Course Objectives

Question 1

Identify the four main factors that contributed to adoption of native studies as a separate program in universities.

Answer 1

1. Post war consciousness of racism and the treatment of other groups
2. Activist groups/feminism
3. Indigenous activist roles, within their own culture
4. Responsibility/guilt from universities

Question 2

Identify characteristics and examples of Eurocentric curriculum

Answer 2

Eurocentrism is a term which refers to all the beliefs that presume superiority of Europeans over non-Europeans. An example would be, in history class, learning that history started when Christopher Columbus came to what is now the America’s.

Question 3

Discuss ongoing impact of Eurocentric curriculum.

Answer 3

Makes people believe that immigration is what started Canada and that everything Canada is, is because of immigration

Question 4

Discuss the significance of indigenous studies for both indigenous and non-indigenous students

Answer 4

Allows us to understand our role in Canada today, and recognize that we are sharing the land with Indigenous people. We are all treaties people and anyone living on treaty land benefits from treaties

Question 5

Recall dates of first Native. Studies department in Canada

Answer 5

1969 Trent university was the first university to adopt a Native studies program. I’m 1982, it was introduced into the U of S

Question 6

Recall early challenges of introducing Native studies into schooling

Answer 6

Due to its multi-disciplinary approach, it suffered criticism about its lack of a distinct discipline. This called to question the credibility of scholars

Question 7

Be able to articulate key aspects of Metis identity and the problem with racially based perception

Answer 7

because of the French in the children’s blood, these people are considered not Indigenous and created as a product of colonization. Their identity is a cultural/political group of any Indigenous people who have mixed ancestry

Question 8

Articulate why Section 35 of Constitution does not function to prevent “settler self-indigenization”

Answer 8

Because the government was unable to define what Metis people were

Question 9

Recall proportion of growth in terms of people claiming to be Metis in Nova Scotia (1996 – 2016).

Answer 9

Increased from 830 people, to 23’000 people

Question 10

Discuss role of Indian Act in promoting higher of Metis status on census counts

Answer 10

The Indian Act does not define that a Metis is Indian, because of this there has been an uproar in resistance

Question 11

Discuss role of recent legal decisions in promoting increased number of Metis people and Metis organizations

Answer 11

Upheld Mi’kmaq limited fishing and hunting rights

and increased after the Powley decision (2003)

Question 12

Know: On what basis does the government’s ‘starvation policy’ meet the official definition of ‘genocide’ according to U.N. Convention

Answer 12

Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part

Question 13

Know: How do we know the government was in fact aware of the conditions of starvation in the West?

Answer 13

As Lux states, “The starvation at Fort Walsh was a cynical and deliberate plan to press the government’s advantage and force the Cree from the area to allow the government a free hand in developing the prairies.” Also because they knew they couldn’t afford it, they forced police officers into town to tell the people to leave

Question 14

Explain the motives behind the Dewdney’s starvation policy (politically and personally)

Answer 14

Him getting rid of all of the Indigenous people in the cypress hills area allowed the government to plan to put the railroad. The railroad also passed through the land that now homes the city of Regina, land that was owned by Dewdney

Question 15

Be able to explain the significance of the government’s agreement to payout Treaty Land Entitlement (TLE) which included numbers for the missing people from Cowessess Band who had died as a result of starvation policy.

Answer 15

It was the government admitting to themselves that they were the reason for all of the deaths that had happened in this band. They had to payout to other people though because the people that they should be paying out were already dead

Question 16

Be able to recall three main factors leading to adoption of residential school policy

Answer 16

1. John Macdonalds government pressured to live up to treaty provisions for Wester Indians. 2. Recommendation for Davin Report. 3. Subfactors supporting the top two- I-Educational policies directed by Indian Act. II- Government had explicit agenda of Aggressive civilization. Churces had similar motives and wanted to partner in system.

Question 17

Be able to recall difference between “boarding” schools and “industrial” schools

Answer 17

Boarding schools were closer to communities, focused on younger children, provided basic instruction. Industrial schools- targeted older children, further away from home, much more aggressive in teaching.

Question 18

Be able to recall Residential School history facts (number of schools, where operated, which Churches involved, how many people alive who attended, when last school closed).

Answer 18

130 schools in total, in all provinces except, PEI, Newfoundland, and New Brunswick. Catholic, Anglican, Presbyterian, and Methodist churches all involved. Last one closed in 1996. About 70k to 80 k people still alive today that attended.

Question 19

Be able to discuss major reasons for failure of schools to achieve their primary mandate.

Answer 19

Be able to discuss major reasons for failure of schools to achieve their primary mandate. Government Parsimony- lack of quality teachers, many were volunteers who lacked education, most were missionaries, who only tried converting the children. Second was the Indian Resistance.

