Canada Past and Present: A Citizenship Education Guide

ACTIVITY 9: THE IMPACTS OF CONFEDERATION FOR INDIGENOUS PEOPLES After Confederation, the Government of Canada created policies to force Indigenous peoples to give up their cultures and ways of life and assimilate into Euro-Canadian society. In 1876, the Government of Canada passed the Indian Act , which gave the federal government the power to control every part of Indigenous peoples’ lives. For example, the Indian Act outlawed many Indigenous cultural practices (including traditional ceremonies and languages), introduced travel restrictions, and forced Indigenous children to attend residential schools. At first, residential schools were operated by the Protestant and Catholic churches with the support of the government. Later, the government took control of the residential school system. The main goal of these schools was to force Indigenous children to abandon their Indigenous identities and assimilate into Euro-Canadian society. Children were forced out of their communities and placed in residential schools, where starvation, neglect, and abuse were common. Residential schools have had a lasting impact on Indigenous peoples. Generations of Indigenous peoples were disconnected from their beliefs, traditions, and lifestyles. At least 6,000 Indigenous children died while attending residential schools. The residential school system is one of the darkest chapters in Canadian history. The last government-run residential school in Canada closed in 1996. It is a living history, meaning that the legacy continues to affect generations of Indigenous peoples in Canada today. Despite this legacy of racism and oppression, Indigenous peoples in Canada have always fought to preserve their traditions, languages, beliefs, and rights. Indigenous people today continue to focus on revitalizing their communities and are working with the Government of Canada to re- establish their rights, ensure that Canada honours its treaty obligations, and advocate for self-government. 1. Think about your family, your school, or your community. What do you need for a healthy family, school, or community? Make a list of 5 things needed to create and sustain a healthy family, school, or community. If working in a classroom, together, make a list of 12 to 15 things. 2. Read the plain-language summary on Residential Schools in Canada , available on The Canadian Encyclopedia , including the “Key Facts About Residential Schools” section. Make notes on the important points. As you learn about the history of Indigenous peoples in Canada after Confederation, think about how many of the things on your list changed because of the actions of the Government of Canada. 3. Return to the list you made of things you need to create and sustain healthy families, schools, and communities. Which things were taken from or restricted for First Nations, Inuit, and Métis peoples by the Government of Canada? If in a classroom, discuss which things were removed from or restricted for First Nations, Inuit, and Métis peoples. How did these losses affect Indigenous communities? TEACHER TIP: You may want to read the introductory paragraphs below together as a class, and have students fill out 5Ws charts or write down comprehension questions before you start the activity, as concepts and terminology in this section are complex. Topics covered in the following activity could trigger a strong emotional response. Teachers must be sensitive to individuals and the group to ensure the classroom remains a safe environment for all learners. Set ground rules for respectful discussions and have resources ready for students who may require additional support. Activity: Indian Act of 1876 The Indian Act was introduced in 1876 to bring together past colonial laws that were aimed at controlling First Nations peoples. The Indian Act is still in place today, though it has changed over the years. It is still used by the government to control many aspects of First Nations people’s lives: Indian status, land, resources, wills, education, band administration, and more. Read the Indian Act plain-language summary on The Canadian Encyclopedia . List three of the negative impacts of the Indian Act for First Nations peoples in Canada. Think about how those negative impacts furthered the Government of Canada’s goal of forced assimilation of Indigenous peoples. Inuit children and adults in Anglican Mission School, Arviat, N.W.T., 1978 (courtesy Library and Archives Canada/D.B Marsh/e007914514). Map of historical treaties in Canada, negotiated between 1725 and 1930 (licensed under the Open Government Licence – Canada/courtesy Natural Resources Canada/ http:/ geogratis.gc.ca/ api/en/nrcan-rncan/ess-sst/7ac840d4- 638c-575e-9b77-e44c02b5dbdc.html). RIGHT : Inuit children who lived too far away and had to stay at school during the summer. Anglican Mission School, Aklavik, N.W.T, 1941 (courtesy Library and Archives Canada/M. Meikle/ PA-101771). LEFT : R.C. Indian Residential School Study Time, [Fort] Resolution, N.W.T. (courtesy Library and Archives Cana- da/PA-042133). 8