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1. Social 9 > 4 : Collective Rights > Flashcards

4 : Collective Rights Flashcards

1
Q

What does it mean to affirm?

A

To validate and express commitment to something

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2
Q

Define collective identity.

A

The shared identity of a group of people, especially because of a common language and culture

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3
Q

What are collective rights?

A

Rights guaranteed to specific groups in Canadian society for historical and constitutional reasons, including:
* Aboriginal peoples (First Nations, Métis, Inuit)
* Francophones
* Anglophones

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4
Q

What is unique about Canada compared to the United States?

A

The presence of collective rights

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5
Q

What is the purpose of collective rights in Canada?

A

To affirm the collective identity of groups in society and to create a society where people of different identities belong

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6
Q

How are collective rights related to the government and citizens in Canada?

A

They are part of the dynamic relationship between Canada’s government and Canadian citizens

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7
Q

What has been the effect of laws on collective rights in Canada?

A

They have created opportunities and challenges for Canadians

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8
Q

What should be evaluated regarding collective rights in Canada?

A

How effectively laws have affirmed collective rights over time

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9
Q

What implications does the history of collective rights have for Canadian citizens today?

A

It affects their rights and identity in society

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10
Q

What are collective rights?

A

Rights held by groups (peoples) in Canadian society that are recognized and protected by Canada’s constitution.

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11
Q

How do collective rights differ from individual rights?

A

Collective rights are rights Canadians hold because they belong to one of several groups in society, while individual rights are held by every Canadian citizen and permanent resident.

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12
Q

Who holds collective rights in Canada?

A

Aboriginal peoples, including First Nations, Métis and Inuit peoples, and Francophones and Anglophones.

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13
Q

Why do some peoples have collective rights and not others?

A

Collective rights recognize the founding peoples of Canada and their contributions to the country’s existence.

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14
Q

Collective rights come from the roots of _______ in the land and history of Canada.

A

[Aboriginal peoples, Francophones and Anglophones]

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15
Q

What laws recognize the collective rights of First Nations peoples?

A

Legislation that affects the collective rights of First Nations peoples

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16
Q

What are the goals of the Numbered Treaties?

A

Facts and data about the goals of the Numbered Treaties

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17
Q

How have the Numbered Treaties been interpreted over time?

A

Perspectives on interpretations by First Nations groups and Canada’s government

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18
Q

What are modern Treaties?

A

Examples of modern Treaties that establish collective rights for Aboriginal peoples, including Inuit and Métis peoples

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19
Q

What is the Indian Act?

A

A description of the goals of the Indian Act

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20
Q

What issues are related to the Indian Act today?

A

A news article about issues related to changing the Indian Act today

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21
Q

What is meant by ‘First Nations’?

A

The umbrella name for the diverse Aboriginal peoples who have collective rights recognized in Canada’s constitution

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22
Q

What term does the constitution use to refer to First Nations?

A

‘Indians’ as used during the time of negotiating Treaties

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23
Q

Why do many First Nations prefer not to use the word ‘Indian’?

A

Because they have diverse identities and names for themselves

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24
Q

What is sovereignty?

A

Independence as a people, with a right to self-government

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25
Q

What are the Numbered Treaties?

A

Historic agreements that affect the rights and identity of some First Nations in Canada

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26
Q

What historical document do the Numbered Treaties have roots in?

A

The Royal Proclamation of 1763

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27
Q

Why was the Royal Proclamation of 1763 made?

A

To establish control over lands in North America formerly claimed by France

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28
Q

What principle did the Royal Proclamation of 1763 recognize?

A

First Nations’ rights to land and the principle of making treaties through peaceful negotiation

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29
Q

What other laws affect the collective rights of First Nations?

A

The Indian Act and section 35 of the Constitution

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30
Q

When was Treaty 7 signed?

A

1877

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31
Q

When was Treaty 11 signed?

A

1921

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32
Q

When was Treaty 8 signed?

A

1836

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33
Q

When was Treaty 4 signed?

A

1871

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34
Q

When was Treaty 5 signed?

A

1875

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35
Q

When was Treaty 1 signed?

A

1871

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36
Q

What does the map show in relation to the Numbered Treaties?

A

Modern provincial and territorial boundaries that did not exist when First Nations and Canada negotiated the Numbered Treaties

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37
Q

Identify three facts related to the location and dates of the Numbered Treaties.

A
  • Treaty 1 was signed in 1871
  • Treaty 7 was signed in 1877
  • Treaty 11 was signed in 1921
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38
Q

What type of further research might a question posed by the map require?

A

Research on the impact of modern boundaries on First Nations’ rights

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39
Q

What are the collective rights of First Nations, Métis and Inuit peoples considered to be?

A

A work in progress

Negotiations between Aboriginal peoples and Canada’s government continue today.

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40
Q

What are the Numbered Treaties?

A

Agreements between the Queen and First Nations

They involve sharing lands and resources peacefully.

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41
Q

What did First Nations agree to in the Numbered Treaties?

A

Share their lands and resources in peace

This was part of the agreements made with Canada’s government.

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42
Q

What did Canada’s government agree to in the Numbered Treaties?

A

Terms covering education, reserves, annuities, and other matters

The specific terms differ from Treaty to Treaty.

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43
Q

How are the Numbered Treaties viewed by First Nations?

A

As sacred nation-to-nation agreements

These agreements cannot be changed without their consent.

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44
Q

What is the relationship between Treaty rights and citizenship for First Nations?

A

They go together for First Nations now, in the past and into the future.

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45
Q

What is an annuity?

A

An annual payment

Under the Numbered Treaties, annuities are mostly symbolic today.

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46
Q

What is the annual amount received by members of Treaty 8 as an annuity?

A

$5.00 per year

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47
Q

What is a reserve in the context of the Numbered Treaties?

A

Land for the exclusive use of First Nations

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48
Q

What does the chart summarize?

A

The terms in the written versions of the major Numbered Treaties in Alberta

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49
Q

True or False: The terms of the Numbered Treaties are the same for all Treaties.

A

False

The terms differ from Treaty to Treaty.

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50
Q

Fill in the blank: Annuities are mostly _______ today.

A

symbolic

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51
Q

What are some key topics covered in the terms of Treaties 6, 7, and 8?

A
  • Health Care
  • Education
  • Hunting and Farming
  • Fishing Rights
  • Reserves
  • Assistance Payments
  • Annuities and Special Benefits
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52
Q

What section of the constitution affirms the collective rights of First Nations peoples?

A

Section 35

This section recognizes and affirms the rights of Indigenous peoples in Canada.

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53
Q

Do all First Nations peoples sign Treaties?

A

No

Not all First Nations peoples signed Treaties, which impacts their rights and agreements.

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54
Q

How do Elders view the Treaty?

A

As something sacred

Elders believe the Treaty is a sacred agreement between First Nations and the Canadian government.

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55
Q

What did the Treaty represent for First Nations in relation to European settlers?

A

A way to live in harmony

The Treaty was seen as a means to coexist peacefully and share land and resources.

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56
Q

Who is Elder Paul Eugene Beauregard?

A

An Elder from Bigstone Cree Nation

He shared insights about the importance of Treaty 8.

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57
Q

What does Elder Bruce Starlite emphasize about the Treaty?

A

The Treaty is forever

He highlights the enduring nature of the Treaty, lasting as long as natural elements like grass and water exist.

