Canadian government. They focus on self-governance, land claims, resource management, and cultural preservation. While pre-contact treaties emphasized mutual respect and cooperation, numbered treaties were largely imposed by the government with unequal benefits for Indigenous communities. Modern-day treaty negotiations seek to rectify historical injustices by promoting self-determination for Indigenous nations. In conclusion, understanding the principal differences between these three treaty stages is crucial to comprehend Canada's complex relationship with its Indigenous peoples. 2. What historical factors made the three stages different from each other? The concept of treaties has played a significant role in shaping the history and relationships between Indigenous peoples and the Canadian government. The Office of the Treaty Commissioner's publication, "We Are All Treaty People," explores this complex history and highlights the three distinct stages that have emerged over time. The first stage, known as the pre-Confederation era, was characterized by a series of treaties negotiated between Indigenous nations and European colonial powers. Treaties during this time were often imposed upon Indigenous communities without their full understanding or consent, resulting in significant loss of land and cultural autonomy. This era marked a shift towards more collaborative treaty negotiations that recognized Indigenous rights to land, resources, and self-governance. The establishment of organizations like the Office of the Treaty Commissioner reflects this commitment to fostering respectful relationships between Indigenous peoples and non-Indigenous Canadians. In conclusion, historical factors such as colonization, government policies, and changing societal attitudes have shaped the three distinct stages outlined in "We Are All Treaty People." Understanding these factors is crucial for acknowledging past injustices while working towards a future built on mutual respect and reconciliation. 3. In entering the treaties, what did both parties understand was their purpose? When entering into treaties, both parties understood that their purpose was to create a framework for cooperation and partnership. For Indigenous peoples, treaties were seen as a way to protect their lands, resources, and way of life. On the other hand, for the Crown (representing non-Indigenous settlers), treaties served as a means to acquire land for settlement and resource development. While Indigenous peoples expected ongoing recognition of their inherent rights and benefits from treaty agreements throughout generations; non-Indigenous settlers often viewed them as one-time transactions or
historical artifacts with limited relevance today. In conclusion, both parties understood that treaties were more than mere land transactions; they were intended to foster cooperation between Indigenous peoples and non-Indigenous settlers while safeguarding each other's interests. Recognizing this shared history is essential in building respectful relationships based on understanding and reconciliation between all treaty people today. Unit 9: Activity 3: A Residential School Day 1. How was the day organized? In the chapter "The Educational Record 1867-1939" from the book "Canada's Residential Schools: The History, Part 1 Origins To 1939" by TRC (2015), the author explores how the day was organized in residential schools during the period of 1867-1939. The chapter provides valuable insights into the daily routines and activities of Indigenous children who were forcibly taken away from their families and placed in these institutions. According to the book, the day in a residential school was highly regimented and structured. Students were punished for speaking their native languages as part of an assimilation policy aimed at eradicating Indigenous cultures and identities. However, it sheds light on an important aspect of these institutions - their educational structure - which played a significant role in shaping the experiences and lives of Indigenous children during this time period. In conclusion, TRC's chapter on "The Educational Record 1867-1939" provides valuable insights into how days were organized in Canada's residential schools during this period. It highlights the strict routines imposed on students and emphasizes the assimilation policies that aimed to erase Indigenous languages and cultures. 2. What was expected at different times? In the chapter "The Educational Record 1867-1939" from the book "Canada’s Residential Schools: The History, Part 1 Origins To 1939" by TRC (2015), the authors delve into the expectations placed on residential schools during different time periods. During its early years, from 1867 to the late 19th century, residential schools were expected to provide basic education to Indigenous children. The government's goal shifted towards complete cultural assimilation, and residential schools were expected to strip Indigenous children of their cultural identity and replace it with a Eurocentric one. As a result, expectations began to shift towards improving living conditions and providing better education for Indigenous children. Overall, throughout different time periods covered in this chapter, expectations varied from basic education to complete cultural assimilation. In conclusion, TRC's chapter sheds light on how expectations placed on residential schools evolved over time.
