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INDG > test 2 > Flashcards

test 2 Flashcards

1
Q

Peter Jones/Kahkewawuonbay

A
  • travelled to Britain in 1845 to raise funds for Ojibwa schools
  • hoped for schools run by indigenous people that would help them defend their rights
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2
Q

status Indian

A
  • not Canadian citizens
  • status removed if university educated
  • couldn’t vote
  • had certain treaty rights
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3
Q

non-status Indian

A

if Metis took treaty, they would be full status first nations
if took scrip, would lose status completely

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4
Q

1876 Indian Act/impact on women

A
  • aims of integrating Indians into general life and economy of country
  • complicated matters regarding Indian women and their status
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5
Q

cede & surrender treaty clause

A
  • Dene: our laws from the creator do not allow us to cede, release, surrender of extinguish our inherent rights
  • believed land would be shared not ceded
  • government claimed Cree as cede, surrender and release grounds
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6
Q

Duncan Campbell Scott

A
  • deputy superintendent of Indian Affairs
  • “I want to get rid of the Indians problem… our objective is to continue until there’s not a single Indian in Canada that hadn’t been absorbed into the body of politics and there’s no Indian question and no Indian department”
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7
Q

1951 amendments to Indian Act

A
  • no longer illegal for Indians to practice customs and culture
  • now allowed to enter pool halls and gamble
  • allowed to drink in community
  • allowed to appear off reserve in ceremonial dress without Indian Agent permission
  • allowed to organize and hire legal council
  • Indian women now allowed to vote in band councils
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8
Q

Indigenous women activism

A

1981 - Sandra Lovelace of New Brunswick - her activism led the government to let women decide to keep status when marrying non-status

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9
Q

Indian “reserves”

A
  • government had power to take away portions of reserves
  • illegal transfer of Peguis first nation because settlers thought it was a nice place to live and put pressure on the government
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10
Q

PM Pierre Trudeau

A
  • said his government didn’t want to face political difficulties with according citizens plus status while French Canadians were demanding
  • eventually retracted white paper
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11
Q

Peguis First Nation “St. Peter’s removal”

A

East Selkirk - illegal land transfer
- economic boom - community growing fast
- lots of people lived rurally, word of mouth on voting didn’t spread
- paying indigenous people off to vote to leave
- votes were short therefore government decided that they should transfer
- no records kept
- given 2 days to move to uninhabitable locations

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12
Q

indigenous soldiers - WW1

A
  • thousands enlisted hoping to get rights/freedom, see world, earn money
  • first taste of equality
  • first time many Canadians saw Indigenous people
  • nothing changed for Indigenous people when they came back
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13
Q

Indigenous soldiers - WW2

A
  • Canadian soldiers began advocating for and supporting Indigenous soldiers
  • legions began supporting Indigenous families
  • birth of reconciliation
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14
Q

Shingaukonse

A

Fundraised for school in Southern Ontario
- really wanted education for Indigenous children

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15
Q

Indigenous peoples & Canadian Healthcare

A
  • Didn’t have access to traditional foods or natural medicine since they weren’t allowed to leave reserve without permission
  • were promised free healthcare & social services - wasn’t delivered
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16
Q

Hawthorn Report & recommendations

A
  • Harry Hawthorn appointed to investigate social education & economic conditions
    recommendations:
  • FN people shouldn’t be forced to acquire values of majority that they don’t want
  • urged opportunity to study own language
  • encouraged “citizens plus”
17
Q

Hawthorn report revealed:

A
  • Alberta citizens were Citizens minus - Canada’s most disadvantaged
  • education below national average
18
Q

Harold Cardinal

A
  • negotiated with federal government
  • leader of Indian Association of Alberta
  • Challenged white paper - wrote a book
  • led to government no longer ignoring indigenous perspectives
  • law degree from Harvard
19
Q

Compulsory enfranchisement

A
  • power given to superintendent-general to enfranchise those he considered qualified - would receive land title & band money
  • indigenous women lost status when marrying non-status
  • Indian Act replaced traditional leadership - women lost their leadership and economic power
  • government took advantage of gender equality to weaken them
  • strengthened compulsory school attendance
20
Q

Fiduciary relationship

A
  • after 1885 rebellion - parent child relationship
  • continued use of unauthorized lands
  • indigenous people had to have hunting/fishing license or would be arrested
  • treaty rights pushed away
  • tried to abolish Indian status and assimilate
21
Q

Robinson/Huron treaties

A
  • southern Ontario
  • crown got as much land as possible
  • surrender clause

Anishinaabe wanted:
- annuities from mining
- keep hunting/fishing rights - not honored (could be arrested/weapons confiscated)
- reserve parts of land

22
Q

health experiments on Indigenous peoples

A
  • withheld nutrients - malnutrition and suffering
  • kept on starvation-level diets
  • investigators said malnutrition was inherited
  • people were hungry and poor due to collapse of fur trade and little government support
23
Q

white paper

A
  • government recipe for equality
  • status revoked - Indigenous peoples became like all other Canadians
  • didn’t recognize aboriginal rights - treaties would be cancelled
  • national Indian Brotherhood opposed
24
Q

what was the white paper in response to

A

American Indian movement spreading to Canada

25
Q

Bagot Commission

A
  • report from investigation into Indigenous Affairs
  • named after chief commissioner - Charles Bagot
  • described lack of direction in indigenous administration & urged control
26
Q

what did the Bagot Commission recommend

A
  • reserved to be surveyed and boundaries publicly announced
  • timber licensing for reserves
  • indigenous people be taught European land management techniques, provided with livestock, agricultural equipment
27
Q

“medicine chest” treaty clause

A
  • kept at Indian Agent’s house for use under his direction
  • crown was to step in in times of health crisis
  • full medical care was to be provided under treaty - government continues to deny
28
Q

Hayter Reed

A
  • Iron heart
  • saw indigenous starvation as laziness
29
Q

industrial schools

A
  • type of residential school
  • off reserve
  • students enrolled until 18
  • girls learned domestic arts
  • boys learned agriculture, craft and trades
30
Q

tuberculosis and Indian hospitals

A
  • most residential students died of tuberculosis
  • inuit who were sent for treatment got adopted without family knowing

INDG (11 decks)

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