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Summary Of The Right To Be Cold By Susan Dion

644 Words3 Pages

Paragraph #1 for Response Questions #1 Dr. Susan Dion's historical timeline of Canada connects very well to resistance. Due to the actions of British and French settlers, carried on by the Canadian government, the Indigenous peoples were stripped of their land, traditional ways of life, and even actual lives. For the Indigenous peoples to continue to pass on their traditions, their speech, and to continue living and not assimilating, as was the goal of the Canadian government, was in and of itself an act of resistance. Through changes such as the Indian Act and residential schools, Indigenous peoples continued to live, and pass on their teachings to the next generation, even through times when it was hard to do so, such as residential schools and …show more content…

They continued to resist against the Canadian government's attempts to assimilate them, and to use their land for projects that would cause their communities harm, such as building oil pipes, and an incredible amount of other causes impacting Indigenous peoples. Throughout the history of Indigenous people, before Canada was even a country, they have resisted the attempts of colonizers to take their land, and attempt to take their culture as well. Paragraph #2 for Response Questions #4 A specific historical moment mentioned in the timeline that connects particularly well to “The Right to be Cold” by Sheila Watt-Cloutier is the education heading in Dr. Susan Dion’s talk. The policy paper detailing more Indigenous control of their own communities' education under the Education headline was fought for by the National Indian Brotherhood, and it led to the Canadian government giving back control of Indigenous education back to Indigenous people. This directly impacted a fairly major part of Sheila Watt-Cloutier’s life as an adult in the late 1970’s. Sheila Watt-Cloutier was

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