Legacies of Historical Globalization in Canada PDF

Chapter 7 Legacies of Historical Globalization in Canada Source Analysis: To what extent have the legacies of globalization affected Canada?  Key Terms Indian Act Status Indian Residential Schools Cultural Mosaic Multiculturalism Cultural Pluralism...

Chapter 7 Legacies of Historical Globalization in Canada Source Analysis: To what extent have the legacies of globalization affected Canada?  Key Terms Indian Act Status Indian Residential Schools Cultural Mosaic Multiculturalism Cultural Pluralism Quiet Revolution Early Exploration of Canada ❖ The early exploration of Canada had little to do with establishing colonial outposts and much more to do with the idea of discovering a new and quicker route to the riches of Asia ❖ 1497 - John Cabot - Newfoundland - Britain ❖ 1534 - Jacques Cartier - Quebec - France  Early Exploration of Canada ❖ Thus, it was over a century from the time of Cabot and Cartier before any semblance of permanent settlement was established in Canada by Europeans ❖ The few settlements that did result in the early 17th century were limited to two main commodities - fish and furs ❖ In their efforts to obtain these items, the Europeans were greatly assisted by the Indigenous Peoples This brought the Indigenous Peoples into globalized trade Map of Eastern Canadian Territory The Genocide of the Beothuk ❖ The Beothuk people of Newfoundland were recorded as being the first casualties of European colonialism in North America ❖ Conflict over access to coastal fishing led Europeans to begin hunting and killing the Beothuk, driving them inland ❖ Those not killed outright became undernourished and died of starvation and disease. By 1829, all Beothuks were completely wiped Stealing Mary Intro 9 Indigenous Peoples and European Explorers ❖ Early settlements by Europeans was very gradual and did not pose much of a threat to Indigenous Peoples ❖ In fact, the harshness of the Canadian climate made European settlers reliant on Indigenous technology - teaching explorers how to hunt, how to get enough vitamin C, and how to travel using canoes, snowshoes, and toboggans 11  British Control of Canada ❖ The competition between France and Britain eventually erupted into the Seven Years’ War, which lasted from 1754-1763 This ended with the Battle on the Plains of Abraham ❖ This war resulted in Britain gaining control of a large territory of French speaking citizens ❖ Initially, the British intended to assimilate the French through the Royal Proclamation Act of 1763, and by encouraging British settlers to come to Quebec 12  Accommodation Replaces Assimilation ❖ The fact that the French greatly outnumbered the British in Quebec made assimilation a non-starter ❖ It was quickly realized that concessions would be required to ensure the loyalty of the French population under British control. ❖ The Quebec Act of 1774 recognized French language and culture rights within the framework of British rule  What are the legacies in Canada today of the Royal Proclamation Act and the Quebec Act? 14  Rupert’s The HBC and the Land Impacts of Mercantilism ❖ At first, Hudson’s Bay Company traders limited their activities to coastal areas and relied on First Nations, such as the Cree, to carry furs to them. ❖ Inland forts were built later as competition with the rival North West Company intensified. ❖ Aboriginal people were caught up in this trade, which had global implications. 17  The Legacy of Mercantilism ❖ Both France and Britain followed mercantilist policies in Canada. ❖ Laws were in place to ensure raw materials were sent to the mother countries for processing / manufacturing. ❖ Mercantilism stifled development by ensuring that the country’s economy was limited to supplying raw material. ❖ In western Canada, the mercantilist trade in furs impacted Aboriginal people, who initially brought these furs to coastal forts to trade. 18  Political Changes Arrival of Europeans toppled the traditional chief led, clan based political system Once the Europeans convinced the Aboriginal Peoples the “benefits” of trading with Europeans, this is when they started to gain power over the Aboriginal Peoples because they became dependant which meant the Europeans robbed them of their political power. - Band system is an artificial creation of the government  Economic Changes it disrupted trade systems - decreases animal populations Lost much of their traditional economic ways  Social Changes - Hunting and gathering furs became less of a communal activity, became more monetarily motivated thus spurring greed - Introduction of money changed how families interact - fort Whoop Up’s introduction of booze and addiction (money from fur trade was spent there) - Contact with different groups of people. (British and French) - The contact created the Metis people - The First Nations peoples were used to work for the British and French - Were pushed into different areas (worse land) - A culture cannot survive without its language. The language is an expression of the culture - it is the backbone, the identity of the people  Social Changes - Ruined traditional relationship with land - Disease - extinction of Beothuk people - Conflict happened between the First Nations because of the lack of resources available to them - Displacement of First Nations people - boys and girls in residential schools were separated and could not interact with each other and learn to respect each other - “What happens when you graduate from residential school?” - loss of social and parenting skills - loss of language causing in disconnect with their identity and others - students of residential schools experienced sexual and physical abuse  Environmental Impact - Overhunting: affecting food chains, and species populations - Disrupts their way of life and their relationship with land: them being pushed inland by the Europeans (displacement) - Terraforming of the land, with the additions of forts and other landmarks - Overuse of products leading to an extinction of products - War on land due to the fur trade between the French and British competitors - Manufacturing caused pollution and other environmental impacts  The Effects on Indigenous Peoples ❖ Eventually, competition in the fur trade led to forts being established further inland. ❖ Settlement of the west followed and Aboriginal people were ultimately displaced off their lands. 24 Post-Confederation Canada ❖ After Confederation in 1867, the Federal government began the process of expanding westward by gaining control of Rupert’s land in 1869. ❖ The success of the settlement plan, however, required the First Nations people to relinquish their claims on their territories peacefully. 25  The Numbered Treaties ❖ A series of numbered treaties were signed between First Nations and the Canadian government between 1871 and 1921. ❖ These treaties, in effect, ceded land to the government for settlement in exchange for annual payments and other benefits, including education, health care, livestock, etc. ❖ First Nations were given small parcels of land called reservations so they could ‘maintain’ traditional ways of life. These lands were often less productive lands in 8 Metis settlements across Alberta totalling 1.25 remote areas million acres (less than 1% of land, equivalent to 9/10 of PEI). Population of roughly 5000 26 Compare  The Numbered Treaties ❖ Promises made by government negotiators also did not always get included in written versions of the treaties, thus making it easier for the government to deny parts of the agreement. ❖ Cultural differences in the understanding of these treaties also contributed to feelings of resentment and betrayal. 28  What do you remember about the Indian Act? The Indian Act The Indian Act was passed in 1876 as a means of strictly controlling the lives of Indigenous peoples. The objective of the Indian Act was to encourage assimilation. The Indian Act The act banned some cultural practices and also defined who was and was not a status Indian eligible for specified benefits. ○ Status Indian - Someone who is registered according to the provisions of the Indian Act and is, therefore, eligible to receive special benefits The Indian Act Critics argue the Indian Act: ○ Ensures Indigenous peoples do not receive equal treatment ○ Limits indigenous rights to self- governance/self-determination ○ Assumes that the federal government officials are the best judges of Indigenous needs  Royal Commission on Aboriginal Peoples In 1991, the RCAP was established to investigate the relationship between the federal government and indigenous peoples The commision was interested in investigating the question: ○ “What are the foundations of a fair and honourable relationship between the indigenous and non-indigenous peoples of Canada?”  Royal Commission on Aboriginal Peoples In 1996, the final findings on As a result, the Canadian Canadian relations with government issued a indigenous peoples were statement of reconciliation provided: in 1998 ○ “The main policy ○ This acknowledged the direction, pursued for harm done to more than 150 years, indigenous peoples by first by colonial then by the hand of the Canadian governments, Canadian government has been wrong.”  Changing the Indian Act An attempt to change the Indian Many Indigneous groups Act was proposed in 2002, disagreed with the claims known as the First Nations made by the Canadian Governance Bill government The goal was to eliminate the ○ Indigenous groups played harmful elements of the Indian virtually no part in Act while still maintaining the creating this bill financial and treaty obligations As a result, the Canadian government scrapped the bill The government claimed it Debate surrounding the Indian would give indigenous communities more power and Act is an ongoing issue today would lead them to be more self-sustaining Residential Schools 40  Legacies of Residential Schools Social Political - Population decrease - Government funded, their - Generational trauma reputation decrease - Brought their trauma onto - Ethnocentrism their own children (cycle - The government’s apology continues) wasn’t accepted by many. - loss of culture and identity - Implementation of Indian Act - could not connect with - Continued tension between family afterwards Indigenous peoples and the - Loss of language within Government comm - government funded the schools - unities - loss of trust between the first - Cultural genocide nations and the Government - Deconstruction of Identity - Government was hated by the people. - Loss of of their own governance - Lack