Mi'kmaw Review Long Questions PDF

**Refer to the Longer questions on the back for the questions with higher point values on the exam! You will be asked to answer 10 of these questions on the exam. Be sure to prepare your responses in advance!** **Prepare these in advance, from your notes. Google or AI will not give proper course co...

**Refer to the Longer questions on the back for the questions with higher point values on the exam! You will be asked to answer 10 of these questions on the exam. Be sure to prepare your responses in advance!** **Prepare these in advance, from your notes. Google or AI will not give proper course context. You will have to choose to complete 10 of these longer questions on the exam:** 1. Traditionally, the Mi'kmaw people pray and give thanks on a daily basis for all creation, including fish, food, children, Elders and for everything the creator has given them. View the land as a spiritual place Respecting the forest and all it has to offer with it being the habitat for many animals such as deer and moose that mi\'kmaq people depended on for food They needed Trees to make wigwams baskets and birchbark canoes Location and Name - - what we now call the maritime and the Gaspe Peninsula - - Daily Life: The Wigwam The Mi'kmaq lived in homes called wigwams - They were made with: - - - - - - - - - - Daily Life: Clothing - - - - - - Daily Life: Tools - - - Daily Life: Transportation - - - - - Daily Life: Food The Mi'kmaq spent about all but six weeks along the sea coats - While sea animals made up the bulk of their diet, they also ate: - Meat and fish were preserved by drying and smoking Aside from animals, the Mi'kmaq also gathered: - Daily Life: Pastimes Storytelling: - Smoking: - Games: - Contests: - An Important Note All cultures and societies change over time. However, few people have faced the deliberate and systematic attacks on their culture that the Mi'kmaq people have endured. The very survival of the Mi'kmaq language and culture is a testimony to the strength of the Mi'kmaq and their oral traditions, values and customs.. Vision quest: Steps:\ -helpers prepare sacred place -seeker stays at sacred place and prays for vision -vision comes to seeker in form of animal and dreams carry most powerful vision -at end of vision quest helpers return and take seeker to sweat lodge. \- Vision Quest is a spiritual journey where an individual seeks guidance from a guardian spirit, usually through dreams or visions \- Quest typically involves fasting and isolation in a sacred location -The goal is to obtain wisdom, protection, or insight from the spiritual realm, often conveyed through animals or natural elements that appear in visions. -to obtain advice /protection -to sacred knowledge and strength from the spirit world. \- the Mi'kmaq, the Vision Quest is a rite of passage, especially for young people transitioning into adulthood -provides spiritual guidance, helps individuals find their life purpose, and connects them with their ancestors and the natural world -Vision Quest fosters a deep personal relationship with the spiritual world, offering strength and protection in life's journey \- smoke from the herbs is believed to carry prayers to the Creator and cleanse negative energy -is often performed before ceremonies or important events -a medium for communication with these spiritual world, ancestors and higher powers -believed to create a bridge between the physical and spiritual realms, guidance and protection -also associated with healing practices and promoting overall well-being -Smudging is a key spiritual practice in Mi'kmaq culture, promoting healing, protection, and spiritual clarity \- helps individuals connect with their ancestors and the spirit world, creating a sense of harmony and balance \- is a symbolic act of purification, used to cleanse the mind, body, and spirit 2. Based on geological evidence, researchers suspected that early peoples migrated across this land bridge. Similar fossils have been found on both continents (Asia and North America), proving that large animals such as bison, caribou, horses, mammoths and musk oxen migrated across this land bridge. According to land route theorists, ice sheets covered much of the continent, so the only overland route south may have been along the narrow corridor that geologists believe ran along the eastern Rocky Mountains. They also followed animals for hunting. According to Pacific Route theorists, fossils of marine and terrestrial mammals and other wildlife have been found along the Northwest coast dating back to 16,800 years BP. This suggests that there were enough natural resources for coastal people to survive at that time. And there may have been similar Japanese DNA, and the water level was lower, so smaller islands would be visible in the Pacific. The biological evidence they found was that some indigenous people of South America share genetic characteristics with Polynesian and Australian indigenous people, but not with people of northern Asia. Researchers suggest that the Clovis site and the Asian sites are unrelated because there is little evidence to support it. They claim that the Clovis projectiles are more similar to Solutrean points dating from 16,500 to 22,000 years BC found along what is now the northern coast of Spain, and point to a genetic marker discovered through DNA analysis that occurs in some Native Americans and Europeans, but not northeast Asians, as further evidence of an Atlantic connection. People have been living in Mi\'kma\'ki for over 11,000 years. Mi'kma'ki incorporates all of Nova Scotia, Prince Edward Island, and large areas of New Brunswick, the Gaspé Peninsula, and Newfoundland. Kennewick Man: -it\'s one of the complete skeleton found -they believe he is an early coastal migrant -the skeleton was discovered 1996 beside columbian river -local tribes wanted him reburied -\>repatriation -the kennewick man was never reburied -the fossil is too important and intriguing -2004 they were allowed to be crutenied -the scientist had 2 weeks with the body to do examination -the results took 9 years to be published -the kennewick man was 5 feet tall -he had robust bones -he had a much larger right arm then left -the right hip has embedded spear point -sliced into right collar bone -5 broken ribs -he may have been kicked -he survived and lived 20 more years after he was stabbed etc. -isotope : marine signature alot salmon, carbon levels high -he diet of marine mammals -dependent on seals -he is not from the columbian river -burial suggest he not a lone traveler -skull is not same so bc that not ancestor of native americans \- Initially thought that the bones were too degraded to obtain DNA data. \- Researchers managed to extract usable DNA. \- DNA analysis showed that Kennewick man is more closely related to Native American peoples. \- Findings confirmed his ancestral connection to Native populations. significant about the Shape of Eva and Kennewick man's skulls? -Our brain shrink over time. -As humans settled down, the skull got smaller. -The skull size became smaller overall. -Their skull shape resembles those in Northern Japan. Eva: -they believed that the caves were portals/openings to the spirit world. -first american -Eva was a star find because she was the first and oldest skeleton found -she lived 13,500 years ago -she was found in a cave in mexico in the forest Jakatan. -she was 4 foot and 20 years old as she died -ice age-\> the ice melted so the water levels are higher now -\> cave is now under water -"funeral" spiritual ceremony Land Bridge Theory: This theory was first put forth by Jose de Acosta in the late 1500s. It suggests that a land bridge between Asia and North America has formed and disappeared a number of times over the last 100,000 years. At the peaks of various ice ages, ocean levels would drop as much as 200 feet exposing land between the two continents - possibly as much as 1,000 miles wide. Beringia is the common term for the land bridge between Asia and North America. The archaeological record indicates the migration routes flowed west to east across the land bridge. People then moved south into North America by following unglaciated routes along the pacific coastline or an Alberta corridor. Why did they come? One possible reason is Food. The people would have either\... followed herds of animals moving east or discovered and backtracked new animals arriving in Asia. Another possible reason is Conflict. DNA evidence that suggests some First Nation and Asia groups at one time shared the same DNA. One problem, however, is that no one has proven what direction the footprints were going. DNA evidence could simply prove that First Nations people went to and settled in Asia. Two more potential flaws: There is evidence of human existence in North and South America that does not fit this timeline. There is very little physical evidence of