Komagata Maru: Canadian Pacific Railway

The purpose of residential schools enforced from 1920 to 1996 under the Indian act was to “kill the Indian in the child” (Hanson, 2006). The system was brought into North American by Europeans and Catholics and was majorly run by nuns. The Europeans believed that aboriginal people needed to become more civilized, influencing them with their culture. This is when Nicholas Flood Davin, who was studying industrial school systems in the United states at the time recommended that Canadian aboriginal children needed to be taught through “aggressive civilization” (Hanson, 2006). Davin believed that to take the Indian out of the child it had to

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

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

Around the mid-19th to early 20th centuries, British Columbia was in a period of economic explosion. Those who were willing to work hard could find many opportunities. At this time, gold was found in British Columbia and Canada became dependent on workers to finish making the transcontinental railway. Many lumbering, coal mining and fishing business were not experiencing enough growth to match the needs of the society. This portrayed Canada as a place of opportunity and settlement for Asians whose homelands were becoming overcrowded. Sadly, the early pioneer years were extremely difficult for Asian immigrants due to the extensive racism and barriers keeping them from full participation of the Canadian

The purpose of Canada 's residential schools was to assimilate First Nation peoples into mainstream Canadian Society, like the Indian Act. The Residential Schools damaged First Nation people because it disconnected the children from their history, language, family, and culture. Residential Schools taught children that their culture wasn 't worth preserving. Some legacies of Residential Schools include alcoholism, poverty, and increased chances of becoming a prostitute or abuser (physical, emotional, sexual, and psychological). Statistics prove that people who have been

Canada is a country built on immigration, mainly British at first, but from all over the world afterwards. Chinese immigration to Canada dates back to the period of the gold rush when they were recruited to mine. In the 1880's, the Chinese population increased after Canada joined the confederation and extra labour was required to build a cross-country railway. Due to the poor economy in China, many Chinese were willing to migrate and work for low wages. The Canadian government seized this opportunity and allowed the companies working on the Canadian Pacific Railway (CPR) to import Chinese immigrants. With a drive for completion a significant number of Chinese were recruited. In order to control this increase in immigration, the

As a nation, Canada is known to the rest of the world for being thoughtful, polite, and generally very accepting of all ethnicities and people. However, the treatment of Canada’s Indigenous population, Japanese Canadians, African American and Indigenous slaves seems to suggest otherwise. Canada's dark past may not be talked about often, but there are three main events that targeted specific ethnic groups which still affect those people today. Residential Schools led to major negative cultural consequences, as well as psychological and sociological effects. Japanese-Canadian Internment Camps were used to strip Japanese Canadians of their rights because of the World War II bombing of Pearl Harbor. And finally, for two centuries slavery was legal in New France, and in Lower Canada under British rule. Human beings were being held captive and were owned by many people, including governors, bishops, military officers, priests, and blacksmiths. All of these terrible consequences can be accredited to Canada’s imperialistic policies.

In his article, Christopher argue the process and influence of the “1885 Chinese Immigration Act” by talking about the history of Chinese migrants in Canada, how did Canada turn its back on those people, how they were treated in Canadian society and the senators who defense for Chinese Canadians. The author Christopher G. Anderson is a researcher who works Canada’s immigrant history, and the entrance of Chinese is a significant event during late 19th century until early 20th century. In this summary, I will talk about how did Canada betray those people and how did they fight back.

Residential schools in the 1970s were mainly created because they wanted to “Kill the indian in the child,” There were over 130 schools located all across the country that were funded by the government and ran by the churches. Residential schools are not like your normal typical school it’s hell that’s the only word to describe it. First Nations, Metis and Inuit children were taken from their homes and put in these schools to assimilate their culture, language and way of life.

During the Great Depression, 10,000 immigrants were deported. In 1931, the government put a complete halt in immigration. The Canadian government also refused to let Jews into Canada. This was especially evident during May 1939. The SS St. Louis tried to land on the east coast of Canada. The ship was denied permission to dock. The St. Louis was carrying over 900 Jewish refugees. The ship was forced to return to Europe. Also, during the Cold War, many immigrants from communist countries were denied entry because the government was afraid the immigrants might promote communism in Canada and brainwash Canadians’ minds. During this period, the government took many actions to prevent the Japanese, Chinese, East Indians and others from entering Canada through a series of restrictions and acts.

The creation of Canada would be considered a feat in a general consensus, yet the public fails to recognize the dark and inhumane acts that built the country. The inclusion of exploitation and abuse of indigenous people are generally excluded or they are limited. In the First World War, indigenous people are heavily involved in the battlefront, supplying the Canadian army with more soldiers. The incredible achievements of these soldiers are often shadowed by the racial discrimination of white soldiers. In this paper, I will examine the moments in which achievements deemed as being “heroic” are described as “acts of savagery”. Joseph Boyden’s Three Day Road illustrates the hidden truth behind the reality of what is generally perceived: the acts of indigenous heroism were known by the soldiers, but they are never formally recognized with fame. This can relate to the events that occurred in the creation of Canada; indigenous people whom volunteered themselves to become soldiers in the First World War are exploited and used many times without gaining anything in return. Colonialism stripped the indigenous people of their identity and replaces them with an “ideal” way of thinking and living. The ignorance of Xavier’s heroic acts in the war and Niska’s identity at home questions the normal conventional notions of heroism that is generally perceived in society.

The komagata maru incident was caused by the Asian Exclusion Act. This act was put in place by canada as a way to keep asian immigrants out of the country. The act made it so that for a ship to dock in canada it would have to make a direct journey from its country of origin to canada, but for the komagata maru this wasn't possible because they did not offer a direct passage to canada. Because of this the passengers were not allowed in to vancouver so they decided to stay docked until they were allowed into canada, the komagata maru was docked for 2 months in vancouver until they were forced to leave. They did not want to go back to hong kong because of their living conditions so they went to calcutta india. When they arrived they were stopped

It involves viewing the past through the social, intellectual, and emotional lenses of the time in order to understand what life was like for those living then. Political cartoons, like the one symbolizing the Alaskan Boundary Dispute of 1903, are primary sources of information that allow us to understand the views on certain situations. This cartoon illustrates the falling out of Canada and the United States- after the British betrayal and America gaining control of Skagway, Canada invested its power in vengeance. In summary, the Alaskan Boundary Dispute of 1903 led to increased independence as a country and although the dispute strengthened many negative feelings towards the US, in the end, Canada actually moved farther away from Britain and closer to the US. It went from a toxic relationship to both countries becoming quite fond of each other, while still being able to distinguish

Residential schools have created a ripple effect causing loss of culture and identity. It has been heartbreaking to discover the stories of

The komagata Maru was a 3000 ton ship that was used to transport coal.The ship was rented by Gurdit Singh Sirhali. Who was a man in is mid 50’s,a importer and contractor in Malaya and Singapore.He lived in a village in Punjab and began to look for a ship in December 1913 after the Panama Maru.Which was a ship in which Indians emigrated to Canada .It took Gurdit singh a couple of months to find the Komagata maru.He searched in Kolkata,Singapore and Hong kong.On his journey of looking for a ship he met Indians who wanted to go to Canada or the united states and had lived for months and even years in British controlled places.Looking for an opportunity to be able to leave. Finally Gurdit Singh found a ship that was not British owned or controlled,but it was British built.The ship had been operated by Germans for 20 years and been recently brought by a small Japanese company for cargo transport.Gurdit singh leased the ship from the Japanese through a German agent in Hong Kong,and installed 533 bunk beds in it.