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Residential Schools Assignment Please follow the highlighted points as directed when completing the assignment. Thank you. · Use APA@conestoga format for every in texted citation include 3 elements. For example, (Author, year, page, or paragraph. #) . · Use APA@conestoga format for the reference page. For example (Author, A. (Year). Title of Article. Title of Journal, volume(issue), # - #. doi OR Retrieval statement including the database name OR Retrieval statement including the full URL). · Use APA@conestoga reference format for content in Unit 5 or any sources linked in Unit 5). For example, (Author, A. (Year). Title of Presentation or Lecture [PowerPoint slides, Presentation slides, or Lecture notes]. Retrieved July 3, 2020, from eConestoga. · Make sure you divide your References page into two sections- Course Resources (such as any content in Unit 5 or any sources linked in Unit 5) and Outside Resources (this would include only the encyclopedia article by Miller). · DO NOT use any other outside sources except those identified in the assignment directions below. Outside Resources (this would include only the encyclopedia article by Miller). Course Resources (such as any content in Unit 5 or any sources linked in Unit 5) Purpose: the purpose of this assignment is to offer you an opportunity to analyse and research an important topic in Canadian history- Residential Schools for Indigenous peoples. You have an opportunity to build on your experience in critical analysis. Finally, you will apply your experience in using the APA@Conestoga format for creating in text citations and a references page. Instructions: · Read J.R. Miller’s article on Residential Schools in the online Canadian Encyclopedia. You can access it here: https://www.thecanadianencyclopedia.ca/en/article/residential-schools · Read and explore the resources in Unit 5, background on indigenous peoples as well as on residential schools, including lecture notes and links to resources. · You will be asked to answer specific questions (see below). Write your assignment in essay format, using carefully edited sentences and paragraphs, following APA@Conestoga format for essays such as using Arial font, size 12, double spacing, headings and sub-headings etc. · Number each question and use headings and subheadings in your essay to identify where you are answering each of the specific questions. · You do not need an overall introductory paragraph or a concluding paragraph. · The body of your essay should be 4-5 double spaced pages. This page count does not include your title page or references page. · Use as many paragraphs as you need to answer each question, keeping in mind the page parameters and the rubric expectations. · You will be marked on thoroughly answering all questions, showing that you made clear links to our course content and conducted appropriate research. Do not rely on long direct quotes directly from our course lecture notes or sources linked in Unit 5 or from the Miller encyclopedia article. Instead, answer the questions in your own words, showing you read and understood the course content and the research you conducted and that you have carefully reflected on the materials. Consider that paraphrasing and sparing use of very short direct quotes can be much more effective than long direct quotes. Remember though that you still need in text citations when you paraphrase. · DO NOT use any sources except those identified in the assignment directions. · DO NOT copy answers from any other source. Your answers must be original and unique to you. · When you mention content from our course, resources linked through our course or from the encyclopedia article, you WILL need APA@Conestoga in text citations. At the end of your assignment you will need a separate References page where you will list once each of the sources you used. Divide your References page into two sections- Course Resources (such as any content in Unit 5 or any sources linked in Unit 5) and Outside Resources (this would include only the encyclopedia article by Miller). See resources under Content- “APA@Conestoga Resources” in the table of contents for how to format your in-text citations and your references entries on your references page. · See the Rubric for the Residential Schools Assignment for more guidelines on how to be successful in this assignment. Residential Schools Assignment Questions: · Using the encyclopedia article by Miller and any resources contained in or linked in Unit 5, explain why residential schools were created, the goals of the government, the churches and indigenous peoples themselves. Briefly explain how the residential school system evolved over time. You WILL need APA@Conestoga in text citations (Author, year, page, or paragraph. #) to resources you used in this answer. · Using the encyclopedia article by Miller and any resources contained in or linked in Unit 5, examine the conditions at residential schools and the impacts on indigenous peoples, including intergenerational impacts. You WILL need APA@Conestoga in text citations (Author, year, page, or paragraph. #) to resources you used in this answer. · Using the encyclopedia article by Miller and any resources contained in or linked in Unit 5, examine recent educational, media and other efforts to address the impacts you identified in answer 2 and analyse the importance of these efforts today and in the future. You WILL need APA@Conestoga in text citations (Author, year, page, or paragraph. #) to resources you used in this answer. Course content/lecture note by Mike Bechthold, ph.D. (2016) Unit 5 Part A: Aboriginal History: Aboriginal Peoples and Canadian Laws and Customs Introduction: Aboriginal Peoples and Canadian Law and Customs The development of customs, laws and administration of Indian Affairs began long before Confederation. For more than a century after contact, Aboriginal