Beringia. It was either destroyed by glaciers or is still buried in them. Pacific Coast Models This theory proposes that people reached North America by following coastline - either by land or boat. In support of this is the fact that coastlines are extremely productive environments with a wide range of plant and animal life. This theory helps to explain how humans could reach all parts of the Americas by the time they did. Like the Land Bridge Theory, this is supported by DNA evidence. According to some scientists, the problem with this theory is that too much of the Alaska and B.C. coasts were under ice to make this practical. Further, there is little physical evidence to support this, as any landing sites that may have existed are now under water. Austrailian/Oceania Model In this theory, South America is populated from south Asia through the "infinite island chains" of the Pacific while North America is populated from Siberia. These people would then be nearly exterminated and/or absorbed by the northern Siberian immigrants. There is evidence of people being in Australia 40,000 years ago. Since Australia was NOT attached to anything at that time, it's assumed they came by watercraft. If this is possible, then it is possible people reached the Americas the same way. Further, there are cultural similarities between the original peoples of Australia and some in the Americas. The problem is that there is little scientific support for this theory and no DNA evidence supporting it. Atlantic Coastal Model/Solutrean This theory traces the origins of the first peoples, the Clovis, to the Solutrean culture of Western Europe. The theory is that the Solutrean people, living like the Inuit, may have worked their way along the southern margins of the Atlantic sea ice to North America. DNA evidence is not conclusive in this case. There has been NO match found to date that shows a connection between Europeans and First Nations. One problem plagues ALL of the watercraft theories: Global sea levels have risen 100 meters since the last glacial period. This has submerged the ancient coastline and makes finding signs of coastal migration difficult. First Nations Oral Traditions Many First Nations believe that their people have been here since time immemorial. This means time so long passed as to be indefinite in history/ tradition. First Nation creation stories have been passed down orally from generation to generation and have been studied cross-culturally by anthropologists and historians alike. Shortly, in this course, we will read and analyze the Mi'kmaq creation story more deeply. Other Theories Less common theories on the origins of First Nations in North America include a wide range from the possible to the unlikely. Possible, is possible to travel from Africa by boat. Two paths are plausible: 1\) Morocco to North America 2\) Egypt to Central America It has been argued that the existence of pyramids in both Egypt and Central America is no coincidence. 3. To make money: Europeans sought wealth through trade and resource extraction. Religious freedom: Some came seeking freedom from religious persecution. Involuntary migration: Many, particularly slaves, were forcibly brought to the New World. Europeans hoped that the new world would work with Colonial exploitation. Europeans aimed to extract resources, establish plantations, and profit from agriculture and trade. First recorded contact, however, was in 1497 with John Cabot (on behalf of England) The Mi'kmaq and other Atlantic Coast tribes were located in regions of Nova Scotia, Prince Edward Island, and coastal New Brunswick, which were the parts of the New World closest to Europe. Thus they were among the first to be reached by Europeans. At the time of first contact with European explorers in the 16th and 17th century, the Mi'kmaq lived in what we now call the maritime and the Gaspe Peninsula +-----------------------------------+-----------------------------------+ | [Dependence] | [Independence] | | | | | - - - - - - | - - - | +===================================+===================================+ | [Interdependence] | [Interdependence] | | | | | - - - - - | - - - | +-----------------------------------+-----------------------------------+ | [Independence] | [Dependence] | | | | | - - - | | +-----------------------------------+-----------------------------------+ 4. It is a type of treaty which regulates church affairs, signed between the pope and a government. In the agreement the Mi'kmaw people agreed to protect the priest and French catholic settlers in the church, and granted certain religious authority to the Mi'kmaq nation. The concordat was recorded on a great wampum belt. The concordat was necessary to further the fur trade because European countries could only do business with other Catholic states, they didn\'t want to deal with unbelievers. The concordat recognized the Mi'kmaq as a Catholic state, even though it had a legal trade relationship with European nations. The Concordat allowed the Mi'kmaq to use their language in Mass. Priests had to learn Mi'kmaq, as per Membertou's instructions, ensuring that Catholic teachings were accessible in Mi'kmaq. The Concordat allowed the Mi'kmaq to use their language in Mass. Priests had to learn Mi'kmaq, as per Membertou's instructions, ensuring that Catholic teachings were accessible in Mi'kmaq. A peace and alliance agreement between the Mi'kmaw and French in 1610 The Concordat established mutual respect and cooperation, with the Mi\'kmaq agreeing to adopt aspects of Catholicism. Two reasons the Mi'kmaw would benefit from the Concordat? Trade Access: Ensured steady access to European goods. Military Protection: Secured alliances with the French against rival European powers. Two reasons the French would benefit from the Concordat? Allied Forces: Gained Mi'kmaw military support in conflicts. ( The Mi'kmaw promised to keep the priest and the missionary safe) Religious Expansion: Spread catholicism and reinforced French influence in North AMerica Entering into the Concordat was very important for the Mi'kmaq people. European countries could do business only with other Catholic states; they didn't want to deal with unbelievers. So it was a good opportunity for Europe, and it was good for us, because it was entered into by due process of law. The Concordat was the legal way to get the furs. It recognized us as a Catholic state, as a nation under God. The Concordat also affirmed our right to use the Mi'kmaq language in the Mass. The priest had to learn to speak Mi'kmaq and read and write it. +-----------------------+-----------------------+-----------------------+ | | **Which groups did | **What was the result | | | this treaty/ law or | for both sides?** | | | Act involve?** | | +=======================+=======================+=======================+ | **1610 Concordat** | European Catholics | | | | (Vatican) and | | | | Mi\'kmaq | | | | | | | | Signed between Chief | | | | Membertou and the | | | | Pope | | | | | | | | Turn/recognize the | | | | Mi\'kmaq as a | | | | catholic Nation. | | +-----------------------+-----------------------+-----------------------+ 5. The truth and reconciliation Commission was created through a legal settlement between residential school survivors, the assembly of First Nations,Inuit representatives and the parties responsible for creation and operation of the schools, the federal government and the church bodies. It was meant to inform all Canadians about what happened in residential schools. The documented truth of survivors, their families, communities and anyone personally affected by the residential school experience. The TRC concluded its mandate in 2015 and transferred its records to the safekeeping of the National Centre for Truth and Reconciliation (NCTR). The TRC was established to document the history and impacts of residential schools in Canada. Its goal is to promote healing and reconciliation between Indigenous and non- Indigenous Canadians. The Commission, established in 2008, was directed to raise public awareness through national events, and its support of regional and local activities. The goals of Residential Schools were to assimilate Indigenous children into Canadian Society, to erase Indigenous cultures, languages, and traditions, and to prepare children for life within white settler society. It was clear that the residential schools were failures. Evidence of disease, malnutrition, substandard housing, and abuse mounted. Academically, the schools were not educating their students - most didn't progress past grade 6. By 1940's federal government started re-examining their policy of segregated school Canada\'s residential schools aimed to assimilate Indigenous children, leading to widespread abuse and the deaths of thousands, with recent discoveries highlighting this dark history. Residential schools were established to assimilate Indigenous children to European culture. The first residential school opened in 1831 and the last closed in 1996 The establishment of residential schools was a direct result of colonialism, reflecting a systematic effort to erase Indigenous cultures. This historical backdrop is crucial for understanding the ongoing impacts on Indigenous communities. The environments within residential schools were harsh, characterized by physical, emotional, and sexual abuse, which were part of a broarder strategy to enforce conformity and suppress Indigenous Identity Truth and Reconciliation Findings: Found that residential schools caused thousands of deaths, unimaginable trauma, and cultural genocide. Survivors had little to no connection to their culture, many could not speak the language anymore. ---------------------------------------------------------------------------------------------------- No support system in place to help with the transition back to their communities. Weren't supported for psychological damages they suffered either. The resulting social problems within communities were overwhelming. Bond between parents and children is destroyed. ---------------------------------------------------------------------------------- Connection to family unit and community is broken. Years of abuse over many generations damage and distort parenting skills. Knowledge, traditions and costumes weren\'t transferred to the next generations. Loss of affection and the ability to show affection. Long Term Effect: How would this show itself in actions? Lateral violence (when an oppressed group turns on itself and begins to violate each other) Feeling ashamed of culture --------------------------------------------------------------------------------------------- ------------------------------------------------ Suicide Poor educational outcomes DepressionPoverty Physical and sexual abuse Alcoholism (and other substance abuse) Low self esteem Lack of parenting skills Dysfunctional families Loss of cultural identity (especially language) Teen pregnancy Chronic widespread depression, rage, and anger Eating and sleeping disorders. 6. Reserves were created to control their mobility 1. 2. 3. Land was usually unsuitable for agriculture with rocky areas, poor topsoil and steep slopes. The government had to give the Indigenous people the land. 4. 1. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 7. 8. What is Centralization? Centralization is a policy which sought to remove all Mi'kmaq in Nova Scotia to two reserves, at Eskasoni and Sipekne'katik. The remaining reserves were sold. +-----------------+-----------------+-----------------+-----------------+ | Reasons for | Promises made | What really | Economic | | Centralization | to Natives for | happened on the | Consequences of | | | Centralization | centralized | Centralization | | | | reserves | | +=================+=================+=================+=================+ | 1. | The department | Federal money | Many Mi'kmaq | | | promised a | for housing was | lived in tents | | The Policy | better quality | only enough to | during winter. | | makers | of life on the | build the | | | envisioned | reserves: | shells of | 30% of Mi\'kmaq | | reduced costs. | | houses without | people left for | | | New houses | insulation and | New england. | | The sold those | | inner walls. | | | empty reserves/ | | | | | lands | | | | +-----------------+-----------------+-----------------+-----------------+ | 2. | The department | They had to | There were no | | | promised jobs | wait in long | jobs, no farm | | Decreasing the | in lumber | lines for | lands | | number of | mills, housing | everything. | restricted | | Indian Agents | construction, | | hunting and | | | and other | When the | fishing rights | | | employment | housing | and no mill | | | | construction | they couldn\'t | | | | ended, so did | make | | | | the jobs. | money.Thirty | | | | | percent of male | | | | Fifteen hundred | mi\'kmaq nova | | | | people were | scotians left | | | | left without | for new england | | | | incomes or | to seek | | | | jobs. | employment. | | | | | | | | | | The Lack of | | | | | income or | | | | | farmland, | | | | | restricted | | | | | hunting and | | | | | fishing rights | | | | | left them | | | | | unable to | | | | | sustain | | | | | themselves and | | | | | make an income | | | | | from lumber. It | | | | | also removed | | | | | traditional | | | | | means of | | | | | survival and | | | | | economic | | | | | activity. | +-----------------+-----------------+-----------------+-----------------+ | 3. | The department | Residential | They were seen | | | promised | schools were | as less | | Closing on | schools | still there but | valuable | | reserve day | | no education | evenmore as the | | schools to | | was provided. | europeans as | | reduce costs. | | | they were | | | | Education was | contributing to | | | | neglected. | a working class | | | | | society. | | | | | | | | | | Access to | | | | | traditional | | | | | land was only | | | | | available on | | | | | the outskirt of | | | | | reserves, | | | | | hindering | | | | | farming and | | | | | sustenance. | +-----------------+-----------------+-----------------+-----------------+ | 4. | The department | There was tons | Poor health | | | promised | of | outcomes | | Reducing | medical | overcrowding. | prevented | | medical staff, | services | | individuals | | to save money. | | | from working or | | | | | contributing | | | | | economically. | | | | | | | | | | Costs shifted | | | | | to families who | | | | | had to find | | | | | alternative | | | | | means for | | | | | healthcare. | +-----------------+-----------------+-----------------+-----------------+ | 5. | The department | While farming | Farming was | | | promised to | was encouraged, | ineffective, | | Reducing | grants to | most of the | reserves were | | purchasing | purchase seeds | land available | unsuitable for | | materials and | and farm | was not | sustainable | | supplies | equipment | particularly | agriculture. | | | | suitable for | | | | | agriculture. | Farming failed | | | | Fields and | as an economic | | | | pastures were | option, leaving | | | | never cleared. | families with | | | | | nothing to | | | | In the end they | produce food | | | | were left with | and more | | | | little farmland | income. | | | | and no mill. | | | | | | The lack of | | | | Land was | cleared land | | | | terrible for | prevented any | | | | farming and | long term | | | | fields and | agricultural | | | | pastures were | development. | | | | never cleared. | | | | | | Dependence on | | | | Access to | government | | | | traditional | rations | | | | land was only | increased due | | | | available | to loss of self | | | | through | sufficiency. | | | | satellite | | | | | communities | | | | | (outskirts) | | +-----------------+-----------------+-----------------+-----------------+ The Indian agent is a representative of the federal government to enforce policies on Canadian Native tribes. The Indian agent had authority over the Band council and could remove any of the Band Council members by claiming that he was not doing a good job. Bylaw had to be approved by the Indian agent. Renamed First Nations couldn't leave reserves without permission from the Indian Agent. In the 1820's and 1830's, the Mi'kmaq were moved to small reserves, often on poor quality land, to make space for settlers. The government expected the Mi'kmaq to farm these lands like settlers, but the land was not suitable for farming, hunting, or fishing. The new government created a department of indian affairs. Officials who worked for the Department wanted to turn them into English-speaking Canadians. and train them for a variety of industrial jobs. The department of indian affairs hired settlers as officials to run the reserves. Reserve life: The new Canadian government wanted to push more Mi'kmaq to live on reserves; each one was assigned an Indian to supervise life on the reserves. He was a settler who enforced rules and encouraged assimilation. Many Mi'kmaw families were struggling to survive. The government promised the Mi'kmaq a better life on reserves. Officials said there would be medical care , education , and financial support for families. The reality was different. Many Mi'kmaq adopted the Catholic faith after the arrival of French priests in the 1600's and 1700's. Moving to reserves meant the Mi'kmaq had to leave the land that had helped them survive for generations. The government tried to force the Mi'kmaq to become farmers. But the reserve land was not good for farming. Families could not make a living as farmers. Mi\'kmaq men found jobs off the reserve. Some worked in the forest where lumber camps offered regular seasonal work in harsh and dangerous conditions. Some used their knowledge of traditional ways to work as guides for vacationing hunters. A few women worked as teachers in reserve daz schools. Racism and government policies stopped the Mi'kmaq from getting many kinds of work, including well-paid careers in law and medicine. This law gave the government more powers to control and shape Mi'kmaw life. The new law forced the Mi'kmaq to change from their traditional form of government to a European style of government on their reserves. It says how reserves a d bands can operate - - - **Indian Agents:** - - - - - - - - - - 7. **[Treaties are important to aboriginal people because:]** Treaties are important because they guarantee rights to land, culture, and practices like hunting and fishing. They show that a nation exists and that its people have rights. --------------------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **[Treaties are important to non-aboriginal people because:]** Treaties are important to non-Aboriginal people because they show what Canada must do to help Indigenous peoples and make sure everyone gets along. They also regulate how settlers use the land and resources. **[The earliest treaties identified: ]** The first treaties said that they identified which lands settlers could use, settle conflicts, make peace and alliances were confirmed without indigenous nations giving up land ownership. **[What has happened to treaty promises throughout Canada's history?]** The treaty promises have been broken. The Indian Act took away Indigenous people's land rights and cultural practices, which was against the treaties. **[The numbered treaties were: ]** The Numbered Treaties are 11 agreements between the Crown and First Nations (1871-1921), allowing settlers to use land from western Ontario to the Yukon. These treaties promised reserved lands, money, and hunting/fishing rights. **[The numbered treaties made promises to the Native people from the Canadian Gov't which included: (5 things)]** In the Numbered treaties was promised the right to hunt and fish on treaty land, land for indigenous use, payments, education, and continued cultural practices. **[How were treaties agreed to under duress? (3 examples)]** The treaties were made under pressure because indigenous communities faced hunger and disease. The Canadian Government withheld emergency resources until treaties were signed. Negotiations often happened during crises, which was bad for indigenous groups. **[The Numbered treaties sought to :]** The Numbered treaties aimed to assimilate Indigenous peoples by introducing European style education and settlement patterns, which disrupted traditional ways of life. **[The Numbered treaties also imposed sedentary settlement patterns. These were a problem because: ]** Settled communities were a problem because they stopped indigenous peoples from moving around seasonally, which meant they could not get resources and their way of life changed. **[Three specific examples of the tricks that were used in order to ensure that treaties were signed by the native people : ]** The Treaty terms were misrepresented, for example, oral agreements did not match written ones. Clauses were added after the signatures without the indigenous leaders knowing. And with Language barriers, leaders couldn\'t verify written terms. **[Modern treaties now cover: ]** Modern Treaties cover Indigenous land ownership, financial transfers, resource management and law making powers. They cover 40% of Canada. **[Unceded land means: ]** "Unceded land" is land that was taken by settlers without compensation. **[In signing historic treaties, indigenous people understood that the land : ]** Indigenous people knew the land would be shared, not sold or given up. **[Were indigenous lands ever ceded? ]** Even in treaty agreements, Indigenous lands were never ceded. **[The earliest treaties with the French and English were negotiated in good faith. This means: ]** Early treaties were based on respect and aimed for peaceful coexistence and alliances. **[Later, how did law makers interpret the treaties? ]** Lawmakers löater used treaties to justify the enslavement of Indigenous peoples, enforcing policies such as land surrender and cultural suppression. +-----------------------+-----------------------+-----------------------+ | Treaty | Peace and Friendship | The Numbered | | | Treaties | Treaties: | | Treaties are | | | | important to | The piece and | Are 11 agreements | | aboriginal people | friendship agreements | between the Crown and | | why: | were signed between | First Nations | | | settlers on both | (1871-1921), allowing | | Bc they guarantee | sides of the conflict | settlers to use land | | rights to land, | to secure fighting | from western Ontario | | culture and practices | allies or at least | to the Yukon. These | | like hunting and | guarantee Indian | treaties promised | | fishing. | neutrality. | reserve loans, money, | | | | and hunting\\ fishing | | They show that a | The British | rights. | | nation exists and | formalized these | | | that its people have | guarantees by writing | They promised: | | rights | them down. | | | | | The right to hunt and | | Treaties are | In 1752 the Mi'kmaq | fish on treaty land | | important to | grand chief by the | | | non-aboriginal people | name of Jean Baptiste | Land for indigenous | | why: | Cope had signed an | use | | | agreement with the | | | Bc they show what | governor of NS These | Payments | | Canada must do to | agreements are what | | | help Indigenous | are known as peace | Education | | people and make sure | and friendship | | | everyone gets along. | treaties. | Continued cultural | | They also regulate | | practices | | how settlers use the | In 1993 Premier John | | | land and resources. | savage and Mi'kmaq | They aimed to | | | Grand chief Ben | assimilate Indigenous | | | Sylliboy announced | peoples by | | | that october would be | introducing European | | | Mi'kmaq history month | style education and | | | is NS it celebrates | settlement patterns, | | | and gives thanks for | which disrupted | | | signing the treaties | traditional way of | | | of peace and | life. | | | friendship | | +-----------------------+-----------------------+-----------------------+ Three of the tricks that were played on the Natives in order to get them to agree to the treaties The treaty terms were misrepresented, for example, oral agreements did not match written ones, Clauses were added after the signatures without the indigenous leaders knowing. And with language barriers, leaders couldn\'t verify written terms. Legal tricks classified Indigenous lands as „empty" or unoccupied by „civilized" people, making it easier for Europeans to claim these vast territories. The Mi'kmaq Nation had reached a number of agreements, that are known as the treaties with the maritimes and with the british. The mi\'kmaq were quickly outnumbered by settlers; they were weakened by diseases and starvation; they kept their treaty agreement to keep the peace. The treaties concluded agreements that the mi\'kmaq were able to hunt and fish across mi\'kma\'ki but as more settlers arrived they took over the lands that were important. What treaties say: Treaties were long term agreements. Land and Resources: They took lands that were used for hunting and fishing and they also brought over many diseases such as smallpox. Thuis affected many mi\'kmaq communities, wiping out a large population and made many starve due to food supply shortages. Many mi\'kmaq communities treaties state that all mi\'kmaq people are allowed to hunt and fish across Mi\'kma'ki land. The Mi\'kmaq were forced to adapt to significant challenges as settler expansion began in Nova Scotia. While Treaties allowed them to hunt and fish as they always had, fish and wildlife became scarce due to overuse by settlers They were made for the simple reason that the Crown, the sovereign, recognized that they did not, did not have title to the land. That the title remained with the Indian nations of the\...of Canada. That\'s who had the title. Now, in order for the Crown or the sovereign to settle the land, they had to have access to this title, they had to gain title to the land. And they only way they could do that was through treaties. Confederation: a nation is born, a young nation among many older nation and a new nation with a voracious appetite for real estate. The Americans were stretching West as well and quite possibly would look North in their search for fertile farm land. The Canadian Prairies were a great temptation. And so the race began. Under the authority of the new federal government of Canada, treaties were signed clearing the rights between the lands of Ontario and British Columbia. All the treaties after confederation were numbered. The signing of the numbered treaties had been a great administrative victory for the young Canada. The treaties were signed because the crown recognized that they did not own the land and needed