Assignment 4
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School
University of Saskatchewan *
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Course
112
Subject
History
Date
Dec 6, 2023
Type
docx
Pages
6
Uploaded by MateTreeGoldfinch19
1.
W
hy did the Métis form a provisional government in 1869 and what tactics did they use to protect their land rights in Red River?
a.
The Métis formed a provisional government in 1869 in response to Canada’s purchase of Rupert’s Land without consultation with the people who lived there. They aimed to protect their land rights in Red River. The provisional government refused entry to the Canadian Lieutenant Governor and denounced Ottawa for disregarding their land rights. They also halted land surveys intended for incoming settlers in the region
2.
Why did the Métis agree to the Manitoba Act?
a.
Because the Manitoba Act not only created the province of Manitoba, but it also offered religious and language rights for the Metis. Furthermore, it guaranteed 1.4
million acres for the Metis 3.
Why did so few Métis end up with land (even though it was part of Manitoba Act?)
By 1876, there still had been no land grants provided as per the te Manitoba Act’s
provisions. The government then issued “Scrip” which were paper certificates which allowed bearer to exchange for money or land. It is known to have been problematic in terms of fraudulent acquisition that resulted in a very small number
of Métis people actually receiving their land grants. In fact, due to the delays and the difficulties with scrip as well as racial tensions and the possibility of better opportunities elsewhere, a significant number of Métis left Red River and dispersed to other areas
4.
What were the two major concerns of the Métis people in the Northwest prior to 1885? (Southbranch Métis)
Their main concern was that they might lose their land because they hadn't bought
it from HBC, which could make them look like squatters. So, the Métis wanted official recognition of their Aboriginal title. They also had a second concern about
how their property was surveyed. It was a big change for them because they switched to the square township system used by the Americans. The survey arranged their land in a French style, so instead of having a square piece of land, they ended up with a long, narrow shape along the South Saskatchewan River.
5.
Explain at least three key similarities between the resistance of 1869/70 and 1885 and one
major difference.
Key parallels between the resistance movements of 1869/70 and 1885 can be observed: 1.
Land issues: Both instances of resistance were driven by concerns surrounding land. The Métis felt that their land rights were being disregarded and sought acknowledgment and safeguarding of their land holdings during both cases.
2.
Involvement of Louis Riel: Louis Riel played a significant role in both resistance movements. He was a prominent leader and advocate for Métis rights in both the Red River Resistance of 1869/70 and the events of 1885.
3.
Government response: In both cases, the Canadian government took military actions rather than pursuing peaceful negotiations. The government undertook a military campaign in 1885, solidifying its control over the West, similarly to its handling of the Red River Resistance. One notable divergence: A major disparity between the two resistance movements lies in the extent of control exercised by the Canadian government
over the West. In 1869/70, the government was still in the process of establishing control, whereas by 1885, it had full authority over the region. This difference in power dynamics influenced the government's approach, with negotiations being sought in 1869/70 and military action being implemented in 1885.
6.
On what date was Riel executed?
Riel was executed on November 16, 1885 7.
Explain the political/economic impact on the Métis post 1885.
The events in 1885 had significant political and economic implications for the Métis community. With the Canadian government exerting complete control over the West, they opted for military action instead of engaging in negotiations. Although the government issued land grants to the remaining Métis through "Scrip," a flawed implementation process and fraudulent practices resulted in only
a few numbers of Métis acquiring actual land. The defeat at Batoche, the execution of Louis Riel, and the absence of Gabriel Dumont, who was in exile, led to a loss of political influence and weakened the position of the Métis. Many Métis were forced to become squatters, residing on land they did not own, while others sought refuge in the United States or adopted new identities due to fears of racial animosity. Consequently, the period following 1885 was marked by hardship and poverty for the remaining Métis population. 8.
Recall the date of the official Indian Act.
1876
9.
Identify the 6 main components of the Act.
Status Guidelines
: determine who qualifies as “status/legal” Indian
Band Governance
: the sections dealing with Band governance includes guidelines for elections, structure of Chief and Council, and areas of jurisdiction (for Chief and Council)
Education
: these guidelines allowed the government to contract with other parties
for the purposes of delivering educational services to First Nations
Taxes: Taxation guidelines
Use
of
Alcohol
: the prohibition of alcohol on or off reserve
Use and Surrender of
Land
: th
ese sections of the Act deal with land issues such
as terms of surrender, land use and management of resources
10.