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3. Was there a specific purpose for the types of lessons/subjects taught? The residential school system in Canada was established with the aim of assimilating Indigenous children into Euro-Canadian culture. These subjects aimed to erase Indigenous culture and language while promoting European values. One specific purpose for teaching these subjects was to eradicate Indigenous identity and replace it with a Eurocentric one. Similarly, religious studies were used as a means of converting Indigenous children to Christianity and eradicating their traditional spiritual beliefs. Another purpose for these lessons was to prepare Indigenous children for menial labor or domestic work. In conclusion, there was indeed a specific purpose behind the types of lessons taught in Canada's residential schools during this time period. These lessons were designed to erase Indigenous culture and language while promoting Eurocentric values and preparing students for menial labor or domestic work. 4. Critically thinking according to the Truth and Reconcilation Commission, were the education outcomes provided? The Truth and Reconciliation Commission's report on Canada's residential schools provides a comprehensive analysis of the educational outcomes provided during the period from 1867 to 1939. Chapter 13 of the report, titled "The Educational Record," delves into the origins and development of these schools and critically examines their impact on Indigenous children. According to the commission, the education outcomes provided by residential schools were deeply flawed and failed to meet even basic standards. The report highlights how these institutions were primarily focused on assimilating Indigenous children into Euro-Canadian culture, rather than providing them with a quality education. The commission's findings indicate that the education outcomes provided by residential schools were not only inadequate but also detrimental to Indigenous children. In conclusion, according to the Truth and Reconciliation Commission's report, the education outcomes provided by Canada's residential schools were deeply flawed and failed to meet even basic standards. These institutions prioritized assimilation over education, resulting in severe cultural loss for Indigenous peoples. The physical and emotional abuse experienced by students further hindered their academic development. Unit 10: Activity 4 1. Outline the connection between Residential Schools and military service. The connection between residential schools and military service is a complex and deeply rooted one. Residential schools were institutions established in Canada and the United States with the aim of assimilating Indigenous children into Euro-Canadian or Euro- American culture. One of the main objectives of residential schools was to eradicate Indigenous culture, language, and traditions. The ultimate goal was to assimilate
Indigenous children into mainstream society. Many former residential school students experienced a loss of cultural identity and struggled to find their place in society after leaving these institutions. Military service offered structure, discipline, and camaraderie that many former residential school students lacked in their lives. In conclusion, there is a clear connection between residential schools and military service. The trauma inflicted by these institutions pushed some former students towards military enlistment as a means of finding acceptance and purpose in society. However, it is important to acknowledge that this connection is rooted in systemic oppression and should be seen as an unfortunate consequence rather than an ideal solution for those affected by residential schools. 2. Provide evidence of Indigenous veterans being treated differently than settler soldiers. This differential treatment can be seen in various aspects, including recruitment, combat roles, and post-war benefits. Indigenous individuals who volunteered for military service were often subjected to discriminatory practices that limited their opportunities to serve their country. Settler soldiers were actively sought after by military recruiters, while indigenous individuals faced significant barriers to enlistment. This unequal treatment denied indigenous veterans the opportunity to serve their country and contribute to the war effort. This disparity in combat roles not only limited indigenous veterans' opportunities for recognition and advancement but also perpetuated stereotypes about their capabilities. Lastly, post-war benefits provided further evidence of differential treatment. In contrast, indigenous veterans were often denied these benefits or had limited access due to discriminatory policies and practices. In conclusion, there is ample evidence that demonstrates how indigenous veterans have been treated differently than settler soldiers throughout history. From recruitment practices that excluded them from serving to limited combat roles and unequal post-war benefits, these disparities highlight the systemic discrimination faced by indigenous individuals who served in the military. 3. Why does scholarship use the term 'forgotten' when discussing Indigenous military service? In the realm of scholarship, the term "forgotten" is often employed when discussing indigenous military service. This choice of terminology reflects a historical pattern of neglect and erasure that has plagued the narratives surrounding indigenous contributions to armed forces. Indigenous peoples have long played a significant role in military endeavors, yet their stories have been marginalized and overshadowed by dominant narratives. As a result, indigenous soldiers were frequently excluded from official records and historical accounts, leading to their omission from mainstream scholarship. Furthermore, cultural biases and stereotypes have perpetuated the notion that indigenous peoples are somehow less capable or worthy of recognition for their military service. These prejudices have hindered comprehensive research on indigenous contributions to armed forces and perpetuated a narrative that overlooks their sacrifices. In conclusion, the use of the term "forgotten" in scholarship regarding indigenous military service highlights a longstanding disregard for these contributions. 4. List the Indian Act's impact on First Nations military service.
This act imposed strict regulations on Indigenous peoples, including restrictions on their rights and freedoms. One of the most significant impacts of the Indian Act was its effect on First Nations individuals who wished to serve in the military. As a result, many First Nations individuals faced barriers when attempting to enlist in the military. Despite these challenges, many First Nations individuals still chose to serve their country during times of war. However, it is important to acknowledge that the Indian Act created unnecessary barriers for Indigenous peoples who wanted to defend Canada. In conclusion, the Indian Act had a detrimental impact on First Nations military service by imposing restrictions on Indigenous peoples' rights and freedoms. It created barriers for those who wished to enlist in the armed forces and subjected them to discrimination both during their service and upon returning home. Despite these challenges, many First Nations individuals bravely served their country during times of war but were not afforded equal treatment or recognition for their sacrifices.
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