Native permission to settle. The settlers wanted access tro land for farming and resources. And Natives people needed support due to starvation and 40% of the land of Canada is legally our land. They were made so that the crown, the sovereign, recognized that they did not, did not have title to the land. starvation and disease quickly took the people of the plains from proud, self-sufficiency to a grim dependency on the will and whim of the white man and signing a treaty was the quickest way to get help. Former Grand Chief of the FSIN Perry Bellegarde: The treaties were basically signed because they were forced to, they had to sign. A lot of the times, they didn\'t want to sign the treaty, they didn\'t want to agree to the treaty. But because of starvation, because of disease, the people were dying, our Indian people were suffering and they felt by signing the treaties, by getting these annuities in place, they could buy food, they could buy blankets from the Hudson\'s Bay Company. They could get the things they needed to look after the people, to look after their band. Native people believed that land could not be owned and they thought that they shared the land with the Europeans which meant that they wanted to maintain access to it. They were starving and dying through diseases forced them to seek resources and protection through treaties. The treaties offered essential support like food and medicine. They saw the treaties as a way to protect their rights and ensure survival. In the treaties there was promised no taxes, no forced military service, no interference wit5h their lands, and continued control over indigenous land. These promises were not written in the treaty. The promise was kept, the policies like the federal taxes and military drafts contradicted these promises. The natives were concerned that they had to pay tax. They said that they weren\'t Canadian and shouldnt pay taxes to their government. They were concerned that once they signed a treaty, they would be expected to act like white men. They didn\'t want to pay white man taxes nor fight against the white man\'s enemies, The treaty commissioner David Laird, assured them this would never be the case, We assured them that the treaty would not lead to any forced interference with their mode of life. That it did not open the way to any imposition of tax. And that there was no fear of military service. They have treaty rights and they are here as long as the sun shines, the river flows and the grass grows. They will not be terminated, there is no end to that, they are there forever. Because the Amerias were stretching West as well and quite possibly would look North in their search for fertile farmland. The Canadian Prairies were a great temptation. Were afraid that Americans would take over the Natives Land. Treaties were signed clearing rights between the lands of Ontario and British Columbia. So for Canada to claim the land they had to make treaties. They didn\'t want the Americans to take over the land. The Peace and friendship Agreements were signed between settlers on both sides of the conflict to secure fighting allies or at least guarantee Indian neutrality. The British formalized these guarantees by writing them down. There were a total of 31 Indian treaties signed before Confederation in an attempt to secure rights to what was then called Upper Canada. The colonials recorded their understanding of treaty provisions in writing. The Indians recorded their understanding in stories; memories of promises made in a sacred time. Some tribes, particularly those in the East, embedded their vision of the treaty in wampum, precious beads, which themselves took on the sacred character There were a total of 31 Indian treaties signed before Confederation in an attempt to secure rights to what was then called Upper Canada. The colonials recorded their understanding of treaty provisions in writing. The Indians recorded their understanding in stories; memories of promises made in a sacred time. Some tribes, particularly those in the East, embedded their vision of the treaty in wampum, precious beads, which themselves took on the sacred character. Confederation There were a total of 31 indian treaties signed before Confederation in an attempt to secure rights to what they called upper Canada. The confederation is that a nation was born, a young nation among many older nations and a new nationwide voracious appetite for real estate. 1867 Canada became a country. Nova Scotia, New Brunswick, and Newfoundland joined Canada in 1949. 8. The Indian act exists within a broader framework of policies that have historically oppressed Indigenous peoples, including: -The illegal Pass System, which restricted movement -The Sixties Scoop, which resulted in the forced adoption of Indigenous children. -The establishment of residential schools contributing to cultural genocide These policies have been recognized as a part of an ongoing genocide against Indigenous peoples in Canada, as acknowledged by the National Inquiry into missing and Murdered Indigenous Women and girls. Historical Context: The Indian act consolidates earlier colonial policies aimed at controlling and assimilating and assimilating First Nations. -1755: Establishment of the first Indian Department -1763: The royal proclamation asserted Indian lands could only be ceded to the crown. -1850: Introduction of early legal definitions of who qualified as an Indian through the act for the better protection of the lands and property of the Indians in Lower canada. -1876: The Indian Act came into power, continuing the goals of enfranchisement, management of reserves and governance structures Why is the Indian Act still in existence today? Explain at least three reasons why. 1.Identity and Legal benefits: The act provides a legal framework for indigenous identity through status registration, which many rely on to affirm their rights and access specific benefits. 2.Land management and Governance: It continues to govern reserves and band structures, making it difficult to repeal without alternative systems. 3.Resistance to structural Change: Dismantling the Cat would require a shift in how Canada shares land, resources, and decision making with indigenous peoples, a change many canadian and governments won\'t agree with. When and why was the Indian Act created? The indian act was first passed in 1876 and has undergone numerous changes since then The act gave the federal government total power over First nations and their land. The purpose was to encourage assimilation. The act was paternalistic and treated aboriginal people like children that need parents to look after them The indian act is not a treaty and was not negotiated, it was imposed on Aboriginals by the government Parliament created the Indian Act in 1876 to consolidate the numerous laws governing Aboriginal peoples and to maintain order in relations between whites and aboriginal groups. The act aimed to assimilate Indians into Canadian culture. What did the Indian Act set out to do? Was it effective? Why or why not? The Indian Act was created in 1876 to control the lives, lands and identities of Indigenous peoples in Canada. It aimed to assimilate Indigenous peoples into settler society by erasing their cultures, governance and legal identities while centralizing government control over Indigenous lands and rights. It was not effective because many indigenous communities resisted the acts of assimilation policies and fought to keep their identities and traditions. Instead of integrating indigenous peoples, the at caused cultural destruction, economic hardship and trauma The act made systemic inequality, creating long term challenges rather than resolving the so called Indian problem What are three long term impacts of The Indian Act? 1.Cultural suppression: The act banned traditional ceremonies languages and governance systems, causing significant cultural los across generations 2.Economic Disadvantage: Prohibitions on land ownership and resource use left many reserves economically stagnant, creating poverty and dependency 3.Social inequalities: Policies like denying status to women who married non-status men hurt their communities and deepened gender based inequalities. 