Identify the two areas of the Act to undergo the most frequent amendments.
The two areas to undergo the most frequent amendments include land appropriation provisions and “assimilation/civilizing” provisions
.
11.
Define the concept of Enfranchisement and the early basis for eligibility.
To become enfranchised meant that a status Indian would lose his or her status and be recognized as a Canadian citizen with the right to vote and hold property. To be eligible for enfranchisement, a First Nations man or unmarried First Nations woman over the age of twenty-one first had to gain permission from their
Band.
o be considered for Enfranchisement, an individual had to demonstrate to the Indian agent that he or she had attained a certain level of integrity, morality, and sobriety, and was qualified to own land. If the Superintendent-General, on the
advice of the Indian Agent, deemed the person suitable for citizenship, he or she would become enfranchised. Also, any Indian who obtained a degree from a university, had been admitted to practice law in any Canadian province, or been accepted by any Christian denomination to be a minister, was
automatically
eligible for enfranchisement.
12.
Identify specific areas of cultural/religious, economic and political suppression resulting from the Act.
The Indian Act resulted in specific areas of cultural/religious, economic, and political suppression. Cultural and religious suppression included outlawing the Potlatch ceremony in 1884, with severe penalties including imprisonment and confiscation of cultural items. Elements of the Sundance ceremony were banned in 1895. In 1914, it became illegal for any First Nations person to participate "in any show, exhibition, performance, stampede, or pageant in an aboriginal costume" without permission. Economic restrictions were imposed through amendments that prohibited or regulated the sale, exchange, or gifting of produce grown on reserves, requiring permits from Indian Agents for off-reserve sales. Political suppression involved empowering the Minister to depose Chiefs for reasons such as immorality, drunkenness, or corruption, often targeting those resisting government authority or upholding traditional customs. The Act granted
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greater government control over leadership, culture, and traditional governance, diminishing First Nations' autonomy and reinforcing oppressive measures.
13.
Discuss the justification, motivation for, and impact of, the Peasant Farming Policy.
The Peasant Farming Policy, implemented by Hayter Reed, aimed to restrict First Nations farming initiatives. The policy limited the cultivation area to one acre and
prohibited the use of labor-saving machinery. The justification for this policy was based on the idea of social evolution, where E
uro-Canadian society was believed to represent the highest state of human development, and First Nations were considered to still be in a state of savagery. Reed purported, that for their own good, First Nations people should not skip a stage in their development. Settler farmers' complaints about competition from Indians may have influenced the policy. The policy had a negative impact on First Nations farming, although some reserves saw an increase in farming production after its discontinuation. The Department of Indian Affairs continued to constrain First Nations economies through the Permit System. First Nations farmers faced obstacles in accessing loans and capital for expansion. Despite challenges, First Nations farmers demonstrated a desire and relative success in farming.
14.
Discuss the background, implementation, and outcome of Pass System.
The Pass System was implemented as tensions grew in the Northwest during 1885. Superintendent General Dewdney issued a notice advising First Nations to stay on their reserves. Any Indian off-reserve without permission would be arrested. The police were used to enforce the policy. After 1885, First Nations people were routinely arrested and sent back to their reserves if they did not have a pass signed by their Indian Agent. The Pass system was essentially used to prevent political organizing on the part of First Nations and discourage parental visits to boarding schools
15.
Discuss nature of First Nations resistance to oppressive features of legislative and policy enactments (what forms of resistance took place and when/why did resistance to colonial authority sometimes fail also?)
First Nations demonstrated active resistance despite oppressive restrictions imposed by government policies and the Indian Act. For example, in response to the Potlatch prohibitions, First Nations found ways to get around the wording of the Law; in some instances, they were able to practise a “disjointed” potlatch, which was essentially a potlatch that was broken up into different parts and/or locations/dates. Some practices such as the Sundance, also continued “underground” during time periods or in locations where they would not be easily
observed by government officials. