Unit Activities.edited (1)

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1 Unit Activities Student’s Name Institution Affiliation Course Number: Course Name Instructor Date

2 Unit Activities Unit 6: Activity 1 1. Identify the 5'w (who, what, where, when, & why) of the Royal Proclamation 1763. King George III presented the Royal Proclamation in 1763 to formally proclaim a British takeover of North America following Britain's victory in the Seven Years War. A document provided instructions for European settlers on Native American lands in what currently constitutes North America ( Slattery, 2015). 2. According to Slattery (2015), how is the Royal Proclamation 1763 connected to the Supreme Court decisions in the Manitoba Metis Federation and Haida cases? Provide evidence. According to Slattery, the Royal Proclamation of 1763 influenced the Supreme Court decisions in Manitoba Metis Federation and Haida cases. The Supreme Court of Canada has shed light on the principle of the honor of the Crown and its connections to Aboriginal treaties and the Royal Proclamation of 1763 through a remarkable set of judgments in Haida Nation to Manitoba Métis Federation ( Slattery, 2015). Combined, these serve as the foundation for the Aboriginal Constitution, modeled after the federal agreement between the provinces. They give the Canadian Constitution some of its oldest and most durable foundations ( Slattery, 2015). 3. Discuss the responsibilities of the Crown to Indigenous Peoples outlined in the Royal Proclamation.

3 The Crown and those working for it must treat Aboriginal peoples with dignity, as stated in the Royal Proclamation. Constitutional law in Canada is based on this fundamental tenet ( Slattery, 2015). This fundamental idea underpins the Canadian constitutional framework and directs the Crown's activities, starting with the first claim of sovereignty. Unit 7: Activity 1 1. Who are the Métis? The Métis are a unique Aboriginal people that has its own culture, dialect, historical events, and approach to life. The kin of those born into relationships between European men and First Nations women make up the Métis People. 2. How has the terminology referring to these people and their membership changed? The terminologies used by the Metis have changed with time. Many people began to use the term mixed to refer to the Metis people. Mixed means that a person is born of parents from two different cultures and races ( Âpihtawikosisân, 2016). The membership of this cultural group has also changed. Some people with no group to fit have become part of the Metis people even though they are from outside. 3. What is the danger inherent in the “Métis-as-mixed” stereotype? And, what should be emphasized instead of “mixed-race/blood”? Discuss. Substituting Metis with mixed is dangerous because it lays the ground for racism. Those who are mixed racially may find it difficult to fit into the group because they are not from that culture

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4 ( Âpihtawikosisân, 2016). Individuals should be categorized as people rather than emphasizing mixed blood as an identity. Unit 8: Activity 4 1. Describe the Scrip and outline who was eligible. The Scrip was an official document that granted ownership of a specific portion of government lands in modern-day Saskatchewan, Manitoba, and Manitoba. These made it possible for the Interior Department to give land without identifying the precise plot of property in question. To be eligible for the Scrip, they had to prove their identity as original Metis people. 2. Discuss how Scrip allows the Federal government to negate its responsibility to Indigenous Peoples. The Scrip exchanged the Indigenous People's right to access land in exchange for money. After this transaction, the Federal government negated its responsibility to ensure that the Metis people could access land. 3. Identify the paternalistic racism evident through the scrip process. Paternalistic racism is evident through the Scrip program. The procedure aids in hiding the systemic racism that has always existed because of the Canadian government's historical interactions with Métis peoples. We permit this racism to persist. It has been discovered that to create a standardized evaluation of the authenticity of Métis affiliation structures, the Office of the Federal Interlocutor for Métis and Non-Status Indians will be reviewing a chosen advance agreement with the Canadian Standards Association without consulting with the leaders of the