5 of the clauses outlined in the Indian Act prior to 1951: A person loses Indian Status if both their mother and grandmother gained status through marriage. This rule had an impact. It discriminates against descendants, splitting up indigenous communities. The parlament reworked the act in 1951 after WWII when Canadians became more aware of the poverty and discrimination faced by aboriginal peoples. Public concern and a federal report led to the removal of outdated and discriminatory provisions. The Indian act has: Imposed paternalistic control over Indigenous loves and governance Limited opportunities for economic growth on reserves by restricting land ownership and borrowing options Contributed to cultural loss by forbidding traditions, ceremonies, and languages Created systemic inequalities which continue to affect the education, health, and status of Indigenous peoples. The Indian act was designed to: Control how reserves and bands operated Define who is and isn\'t legally recognized as an Indian Manage Indigenous mobility, governance, and cultural practices Encourage the assimilation of Indigenous peoples by erasing their cultures, identities and treaty rights. The Indian Act is a Canadian law that governs the relationship between the Canadian government and first nations people. It was first passed in 1876 and has undergone numerous changes since then. denied women status it introduced residential schools created reserves renamed first Nations from leaving the reserves without permission from Indian agent enforced enfranchisement of any First Nation admitted to university could expropriate portions of reserve for roads, railways and other public works, as well as move an entire reserve away from a municipality if it was deemed expedient Could lease out uncultivated reserve land to non-First Nations if the new lease holder would use i for farming or pasture Forbade First Nations from forming political organizations Prohibited anyone, First Nation or non-First Nations, from soliciting funds for First Nation legal claims without special license from the Superintendent General. (This 1927 amendment granted the government control over the ability of First Nations to pursue land claims.) Prohibited the sale of alcohol to first Nations Prohibited sale of ammunition to First Nations Prohibited pool halls owners from allowing first nations entrance Imposed the "band Council" system Forbade First nations form speaking their Native language Forbade first nations form practicing their traditional religion Forbade western First Nations from appearing in any public dance, show , exhibition, stampede or pageant wearing traditional regalia. Declared potlatch and other cultural ceremonies illegal Denied first nations the right to vote Created permit system to control first nations ability to sell products from farms Created under the british rule for the purpose of subjugating one race - Aboriginal Peoples **Problems with the Indian Act** -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- They don\'t own the land they live on; assets on reserve are not subject to seizure under legal process making it extremely difficult to borrow money to purchase assets; and matrimonial property laws don\'t apply to assets on reserve. The act has been criticized by non-Aboriginal peoples and politicians as being too paternalistic and creating an unjust system with excessive costs that are considered uneconomical. The act imposed great personal and cultural tragedy on first Nations, many of which continue to affect communities, families and individuals today. The Indian act was difficult because it was designed to assimilate Indigenous people into Canadian society by erasing their cultural Identities and restricting their rights. It created an unequal system where indigenous people were treated badly. The Indian Act centralized control over all aspects of Indigenous life, including land use, governance and personal freedom. It required Indigenous people to give up their legal identities and treaty rights to gan basic tights like voting. The legislation aimed to "solve" the so-called "Indian problem" by extinguishing Indigenous rights, cultures, and even populations. -ban indigenous ceremonies way to disconnect indigenous people form their culture -gave power to government -1969 tried to replace indian act with something called the white paper -1985 indian act was changed -\> end of enfranchisement -first nations could vote without giving up status -women no longer lost status to marry someone without status -didn\'t expect that native people would be resilient 9. The challenge for communities will be to create a government with checks and balances to guard against misuse of administration power. There is concern about the potential misuse of power by chiefs and councils in communities transitioning to self government. To address this, systems with checks and balances are necessary to prevent administrative abuses. This concern is fair because accountability is crucial for effective governance. Some Indigenous women worry that they may not be protected by the Canadian Charter of Rights and freedoms under self government systems. This concern is just because ensuring equal rights and protections for women is essential for justice and fairness. Questions arise regarding who will have responsibility fr Indigenous people living off reserves. This is a fair concern as it reflects the complexity of governance and the need for inclusivity in self government systems. Aboriginal people describe sovereignty as the inherent freedom and rights to define, sustain, and perpetuate their identities as individuals, communities, and nations. It is viewed as a natural human right granted by the Creator, encompassing spiritual and relational dimensions rather than simply authority over land. Sovereignty cannot be taken away, or negotiated. The foundational aspect of Indigenous sovereignty is the relationship with the land rather than authority over it. This includes spiritual and relational connections that recognize the interdependence of all things. These principles are rooted in cultural traditions such as the Secwépemc's "Kweseltken" and the Mohawk's "Great Law of Peace". Self-government means that Aboriginal peoples would have/will control such matters as social services, health care, education, resource development, culture, language and justice. As well, First Nations bands will decide who can join the band and how band government will be organized. **[Traditional Mi'kmaq Government Structure]** +-----------------+-----------------+-----------------+-----------------+ | | Local Council | District | Grand Council | | | Chief | Council Chief | Chief | +=================+=================+=================+=================+ | Powers | -They presided | -They are the | -They defend | | | over the | presided over | territory | | | council of | Council of | | | | elders | Local Chiefs | -they take care | | | | | of any orphaned | | | -The council of | -They are | children | | | elders was | responsible for | | | | usually made up | several | -They help with | | | of the heads of | villages and | providing | | | families or | communities | supplies | | | representatives | within the | | | | | district | | +-----------------+-----------------+-----------------+-----------------+ | Duties | -They make | -They attend | -the Grand | | | decisions | local Council | Council handles | | | within local | meetings | spiritual | | | areas | | matters in | | | | -They take care | modern times | | | -They provide | of problems | | | | for villages, | among | -meets 2-3 | | | taking care of | districts, | times a year | | | supplies, dogs, | villages, | | | | canoes, | nations | -The Grand | | | hunting, | | chief has to | | | emergencies | -The District | make decisions | | | | Chief was the | about peace and | | | -They are also | eldest male of | war. | | | seen as | large powerful | | | | teachers and | family | | | | role models for | | | | | the young, | -They are | | | | training | always good | | | | hunters | hunters | | +-----------------+-----------------+-----------------+-----------------+ | Leadership | -The local | -Has to be the | -The Grand | | Characteristics | chief was | eldest male of | chief had to | | | always male and | a prominent | have an | | | came from a | family | exceptional | | | prominent | | character | | | family | -He has to be a | | | | | good hunter | -He was an | | | -They were of | | excellent | | | good character | -He is | hunter | | | and they were | responsible for | | | | very good | resolving | | | | hunters | disputes among | | | | | districts and | | | | | villages | | +-----------------+-----------------+-----------------+-----------------+ **[Current Canadian Government Structure]** +-----------------+-----------------+-----------------+-----------------+ | | Municipal | Provincial | Federal | +=================+=================+=================+=================+ | Powers | -Handles local | -Manages areas | -Jurisdiction | | | issues such as | such as | over nationwide | | | zoning, public | education, | matters such as | | | utilities, and | health care, | defense, | | | local roads | transportation, | immigration, | | | | and natural | foreign policy | | | | resources | and trade | | | | within the | | | | | province | | +-----------------+-----------------+-----------------+-----------------+ | Duties | -Provides local | -Administers | -Enforces | | | services (like | provincial laws | national laws | | | garbage | | | | | collection, | -manages | -manages | | | water, public | resources | foreign | | | transit, and | | relations | | | enforces local | -oversees | | | | bylaws) | schools | -oversees the | | | | | military | | | | -hospitals | | | | | | -regulates | | | | -infrastructure | national | | | | | commerce | +-----------------+-----------------+-----------------+-----------------+ | Geographic | -Governs | -Governs | -Entire country | | constituency | cities, towns, | provinces and | | | | counties, and | territories | | | | municipalities | | | +-----------------+-----------------+-----------------+-----------------+ | Leadership | -Elected | -Led by a | -Prime Minister | | characteristics | officials | Premier and | and Parliament | | | (mayor, | elected | members | | | councilors) | provincial | | | | | legislative | -\> focus on | | | -\> focus on | members | national | | | solving local | | governance, | | | community | -\> focused on | policy-making, | | | issues | regional | and | | | | development, | international | | | -practical | legislation, | relations | | | governance | and governance. | | | | | | | | | -public | | | | | services | | | +-----------------+-----------------+-----------------+-----------------+ 10. The arrival of Europeans on the Atlantic coats marked a turning point in the history of the Mi'kmaq and other native tribes. A way of life that had existed for thousands of years was dramatically altered. The fur trade, once a mutually beneficial practice, led to conflicts and dependency on European goods. new diseases ravaged the native population, drastically reducing their numbers. The traditional lifestyle, deeply rooted in the environment, was replaced by one centered around trade and survival in a rapidly changing world. This period signifies the irreversible disruption of a rich, self-sustaining culture. +-----------------------------------+-----------------------------------+ | [Dependence] | [Independence] | | | | | - - - - - - | - - - | +===================================+===================================+ | [Interdependence] | [Interdependence] | | | | | - - - - - | - - - | +-----------------------------------+-----------------------------------+ | [Independence] | [Dependence] | | | | | - - - | | +-----------------------------------+-----------------------------------+ 11. Chanie Wenjack is a 12 year old Anishnaabe, Ojibway boy who decided one afternoon in October, on October 16, 1966 to run away with a couple of friends. He attended the Cecilia Jeffrey Indian Residential School near Kenora, Ontario, Kanada, for two years. He was headed home when he died of exposure on October 23, 1966 on the railway tracks near Redditt, Ontario, the home of his uncle. His body was found with no jacket, no food, only a couple of matchsticks and he was covered in bruises by repeated falls. He froze to death alone and hundreds of kilometers away from home. His story is important because the reporters covered his story in their magazine. It made the story spread and made a lot of people furious and it was to prove that the indigenous people were right that some of their children didn\'t come home. Mcclains magazine was the magazine who covered the story and put it in their magazine. The Gord Downie and Chanie Wenjack fund was created to honor Chanie Wenjack and continue Downie\'s mission of reconciliation. It aims to build a stronger relationship between Indigenous and non Indigenous peoples in Canada by promoting awareness, education and action on the impact of residential schools and the broader history of colonialism. The truth and reconciliation Commission was created through a legal settlement between residential school survivors, the assembly of First Nations,Inuit representatives and the parties responsible for creation and operation of the schools, the federal government and the church bodies. It was meant to inform all Canadians about what happened in residential schools. The documented truth of survivors, their families, communities and anyone personally affected by the residential school experience. The TRC concluded its mandate in 2015 and transferred its records to the safekeeping of the National Centre for Truth and Reconciliation (NCTR). Ten most important recommendations: Why I feel this is so important: Federal, provincial, territorial and Aboriginal governments should commit to reducing the number of aboriginal in care I think this recommendation is important, because a lot of indigenous children in foster care are from indigenous communities. This is because of racism and poverty. If we can reduce the number of children in foster care, more families can stay together. This means the children can stay connected to their culture and communities. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The federal government should develop with Aboriginal groups a joint strategy to eliminate educational and employment gaps between Aboriginal and non-Aboriginal Canadians. I think this recommendation is important because the educational and employment differences limit what Indigenous people can do. If we can make sure that all Indigenous people have the same access to good education and job training, it will help them to become self-sufficient, stop their communities from becoming poor and make their communities stronger. The Federal government should acknowledge that Aboriginal rights include Aboriginal language rights. Language is very important for identity and culture. If we acknowledge their rights, we can fund programs to revive languages, like Cree, Ojibwe and Mi'kmaq. This will help to protect these languages fir future generations. All levels of government should enable residential school survivors and their families to reclaim names changed by the residential school system by waiving administrative costs for a period of five years for the name change process and the revision of official identity documents, such as birth certificates, passports, drivers licenses, health cards, status cards, and social insurance numbers. This recommendation is important, because our names are closely linked with our sense of who we are. Taking back their traditional names that were removed by colonial policies helps people and their families reconnect with their heritage and restore dignity lost through forced assimilation. If we don\'t make people be held responsible for this more people can take part. The federal government should provide sustainable funding for existing and new Aboriginal healing centers to address the physical, mental, emotional, and spiritual harms caused by residential schools, and to ensure that the funding of healing centres in Nunavut and the Northwest Territories is a priority. It\'s important because healing centres provide important support for survivors of residential schools and their families. They offer services that are a good fit with the culture of the people who used them. These include ceremonies and counseling. These are very important in dealing with trauma that has been passed down through generations. The law schools in Canada should require all law students to take a course in Aboriginal people and the law, which includes the history and legacy of residential schools, the United Nations declaration on the rights of indigenous peoples, treaties and aboriginal rights, Indigenous law, and aboriginal crown relations. Learning about the legal history of indigenous peoples, including treaties and rights, helps future lawyers to respect and follow these rights. This will make big changes in areas like land claims, managing resources, and justice for Indigenous peoples. The federal, provincial and territorial governments should work with Aboriginal communities to provide culturally relevant services to inmates on issues such as substance abuse, family and domestic violence, and overcoming the experience of having been sexually abused. Indigenous peoples are more likely to be in prison than other groups, This is because of the discrimination which is represented in the legal system. Offering cultural programs, such as sweat lodges, healing circles and teachings, can help deal with the issues that lead to problems like substance abuse, trauma and family violence. The federal, provincial, territorial, and municipal governments should fully adapt and implement the United Nations Declaration of the Rights of Indigenous Peoples as the framework for reconciliation. The declaration sets out a worldwide standard for indigenous rights, including the right to make their own decisions about their future and the protection of their land. If we put this into practice, it means that reconciliation is based on respecting indigenous peoples rights and their dignity. The government of Canada, on behalf of all Canadians should jointly develop with Aboriginal peoples a royal proclamation of reconciliation to be issued by the crown. The proclamation would build on the Royal proclamation of 1763 and the treaty of Niagara of 1764, and reaffirm the nation to nation relationship between Aboriginal peoples and the crown. This recommendation is important because it means that Indigenous peoples are now seen as equal partners in Canada's governance. It also helps to rebuild trust and correct the historical injustices like the denial of treaty rights and the land claims. All chief coroners and provincial vital statistics agencies that have not provided to the truth and reconciliation Commission of Canada their records on the deaths of aboriginal children in the care of residential school authorities to make these documents available to the national centre for truth and reconciliation. It\'s very important to be open and honest. These records allow families and communities to know what happened to their loved ones and to remember them. It also makes sure that those who allowed or continued the abuses at residential schools are held responsible. 