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58
Q

What was the purpose of negotiating the Numbered Treaties?

A

For many reasons

The specific reasons vary but generally include coexistence, resource sharing, and governance.

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59
Q

Fill in the blank: The Treaty is fundamental to our _______.

A

people

This underscores the significance of the Treaty in the identity and rights of First Nations.

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60
Q

What does the phrase ‘for as long as the grass grows, the water flows and the wind blows’ signify?

A

The permanence of the Treaty

This expression illustrates the enduring commitment to the Treaty by First Nations.

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61
Q

True or False: The Treaty is only relevant to First Nations peoples.

A

False

The Treaty pertains to all people of Canada, as they are considered Treaty people.

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62
Q

What is a key aspect of First Nations governance before European arrival?

A

They had their own government and laws

This highlights the self-sufficiency and established systems of First Nations prior to colonization.

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63
Q

What was the purpose of building a railway linking British Columbia to the rest of Canada?

A

To open the west to immigration and connect B.C. with the rest of Canada

B.C. joined Confederation on the condition that the railway would be built.

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64
Q

What did the Royal Proclamation of 1763 recognize?

A

The rights of First Nations to their lands in parts of North America claimed by the British

It was issued after Britain defeated France in the Seven Years War.

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65
Q

Why was the Royal Proclamation issued by Britain?

A

To assert dominance in North America after defeating France

It aimed to avoid conflict with First Nations and ensure peace.

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66
Q

What was the context of the conflicts involving Aboriginal peoples and the United States?

A

They were fighting wars over territory

This was a concern for First Nations in Canada, who wanted to avoid similar conflicts.

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67
Q

What challenges were First Nations facing during the time of the Royal Proclamation?

A

Economic and social upheaval from smallpox epidemics, eradication of buffalo, end of fur trade, and pressures of European settlement

These factors threatened their traditional way of life.

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68
Q

What does the photo of buffalo bones collected in the Canadian prairies represent?

A

The impact of European settlement on First Nations and their resources

It highlights the decline of buffalo populations crucial to First Nations’ livelihoods.

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69
Q

Fill in the blank: The Numbered Treaties acknowledged the _______ of First Nations.

A

past

They recognized previous land rights and agreements.

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70
Q

In what way did the Numbered Treaties respond to events of their time?

A

By addressing the challenges faced by First Nations due to European settlement and resource depletion

They aimed to establish new relationships and agreements.

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71
Q

What role do perspectives play in the interpretation of the Treaties?

A

Perspectives influence how the Treaties are understood, with Canada’s government believing First Nations gave up their land, while many First Nations disagree, viewing land as a legacy rather than a commodity.

This difference in perspective highlights the cultural significance of land to First Nations.

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72
Q

How do First Nations view their relationship with the land?

A

To First Nations, the land is a legacy, integral to their culture, and is likened to water and air, being one and indivisible.

This perspective contrasts with the Western view of land as a commodity.

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73
Q

How did First Nations and Canada’s government record the Treaties?

A

First Nations recorded the Treaties in their oral histories and languages, while Canada’s government documented them in writing in English.

This difference can lead to disagreements on key aspects of the Treaties.

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74
Q

What is the significance of the talking sticks in the context of Treaty 6?

A

Each talking stick corresponds to a provision in the written Treaty, with the first stick describing Treaty 6 as an agreement between First Nations and the Queen of Britain.

The first stick is considered the most important as it reflects the First Nations’ perspective.

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75
Q

What is a critical thinking challenge regarding perspectives and the past?

A

How does the way you understand the past affect the way you understand groups in society today, and how do perspectives affect understandings of the past?

This question encourages reflection on the influence of historical context on contemporary views.

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76
Q

Why might the English record of Treaty 6 differ from records in other languages?

A

The treaty negotiations took place in several languages and relied on interpreters, which could lead to differences in interpretation and meaning.

The nuances of language can affect the understanding of legal and cultural agreements.

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77
Q

What did the chiefs of Treaties 6, 7, and 8 do to mark the Aboriginal Day of Action in 2007?

A

They took out full-page advertisements in Alberta newspapers.

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78
Q

What was stated about the Treaties in the advertisements by the chiefs?

A

Treaties were nation-to-nation agreements and First Nations negotiated them to share the land.

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79
Q

What diversity aspect was highlighted by the chiefs regarding First Nations?

A

First Nations were, and are, diverse peoples.

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80
Q

What did the chiefs call on Canadians to do regarding the Treaties?

A

To lobby the federal government to recognize the true spirit and intent of the Treaties.

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81
Q

What is a modern agreement established between Aboriginal peoples and governments in Canada?

A

Modern Treaties establish collective rights.

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82
Q

What did the Nunavut Land Claims Agreement (1993) establish?

A

Inuit title to more than 350,000 square kilometres in Nunavut.

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83
Q

What rights were established by the Sahtu Dene and Métis Comprehensive Land Claim Agreement (1994)?

A

Rights to 41,437 square kilometres in the Northwest Territories and to negotiate self-governance.

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84
Q

What did the Nisga’a Final Agreement (2000) establish?

A

Rights of the Nisga’a Nation to more than 1,900 square kilometres in British Columbia and self-governance.

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85
Q

What was the date of the Aboriginal Day of Action marked by First Nations in 2007?

A

June 29, 2007.

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86
Q

What significant event occurred on Parliament Hill on the Aboriginal Day of Action?

A

Marches by First Nations.

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87
Q

How did Prime Minister Paul Martin describe the relationship with First Nations in 2005?

A

Based on mutual respect, responsibility, and accountability.

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88
Q

Fill in the blank: The foundation for the relationship with First Nations is the recognition of _______.

A

[Treaty and Aboriginal rights]

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89
Q

What commitment did Prime Minister Paul Martin reaffirm in his address in 2005?

A

To renew the approach to implementing self-government and treaties.

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90
Q

True or False: The advertisements by the chiefs emphasized the importance of recognizing the spirit of the Treaties.

A

True

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91
Q

What could be a way to find out the position of Canada’s current government on Treaty rights?

A

Researching government statements or official documents.

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92
Q

What year did the Treaty 6 negotiations occur?

A

1876

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93
Q

What is the main perspective of First Nations regarding the Numbered Treaties?

A

Nation-to-nation agreements that establish rights

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94
Q

What is the Canadian government’s view on the permanence of treaties?

A

Yes

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95
Q

According to the Canadian government, should First Nations learn European ways?

A

Yes

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96
Q

What does the Canadian government affirm regarding First Nations’ traditional ways?

A

Affirms First Nations can keep traditional ways

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97
Q

Who participated in a demonstration in front of Canada’s parliament buildings in 2002?

A

Chief Moris Scennacappo of Rolling River First Nation

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98
Q

What was the focus of the 2002 demonstration by Chief Moris Scennacappo?

A

Changes to legislation that affected the rights of First Nations

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99
Q

Fill in the blank: First Nations viewed the Treaties as _______.

A

[nation-to-nation agreements]

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100
Q

True or False: The Canadian government has had consistent views of Treaty rights over time.

A

False

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101
Q

What treaties are primarily covered by the First Nations perspectives mentioned?

A

Treaties 6, 7, and 8

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102
Q

What year was Treaty 6 negotiated?