of Indigenous  Legacies of Residential Schools Economic Environmental - Low income = poor housing - The bodies of Indigenous and increased risk of children were buried sickness beneath the schools - government spend lots of - Loss of spiritual connection money on the schools with the land - Costs lots of money for the - massive decrease in government to fund buffalo population - they were compensated if exploitation of resources they did go - reconciliation - residential schools (later) occupied land, and were - First Nations are less likely to far from the land they lived be employed. in. - Funded by Government - schools ruined the - Lower Income on reserves relationship first nations - Forced labour exploitation had with land - Residential schools - schools were in poor encouraged the cycle of  Residential Schools ❖ The introduction of the Residential School System in Canada was intended to force the assimilation of Indigenous peoples into mainstream Canadian society. ❖ Under provisions of the Indian Act, children aged 6 to 15 were required by law to attend. ❖ Children were forcibly removed from their families, or their families were threatened with prison if they did not send their children willingly.  Residential Schools ❖ Funded under the Indian Act by the federal government, the schools were run by churches of various denominations — about sixty per cent by Roman Catholics, and thirty per cent by the Anglican Church of Canada and the United Church of Canada. ❖ Deconstruction of Identity Students were required to live on school premises. Most had no contact with their families for up to 10 months at a time because of the distance between their home communities and schools, and sometimes had no contact for years. They were prohibited from speaking Aboriginal languages, even among themselves and outside the classroom, so that English or French would be learned and their own languages forgotten. Effects on Survivors ❖ Possibly as many as 90% of the students experienced forms of sexual abuse. ❖ Over 50% of the children who passed through the residential school system did not survive to adulthood. ❖ 75% reported that they had abused alcohol. ❖ 50% reported that they had a criminal record.  Reconciliation ❖ In March 1998, the Canadian government made a Statement of Reconciliation – including an apology to those people who were sexually or physically abused while attending residential schools. ❖ The Aboriginal Healing Foundation was also created and provided $350 million to fund community-based healing projects focusing on addressing the legacy of physical and sexual abuse at Indian residential schools. ❖ In 2005, the Canadian government announced a $1.9 billion compensation package to benefit tens of thousands of survivors of abuse at native residential schools. ❖ And, on June 11, 2008, Prime Minister Stephen Harper publicly apologized to an audience of Aboriginal delegates on national television for past governments' policies of assimilation. The Prime Minister apologized not only for the known excesses of the residential school system, but for the creation of the system itself. Truth & Reconciliation Commission What is the TRC? The TRC is a component of the Indian Residential Schools Settlement Agreement. Its mandate is to inform all Canadians about what happened in Indian Residential Schools (IRS). The Commission will document the truth of survivors, families, communities and anyone personally affected by the IRS experience.  Social Legacies - Racism to Indigenous people - Generational trauma (lack of - loss of culture love passed on from child to - Disconnected from land child) - Generational trauma - residential schools - Assimilation -cultural genocide - How do you know - Decline in population of the “who you are” when you don’t live in buffalo cultural authenticity - Introduced harmful technology - Indigenous peoples developed (weapons) alcohol problems - Brought diseases which Way of life shattered. decreased the population - Drug use/alcohol abuse introduced to the First Nations by Europeans - - loss of culture, traditions and identity  Political Legacies - weakened Indigenous political - Indian act structures - DIsrupted their political system - Low Indigenous involvement in - lack of Indigenous involvement government processes in decisions about them - Initial Indigenous hierarchy - Forced their government destroyed structure on them - Loss of the right to vote (until - They were taken advantage of 1867) through the treaties (language - Identity affirmed barriers) - lost their relationship and trust - numbered treaties with government  Economic Legacies Loss of land, and paid poorly for it Annual Pay(annuties) - Over hunting causes the Low Income endangerment of many animals Fur Trade and plants. (buffolo and beaver) Rssedential School funding from the - Land and resources were taken Government away Payed to comepletely give up land - Less trading between Dependence on government Indigenous groups and more (encourages the cycle of poverty) trading with the Europeans - Current day: Indigenous people make less than other Canadians in Canada  Environmental Legacies- - overhunting of beaver and - creation is destroyed by digging buffalo up if residential schools and - endangerment of buffalo graves - lost