According to Jessica Enoch “While Zitkala was at Carlisle(a missionary school) she perceived that their missionary creed had more to do with self-preservation of white culture than educating Native American students (Zitkala Ša and the Carlisle Indian School).” Zitkala’s The Soft-Hearted Sioux displays the “self-preservation” that is taught to Native Americans instead of giving them a proper education. The boy learns christianity, how to dress “white”, and that the Sioux culture is savage and missionary’s way of teaching is humaine. Zitkala tries to resist by making change. She sent these stories to the east so, they could know what the missionary schools are to the Sioux culture.
Although Pratt's solution seems logical, it lacks morality, because effacing the Indians’ culture will strip them of their identity, family ties, and security.
I would say that “Cultural genocide” is the correct term to use of the treatment of Aboriginals by the Canadian Government. Residential schools had a big part of this. As First nations children went to these residential schools they would never teach anything in the Aboriginal culture. They were mostly focused on instilling the European culture on Aboriginals. Many aboriginals were mentally and physical harmed in these residential schools if they were not trying to conform to this European way of life.
On the other hand, Cynthia J. Van Zandt argues that despite military disputes among the two bodies, trade alliances between the groups continued. Van Zandt further claimed that relational failure stemmed from conflict among various Europeans nations advocating for dominance over the New World. The overarching purpose of the argument is to determine
"Identities" and "Totem" are two similar stories that refer to eachother around racisim, jusgemental, and discrimination. Reading both stories there were three things that came to my mind were racisim, judgmental, and discrimination In "Totem" it refers to people trying to get rid of First Nations people and culture. Trying to find a temporary place for the totem pole is like telling First Nations people that they have to leave and move onto a reserve. Asking for "government assistance," people don 't realize that the government had a huge effect on First Nation 's people and their culture as they were discriminated and taken away from their home and land.
In 1887 Native Americans were seen as uncivilized in the United States and were prevented from acquiring the benefits of American life. So in an attempt to educate and assimilate the Native American children into the American society, boarding schools were established. However, as time went on these Indian Boarding schools became so much about helping the children adapt to the American culture that they were beaten and punished if they showed any signs of their old tribal life. This idea of abolishing the outward and inward signs of tribal life within the Native American children expresses Pratt’s statement “Kill the Indian…save the man.”
Even though colonists desired freedom, they felt that Native Americans had the wrong type of freedom. They thought they were too free and lacked the structure that civilization provided. Because of the multitude of Natives in America they had no choice but to live around them, but the treatment of the Natives between the French and the English were vastly different. The establishment of New France rested on their need of furs rather than agricultural settlements.
In the 1800’s, the European people created Residential schools to assimilate First Nations children or in other words, taking the Indian out of the child. As a result, the era of residential schools left a long lasting impact on the Indigenous culture and identity. Several years after the last residential school closed in 1996, the Canadian government formally acknowledged the First Nations traumatic past involving residential schools through an apology. On behalf of the Canadian government, Stephen Harper apologized to all aboriginal people for their role in residential schools (Government of
The historical setting of Jedda, I assume is within the Assimilation Policy (1951 – 196) , absorbing Aboriginal people into white society through the method of taking Aboriginal children from their families. The ultimate intent of this policy was the destruction of Aboriginal society, which makes us think, looking back at the film, I feel as if Sarah McMann did intentionally do this, the act of not allowing Jedda to be with her tribe and giving her a proper European upbringing ultimately enforced the Assimilation policy, in which offered Aboriginal people, as it is shown throughout Jedda, a chance to assimilate and stop being so culturally
The Army fought them at a certain disadvantage,the Army had to learn to become half indian before it could fight the indians on anything like even terms. We seem not so much to have coveted the lands in the trails than for the soil. The Indians themselves had lived there all their lives,had conquered their environment and were happy in it. They made a bitter fight,which they can’t be blamed for. The Indians was protecting what had been theirs for a long time.
(Lake,Robert. An Indian Father’s Plea. Pg.78 paragraph 4.) This quote from the book would help people understand why people view others and the world differently because wind-wolf grew up with a tribe so
The goals of the Indian Boarding schools are to assimilate Native American tribes to the American way of living (AIRC 1). In order to delay the learning of their native language. In school, students are prohibited to speak their language. Religious teaching is also a goal of the boarding schools. The students are taught the standards of Christianity.
Tituba is the very expression of forced eradication of Native Americans’ culture, she was succumbed to exploitation and even traveled across the sea to a remote and cold regions like New England to become acquainted of the misfortune of being treated like a witch in that excruciating process by which many innocent lives were lost and where history consequently acquires as the process of the witches of Salem. Tituba exposes the rudeness of European to Native Americans, but most importantly the mistreat of people that differed from the ideals of the beliefs. People were not only abused but killed. The superiority perception of Europeans, changed throughout the years, but there is no denying that changes were only made because of convenience. “The colonial empires used native people as guides, trading partners, and allies in wars and for other purposes.”
From the time of first contact to the 1880’s, the relationship between the Natives and settlers was continually changing. During the fur trade, the relationship that developed between the natives and the traders was a one without major issues. But as the fur trade began to decline, the relationship between the Natives and the settlers started to decline as well. A catalyst for this change were the treaties that the Natives signed that sold their portions land to the settlers. These treaties, the Treaty of Traverse de Sioux and Mendota, were supposed to establish the permanent homes of these natives, but this did not happen (Treaty of Mendota, 1851; Treaty of Traverse de Sioux, 1851).
The Indian Act is a part of Canadian legislation that is intended to elucidate how the federal government handles its responsibilities to the Aboriginal population of Canada. The Indian Act was created to civilize, protect and assimilate the Aboriginal people; however, in the past the Canadian government perceived Aboriginal people as wards, and thought that the Native communities and governments were unqualified of running their affairs (Coates, 2008). In the past the Indian Act was also utilized as an instrument to limit rights of the Aboriginal population. It banned Aboriginal people from practicing their cultural practices, denied them the right to vote, controlled who was permitted to travel from reserve settings, and decided where