A

1876

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103
Q

Who was the Cree spokesman that spoke about Treaty 6?

A

Mistahwahsis

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104
Q

What does the Cree statement ‘What we speak of will last as long as the sun shines and the river runs’ signify?

A

A commitment to future generations

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105
Q

What metaphor is used to express the longevity of promises in Treaty 6?

A

As long as the sun shines and the rivers flow

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106
Q

Who represented Canada during the negotiations of Treaty 6?

A

Alexander Morris

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107
Q

What was one of the promises made by Alexander Morris during Treaty 6 negotiations?

A

To teach the Indians the cunning of the white man

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108
Q

What did Alexander Morris envision for the First Nations in relation to Treaty 6?

A

Indians gathering, gardens growing, and houses building

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109
Q

What type of medal did Canada’s government strike to commemorate the Numbered Treaties?

A

Medals depicting the handshake between the government and First Nations

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110
Q

What does the handshake on the medal symbolize?

A

The relationship between Canada’s government and First Nations peoples

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111
Q

In what year was the commemorative medal related to Treaty 6 dated?

A

1874

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112
Q

True or False: Many First Nations prefer to use the term ‘Indian’ to describe themselves.

A

False

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113
Q

Fill in the blank: The term ‘Indian’ is used in this context because _______.

A

Alexander Morris used it

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114
Q

What did the Queen’s Commissioners provide to First Nations according to Morris?

A

Money to purchase clothing for their children

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115
Q

What aspects of life did Morris mention First Nations would retain after Treaty 6?

A

Hunting and fishing as before

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116
Q

What year was the Indian Act passed?

A

1876

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117
Q

Who were the Indian Agents appointed by the Canadian government?

A

Officials to run reserves without consulting First Nations

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118
Q

What was the perspective of First Nations regarding decisions affecting their culture and identity?

A

They expect to remain in charge of these decisions

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119
Q

What does the Indian Act reflect about the government’s view of First Nations at the time?

A

They viewed First Nations as peoples needing guidance

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120
Q

What was the attitude connected to Canada’s colonial past regarding First Nations?

A

The belief that European ways were superior

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121
Q

What is one key aspect of governance that First Nations have historically maintained?

A

Their own processes of government and ways of organizing

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122
Q

According to the Indian Act, who is entitled to vote?

A

Male members of the band of full age of twenty-one years

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123
Q

How often are chiefs of any band of Indians elected according to the Indian Act?

A

Every three years, unless removed by the federal government

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124
Q

Fill in the blank: The Indian Act was passed by Canada’s parliament in _______.

A

1876

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125
Q

True or False: The Indian Act allowed First Nations to elect their own leaders without federal oversight.

A

False

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126
Q

What does the photo from 1910 depict?

A

A settlement of the Blackfoot Confederacy in southern Alberta

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127
Q

What significant issue does the Indian Act highlight regarding First Nations governance?

A

Lack of consultation with First Nations

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128
Q

According to the Indian Act, when shall chiefs be elected?

A

At such time and place as the federal government may direct

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129
Q

What was the role of Howard Sibbald mentioned in the text?

A

Indian Agent at the Nakoda reserve

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130
Q

What is the significance of Treaty rights in First Nations perspectives?

A

They are fundamental to their governance and identity

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131
Q

What does the excerpt from the Indian Act suggest about the electoral process for chiefs?

A

It is controlled by the federal government

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132
Q

What does the Siksika Nation represent in the context of Treaty 7?

A

The Siksika Nation is part of Treaty 7

Treaty 7 is an agreement between the Canadian government and several First Nations in Alberta, Canada.

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133
Q

What do the circles drawn on the children’s faces symbolize?

A

The circles represent the cycle of the sun from sunrise to sunset

This symbolizes the family’s cultural values and identity.

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134
Q

What are the two primary functions of laws and policies?

A

Laws describe principles or conditions; policies describe objectives of the government

Laws must be followed, while policies guide the implementation of those laws.

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135
Q

What was the law regarding education for First Nations as stated in the Numbered Treaties?

A

The federal government was responsible for providing education to First Nations

This responsibility was established through the Numbered Treaties.

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136
Q

What was the federal government’s policy for providing education to First Nations?

A

To provide education through residential schools

This policy aimed at both education and assimilation.

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137
Q

Who was commissioned to recommend education for First Nations in 1879?

A

MP Nicholas Davin

His report led to the establishment of residential schools.

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138
Q

What was the main recommendation of the Davin report in 1879?

A

To establish residential schools for First Nations children

These schools aimed to assimilate Indigenous children into Euro-Canadian culture.

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139
Q

What was the impact of residential schools on First Nations children?

A

They removed children from their families and disrupted their connections to languages, cultures, and identities

This led to significant trauma and loss of cultural heritage.

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140
Q

What phrase describes the government’s intent with residential schools?

A

‘Aggressive civilization’ by separating the children from their parents

This reflects a colonial mindset aimed at assimilating Indigenous peoples.

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141
Q

When did the last residential school in Canada close?

A

1996

This marks the end of a long history of residential schools in Canada.

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142
Q

What recent action has Canada’s government taken regarding former residential school students?

A

Begun to compensate former students for the trauma they suffered

This compensation acknowledges the harms caused by the residential school system.

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143
Q

Fill in the blank: The aim of the people in the photograph contrasts with the aim of the government’s policy on _______.

A

residential schools

This highlights the differing perspectives on identity and education.

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144
Q

What do the photos of Thomas Moore before and after entering Regina Residential School illustrate?

A

The contrast between his identity before and the effects of the residential school experience

This visual representation underscores the impact of assimilation policies.

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145
Q

What term do First Nations sometimes use that has legal and constitutional significance?

A

Indian

This term is not one that First Nations chose for themselves.

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146
Q

What year was the Union of Saskatchewan Indians founded?

A

1946

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147
Q

What are the aims of the Indian Association of Alberta? List at least three.

A
  • To maintain treaty rights
  • To advance the social and economic welfare of Indian peoples
  • To secure better educational facilities and opportunities
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148
Q

What was one of the government policies related to the Indian Act?

A

It sought to replace the traditional ways of First Nations with European ways, such as farming.

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149
Q

What did the Indian Act prohibit at points in its history?

A

Wearing traditional clothing

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150
Q

What is one objective of the Indian Association of Alberta regarding government cooperation?

A

To cooperate with federal, provincial and local governments for the benefit of Indians.

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151
Q

Who expressed that First Nations have felt that Canadian officials have not complied with treaties?

A

John Tootoosis, Poundmaker Cree Nation

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152
Q

What is a major problem regarding the economic adjustment of First Nations according to T.R.I. Maclnnes?

A

The need for Indians to lead the normal life of the ordinary Canadian citizen.

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153
Q

Fill in the blank: The aims of the Indian Association of Alberta include maintaining treaty rights, advancing social and economic welfare, and securing better _______.

A

educational facilities and opportunities

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154
Q

True or False: The term ‘Indian’ was chosen by First Nations themselves.

A

False

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155
Q

What is necessary to preserve culture according to the Indian Association of Alberta?

A

To preserve our status, rights, lands, and traditions

This highlights the importance of treaties as foundational elements of First Nations culture.

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156
Q

What are treaties considered as per the Indian Association of Alberta?

A

Historic, moral, and legal obligations

Treaties are seen as essential for the rights of First Nations.