land, and were forced to - Europeans brought plants to move to land that was not Indigenous land suited for them, and didn’t fit - loss of connection to land, land their wants and needs. from the creator stripped from - Children’s bodies buried under them their sacred land - Stripped of their land to build railroads - Forced onto the “worse” land  Canada and Multiculturalism  Immigration and Canada ❖ Up until the mid 20th century, Canada’s policy on immigration was based largely on race British immigrants were recruited Those who did not come from Europe/America were discouraged ❖ However, attitudes were changing and Canadians started to believe in respecting and accommodating differences This laid the foundations for a diverse society  Immigration and Canada ❖ By 1968, Canada’s immigration policy became more accepting and immigrants were flowing from Asia, Africa and the Caribbean ❖ By the 1970’s, most immigrants to Canada were from minority groups ❖ This added to Canada’s cultural mosaic MIx of ethnic groups and cultures that coexist in a society  Multiculturalism ❖ To deal with the increasing diversity in Canada, the government enacted a policy of multiculturalism in 1971 The idea that a country is made up of many culturally distinct groups Rejects assimilation and embraces cultural pluralism The idea that people are free to retain their own cultural traditions  Backlash on Multiculturalism ❖ Not everyone agreed with the policy of multiculturalism Some Quebecois believed it was a strategy to undermine Francophone culture Some believed it would erode Canada’s “British heritage” ❖ Despite the opposition, the idea of multiculturalism enjoys broad public support. A 2002 survey found that 74 per cent of respondents support this policy. Many have come to view diversity as a hallmark of Canadian identity. Thoughts? How might the Indigenous Peoples of Canada feel about Multiculturalism?  “Multiculturalism, really, is folklore. It is a ‘red herring.’ The notion was devised to obscure ‘the Québec business,’ to give an impression that we are all ethnics and do not have to worry about special status for Québec.” René Lévesque, a separatist politician who would go on to become Premier of Quebec  “[Multiculturalism] has highlighted our differences rather than diminished them, has heightened division rather than encouraged union. More than anything else, the policy has led to the institutionalization and enhancement of a ghetto mentality. And it is here that lies the multicultural problem as we experience it in Canada: a divisiveness so entrenched that we face a future of multiple solitudes with no central notion to bind us.” Neil Bissoondath, Canadian immigrant from Trinidad, 1973 Do you believe Canada is truly multicultural?  Legacies of Historical Globalization in Canada Internment Camps - German/Ukrainian ❖ By the start of WWI, more than 1 million German and Austria-Hungarian immigrants lived in Canada Due to WWI, people feared that these people could be spies ❖ German and Ukrainian immigrants were labeled as enemy aliens They were ordered to report regularly to police ❖ Although no evidence of disloyalty was ever found, their rights were still restricted An example of this was losing the right to vote Internment Camps - German/Ukrainian ❖ More than 8500 people were placed into internment camps Conditions were prison-like ❖ People were forced to work in mines, as well as building roads in Banff and Jasper National Parks ❖ In recent history, Ukrainian communities have worked for reconciliation for these injustices The federal government provides $2.5 million for memorials and internment education, but no apology was ever given Internment Camps - Japanese ❖ During the late 19th/early 20th century, many Japanese immigrants settled in British Columbia ❖ During WWII, Japan bombed Pearl Harbour and attacked Canadian soldiers in Hong Kong In response, the Canadian government moved Japanese Canadians away from the Pacific Coast They were moved to the B.C. interior and into the prairies into internment camps Internment Camps - Japanese ❖ Prisoners could only bring what they could carry All other possessions were confiscated and sold to pay for their internment ❖ Conditions in these camps were extremely poor Up to 10 families forced into small huts for living Food shortages so extreme that Red Cross had to provide emergency rations at times ❖ After the war, Japanese Canadians wanted compensation for their internment The government provided $21 000 to each person interned in 1988 and issued an official apology  “ “Take them back to Japan. They do not belong here, and here, and there is only one solution to the problem. They cannot be assimilated as Canadians for no matter how long the Japanese remain in Canada they will always be Japanese.” - Thomas Reid, Member of Parliament for New Westminster, January 15, 1942  “ The deep rooted fear and “ hatred of the Japanese that went back for half a century had climaxed in a manner that was perhaps inevitable. The animosity had been nurtured by many men, twisting facts and playing upon racial prejudice until the people of British Columbia perceived the distortions as the truth.” - Roy Ito, We Went to War. The Story of Japanese Canadians Who Served During the First and Second World Wars. 1984.