peoples and the European newcomers formed economic, political, and military alliances to serve their mutual goals and interests. Prior to 1867, colonial officials began to legislate the role of the Crown and government in the lives of Aboriginal peoples. Although many Aboriginal customs, culture, languages, and identities still exist today, there was a concerted legislative effort to assimilate Aboriginal peoples and make them more “European.” The laws that came to govern their communities were based in western traditions and often gave little regard to Aboriginal traditions. Alliances European colonists and Aboriginal peoples had long traditions of political, diplomatic, economic, and military alliances that developed over the centuries following contact. Both groups adapted practices and protocols from each other in order to facilitate co-existence. Economically, the establishment of trade alliances made expensive European colonial projects commercially successful. With the assistance of Aboriginal hunters in the fur trade, exports of furs to Europe generated huge profits for relatively small expense. As colonies grew and European conflicts spread to North America, both French and British colonial and military leaders began to depend heavily upon their new Aboriginal allies for help in defending their colonies and attacking their enemies. Diplomatic alliances were forged through marriages and the process of treaty-making. Treaties The Royal Proclamation of 1763 was issued by King George III to establish a basis of government administration in the North American territories formally ceded by France to Britain in the Treaty of Paris, 1763, following the Seven Years' War. The Royal Proclamation set aside a large portion of land deemed “Indian Territory” that was to be set aside for the exclusive use of Aboriginal peoples. It also established the constitutional framework for the negotiation of treaties with the Aboriginal inhabitants of large sections of Canada because it declared that only the Crown could enter into land transactions with Aboriginal nations. Much of Canada's land mass is covered by treaties. This treaty-making process began in the early 1700s and has continued to evolve between Aboriginal and non-Aboriginal people since the signing of the Royal Proclamation in 1763. The Indian Act The Indian Act is the principal federal statute dealing with Indian status, local government and the management of reserve land and communal monies. The present Act was passed in 1951, but its provisions are rooted in the Indian Act of 1876 and earlier legislation prior to Confederation. The Act gives the federal government legislative responsibility and authority over Aboriginal peoples and defines who an Indian is. Aboriginal Rights and Land Claims The British North America Act of 1867 and the Indian Act of 1876 gave the federal government jurisdiction and responsibility for Canada’s First Nations. Under federal Indian policy, many Aboriginal communities suffered detrimental cultural, socio-economic and political impacts. Aboriginal rights were defined and granted by authority of the government under the Indian Act. In 1969, Prime Minister Pierre Trudeau devised a plan to phase out Indian status by abolishing the Indian Act. Aboriginal leaders began a new Aboriginal rights movement in response to Trudeau’s plan to abolish the rights enshrined in the Indian Act without responding to Aboriginal concerns about land and treaty claims. Recognition of Aboriginal Rights Aboriginal peoples have fought very hard since 1969 for recognition of their rights. In 2006, the Report of the Royal Commission on Aboriginal Peoples outlined the consequences of historical federal Indian policies and outlined numerous recommendations for moving forward in a way that would respect Aboriginal rights that are enshrined in earlier treaties and the 1982 Canadian Constitution and Charter of Rights and Freedoms. Summary The Canadian government and Aboriginal peoples continue to struggle with a history of legislation and policy designed in Canadian customs and laws and designed to terminate Aboriginal cultural and social distinctiveness in order to assimilate Aboriginal peoples into colonial life and values. These efforts have persistently been resisted and challenged by Aboriginal peoples throughout their history, but because this policy and legislation (the Indian Act) still defines and authorizes many aspects of Indian life, it has had a profound and frequently devastating impact on Aboriginal peoples. Present day land claims, court cases upholding Aboriginal rights and greater consultation with Aboriginal peoples about the policies that affect them are all important steps on the path to reconciliation of a history of colonial policies that negatively impacted Aboriginal families and communities. The following are sources linked in unit 5-part A: Indigenous Foundations Government Policy John F. Leslie, The Indian Act: An Historical Perspective Ken Coates, The Indian Act and the Future of Aboriginal Governance in Canada Read: highlights of the Report of the Royal Commission on Aboriginal Peoples Read: about the Government of Canada’s present day work in Land Claims, “Aboriginal Affairs and Northern Development Canada: Land Claims” Explore the full text of the Indian Act: The Indian Act Further Reading: · SKYSCRAPERS HIDE THE HEAVENS: A HISTORY OF INDIAN-WHITE RELATIONS IN CANADA J.R. Miller, Skyscrapers Hide the Heavens: A History of Indian-White Relations in Canada, 2nd ed. (Toronto: University of Toronto Press, 1991). · LOYAL TILL DEATH: INDIANS AND THE NORTH-WEST REBELLION Blair Stonechild and Bill Waiser, Loyal Till Death: Indians and the North-West Rebellion (Calgary: Fifth House, 1997). · INDIANS IN THE FUR TRADE Arthur Ray, Indians in the Fur Trade (Toronto: University of Toronto Press, 1974). Unit 5 Part B: Aboriginal History: Aboriginal Peoples and Residential