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157
Q

What must the government declare regarding treaties?

A

That it accepts the treaties as binding

This indicates the expectation of government accountability to treaty agreements.

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158
Q

What statement was made by Canada in 1969 regarding discriminatory legislation?

A

Canada cannot be a just society and keep discriminatory legislation on its statute book

This reflects a governmental stance on the need for legislative reform.

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159
Q

What barriers does the 1969 statement refer to?

A

Barriers created by special legislation, such as treaties

This suggests that treaties are viewed as obstacles to equality.

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160
Q

Who delivered a perspective on Treaty rights to Prime Minister Pierre Trudeau in June 1970?

A

Harold Cardinal

Cardinal was an elected leader of the Indian Association of Alberta.

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161
Q

What term did Harold Cardinal use to describe the rights of First Nations people?

A

Citizens plus

This term reflects the idea of First Nations having both individual and collective rights.

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162
Q

What was the title of the paper on Treaty rights authored by Harold Cardinal?

A

Citizens Plus

This paper contributed to the discourse on the rights of First Nations in Canada.

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163
Q

Who was the Minister of Indian Affairs when the ‘Statement of the Government of Canada on Indian Policy’ was released?

A

Jean Chrétien

Chrétien’s role was significant in the context of Indigenous relations in Canada.

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164
Q

What was the reaction of First Nations to the 1969 statement?

A

Intense protest

This indicates strong opposition from First Nations to the government’s position on treaties.

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165
Q

Fill in the blank: Harold Cardinal considered First Nations people as full citizens of Canada, with all the rights of individual Canadians, and with _______.

A

collective rights

This emphasizes the dual nature of rights as recognized by Cardinal.

166
Q

What does ‘entrenching’ mean in the context of treaty rights?

A

Fixing firmly within

This refers to the incorporation of treaty rights into the constitution.

167
Q

What is the meaning of ‘patriate’?

A

To bring to a country something that belongs to the country

This term is often used in the context of bringing the constitution under Canadian control.

168
Q

What was the purpose of the 1980 petition by First Nations delegates in London?

A

To petition Britain’s parliament for inclusion of Aboriginal rights in Canada’s constitution

This was important as Britain controlled Canada’s constitution at the time.

169
Q

What significant change was made to Canada’s constitution as a result of First Nations efforts?

A

Section 35 recognizes First Nations, Métis and Inuit peoples as Aboriginal peoples and their existing Treaty and Aboriginal rights

This change occurred during the patriation of the constitution in 1982.

170
Q

Who led the negotiations to patriate Canada’s constitution in 1982?

A

Prime Minister Pierre Trudeau

Trudeau initially opposed including the rights of First Nations, Métis, and Inuit peoples.

171
Q

What was Prime Minister Trudeau’s initial belief regarding Aboriginal rights?

A

He believed Aboriginal people needed to be equal with other Canadians

He viewed laws that set them apart as obstacles to equality.

172
Q

How did Aboriginal peoples view laws such as the Numbered Treaties?

A

As affirmations of their identity

This perspective differed from that of Prime Minister Trudeau.

173
Q

In what year was the Canadian constitution patriated?

A

1982

This event marked a significant change in the governance of Canada.

174
Q

What did Prime Minister Trudeau express at the proclamation ceremony for the constitution?

A

A vision of Canada where diverse cultures share the land in peace, justice, and mutual respect

This statement reflects Trudeau’s aspiration for national unity.

175
Q

What historical context influenced First Nations’ push for constitutional recognition?

A

Britain, as a former colonial power, controlled Canada’s constitution

This control was a motivating factor for First Nations to advocate for change before patriation.

176
Q

What is the Indian Act?

A

Federal legislation related to the rights and status of First Nations peoples, first passed in 1876 and amended several times

The act governs who may be registered as a ‘status Indian’ and administers Treaty rights.

177
Q

What did the Numbered Treaties confirm regarding First Nations?

A

The Canadian government’s duty to protect the collective rights of First Nations

The Indian Act was one method the government used to fulfill this duty.

178
Q

What is the role of Indian Agents under the Indian Act?

A

Officials created for each reserve with the power to decide how the government fulfills its duties regarding Treaty rights

This led to varied interpretations of Treaty rights on a case-by-case basis.

179
Q

In what year was the Indian Act enacted?

A

1876

At that time, the government made laws for First Nations without consulting them.

180
Q

What cultural belief influenced the creation of the Indian Act?

A

Ethnocentrism

The belief that European cultures were superior to other cultures.

181
Q

What does the Indian Act primarily control?

A

Decisions regarding who may be registered as a ‘status Indian’

This means the federal government has significant control over these decisions.

182
Q

What was one of the original aims of the Indian Act?

A

To assimilate First Nations peoples

The act defined how First Nations were to conduct their affairs, disregarding their traditional governance.

183
Q

What rights were restricted by the Indian Act at various points in history?

A

Rights to travel freely, take political action, wear traditional dress, and participate in traditional ceremonies

These restrictions aimed to control First Nations peoples’ cultural expressions.

184
Q

True or False: Until 1960, First Nations people had to give up their legal identity to vote.

A

True

This requirement reflected the restrictive nature of the Indian Act.

185
Q

How has the Indian Act changed over time?

A

It has been revised several times due to pressure from First Nations

Despite changes, the act remains in force today.

186
Q

Fill in the blank: The belief that one’s culture is superior to all other cultures is known as _______.

A

ethnocentrism

This belief contributed to the creation of policies like the Indian Act.

187
Q

Under section 87 of the Indian Act, who does not pay taxes?

A

Some First Nations people living on reserves

However, most First Nations people do pay taxes.

188
Q

What is the main purpose of Bill C-61, the First Nations Governance Act?

A

To replace the Indian Act and empower First Nations to handle their own governance affairs

The bill aims to put governance power in the hands of First Nations people themselves.

189
Q

Why did many First Nations reject the First Nations Governance Act?

A

They felt the government did not consult them adequately and it did not recognize their status as nations with self-rule rights

This rejection was based on principles of sovereignty and governance.

190
Q

What measures would the First Nations Governance Act establish?

A

Codes of bylaws for reserves, conduct for officials, and budgets for public review

These measures were intended to formalize governance structures within First Nations.

191
Q

Who described the First Nations Governance Act as a new form of colonialism?

A

Roberta Jamieson, chief of the Six Nations of the Grand River

She criticized the bill as merely a new rule book imposed on First Nations.

192
Q

What was Indian Affairs Minister Bob Nault’s argument for the necessity of the bill?

A

He stated that the 126-year-old Indian Act is outdated

This reflects a perspective that governance needs to evolve with the times.

193
Q

Fill in the blank: The First Nations Governance Act aims to empower First Nations to manage, coordinate, administer, and run their own _______.

A

affairs

194
Q

True or False: The First Nations Governance Act was widely accepted by all First Nations leaders.

A

False

Many leaders, including Matthew Coon Come, opposed the bill.

195
Q

What significant action did Assembly of First Nations Grand Chief Matthew Coon Come take against the bill?

A

He ripped up the bill in front of protestors on Parliament Hill

This act symbolized strong opposition to the legislation.

196
Q

What does the rejection of the First Nations Governance Act signify about First Nations’ views on governance?

A

It indicates a desire for self-determination and the right to establish their own political institutions

First Nations leaders emphasize their capacity to govern themselves.

