Residential Schools Research Paper

We Were Children, the documentary on residential schools, is a re-enactment of two aboriginal children and their first hand experiences in the residential school system. The kinds of problems this documentary presented include mistreatment faced by the children who attended these schools, corruption and scandal inside the administration of the schools, and the false perception about these schools that resonated amongst Canadian society. These two children talk about the bullying they had to endure from the nuns which show that the children were not seen as equal to a child of non-Aboriginal decent. Furthermore, the types of abuse administration would put these kids through was immensely disturbing considering this was a state run institution.

The year of 1142 marked the formation of the Haudenosaunee; A year when the group of alliances was exempt of all the tangible social, political and economic legacies that historical globalization would later impose on them. Centuries before Europeans arrived, the area now called upper New York State was occupied by five First Nation tribes, the Mohawk, Oneida, Onondaga, Cayuga, Seneca, Prior to the proposal of creating a confederacy, these nations had their own separate territories, and were often at war with each other. After the collective establishment of the confederacy they called the Haudenosaunee, their political alliance and unity were destined to indestructible. The Europeans called them

When European settlers came to Canada they colonized Canada by taking away land, water, rights, spiritual practice, as well as put children into residential school and put an unprecedented amount of children in the child welfare system (Truth and Reconciliation Commission of Canada, 2015). This is a key example of how trauma can be passed down from one generation to the next until someone deals with it. Right now the youth of Attawapiskat are dealing with the intergenerational trauma as well as creating more trauma for generations to come, this creates an ongoing chain of risks that will continue to develop if not helped.

There has long been significant historiographical and popular controversy about the conditions experienced by students in the residential schools. While day schools for First Nations, Metis and Inuit children always far outnumbered residential schools, a new consensus emerged in the early 21st century that the latter schools did significant harm to Aboriginal children who attended them by removing them from their families, depriving them of their ancestral languages, through sterilization, and by exposing many of them to physicalleading to sexual abuse by staff members, and other students, andenfranchising them forcibly.

During the American Colonial period, the primary focus of colonists was to establish their own settlements in order to survive in the new continent. However, many of them believed that it was their responsibility to Christianize and civilize Native Americans. The educational institutions they established became the forerunners of the boarding schools which arose later in the 19th century both in the United States and in Canada (Stout 1). The aim of these schools was to resolve the so called “Indian-Problem” and to assimilate American Indians by separating Native children from their families and teaching them the American or the Canadian way of life (Trafzer, Keller and Sisquoc 14). Children in boarding schools were taught to be ashamed of and to reject their cultural heritage, ancestors and spiritual traditions (Chansonneuve 43). Moreover, boarding schools were usually underfunded, which had a negative impact on numerous aspects of school life and on the health of children (Daniels, 151). Therefore, with their harsh discipline and poor living conditions, boarding schools had damaging effects on Native people’s lives, and they contributed to many of the problems Native Americans have to face the present-day both in the U.S. and in Canada.

Identity is a key component in the makeup of a person, the qualities and beliefs that they possess is the fundamental aspect that differentiates them from other groups of people. Envision if that person’s identity was stripped away from them and they were forced to take on another person’s identity. This process was exactly what the first Nations had to undergo. First Nations have endured all the sad realities that have been thrown on them by the Canadian Government. Since the immigration of Europeans to what is now known as North America, the Native Identity has depleted and close to being successfully assimilated into a Western way of life. By means of beatings, slavery, horrible living standards and sexual exploitations which has caused

In the poem “Treblinka Gas Chamber”, by Phyllis Webb and in the TRC’s “The History”, both texts share a common theme of inhumane treatment towards children within certain cultural and ethnical groups. While the two authors explore distinct historical contexts, both texts are centred on racial segregation with nationalistic motives.

