Indian Act : An Act Of The Land

Congress later passed the Indian Citizenship Act in 1924 which granted citizenship to all Indians. This citizenship decree was the logical political manifestation of the assimilation program, and brought with it the expectation that Indians would be brought in line with other Americans in the areas of civil and criminal law. The Indian Citizenship Act supposedly gave Indians the privilege of voting, the obligation to perform compulsory military duty when called, and to pay taxes on off-reservation revenues. It is estimated that two-thirds of the Indians had acquired citizenship before the passage of the Indian Citizenship Act. Still, some Indian nations did not recognize the Citizenship Act because they did not feel that one sovereign nation

With the passage of the British North American Act in the 1867 and the implementation of the Indian Act in 1876, the “government was required to provide Indigenous youth with an education to integrate them into Canadian society” (Brady 1995). The first residential schools were set up in the 1880s and peaked around the 1920s. After the residential school system was established, children were stripped away from their parents and had no freedom to choose whether they wanted to attend. In these schools heavily controlled by catholic churches, children were forced to pray to whom they had no connection with and forbidden to practice their own culture. The goal was to “convert the children to Christianity and

The Canadian government has great control of where the aboriginals are situated and what resources and services are made available to them. In 1876 the Indian act was created by the Canadian government (Indian Act). “The Indian act is a Canadian federal law that governs and matters pertaining to Indian statuses, bands, and Indian reserves”(Indian Act). A part of the Indian Act made the government give some crown land to the Aboriginals; the

Residential Schools were systems set in place by the Government of Canada and enforced by Christian churches as a way to approach the “issue” of the First Nations. They were used by the government to assimilate the Aboriginal children into European culture. It is significant that Canadians remember this time in history because it's not so far in the past. We see the repercussions to this day. This source shows the perspective of the Government, and supporters of the Government. On the other hand Aboriginal people may disagree, they are still greatly struggling with misfortune due to Residential Schools. The perspective shown in the source should be looked into considering the government's insufficient response to the legacies left behind by Residential Schools. For example we see higher prison rates, more drop outs, and family abuse more than most cultural groups in

Indian Residential Schools has been a major contributing factor towards the mistreatment and decreased standard of living for the First Nations people of Canada. Originally founded in the 1840’s and the last to close in 1996 the goal of Residential Schools was to assimilate First Nations people into Canadian society. The assimilation process consisted of the forced attendance (by Canadian law) for every Native, Metis, and Inuit child to attend the “boarding” schools. Residential Schools were ran by Christian, Catholic, and Anglican churches, the schools were also funded by the Canadian government’s Indian Affairs. Treatment students received while attending the schools was unbearable for the young children. After being taken and

The Indian Act was created under the provisions section 91 of the Constitution Act of 1867 (Moss, 1990). The act was implemented to define who an “Indian” is and the rights that come with the title. These rights pertain to status, bands and reserves for

Secondly, the Act granted the Superintendent General of the Indian Affairs control over the Indians (Hanson, n.p.). This basically allows the Superintendent General to arbitrarily decide who deserves extra benefits and who doesn't, thus intruding with the lives of the aboriginals. The third effect of the Gradual Enfranchisement Act was the restriction of power of the band councils, such as “regulat[ed] alcohol consumption and determin[ing] who would be eligible for band and treaty benefits” (Hanson, n.p.). These two Acts defined relationship between the Canadian government and the aboriginals that hinted a sense of superior control, in which the Canadian government's power over the aboriginals only extended with the Indian Act of 1867. This is due the fact that the Indian Act not only added a few more regulations that controlled the aboriginals, but it also solidified more power to the two Gradual Civilization Act and the Gradual Enfranchisement Act by forcing the enfranchisement of the aboriginals who, for example, served in the Canadian army or gained an University education (Crey, n.p.)

In the past, Canada’s Aboriginal people’s culture was at stake and for it to resolve. The Residential Schools were established to help aboriginal children to not forget about their language and culture in the contemporary society. In 1931, there were about 80 schools in Canada. It was a total of 130 schools in every territory and province. In 1996, Residential schools in Newfoundland, Prince Edward Island and New Brunswick closed all residential schools which led all the Aboriginals, Intuits, and Métis were forced to attend the schools.

Residential School (1931-1996) treated aboriginals unfairly and assumed that aboriginal culture is unable to adapt to a rapidly modernizing society. It was said that native children could be successful if they adapt to Christianity and speaking English or French. Native students were not encouraged to speak their own language

Residential schools were a normal aspect of Aboriginal people’s lives in the 19th and 20th century. The purpose of a residential school was to convert Aboriginal children to Christianity and to assimilate them into Western culture. They were operated through the Canadian government and the church. Aboriginal children were forcibly taken from their parents and put into a school, full-time. They were mistreated which led to problems that still afflict the Aboriginal population of Canada today. Many Aboriginal people want the Canadian government to recognize the inhumane and heinous acts that have been done and want compensation. The imposition of residential schools has greatly impacted the Aboriginal population which resulted in many repercussions

Residential schools in Canada were present for over 100 years and were created by the government to eliminate the Indigenous culture. These schools successfully separated families while creating huge cultural barriers between children and their Native culture (COHA, 2011). These children were forcibly removed from their families and taken to residential schools because Canadians saw Indigenous peoples as “backwards” or “savage” (COHA, 2011). They also believed that they were inferior to Natives and that these schools would help “civilize” aboriginals by replacing their Native traits with Western values (COHA, 2011).

Residential schools first started appearing in the 19th century. They were introduced as a way to mold children into civilized people. Their goal was to eradicate the Indigenous culture and once they were Canadian citizens, they could be a part of society. In the eyes of the Europeans who colonized, they were educating these wild beings. Many of the churches took the responsibility of teaching the children. They would teach the

The Indian Reorganization Act of 1934, also known as the Wheeler Howard Act or the IRA, had a major impact on the everyday lives of Native American Tribes that were scattered across the United states. The Indian Reorganization Act provided the means and tools for tribes to form their own governments and constitutions. The IRA stopped the general allotment act that was put into effect by the Dawes of 1887. The Indian Reorganization Act granted the Secretary of Interior a tremendous amount of power over Native American affairs ranging from land, livestock, employment, government, etc. According to the reorganization plan, after a tribe or nation voted to accept the IRA, it would draw up a constitution and bylaws, submit it to a referendum,

Residential schools first began to appear in Canada in 1831. They were government sponsored religious schools whose purpose was to teach indigenous children about the Euro- Canadian culture. The first residential schools we found in New France what is now modern day Quebec. The idea of residential schools was originally conceived by the Roman Catholic church and the Canadian government whose idea was to educate and convert indigenous youth so they would know how to live in the Canadian society. However the outcome of all residential schools was far from this.

In the late 19th century the Residential School System was devised in early Canada. The system, specifically aimed at assimilating the new generations of Indigenous people was implemented across Canada and had resounding and poignant effects. The introduction of the Residential School System stripped Indigenous people of their children and their beliefs, and forced them to adopt a new faith. The physical torture and brainwashing that the students were forced to endure caused them to lose their roots and therefore creating the collapse of Indigenous cultures. The residential school system were institutions that were funded by the government.