197
Q

What collective rights do official language groups have under the Charter?

A

The collective rights of Francophones are set out in Canada’s Charter of Rights and Freedoms

The Charter protects the rights of both Francophone and Anglophone communities in Canada.

198
Q

What are the two main official language communities in Canada?

A

Francophone and Anglophone

Francophone refers to French-speaking individuals, while Anglophone refers to English-speaking individuals.

199
Q

What is the definition of ‘official language community’?

A

One of the groups in Canadian society whose members speak an official language of Canada as their first language

The two official languages are French and English.

200
Q

What type of educational institutions exist for Francophones in Alberta?

A

Francophone schools

These schools provide education from Kindergarten to Grade 12 for Franco-Albertans.

201
Q

What rights protect Francophone education in Canada?

A

Official language minority education rights

These rights are recognized and protected in Canada’s Charter of Rights and Freedoms.

202
Q

What challenges do Francophones face in Canada?

A

Maintaining their culture and identity

The section discusses both the challenges and opportunities faced by Francophones.

203
Q

What opportunities does the Charter provide for Francophones?

A

Fostering Francophone identity

The effectiveness of the Charter in supporting identity is explored in the section.

204
Q

Fill in the blank: An _______ is a person whose first language is English.

A

Anglophone

Anglophones are one of the two main official language communities in Canada.

205
Q

Fill in the blank: A _______ is a person whose first language is French.

A

Francophone

Francophones represent the French-speaking official language community in Canada.

206
Q

True or False: The Charter of Rights and Freedoms recognizes the rights of both Francophones and Anglophones.

A

True

The Charter provides protections for both communities in Canada.

207
Q

What visual aids are included in the section about collective rights?

A

A map, interviews, backgrounders, and flow charts

These materials help illustrate the rights and experiences of official language communities.

208
Q

What are official language minorities?

A

Groups of people in a region who speak a language that is not the majority language of that region.

These groups may have specific rights and protections under language laws.

209
Q

What commonality do Francophone students in Alberta and Anglophone students in Québec share?

A

Both belong to official language minority groups in their respective provinces.

This reflects the bilingual nature of Canada where French and English are recognized as official languages.

210
Q

Fill in the blank: In Canada, the majority French-speaking regions include _______.

A

Québec

211
Q

Fill in the blank: In Canada, the majority English-speaking regions include _______.

A

Alberta

212
Q

What language is predominantly spoken in the Northwest Territories?

A

Inuktitut

213
Q

True or False: The majority of students in Saint-Isidore, Alberta, speak French.

A

True

214
Q

True or False: The majority of students in Québec are Francophone.

A

True

215
Q

List the majority languages spoken in Canada as of 2001.

A
  • English
  • French
  • Inuktitut
216
Q

What is the significance of section 23 in Canada’s Charter of Rights and Freedoms?

A

It establishes rights for Francophone and Anglophone minorities to have schools in their language.

217
Q

Where does Rachel St. Laurent attend school?

A

École Héritage in Falher, Alberta.

218
Q

What community does Rachel belong to?

A

Saint-Isidore, a Francophone community near Peace River.

219
Q

What is a Francophone school?

A

A school that provides instruction for students whose first language is French.

220
Q

How many Francophone schools are there in Alberta?

A

26 Francophone schools.

221
Q

What is the difference between Francophone schools and French immersion schools?

A

Francophone schools are for students whose first language is French, while French immersion schools teach French to students whose first language is not French.

222
Q

What does Rachel want to do after finishing school?

A

Become a hairdresser and own a company with her friends.

223
Q

Why does Rachel feel it is important to attend a Francophone school?

A

It shows her community that she is involved in French and values her language.

224
Q

What languages does Rachel feel lucky to speak?

A

Both French and English.

225
Q

True or False: Rachel worries about losing her French language.

A

True.

226
Q

Fill in the blank: Rachel believes that speaking French shows that everybody’s _______ is different.

A

language

227
Q

What does the term ‘official language minority’ refer to?

A

A group that speaks one of Canada’s official languages and does not make up the majority population of a province or territory.

228
Q

How do Francophone schools affirm the identity of students?

A

By supporting the language and culture of Francophone students, their families, and communities.

229
Q

What is the oldest permanent European settlement in Canada?

A

Québec, established by France in 1608

230
Q

What is the capital of the majority French-speaking province of Québec?

A

Québec City

231
Q

What is Devin Mens’s primary language?

A

English

232
Q

What type of school does Devin attend?

A

Québec High School, an English-speaking school

233
Q

What right allows Devin to attend an English school in Québec?

A

The right of Anglophones as an official-language minority

234
Q

Why does Devin feel it is important to attend an English school?

A

English is his mother tongue and he feels he should be educated in his first language

235
Q

In what field does Devin want to work later in life?

A

Sciences

236
Q

What percentage of people in the city of Québec are Anglophones?

A

Less than 5 percent

237
Q

Fill in the blank: Devin is ______ bilingual, but English is his first language.

A

bilingual

238
Q

True or False: Devin worries about losing his identity while living in Québec.

A

False

239
Q

What is the biggest difference Devin experiences living in a French-speaking society?

A

Having to know French terms at the grocery store

240
Q

How does living in Québec affect Devin’s Anglophone identity?

A

It makes his Anglophone identity stronger

241
Q

What language does Devin’s family speak at home?

A

English

242
Q

What team does Devin play on, and what is the language background of his teammates?

A

A baseball team, and his teammates are Francophone

243
Q

What does Sections 16 to 20 of the Charter establish?

A

French and English as official languages of Canada and the right of Canadian citizens to conduct their affairs with the federal government in either official language.

244
Q

What province is established as officially bilingual according to the Charter?

A

New Brunswick

245
Q

What rights are provided to minority language groups under Section 23 of the Charter?

A

The right to publicly funded schools that serve their language community.

246
Q

Which population’s rights do the current rights of Francophones in Canada reflect?

A

The deep roots of Francophones in Canada’s past.

247
Q

What significant action did Francophones in Québec and Canada support?

A

Legislation to protect their language and preserve their culture.

248
Q

In what year did Samuel de Champlain found the city of Québec?

A

1608

249
Q

What did the Québec Act of 1774 recognize?

A

The rights of Francophones to their language and identity.

250
Q

What significant event occurred in 1867 regarding Canada’s identity?

A

Confederation established Canada as a bilingual, bicultural nation under the British North America Act.

251
Q

What did the Official Languages Act of 1969 reaffirm?

A

The equality of French and English as official languages of Canada.

252
Q

What does the Charter of Rights and Freedoms confirm?

A

Official bilingualism and establishes official language minority education rights.

253
Q

Fill in the blank: The term ‘publicly funded’ means _______.

A

paid for by taxes and provided by government.

254
Q

What role did the French play in early Canadian history?

A

They established the first permanent European settlements and developed important relationships with First Nations during the fur trade.

255
Q

What does the illustration drawn by Samuel de Champlain depict?

A

The habitation the French built at Québec in 1608.

256
Q

What rights for Francophones and Anglophones contributed to the formation of Canada?

A

Rights for Francophones and Anglophones are part of what made Confederation, and so Canada, possible.

This reflects the foundational principles of Canada’s bilingual and bicultural identity.

257
Q

What did the British North America Act (BNA Act) of 1867 establish?

