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Unit 3. The Viability of Liberalism. Chapter 9 Imposing Liberalism. Aboriginal Experience with liberalism:. Haudenosaunce Confederacy. Also known as the Iroquois Confederacy. Originaly between 6 First Nations nations around Lake Ontario in the US and Canada.
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Unit 3 The Viability of Liberalism
Chapter 9 Imposing Liberalism • Aboriginal Experience with liberalism:
Haudenosaunce Confederacy • Also known as the Iroquois Confederacy. • Originaly between 6 First Nations nations around Lake Ontario in the US and Canada. • It formed between 1400 and 1600 and it seen as one of the oldest democracies. • Each nation has a chief and council that acts on behalf of the nation. • All members are equal in rank.
Continued • Each Individual nation shares a common goal. • To Live in Harmony • Compare this to Europe at the time, and the years to follow. • First Nations and Europeans did not get along. • Europeans were still in the Middle Ages where power was in Nobility, the Church. • The Individual had no rights.
The Great Law of Peace • This was the constitution of the Haudenosaunce. • It broke down power to different levels of government. • Gave certain rights and freedoms (even to females) • Freedom of speech and Religion.
Its influence It has been thought, but not proven, that these ideas influenced the American Constitution and the Canadian Confederation. They say that the founding fathers of the US had direct contact with the leaders of the Great Law of Peace. But, many other argue that the Europeans were the main influence. Why not Both?
Conflicting Land-Holding • First Nations: • All parts of creation are interconnected and manifest in the Sprit of the creator. • Humankind must live in respectful relationship with all that has been created. • Spiritual forces are gifts intended to aid survival, not threaten it.
This does not really go with the European ideal? • From what we’ve seen. How does it differ?
Agreements • Language stopped proper development of agreements. • The British wanted a contract, the First Nations were familiar with oral agreements. • Also, both were unclear of what the other was offering.
They Tried To Assimilate • Assimilation: To absorb a smaller group into a larger one. • Make one group share the characteristics of the more dominant people.
Residential Schools In 1928, a government official predicted Canada would end its "Indian problem" within two generations. Church-run, government-funded residential schools for native children were supposed to prepare them for life in white society. But the aims of assimilation meant devastation for those who were subjected to physical, sexual and emotional abuse.
Indian Act After Confederation the Indian act was passed in 1876. It made “Indians, and their lands” the responsibility of the Canadian Government. An “Indian Agent” was to be set up by the government to oversee all Indians and their lands.
Continued They disbanded the Native government and replaced it with figurehead band councils. The Act was contentious for many issues: Until 1985, any aboriginal woman that married a non-aboriginal man would lose status. Could no longer line on reserves. No person on a reserve could own land or a home.
Residential Schools In 1884, a system of schools were developed and funded by the Canadian government and run by Churches. These school were developed to force the assimilation of the First Nations into “Canadian” Society.
Residential Schools For most of us, school help reaffirm knowledge of the world and the cultures around us. But, what is school was to take you away from your heritage. To make you Unlearn everything that you knew.
Some facts Initially, about 1,100 students attended 69 schools across the country. In 1931, at the peak of the residential school system, there were about 80 schools operating in Canada. There were a total of about 130 schools in every territory and province except Newfoundland, Prince Edward Island and New Brunswick. About 150,000 aboriginal, Inuit and Métis children were removed from their communities and forced to attend the schools.
Enfranchisement • The Gradual Civilization Act of 1857. • Any man that gave up official Indian Status would be given rights and 50 acres. (0.2 Kilometers). • Enfranchisement: Giving People the rights as citizens, especially the right to vote.
The White Paper • White Paper: (1969) • An official government document that would of proposed the abolishment: • of treaties • Department of Indian Affairs • All other institutions that separated First Nation culture from that of other Canadians.
The Red Paper • A document issued by the First Nations group National Indian Brotherhood’s. • It outlined objections to the White Paper.
Objections • Rights and treaties should be maintained until First Nations and Inuit are prepared to address them. • That the Government can not own or control land that belongs to first nations. • First nations can determine what happens to their society.
The Royal Commission and residential schools Held stories of the abuse in the schools. Financial compensation for those that were abused. (but, it took a long time coming!) Creation of Band Schools.
Apology In 1998 the government issued a statement of reconciliation. It apologized for the abuse given towards to aboriginals. Including Residential Schools.
The Royal Commission • Creation of legislation recognizing the sovereignty of Aboriginal people. • Creation of institutes for aboriginal self-governance. • Creation of initiates to address Social, education, health, and housing needs.
