Impacts of Colonization in Canada (Social 30)

A type of boarding school that existed in Canada from the late 19th century to the late 20th century. Their aim was to assimilate Indigenous children into Western culture by separating them from their families and communities, and by discouraging the use of Indigenous languages and traditions.

The intentional act of absorbing one culture into another, often involving the suppression of the original culture's traditions, language, and beliefs.

The lasting effects of Residential Schools on Indigenous individuals, families, and communities, which include intergenerational trauma, loss of language and culture, and the disruption of traditional social structures.

The process of intentionally depriving a group of their cultural heritage, language, and traditions, often with the goal of making them adopt a different cultural identity.

The emotional and psychological wounds that are passed down from one generation to the next as a result of trauma. In the context of Residential Schools, it refers to the lasting effects of abuse, neglect, and cultural loss on Indigenous individuals and families.

The Indian Act, passed in 1876, granted the Canadian government significant authority over Indigenous peoples and their lands. It established 'Indian Agents' to enforce government policies and gave control over Indigenous resources, limiting the power of Indigenous bands.

The Indian Act aimed to assimilate Indigenous peoples into Canadian society. It sought to redefine traditional Indigenous social structures and practices by influencing their political, social, and legal systems.

The Indian Act created the concept of 'status Indian' which was based on 'full blood' status and membership in a band. This originally excluded Metis and Inuit peoples, creating legal boundaries for access to government programs and rights.

Enfranchisement under the Indian Act allowed Indigenous individuals to relinquish their legal status as 'Indian' by meeting certain criteria, such as military service, voting, or land purchase. It offered a pathway to assimilate into mainstream Canadian society but sacrificed Indigenous rights and identity.

Residential schools, established in Canada, aimed to 'kill the Indian and save the child' by forcefully separating Indigenous children from their families and cultures. They were designed to assimilate Indigenous children into European Canadian society by banning their languages, traditions, and spiritual practices.

Residential school curriculums focused on western education, emphasizing language, reading, religion, and ethics. Traditional Indigenous knowledge systems and practices were largely ignored, leading to a loss of cultural transmission and generational knowledge.

Residential schools were notorious for instances of physical, psychological, and sexual abuse, creating lasting trauma and intergenerational harm for Indigenous communities. The harsh treatment undermined Indigenous identity and self-esteem.

The Canadian government and the Catholic Church collaborated to operate residential schools, highlighting the role of institutions in shaping assimilation policies. The legacy of residential schools continues to have profound implications for Indigenous communities and reconciliation with Canada.

A series of policies and programs from the mid 1950s to mid 1980s that allowed the Canadian government to remove Indigenous children from their homes and place them in foster homes or residential schools.

The practice of removing Indigenous children from their families and placing them in foster homes or residential schools.

The Sixties Scoop had a devastating impact on Indigenous families and communities, leading to the loss of culture, language, and family ties. It also contributed to the intergenerational trauma that many Indigenous people experience today.

A land dispute between the Canadian government and the Indigenous community of Stoney Point, Ontario, that escalated into a violent standoff in 1995.

In 1942, the Canadian government claimed Stoney Point as a military camp under the War Measures Act, displacing the Indigenous community and promising temporary use. However, the government kept control of the land until the 1990s.

In 1993, Indigenous protestors occupied Stoney Point, seeking negotiations with the government to reclaim their stolen land. The situation escalated with misleading media coverage and mistrust between protestors and police, leading to the fatal shooting of Anthony 'Dudley' George by police in 1995.

A land dispute in 1990 involving the Mohawk community of Kanesatake, near Oka, Quebec, where the proposed expansion of a golf course onto an Indigenous burial ground sparked conflict.

Mohawk protestors occupied the 'The Pines' golf course before construction began and put up barricades, vowing to stay. Gunfire erupted in July, leading to the death of Corporal Marcel Lemay. The Mohawk continued their resistance, prompting the government to send in 4,000 troops to contain the situation. After lengthy negotiations, the Mohawk lifted their barricades, the government purchased 'The Pines' and halted the expansion, but some land was returned without being officially deemed a reserve.

A formal inquiry into the experiences of Indigenous peoples in Canada, focusing on historical, urban, women's and children's perspectives. It aimed to understand systemic issues and develop solutions for reconciliation.

A commission established to address the legacy of residential schools in Canada. It aimed to acknowledge the harms, promote truth and reconciliation, and provide a safe space for former students and their families.

The right of Indigenous peoples to self-determination and self-governance. This includes the right to make decisions about their own affairs, culture, lands, and resources.

The ongoing process of restoring relationships between Indigenous peoples and the Canadian government, recognizing the harm caused by historical injustices and working towards a future of equity and justice.

The process of changing the relationship between settlers and Indigenous peoples in Canada, moving towards a future of respect, partnership, and shared governance.

A proposed independent court system to settle land claims between Indigenous peoples and the Canadian government. This aims to ensure a fair and impartial process for resolving these disputes.

The concept that Indigenous communities have the right to control their own education systems, curricula, and resources. This aims to ensure a culturally appropriate and relevant education for Indigenous students.

A call for increased government funding to support Indigenous communities, particularly in the areas of health care, housing, education, and employment. These investments aim to address systemic inequalities and improve the quality of life in Indigenous communities.