A

It established Canada as a bicultural, bilingual country with rights for Francophones and Anglophones.

This act was a key legal framework for the Confederation.

258
Q

What official languages were recognized in Canada’s parliament under the BNA Act?

A

French and English.

This recognition solidified the bilingual nature of Canadian governance.

259
Q

What educational rights were guaranteed under the BNA Act?

A

Public schools for the Protestant minority in Québec and the Catholic minorities in the rest of Canada.

At that time, this included provinces like Ontario, Nova Scotia, and New Brunswick.

260
Q

How did religious affiliation correspond to language divisions in Canada at the time of Confederation?

A

Most Protestants spoke English and most Catholics spoke French.

This division influenced the educational rights established in the BNA Act.

261
Q

Who were the key figures in forging the Francophone-Anglophone alliance at the foundation of Confederation?

A

John A. Macdonald and George-Étienne Cartier.

Their collaboration was crucial for maintaining Canada’s distinct identity.

262
Q

What was one reason for the Francophone-Anglophone alliance?

A

A desire to stay independent and distinct from the United States.

This strategic alliance was essential for the survival of Canada’s bilingual framework.

263
Q

What was necessary for the alliance between Francophones and Anglophones to occur?

A

A commitment to rights affirming Francophone and Anglophone identity.

This commitment was foundational for the unity of Canada.

264
Q

Fill in the blank: The alliance between Francophones and Anglophones was forged at the __________ of Confederation.

A

foundation

This alliance was critical in shaping the political landscape of Canada.

265
Q

True or False: The commitment to language rights was made in 1867.

A

True.

This commitment has had lasting impacts on Canada’s identity and governance.

266
Q

What critical question is posed about the impact of the 1867 commitment?

A

How do you believe life in Canada would be different today if this commitment had not been made in 1867?

This question encourages critical thinking about the historical significance of language rights.

267
Q

What was established by Confederation regarding Canada’s language and culture?

A

Canada was established as a bilingual, bicultural country with education rights for Protestants and Catholics.

268
Q

True or False: The equality of Francophones and Anglophones in Canada was consistently upheld after Confederation.

A

False

269
Q

What significant act was passed in 1890 that affected the rights of Francophones in Manitoba?

A

The Manitoba Schools Act

270
Q

What was one of the major outcomes of the Manitoba Schools Act?

A

Abolished public funding for Catholic schools

271
Q

What did the Manitoba Schools Act declare Manitoba as?

A

An officially English-only province

272
Q

Who was Louis Riel and what role did he play in Manitoba’s entry into Confederation?

A

He fought for rights to publicly funded Catholic schools for the Francophone community.

273
Q

What was the Haultain Resolution?

A

A proposal that called for the proceedings of the assembly to be English only.

274
Q

What did Ordinance Number 22 require regarding language in schools?

A

English as the language of instruction in all schools.

275
Q

How did decisions about language of government and instruction impact Francophones in Alberta?

A

It had a direct impact on their lives and education.

276
Q

Fill in the blank: The Manitoba Schools Act made Manitoba an officially _______ province.

A

English-only

277
Q

What was the status of the North-West Territories before Alberta became a province?

A

It was officially bilingual and had publicly funded Catholic and Protestant schools.

278
Q

What year did Manitoba enter Confederation?

A

1870

279
Q

What was the significance of the rights won by Louis Riel for Manitoba’s entry into Confederation?

A

They were central to the entry of Manitoba into Confederation.

280
Q

True or False: The Haultain Resolution was passed by the provincial assembly after Alberta became a province.

A

False

281
Q

What impact did the laws described have on minority-language groups?

A

They restricted the rights and education of Francophones in Alberta.

282
Q

What was the language of instruction in the North-West Territories before the passage of Ordinance Number 22?

A

Bilingual (both English and French)

283
Q

What opportunity did Prime Minister Pierre Trudeau see in 1982?

A

To renew Canada’s commitment to official language rights

This commitment was established in the BNA Act of 1867 and the Official Languages Act of 1969.

284
Q

What is the significance of section 23 of the Charter?

A

It sets out the education rights of official language minorities.

285
Q

When did the Charter of Rights and Freedoms become part of Canada’s constitution?

A

1982

286
Q

What action did Francophone parents begin in 1983?

A

They began to lobby for their minority language education rights under section 23 of the Charter.

287
Q

When did Alberta’s first two publicly funded Francophone schools open?

A

1984

288
Q

How many publicly funded Francophone schools exist in Alberta as of the present?

A

26

289
Q

What challenge did Francophone parents in Alberta launch in 1983?

A

A Charter challenge to establish their right to Francophone school boards.

290
Q

What was the outcome of the Supreme Court decision in 1990?

A

It affirmed the right to Francophone school boards.

291
Q

How many school boards have Francophones outside Québec established across Canada?

A

More than 25 school boards

292
Q

Fill in the blank: The Charter of Rights and Freedoms was enacted in _______.

A

1982

293
Q

True or False: Alberta had no publicly funded Francophone schools before 1984.

A

True

294
Q

List the years when significant actions regarding Francophone education rights took place.

A
  • 1982: Charter becomes part of the constitution
  • 1983: Parents lobby for education rights
  • 1984: First Francophone schools open
  • 1990: Supreme Court affirms school board rights
295
Q

What opportunity did Prime Minister Pierre Trudeau see in 1982?

A

To renew Canada’s commitment to official language rights

This commitment was established in the BNA Act of 1867 and the Official Languages Act of 1969.

296
Q

What is the significance of section 23 of the Charter?

A

It sets out the education rights of official language minorities.

297
Q

When did the Charter of Rights and Freedoms become part of Canada’s constitution?

A

1982

298
Q

What action did Francophone parents begin in 1983?

A

They began to lobby for their minority language education rights under section 23 of the Charter.

299
Q

When did Alberta’s first two publicly funded Francophone schools open?

A

1984

300
Q

How many publicly funded Francophone schools exist in Alberta as of the present?

A

26

301
Q

What challenge did Francophone parents in Alberta launch in 1983?

A

A Charter challenge to establish their right to Francophone school boards.

302
Q

What was the outcome of the Supreme Court decision in 1990?

A

It affirmed the right to Francophone school boards.

303
Q

How many school boards have Francophones outside Québec established across Canada?

A

More than 25 school boards

304
Q

Fill in the blank: The Charter of Rights and Freedoms was enacted in _______.

A

1982

305
Q

True or False: Alberta had no publicly funded Francophone schools before 1984.

A

True

306
Q

List the years when significant actions regarding Francophone education rights took place.

A
  • 1982: Charter becomes part of the constitution
  • 1983: Parents lobby for education rights
  • 1984: First Francophone schools open
  • 1990: Supreme Court affirms school board rights
307
Q

What is the significance of having a right as opposed to accessing it?

A

A right makes a difference in your life only when you use it.

308
Q

What was the first step after the rights in section 23 were introduced in 1982?

A

Understanding what the right granted us.

309
Q

What right does section 23 grant to Francophones in Alberta?

A

The right to establish French first-language schools.

310
Q

Why do Francophones need Francophone schools?

A

For the survival of their community and to support their identity.

311
Q

What do Francophone students need in order to contribute effectively to society?

A

To learn in their first language and in a supportive environment.

312
Q

What is the concern for Francophones in a minority setting?

