Unit 4 Test Review Flashcards
What was the relationship like between First Nations and Europeans?
First Nations people were crucial in assisting European settlers who had to adapt to cold, hard winters and scarce resources. But their social values clashed. Europeans viewed land ownership as a sign of social status whereas First Nations people saw status as defined by ability land as shared equally.
Fur trade and impacts on First Nations groups
- The demand for felt made from beaver fur was so high that European beavers were nearly extinct in the early 1600s
- Indigenous people traveled to fur trade outposts where they traded their pelts for tools, guns, textiles, and food.
Results of the Seven Years War (on North America)
- Britain gained control and Canada became modelled primarily after British traditions.
- Quebec territory was lost to the British.
Indian Act
The Indian Act of 1876 encouraged assimilation and gave the Department of Indian Affairs strict control over the lives of the First Nations people.
Actions of Indian Act
The Indian Act did the following:
● Defined who was/wasn’t a status Indian – someone who was registered according to the Act and able to receive benefits
● Banned traditional practices (Sun Dance, potlatch) to suppress the culture
● Made it illegal for First Nations to pursue land claims without permission from the
federal government.
Purpose of residential schools
Residential schools were meant to teach First Nations children a European
lifestyle and assimilate them into Canadian culture
Rwanda
In 1994, Rwanda endured a civil war and genocide unseen since WWII. The two main groups of people before colonization were the Hutus (majority) and the Tutsis (minority).
Role of Belgium and Germany
Once colonized, Germany began the process of dividing the two groups so as to create conflict between them. After Germany’s defeat in WWI, Belgium was rewarded Rwanda and maintained the division between tribes, forcing identification cards on the two groups.
Groups involved
- The United Nations (UN) would not intervene in an “internal conflict” despite warnings from Canadian Lieutenant General Romeo Dallaire, the head UN peacekeeper for the mission.
- Peacekeepers were ordered not to interfere and only fire their weapons in self-defence.
- Dallaire was warned not to protect civilians in case it looked like the UN was taking sides.
Apartheid
After WWII, SA passed apartheid laws which segregated the population. The different
classified groups (white, Asian, coloured – mixed ancestry, and blacks) worked and lived in
separate areas.
Nelson Mandela:
- Leader of the African National Congress who was imprisoned for over 20 years
- Nelson Mandela was an icon of modern South Africa
- He won a Nobel Peace Prize
- He was one of the most respected world leaders of the 20th century
- Took after Gandhi and didn’t use violence until he had to
Racial segregation in South Africa
Although blacks outnumbered whites, the government passed a law to ensure whites maintained control. Both violent and non-violent means were used to protest apartheid and protesters were imprisoned. Although segregation was common around the world at the time, apartheid was the specific policy name in South Africa.
Quiet Revolution:
(1960s Quebec)
- A social revolution that moved away from traditional lifestyles and led to a demand for
equality.
What were the results of the Quiet Revolution?
- Quebecois rejected conservative attitudes of the Catholic Church and provincial
government and demanded equality (in pay, education, quality of jobs). - New curriculums were designed and discrimination against Francophones ended.
- Language renewal became key legislation made French the only official language and
prohibited the use of English in schools, court documents, etc. - The separatist movement began with the Parti Quebecois.
Status Indian
someone who was registered according to the Act and able to receive benefits
