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How Has Residential Education Changed Before The Indian Act

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Before the Indian Act most of the young members of the First Nations followed the traditions and beliefs of previous generations, however, this changed with the introduction of Residential schools through the Indian Act. By 1948, there were 78 schools operating with nearly 10,000 students enrolled. This education network was established by the government but was controlled by the Catholic, Anglican and Presbyterian churches. The objective of this school system was to teach young aboriginals how to integrate themselves into the “normal” Canadian life. In other words, this whole system was a major cultural genocide. Many Native children were taken by forced from their families and were submitted for a long time into residential schools. It was
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The perception was that Native American adults had a limited ability to learn new skills and concepts. Later in the report, it is expressed that children learn little at day school, causing their “tastes to be fashioned at home, and [their] inherited aversion to toil is in no way combated. ”11 Davin recommended that similar industrial boarding schools should be built in Canada, which would attempt to assimilate Native children into the European culture.12 Nicholas Flood Davin’s research and advances about the industrial schools in America, was important in the creation and developing of the Residential school system in

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The Indian children were also being taken away from their home. I did some research and found an article titled, “Assimilation, Relocation, Genocide”. In this article, it mentions how the Indians were given three choices, which really weren’t choices. The three choices given were assimilation, relocation, and genocide. As you have seen from the horrors of slaughtering

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These negative effects were further amplified with residential schools in which they were not allowed to practice their tradition and were forcefully assimilated into the “western” ways. Boarding schools were run by the new white government and forcibly taught Haudenosaunee boys agriculture and manual trades, while Haudenosaunee girls were taught domestic skills. Since residential schools targeted younger generations, it made the Haudenosaunee’s traditional

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In the short documentary film “Canada’s shame: Residential schools, unmarked graves, and the search for justice- people and power” I learned a lot about what Canada did to the indigenous people regarding residential schools and the trauma we left on their community. The lives of the indigenous communities are forever altered because of the way these schools were designed to assimilate and strip the children of their identity. Carl Sam was just one of the Saint Mary’s residential school survivors and he says, “His experience at the residential school has stripped him of his whole life”. He goes on to say one day he was put on a boat and all the children were crying around him because they were taken out of their homes and they didn’t know what was going on,

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The TRC’s “The History” author appeals to logos through the use quantitative findings. The use of logical evidence from the collection of testimonials made by former residential school students is an effective way to aid the persuasion of a reader. Throughout “The History”, the author describes the memories of known First Nations peoples Frederic Ernest Koe, Marlene Kayseas, Lily Bruce and many others. In addition, the author quotes Vitaline Elsie Jenner’s use of ‘kaya nakasin’ (TRC, 2015, p.38) in describing her experience with residential school. The author’s example that contains the use native language reaffirms his credibility and detailed knowledge of the

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Critical Summary #3: First Nations Perspectives In Chapter eight of Byron Williston’s Environmental Ethics for Canadians First Nation’s perspectives are explored. The case study titled “Language, Land and the Residential Schools” begins by speaking of a public apology from former Canadian Prime Minister Stephen Harper. He apologizes for the treatment of “Indians” in “Indian Residential Schools”. He highlights the initial agenda of these schools as he says that the “school system [was] to remove and isolate [Aboriginal] children from the influence of their homes, families, traditions and cultures, and to assimilate them[…]” (Williston 244).

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In and of itself, residential schools have damaged Indigenous culture and ways of life; they forcibly altered Indigenous lifestyles and have long-lasting adverse effects on Indigenous communities and individuals alike. Cultural genocide originates

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The Indigenous peoples faced a variety of complex issues- one of those being residential schooling. Residential schools were put in place to regulate and transform Indigenous peoples. They relate to Richard Henry Pratt’s philosophy of “Kill the Indian, Save the man.” (Peterson 2013) The Presbyterian Church of Canada built the Cecilia Jeffrey Indian Residential School at Shoal Lake in 1901.

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Braidyn Morse, Mr.Heacht Ela, 10 5-24-24 Cultural Loss and Boarding Schools and Why Many Avoid Reservation Life. The history of the Native American residential schools is very sad and depressing because of the loss of culture and forced adaptation to the bad living conditions. For a long time Native American children were forcibly taken away from their families to get their culture taken out of them and for them to forget it and be ashamed of it. How “Junior leaves the reservation, and just like how others were forced to leave for school and chose to leave for other reasons” but Junior was not forced like other kids.

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Nicholas Martinez Professor Weber HIS-102 12 May 2023 Native American Boarding Schools: Past Trauma and Ongoing Legacy Native American Boarding Schools are a bleak and dark chapter in the history of the United States, often being overlooked or disregarded. The federal government created these schools in the late 19th century to assimilate Native American children into white American culture. In doing so, Native Americans were forced to adopt Christianity, speak English, and abandon their traditional ways of life. The boarding schools were seen as a means of civilizing the “savage” Native Americans and eradicating their cultural heritage.

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There has long been significant historiographical and popular controversy about the conditions experienced by students in the residential schools. While day schools for First Nations, Metis and Inuit children always far outnumbered residential schools, a new consensus emerged in the early 21st century that the latter schools did significant harm to Aboriginal children who attended them by removing them from their families, depriving them of their ancestral languages, through sterilization, and by exposing many of them to physicalleading to sexual abuse by staff members, and other students, andenfranchising them forcibly.

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Often times the schools that the children were assigned to could be 800+ miles from their homes and family. By the 1900s almost all of our native children were taken away from our families

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Indian Boarding schools were created in the 1800s to “Kill the Indian, Save the Man.” They achieved this by transforming the natives looks, culture, language, and teaching them a certain way so they would be able to function in a “european society”. Indian boarding schools taught students both academic and “real world” skills, but they did so while ripping the indians from their culture. Most indian boarding schools were the same with their tactics in transforming the native man into a white one.

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Neither were the parents allowed to visit their children so the time the kids were finally able to go back with their family they started to become practically like strangers to each other because they knew very little about each other especially since many of the children were younger and had spent most of their lives in these school. The lack of communication between the Native American parents and children was another reason many parents weren’t aware of the trauma the kids were suffering in the homes. The kids were so affected they remember that even at night when they were left alone to sleep they were all so quiet and no one talked about what was happening to them. The native children didn’t have normal childhoods they didn’t play or interact with each other this alone shows how affected they were with the boarding

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Residential schools were a boarding school that was set up for the purpose of teaching and assimilating aboriginal children in the 1880s. These schools were an important part of Canada’s history because they treated aboriginals as themselves, as aboriginal people, and their culture was inferior to Canadians, although at the time they thought they were doing the aboriginals good. Some would argue that residential schools were a good thing, that they benefited the aboriginal people and that they didn 't do them wrong while others still believe that residential schools did more harm than good to these students lives and wellbeing. Others believe that even though these students were treated poorly, they benefited from this form of education. Overall,

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