A

The risk of becoming assimilated into the majority English-speaking world.

313
Q

How do Francophone schools impact the identity of Francophone students?

A

They make students aware that remaining Francophone is a conscious choice.

314
Q

What feeling does the right and its use instill in individuals?

A

Pride as a citizen.

315
Q

Who is Claudette Roy and what did she achieve?

A

She led her community to obtain the first publicly funded Francophone school in Edmonton in 1984.

316
Q

In what year was Claudette Roy named to the Order of Canada?

A

2000.

317
Q

Fill in the blank: The first publicly funded Francophone school in Edmonton was established after section 23 of the Charter of Rights and Freedoms enshrined _______ in Canada’s constitution.

A

[minority language education rights]

318
Q

True or False: The supports for identity in a majority setting are easily accessible for Francophones.

A

False.

319
Q

What does asserting collective rights contribute to in society?

A

Building a society where people of different identities and perspectives can belong.

320
Q

What is Bill 101 also known as?

A

Charte de la langue française

321
Q

What year was Bill 101 passed in Québec?

A

1977

322
Q

What is the primary purpose of the Charte de la langue française?

A

To protect and promote the use of the French language in Québec

323
Q

What rule does Bill 101 establish regarding commercial signs?

A

Commercial signs may use only French

324
Q

What requirement does Bill 101 impose on Francophones and immigrants in Québec regarding education?

A

They must attend Francophone schools

325
Q

What section of the Charter of Rights and Freedoms is mentioned in relation to education rights?

A

Section 23

326
Q

What rights do Anglophone businesses seek under the Charter?

A

The right to use English on signs

327
Q

What do Francophone and immigrant parents in Québec seek regarding their children’s education?

A

The right to educate their children in English

328
Q

According to the 1988 Supreme Court decision, what can the law require about the prominence of languages on signs?

A

The law can require French to be more prominent than English

329
Q

What did the 2005 Supreme Court decision state about Francophone parents’ rights to educate their children?

A

They do not have a right to educate their children in Anglophone schools in Québec

330
Q

True or False: Immigrant parents have the right to educate their children in English if they have already received some education in English.

A

True

331
Q

Fill in the blank: French-speaking people are a distinct people and ______ is the language that expresses their identity.

A

French

332
Q

What do the people of Québec want regarding the French language?

A

To make French the language of government and everyday language of work, education, and business

333
Q

Why might Canadians have different perspectives on the significance of the parking-ticket dispenser sign in Montréal?

A

It reflects the law about commercial signs and the affirmation of Francophone identity

334
Q

What are inherent rights?

A

Rights with origins in fundamental justice

Inherent rights are considered fundamental and are recognized as belonging to First Peoples.

335
Q

What is the significance of section 35 of Canada’s constitution for the Métis?

A

It recognizes the Métis as one of Canada’s Aboriginal peoples

Section 35 provides a legal framework for the recognition of Aboriginal rights.

336
Q

Do the Métis have historic treaties with the Canadian government?

A

No

Unlike First Nations, the Métis do not have any historic treaties.

337
Q

What rights do the Métis consider as inherent?

A

Rights to land and rights to use the land in traditional ways

These rights are viewed as fundamental to their identity as First Peoples.

338
Q

Which organizations represent the Métis in Canada today?

A

Métis Nation of Alberta and Métis Settlements General Council

These organizations play significant roles in advocating for Métis rights.

339
Q

What type of content is presented in the section regarding Métis rights?

A

An annotated timeline of events and legislation affecting Métis rights

The section also includes an interview with a Métis leader.

340
Q

What should one look for while investigating the timeline of Métis rights?

A

Examples of views and perspectives that impacted recognition of Métis rights

Also, ways the Métis have used section 35 in exercising their rights.

341
Q

Fill in the blank: The Métis are one of Canada’s _______ peoples under section 35 of Canada’s constitution.

A

Aboriginal

342
Q

True or False: The Métis have collective rights recognized by historic treaties.

A

False

The Métis do not have historic treaties like First Nations.

343
Q

What time period does the provided timeline cover regarding Métis rights?

A

1870 to 1990

This includes significant events and legislation affecting Métis rights.

344
Q

What was the outcome of the Métis-led Red River Resistance?

A

The Manitoba Act, which established Manitoba as a bilingual province with education rights for Catholics and Protestants, and Métis land rights.

The act specified that the Métis would receive more than 500,000 hectares of land in addition to their established farms along the Red River.

345
Q

What did the Manitoba Act specify regarding Métis land rights?

A

The Métis would receive more than 500,000 hectares of land in addition to their established farms.

The act aimed to ensure that the Métis retained some land rights despite the government’s policies.

346
Q

What was the government’s approach to Métis land rights from 1875 to 1879?

A

The government issued scrip to the Métis instead of establishing Métis lands in Manitoba.

In some cases, it offered the Métis a choice: to accept scrip or to become ‘Treaty Indians’ under a Numbered Treaty.

347
Q

True or False: The Métis were considered to have the same land rights as First Nations.

A

False.

The government viewed the Métis as not having the same rights to land as First Nations and did not require reserves for them.

348
Q

Who was Louis Riel and what was his role in the Red River Settlement?

A

Louis Riel was the president of the provisional government established by the Métis at the Red River Settlement.

He championed the cause of both Métis and Francophone rights in what became western Canada.

349
Q

What did the creation of the provisional government by the Métis signify?

A

It reflected the perspective of Francophones and the Métis that negotiations with Canada’s government were necessary for their entry into Canada.

Until the Red River Resistance, Canada’s government believed negotiations were not necessary.

350
Q

Fill in the blank: Scrip in Métis history was a document that could be _______.

A

exchanged for land.

Scrip was offered to the Métis during the negotiation of the Numbered Treaties.

351
Q

What challenges did the Métis face when trying to use scrip?

A

They found it difficult to establish a large tract of land where they could live together.

Many Métis sold their scrip and left Manitoba for Saskatchewan and Alberta.

352
Q

What happened to many Métis after they sold their scrip?

A

They moved west into what would become Saskatchewan and Alberta.

This migration was largely due to the difficulties in using scrip to establish land.

353
Q

What was the primary goal of the Northwest Resistance?

A

To protect Métis lands in what is today Saskatchewan

The resistance arose as the railway and settlers moved into western Canada.

354
Q

Who led the Northwest Resistance?

A

Louis Riel

355
Q

How did the Métis view the Northwest Resistance?

A

As a way to assert their rights, similar to the Red River Resistance

356
Q

What was the Canadian government’s interpretation of the Northwest Resistance?

A

An attempt to overthrow Canada’s authority

357
Q

What triggered the military conflict in the Northwest Resistance?

A

The Métis’ petitions to Canada’s government about their land rights went unanswered

358
Q

What was the outcome for Louis Riel after the Northwest Resistance?

A

He was tried and hung for treason in Regina on November 16, 1885

359
Q

What was the general reaction of Anglophones to Riel’s execution?

A

They agreed with the sentence

360
Q

How did Francophones view Riel’s execution?

A

They opposed it and saw it as a betrayal of the Francophone-Anglophone agreement

361
Q

How is Louis Riel viewed today by many Canadians?

A

As a ‘Father of Confederation’ who upheld the rights of Aboriginal peoples and Francophones

362
Q

Where did most of the fighting in the Northwest Resistance occur?