5 Métis Nation. In the absence of the Métis peoples' consent, this meddling in the Métis membership institutions is the result of persistent paternalistic racism. Unit 9: Activity 4 1. What was the “Sixties Scoop,” and what was the rationale for its operation? The term "Sixties Scoop" refers to a time in Canadian Aboriginal history when many Aboriginal children were taken from their biological families and transferred to non-Aboriginal settings ( Sinclair, 2020). The main reason for the "Sixties Scoop" operation was to teach the Aboriginal children the new Euro-Canadian and Christian doctrines. 2. What are the parallels between the residential school system and the Sixties Scoop? (Mention the impacts). The goal of both the Sixties Scoop and residential schools was to assimilate indigenous people into a new culture. The two initiatives were born out of the continuous colonization endeavor. It is therefore necessary to comprehend these policies and programs are (re)produced in connection to Britain and other territories, especially settler-colonial governments. 3. Comment on the court battles regarding the Sixties Scoop. Judges' account of Aboriginal children's identity, heritage, and social relationships in court cases is still restricted because lawyers' contentions and judges' rulings frequently use redefined concepts of Indigenous identity to portray only a subset of Aboriginal households as authentic, downplaying the significance of particular children's heritages and familial connections.

6 Unfortunately, colonial violence—both past and present—is rarely taken into account in court proceedings. 4. Why does the child welfare system continue to be an issue for many Aboriginal families in Canada today? For many Aboriginal families in Canada, the child welfare system remains a problem because the authorities fail to acknowledge that structural problems like poverty, substandard housing, and drug use by parents or guardians—many of which are immediate results of colonization and residential schools—are the main causes of concern in First Nations neighborhoods. Unit 10: Activity 1 1. Explain the five w's (who, what, where, when, and why) of the Northwest Resistance. Métis and their First Nations supporters waged a bloody five-month rebellion, known as the Northwest Resistance, against the Canadian government. It was brought on by a growing sense of unease and anxiety among Métis, Indigenous peoples, and European settlers in the fast- developing West ( Boal & Macleod, 2021). Hundreds of individuals died in a series of confrontations and other violent outbursts in 1885, but federal soldiers eventually subdued the insurgents. 2. Outline the new legislation and its consequences for Indigenous Peoples following the 1885 Northwest Resistance.

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7 As a consequence of the Northwest Resistance, Canadian law was permanently enforced in the West, and Plains Indigenous Peoples were subjugated within Canada ( Boal & Macleod, 2021). Louis Riel was found guilty in the aftermath of the Northwest Resistance and hanged. 3. How does Marilyn Dumont express the feelings of the Metis during the Northwest Resistance? Marilyn delves into the intense animosity that aboriginal people harbor for "the whites," a term referring to the settlers who came around 1600 and, subsequently, the Canadian government (Scudeler, 2021). These feelings have a long history and are a result of the physical, social, cultural, and mental enslavement that native peoples have endured to the extent that they have lost hope in the current system.

8 References Adese, J. (2011). "R" is for Metis: Contradictions in Scrip and census in the construction of a colonial Metis identity. TOPIA: Canadian Journal of Cultural Studies , 25 , 203- 212. https://doi.org/10.3138/topia.25.203 Âpihtawikosisân. (2016, May 10). Who are the Metis? âpihtawikosisân. https://apihtawikosisan.com/2016/05/who-are-the-metis/ Boal, B., & Macleod, R. (2021, July 8). Northwest resistance . The Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/north-west-rebellion Scudeler, J. (2021). “We’re Still Here and Métis”: Rewriting the 1885 Resistance in Marilyn Dumont’s The Pemmican Eaters. In J., Adese & Andresen, C (Eds.) A People and a Nation: New Directions in Contemporary Métis Studies, (pp.170-188) Sinclair, R. (2020). Identity lost and found: Lessons from the sixties scoop. Articles , 3 (1), 65- 82. https://doi.org/10.7202/1069527ar Slattery, B. (2015). The Royal Proclamation of 1763 and the Aboriginal constitution. Keeping Promises , 14-32. https://doi.org/10.1515/9780773597549-006

Unit Activities.edited (1)

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