Question 20

Be able to recall the change in statistics for involvement of Native children with child welfare for Alta, Man. And Sask. (overall Scoop figures)

Answer 20

In 1959, there was less than 1 percent of children in child services and then in 10 years after that dramatically increased to roughly 34%

Question 21

Discuss general nature of outcomes from mass adoptions

Answer 21

They always turn out poorly, creates a cycle of trauma and abuse

Question 22

Be able to discuss at least 3 areas of current harm resulting from time spent in-care today

Answer 22

1. Apprehension: when children are taken away from mothers it causes a huge impact on the life of her and the family. Creates a trauma for her, and statistics show that when children are taken away, 97% of women turn to substance abuse to deal with it. Also many mothers are having many children in hopes of keeping one.
2. Deaths in foster care. Many deaths occur to children in foster care. While many of these deaths are considered as “accidents”, a major cause for death is suicide.
3. Homelessness and Incarceration: 41 percent of Indigenous youth in care, has been involved in the justice system. In B.C., more Indigenous kids are likely to be involved in crime than graduate from high school.

Question 23

Recall 4 contributing factors to over-representation in care

Answer 23

role of apprehension-children are getting taken because parents cannot afford it, role of discrimination (funding)- Indigenous child agencies receive 25% less funding. Role of Adoption Moratoriums- lots of kids are being put into foster care and never leaving. Lack of Indigenous control- child welfare laws were created by other people to regulate Indigenous people when Indigenous people did not get a say in how they want to raise their own children

Question 24

Recall proportionate numbers of children in care in Saskatchewan

Answer 24

85% of children in foster care are Indigenous in Saskatchewan, while 48% in Canada.

Question 25

Be able to discuss the British claim to sovereignty over this territory

Answer 25

Usufructuary conditions. Indigenous people were not permanently settled on one portion of land and were not using the land either (farming)

Question 26

Be able to identify outcome and significance of Calder Case

Answer 26

Government is forced to re-evaluate its position on Aboriginal rights. Created the precedent that Aboriginal Title exists. Recognizes that Indigenous people have pre-existing land right

Question 27

Be able to identify the 5 main components of a modern land claims agreement

Answer 27

1. Extinguish of Aboriginal title over the territory. 2. Monetary compensation. 3. Form of self-governing agreement. 4. Sharing of natural resources. 5. Aboriginal input into economic development.

Question 28

Recall the unique elements of Nunavut agreement (two areas)

Answer 28

Largest land claim in Canada’s history, Public form of self government. This entails regular territorial type of government.

Question 29

Recall unique elements of Nisga’a treaty (three areas)

Answer 29

However, agreement provides more Specific areas of autonomy THAN standard municipal areas of jurisdiction: allowing Nisga’a to make own laws in areas of culture, language, transportation, land use, health, education and social services. Can establish their own police force. Control over scope and direction of future development or resource exploitation

Question 30

Recall two ways that land claims can be settled

Answer 30

Specific claims: these are land claims which exist in areas where treaties have been signed but where there remains conflict about the entitlement of land from original agreement. Comprehensive Claims: these are claims which arise out of areas where a treaty or land claim agreement has never been signed (First Nations still hold title to area under dispute) )

Question 31

Recall dates for numbered treaties and which 5 treaties cut through Saskatchewan

Answer 31

1871-1921, treaties, 4, 5, 6, 8, 10 are the 5 major treaties in Saskatchewan

Question 32

Be able to recall 8 general treaty provisions and special ones to Treaty 6 originally

Answer 32

1.establishment of reserves, 2. Annual payments. 3. Prohibition of alcohol on reserves. 4. Establishment of schools and or payment of salaries to teacher at the request of the Band. 5. Protection of hunting, fishing and trapping rights. 6. Aid for beginning farmers. 7. Technical Aid for hunting and fishing. 8. Varying payments at time of treaty signing. The special one to treaty six is the assistance in the time of famine

Question 33

Recall Treaty rights for non-First Nations

Answer 33

non-First Nations are allowed to coexist on the same land that Indigenous people had already inhabited, and along with this, they are allowed to use portions of the land to farm and live in privately owned homes and businesses

Question 34

Be able to discuss key aspects concerning reasons for conflict with treaty relationship (ie: treaty perspectives/ Oral promises, interpreter issues etc)

Answer 34

many of the things promised during oral communications were not written down/interpreted the same way as the Indigenous party intended. There was lack of understanding, especially in regards to medicine, physical objects vs a service is the biggest difference in the treaties

Question 35

Be able to discuss issues of Spirit and Intent (using specific examples)

Answer 35

this brings on the question, why did First Nations people want education, and in regards to the crown, what kind of education are they giving them. Same for medical purposes, did First Nations people actually want a physical thing like a medicine chest, or the access to medicine?)

Question 36

Be able to recall main features of Indian Residential School Settlement agreement

Answer 36

payouts, Truth and reconciliation process, commemoration programs, Healing Assistance

Question 37

Be able to provide definition of ‘self-government

Answer 37

Self-government refers to the ability of a group to govern its own lands and the people on them …without having to seek permission from others

Question 38

Be able to discuss background of Meech Lake Accord and outcome

Answer 38

Meech Lake Accord an agreement by provinces that would have allowed Quebec to have its own self-government, become a distinct society. It was accepted by all provinces except Manitoba, because Indigenous leader Elijah Harper would not accept this idea since the Indigenous people felt as if they had more right to the land.

Question 39

Be able to discuss outcome and significance of Charlottetown Accord

Answer 39

The Accord proposed to recognize Aboriginal government as a third order of Government in Canada. It was the second attempt to get Quebec to agree to the constitution of Rights and Freedoms. This accord would have given more power to each province, but was not accepted because of lack of support from the general public