A

Batoche

363
Q

What do the graves at Batoche represent?

A

The values and attitudes of those who died for their positions on Métis rights

364
Q

Where did Métis settlers establish farms in Alberta?

A

St. Paul des Métis

365
Q

Who provided the land for Métis settlers at St. Paul des Métis?

A

The Catholic Church

366
Q

Did the Métis have title to the land at St. Paul des Métis?

A

No, they had to leave when the settlement was closed

367
Q

What year was the Métis Population Betterment Act passed?

A

1938

368
Q

What did the Métis Population Betterment Act establish?

A

Twelve temporary Métis settlements

369
Q

What was significant about the Métis Population Betterment Act in Canadian history?

A

First time a government provided the Métis with land

370
Q

What happened to the temporary Métis settlements between 1940 and 1960?

A

They did not give the Métis control of the land and some were closed

371
Q

What occurred to the land of the four unsuitable Métis settlements?

A

The land went back to the government of Alberta

372
Q

Who founded L’Association des Métis de l’Alberta in 1932?

A

James Brady, Malcolm Norris, Felix Calihoo, Peter Tomkins, Joseph Dion

373
Q

Why was L’Association des Métis de l’Alberta founded?

A

To improve the lives of the Métis during the Great Depression

374
Q

What was the role of L’Association des Métis de l’Alberta regarding land?

A

Lobbying for Métis settlements

375
Q

Did all Métis agree on the role of land in their future?

A

No

376
Q

What was James Brady’s perspective on the Métis settlements?

A

He saw them as something temporary

377
Q

Fill in the blank: The temporary Métis settlements did not give the Métis _______.

A

control of the land

378
Q

True or False: The Métis Population Betterment Act was the first legislation in Canada to recognize Métis land rights.

A

True

379
Q

What was the impact of the Great Depression on the Métis people?

A

Many Métis were hit hard by the Depression

380
Q

Who worked to ensure that Canada’s constitution recognized Métis rights?

A

Harry Daniels

Harry Daniels played a critical role in advocating for the recognition of Métis rights during constitutional negotiations.

381
Q

What significant event took place in February 1981 related to Métis rights?

A

Constitutional negotiations

These negotiations involved key figures like Harry Daniels and Peter Ittinuar discussing Métis rights.

382
Q

Who was the president of the Federation of Métis Settlements of Alberta from 1980 to 1984?

A

Elmer Ghostkeeper

Elmer Ghostkeeper was influential in discussions regarding Métis rights in Alberta.

383
Q

What was established in the meeting between Elmer Ghostkeeper and Alberta’s premier Peter Lougheed on November 20, 1981?

A

Wording that established Métis rights in Canada’s constitution

This meeting was pivotal in crafting the language that would recognize Métis rights.

384
Q

What was included in Canada’s constitution when it was patriated in 1982?

A

Section 35 recognizing Métis rights

Section 35 acknowledges the Métis as one of Canada’s Aboriginal peoples with rights.

385
Q

What does Section 35 of the Constitution Act, 1982 state?

A

The existing Aboriginal and Treaty rights of the Aboriginal peoples of Canada are recognized and affirmed

This section includes recognition of Indian, Inuit, and Métis peoples.

386
Q

Fill in the blank: The _______ lobbied for recognition of Métis rights in Canada’s constitution.

A

Métis

The Métis community actively sought constitutional recognition of their rights.

387
Q

How do these events reflect the Métis struggle?

A

They highlight the efforts for collective rights recognition

The events illustrate the determination of the Métis to secure their rights within the framework of Canadian law.

388
Q

How do these events reflect changes in the view of Canada’s government regarding Métis collective rights?

A

They show a shift towards recognizing and affirming Métis rights

The inclusion of Métis rights in the constitution indicates a significant change in governmental policy.

389
Q

What year did Alberta’s government enact legislation granting the Métis settlements?

A

1990

This legislation established a permanent land base for the Métis and their right to manage their own affairs.

390
Q

Name one of the acts included in the legislation for the Métis settlements.

A

Métis Settlements Act

Other acts include the Constitution of Alberta Amendment Act, Métis Settlements Accord Implementation Act, and Métis Settlements Land Protection Act.

391
Q

What rights were established regarding oil and gas resources on settlement lands?

A

The right of the Métis to participate in the development of oil and gas resources

This was part of an agreement with Alberta’s government.

392
Q

How did the creation of permanent settlements for the Métis come about?

A

Through negotiations between the Métis and the government of Alberta

A joint government-Métis committee was formed in 1982, leading to calls for new legislation in 1984.

393
Q

What is the significance of the Métis Settlements General Council (MSGC)?

A

Holds the collective rights of the Métis to the settlement lands

The MSGC is the single largest landholder in Alberta, covering more than 200,000 hectares.

394
Q

Fill in the blank: The area of the Métis settlements is roughly the size of _______.

A

Prince Edward Island (PEI)

This comparison highlights the substantial size of the settlement lands.

395
Q

Who is Susan Cardinal Lamouche?

A

The elected secretary of the Métis Settlements General Council in Alberta

Her role signifies leadership within the Métis community.

396
Q

True or False: The Métis Settlements cover an area larger than 200,000 hectares.

A

False

They cover more than 200,000 hectares.

397
Q

What was the main outcome of the negotiations that began in 1982?

A

New legislation to give the Métis Settlements more autonomy

This culminated in the establishment of a permanent home for the Métis.

398
Q

Define autonomy in the context of the Métis settlements.

A

Authority to make decisions

Autonomy allows the Métis to govern themselves and manage their lands.

399
Q

Who was charged with hunting without a licence in 1993?

A

Steve Powley

Steve Powley is a Métis from Ontario.

400
Q

How long did Steve Powley fight the charge of hunting without a licence?

A

Ten years

401
Q

What was the basis of Steve Powley’s defense against the hunting charge?

A

His rights as an Aboriginal person under Canada’s constitution

402
Q

In what year did the Supreme Court rule that Métis have the right to hunt and fish?

A

2003

403
Q

What does the Supreme Court’s ruling in 2003 recognize about the Métis?

A

Their unique relationship to the land and inherent rights as an Aboriginal people

404
Q

What agreements were struck in 2004 between the Métis Settlements General Council and the Alberta government?

A

Agreements recognizing Métis hunting and fishing rights

405
Q

What rights were ensured by the agreements made in 2004?

A

Métis could hunt and fish for food without needing licences

406
Q

What action did the Alberta government take in 2007 regarding Métis rights?

A

Put rules in place that restricted these rights without agreement from Métis organizations

407
Q

What differing views exist among Albertans regarding Métis harvesting rights?

A
  • Endorse the rights as part of Métis heritage
  • Believe everyone should have the same rights to hunt and fish
408
Q

What critical thinking challenge is posed regarding the Alberta government’s 2007 decision?

A

What view of Métis collective rights does it reflect?

409
Q

What legal action did the Métis in Manitoba take in 2006?

A

Launched a court case seeking compensation for land promised in the Manitoba Act

410
Q

What does the Manítoba Act relate to in terms of land claims?

A

Land the Métis would have claimed

411
Q

Fill in the blank: The Supreme Court’s decision affirmed the rights of the Métis as one of Canada’s _______ peoples.

A

[Aboriginal]

1. Social 9 (13 decks)

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