You are responsible for finding all the information you can about life for the Metis and aboriginal people of Canada during the 1950s. Research the history of residential schools – their purpose was to assimilate aboriginal children into white society; in reality, there endured physical, sexual, and emotional abuse. Identify stereotypes and misconceptions about Metis and aboriginal cultures. How do they affect April and Cheryl?
How has Beatrice Culleton’s life influenced her writing of the novel?
Before contact with Europeans, First Nations had their own educational processes. The goal was to become responsible members of society.
Education was considered a life-long process. Elders were the transmitters of knowledge and wisdom.
Traditional Indian cultures exhibited a close relationship with the environment and learning the relationship with nature was an essential component of a child's upbringing.
After contact with Europeans, education became the primary instrument to assimilate Indian people. Residential and industrial schools were established in Saskatchewan following the signing of the Numbered Treaties.
The objectives were:
to Christianize;
to teach the 3 R's; and
to develop children into farmers and housekeepers.
Residential and industrial schools also began a legacy of despair for Indian people.
Government and religious orders made all decisions about the education of Indian children.
Children were removed from their homes with or without parental consent.
The use of Indian languages in school was prohibited; children were punished severely for speaking their language, even if they knew no English.
Many children died as a result of health conditions at the schools.
Many other children ran away from school; upon their return they were severely punished.
Many encountered sexual abuse by people in authority.
Many suffered severe psychological harm as their identity as an Indian person was attacked.
Many lost their knowledge of traditional parenting practices.
After a century of operation, the residential schools had nearly destroyed First Nations communities. These schools suppressed their language, culture, and spirituality.
The extended period of time spent in these schools with caregivers who were often abusive resulted in this abuse of children moving into the Indian communities.
The last government controlled residential school closed in 1986.
Indian and Northern Affairs Canada is responsible for addressing and resolving issues arising from the legacy of Indian Residential Schools and works with former students of Indian Residential Schools, Aboriginal organizations, church representatives, and the Courts, to oversee the timely and effective implementation of the Indian Residential Schools Settlement Agreement.
On May 10, 2006, the Government of Canada announced the approval of a final Indian Residential Schools Settlement Agreement. The settlement provides for a Common Experience Payment a lump sum payment will be available to former students who lived at one of the listed residential schools. Payments will be $10,000 for the first school year plus $3,000 for each school year after that. The Settlement Agreement also includes an Independent Assessment Process which will allow those former students who suffered sexual or serious physical abuses, or other abuses that caused serious psychological effects, to apply for compensation. The Settlement Agreement also includes collective measures including a Truth and Reconciliation Commission, a Commemoration initiative, and funding for the Aboriginal Healing Foundation and other health support programs.
How has Beatrice Culleton’s life influenced her writing of the novel?
Métis people (Canada)
The Métis (Canadian English: [meɪtiː] Canadian French: [meˈtsɪs] Michif: [mɪˈtʃɪf] ) are an indigenous First People of Canada who trace their descent to mixed European and First Nations parentage. The term was historically a catch-all describing the offspring of any such union, but within generations the culture syncretised into what is today a formally recognised aboriginal group, with standing equal to the First Nations and Inuit. Mothers were often Cree, Ojibway, Algonquin, Saulteaux, Menominee, Mi'kmaq or Maliseet.[3] At one time there was an important distinction between French Métis born of francophone voyageur fathers, and the Anglo Métis or Countryborn descended from Scottish fathers.[4] Today these two cultures have essentially coalesced into one Métis tradition.[5][6] Other former names — many of which are now considered to be offensive — include Bois-Brûlés, Mixed-bloods, Half-breeds, Bungee and Jackatars.[7]The Métis homeland includes regions in British Columbia, Alberta, Saskatchewan, Manitoba, Quebec, New Brunswick, Nova Scotia, and Ontario, as well as the Northwest Territories. The Métis homeland also includes parts of the northern United States (specifically Montana, North Dakota, and northwest Minnesota.
Residential Schools
Before contact with Europeans, First Nations had their own educational processes. The goal was to become responsible members of society.Education was considered a life-long process. Elders were the transmitters of knowledge and wisdom.
Traditional Indian cultures exhibited a close relationship with the environment and learning the relationship with nature was an essential component of a child's upbringing.
After contact with Europeans, education became the primary instrument to assimilate Indian people. Residential and industrial schools were established in Saskatchewan following the signing of the Numbered Treaties.
The objectives were:
Residential and industrial schools also began a legacy of despair for Indian people.
Government and religious orders made all decisions about the education of Indian children.
Children were removed from their homes with or without parental consent.
The use of Indian languages in school was prohibited; children were punished severely for speaking their language, even if they knew no English.
After a century of operation, the residential schools had nearly destroyed First Nations communities. These schools suppressed their language, culture, and spirituality.
The extended period of time spent in these schools with caregivers who were often abusive resulted in this abuse of children moving into the Indian communities.
The last government controlled residential school closed in 1986.
Indian and Northern Affairs Canada is responsible for addressing and resolving issues arising from the legacy of Indian Residential Schools and works with former students of Indian Residential Schools, Aboriginal organizations, church representatives, and the Courts, to oversee the timely and effective implementation of the Indian Residential Schools Settlement Agreement.
On May 10, 2006, the Government of Canada announced the approval of a final Indian Residential Schools Settlement Agreement. The settlement provides for a Common Experience Payment a lump sum payment will be available to former students who lived at one of the listed residential schools. Payments will be $10,000 for the first school year plus $3,000 for each school year after that. The Settlement Agreement also includes an Independent Assessment Process which will allow those former students who suffered sexual or serious physical abuses, or other abuses that caused serious psychological effects, to apply for compensation. The Settlement Agreement also includes collective measures including a Truth and Reconciliation Commission, a Commemoration initiative, and funding for the Aboriginal Healing Foundation and other health support programs.