The actual living conditions of most residential schools were not suitable for human beings. In a number of the institutions, the mortality rate from diseases such as small pox or tuberculosis was over 50 percent. (Cbwc.ca, 2016, p. 1) The rapid spread of diseases was promoted by the severe overcrowding in residential schools. (Cbwc.ca, 2016, p. 1) There was poor nutrition with food that was often contaminated, almost no health care and non-existent sanitation that led to high counts of death in residential schools. The dehumanization of students was shown by both the abuse and neglect that was perpetrated by government officials and others running the schools that were badly overcrowded and cheaply built. A medical examiner named P.H. Bryce

This book review will define the important aspects of continued mistreatment, deaths, and alienation of Canada's First peoples in Seven Fallen Feathers by Tanya Talaga. One of the most compelling aspects of Talaga’s book is defined in an investigation of the deaths of indigenous students in the mid-20th century, and more importantly, the continued lack of government response to the deaths of seven indigenous youths in the 21st century. All of these incidents show a systemic problem with government monitoring and investigating these deaths of native peoples living in the Thunder Bay region. The tragedy of these incidents reveal an ongoing problem with racism and government non-compliance with preventing the deaths of neglected youths, which

Residential schools were first being established in the 1940s and the last one was finally closed in 1996. In these residential schools, First Nations people were very badly treated and one who went to those schools would not get a proper education. The students who went to those schools would still be affected by it and effects from them are showing still to this day. Why did the Canadian government create residential schools in the first place? Well, the most obvious reason was to educate First Nations people to educate them in modern Euro-Canadian ways. Another reason and one of the main ones was to remove their Indian status .The other reason was to Christianize aboriginal people. In this essay, you will learn the three main reasons

In Chapter eight of Byron Williston’s Environmental Ethics for Canadians First Nation’s perspectives are explored. The case study titled “Language, Land and the Residential Schools” begins by speaking of a public apology from former Canadian Prime Minister Stephen Harper. He apologizes for the treatment of “Indians” in “Indian Residential Schools”. He highlights the initial agenda of these schools as he says that the “school system [was] to remove and isolate [Aboriginal] children from the influence of their homes, families, traditions and cultures, and to assimilate them[…]” (Williston 244). By doing this, colonial Canadians assumed that aboriginal cultural and spiritual beliefs were invalid in relation to European beliefs (244). The problem with ridding the First Nations Peoples of their languages, as Williston points out is to “deprive them of the sense of place that has defined them for thousands of years” (245). The private schooling system was an attack on First Nations identities, and their identity is rooted in “a respect for nature and its processes” (245).

“Out of depths” represents the heart wrenching real story of the experience of the Isabela Knockwood in the Indian Residential School in Shubenacadie in Nova Scotia. Additionally, it involves her horrifying accounts of whatever she faced in the institutions. Isabela incorporates different accounts from other former individuals in the institution. The abuse that the kids faced is unfathomable. Worst still after going through the story, it is quite hard to understand the reason a group of individuals could have treated kids in such a horrifying and abusive way.

Residential schools have left an unintended catastrophic imprint on the mental health of students and on later generations. This has manifested itself in self-abuse, resulting in high rates of alcoholism, substance abuse, and suicide. In result, the number one cause of death is suicide and self-inflicted injury.

Imagine being ripped apart from family members, culture, tradition, and labelled a savage that needs to be educated. Imagine constantly facing punishment at school for being one’s self. Unfortunately, these events were faced head on for many First Nations people living in Canada in the late 20th century. These First Nations people were the victims of an extensive school system set up by the government to eradicate Aboriginal culture across Canada and to assimilate them into what was considered a mainstream society.

Residential schools were a boarding school that was set up for the purpose of teaching and assimilating aboriginal children in the 1880s. These schools were an important part of Canada’s history because they treated aboriginals as themselves, as aboriginal people, and their culture was inferior to Canadians, although at the time they thought they were doing the aboriginals good. Some would argue that residential schools were a good thing, that they benefited the aboriginal people and that they didn 't do them wrong while others still believe that residential schools did more harm than good to these students lives and wellbeing. Others believe that even though these students were treated poorly, they benefited from this form of education. Overall,