12. Western Culture Native Culture +-----------------------------------+-----------------------------------+ | Individual responsibility: | Rehabilitation and healing: | | | | | Crime is viewed as a violation of | Instead of punishment the goal is | | the law, focusing on the | to reboot the offender and | | individual\'s guilt and | prevent future harm through | | punishment. This approach often | understanding and reconciliation. | | isolates offenders from their | | | community. | | +===================================+===================================+ | Standardized Sentencing: | Flexible and Contextual | | | Sentencing: | | Sentences are based on strict | | | guidelines, often ignoring the | Sentences consider the cultural | | personal and cultural context of | and personal background of the | | the offender. | offender, emphasizing solutions | | | tailored to their circumstances. | +-----------------------------------+-----------------------------------+ | Objective and Evidence Based: | Connection to Community: | | | | | Justice decisions rely heavily on | Offenders are reintegrated into | | documented evidence, disregarding | their communities, promoting | | emotional, spiritual, or communal | accountability, belonging and | | aspects. | support networks. | +-----------------------------------+-----------------------------------+ | Detachment from Community: | Restorative involvement: | | | | | Offenders are often moved from | Crime is seen as a disruption of | | their homes and communities, | harmony within the community. | | which can lead to feelings of | Justice seeks to repair | | alienation and disconnection. | relationships and restore balance | | | among all parties involved. | +-----------------------------------+-----------------------------------+ Implementing community based justice system ------------------------------------------------------------------------------------------------------------------------------------------------- Recognizing indigenous people were disadvantaged Judges using alternative justice systems Actually recognizing that many factors of overrepresentation of indigenous people is due to the mistreatment of these people by the government. Recognizing systemic racism which is built into our justice system. 13. The inquiry found out that indigenous women and girls are 12 times more likely to be murdered or to go missing than members of any other demographic group in Canada, and 16 times more likely to be slain or to disappear than white women. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Too often, Indigenous murder investigations are marked by indifference and negative stereotypes, causing indigenous deaths and disappearances to be investigated and treated with less care and determination. When there is a reasonable chance of a conviction, Crown attorneys are too often willing to accept plea bargains or reduced charges in exchange for guilty pleas. The child welfare system devalues Indigenous life, especially the lives of women and girls, who were often placed in harmful environments. Indigenous children are removed from their families due to issues like poverty or lack of housing, which are problems which are rooted in the trauma caused by residential schools and the lack of support by the Canadian government. Many children leave the system at 18 without life skills or family connections, leading to homelessness, substance abuse, and vulnerability to sexual exploitation. +-----------------------------------------------------------------------+ | Drag the Red: searching the Red River in Manitoba for remains of | | missing women. | +=======================================================================+ | Claudette Osborne's Family Investigation: Her family conducted their | | own investigation, posting flyers and speaking to witnesses. | +-----------------------------------------------------------------------+ | Midnight Medicine Walk: Offering prayers and support to exploited | | women while sending a message to the men who exploit them. | | | | Bear Clan Patrol: A community safety patrol active in dangerous | | neighborhoods. | +-----------------------------------------------------------------------+ More indigenous judges, justices of the ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Police should be hired to ensure indigenous voices are in positions of power in the criminal justice system. The RCMP need fundamental reforms. Ottawa should establish "robust and well funded Indigenous civilian police oversight bodies" to prevent police negligence and misconduct in murder, rape and sexual assault cases. The government should offer guaranteed access to financial support. Legislated paid leave and disability benefits and "appropriate trauma care" to indigenous victims of crime or other traumatic events. 14. Yes uncontacted tribes are real and refer to groups of indigenous people who choose to remain isolated from modern society. They are aware of the outside world and have their own knowledge systems, survival techniques, and methods of using external goods if needed. Tribes such as the Sentinelese are aware of nearby contacted communities but prefer to avoid contact due to the catastrophic impacts of past encounters, such as disease and violence. Uncontacted tribes are not primitive or stuck in time; rather make an intentional choice to avoid mainstream society. There are over 100 uncontacted tribes globally. Brazil claims 77 uncontacted tribes in the Amazon rainforest. Global estimates from sources like National Geographic place the number at 84-100+ tribes. Disease: these tribes lack immunity to common pathogens, often resulting in devastating outbreaks. Example: The Nahua people of Peru, half of whom died with a year of contact- Violence:Many tribes have faced violence and exploitation during early encounters. European colonizers and modern industries displaced and decimated Indigenous populations. Loss of culture: Contact often leads to the erosion of traditional lifestyles, languages and spiritual beliefs. Industries like logging destroy habitats, forcing tribes to flee or come into contact with outsiders. Large scale resource extraction displaces Indigenous peoples and disrupts their way of life. Poaching, illegal logging and land grabs frequently go onto tribal lands. Example: In the Amazon, industries push into Indigenous territories despite governmental protections. Medical aid: in dire situations, tribes have benefited from vaccinations and treatment for diseases. Some organizations work to protect Indigenous lands and rights through international awareness campaigns. Example: Survival International campaigns for Indigenous sovereignty and flights against industrial encroachment. Benefits of Contact Problems with Contact ------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------------------------------------------------------------------------------------------------------------------------------------------------------- Access to medical care to fight diseases. High risk of disease outbreaks due to lack of immunity. Protection from illegal activities like deforestation and poaching. Potential for exploitation or forced assimilation. Opportunities to document and preserve cultural practices. Loss of autonomy and erosion of traditional ways of life. Making organized contact can help Indigenous tribes secure their territories legally. Contact often leads to the loss of cultural identity as tribes are pressured to integrate into modern society, abandoning unique tradition, languages and lifestyles. In cases of natural disasters (e.g. wildfires, floods) or external threads, contact could allow authorities to assist tribes in evacuating or accessing necessary aid. Increased contact may lead to outsiders exploiting tribal lands under the guise of development, further endangering the ecosystem they rely on.