Unit 2: Aboriginal Spirituality

1. Unit 2: Aboriginal Spirituality Day 3 – Cultural Impact

2. Cultural Impact • Europeans first discovered the east coast of Canada in 1497, when explorer JohnCabotclaimedNewfoundland for England. • The arrival of European traders, missionaries, soldiers and colonists changed the native way of life forever. • Largenumbers of Aboriginalsdied of Europeandiseases to which they lacked immunity. • For the first 200yearsofcoexistence, they formed strong economic, religious and military bonds. • Aboriginalpeoplesexposed early explorersto new agricultural and survivaltechniques. • Europeansprovided new technologies (weapons and farmingtechniques).

3. Many Europeansconsidered their own ways “civilized” and Aboriginal ways “uncivilized.” • Aboriginal peoples were expectedtogiveup their ways. • Reserves were created and land was setasidefor specific FirstNations peoples to use. • In 1857, the Gradual Civilization Act was passed to assimilate Aboriginal peoples into European culture. • In 1876, the Indian Act allowed the federal government to set up residential schools for Aboriginal children, which were run by Anglican, United, Presbyterian, and Catholic churches. • In 1885, the potlatch ceremony was banned. • In 1895, all Aboriginal ceremonies, dances, and festivals were banned. • Many banned Aboriginal ceremoniescontinuedinprivate, and the ban was officially lifted in 1951.

4. Residential Schools • Mid 1800s, Canadian government funded residential school system for Aboriginals. • Childrenaged 5-15yearsold were removedfromreserves and placedfarfromcommunities in boarding schools. • Schools were runby Catholic, United, and Anglican religiousorders.

6. Until1960s, Aboriginal children were taught it was wrongtopracticeculturalways. • Severe punishment: • Sticking needles in their tongues for speaking Aboriginal language • Making boys wear dresses for contacting female relatives • For failing a test - no food for a day; • For not working hard enough - 4 hours of extra work (in school or garden); • For disobedience, and rude or disorderly conduct - no food or water for a day, a beating (with a stick on the back), extra garden work; • For going off by yourself (without another student present) - several hours of kneeling alone on a rock floor where all can see.

7. What did these children do there? They learned “useful” skills such as farming, carpentry and domestic skills. The purpose? To “teach” them white Britishskillsinsteadofhunting and gathering.

8. Students were separatedfromparents and culture for years and taughttoreject their traditions. • The aim was to “civilize”, assimilate and educate the Aboriginal children into the Britishwayoflife.

10. Lastresidentialschoolclosed its door in 1970. • Residential schools ledtohighrates of substanceabuse and suicide. • 1990s, youth began to reclaim their traditions.

12. OKA Standoff • Landdisputebetween a group of FirstNations of the Mohawk people and the townofOka, Quebec. • It began on July 11, 1990 and lasted until September 26 1990.

13. The town of Okawasdevelopingplanstoexpand a golfcourse and residential development ontoland which had traditionally been usedby the Mohawkas a burialground, marked by standing tombstones of their ancestors • The Mohawk had filed a landclaim for the sacred and burial ground, but their claim was rejected in 1986 • Unfortunately, even though the landbelongedto the Native, the town of Okarefusedtoacknowledge this and assumeditwastheirsfor the taking

14. Mohawks decided not to stand by – in protest, they constructed a barricadeacross a highway, blockingaccess to the area. Later they blocked a major bridge. • Policeforces were broughtin as well as the CanadianArmy with 4,500 soldiers with tanks, along with naval and air support. • All throughout the summer of 1990, Oka was the top story in Canadian TV and media.

17. During standoff, Mohawksdrummed and sangaroundsacredfire to gain strength • Aboriginalspiritualitywas involved: “…We had medicine pouches that we wore around our necks: ashes from the sacred fire. The guns were nothing. We didn’t have enough ammunition to stand off the army for ten minutes.”

18. On September 26, the Mohawksdismantled their guns and threw them into a fire and walkedbackinto the reserve • Many were arrested • The golfcourseexpansion was cancelled

19. This was the event that prompted the Aboriginalstostandupfor their rightsasCanadiansand as humanbeings • This was a definingmoment because it was one of the firstNativeCanadianissuesthatreceivedinternationalmediaattention • The Aboriginals proved that theycanstandupforwhattheybelieve in and they have a united, strong, fightingspirit. • This was a steppingstone in the pathwaytoAboriginalpeoplebeingtreatedwithequality, fairness and respectinCanada

20. Reconciliation • 1995, Federalgovernmentacknowledged the inherent rightof Canada’s aboriginalpeopletoself-government. • In 1996, the Canadian Government declared June21 as NationalAboriginalDay • 1998, Canadiangovernmentacknowledgedroleincultural and spiritualimpactonAboriginalcultures. • Formallyexpressed profound regret and apologyforpastactions.

21. 2005: government offered $2 billion in payments to victims of residential schools • $125 million offered to fund a healing program to help deal with psychological issues • "As a country, we are burdened by past actions that resulted in weakening the identity of Aboriginal Peoples, suppressing their languages and cultures, and outlawing spiritual practices."

22. Nunavut • April 1, 1999, Canada established Nunavut. • Self-governmentvery important for Aboriginal groups toprotect their heritage. • Home to over 27 000 (80-85% Inuit). • Nunavut means “Our Land.” • Canadian government pledgedtorespecttraditionsofInuit.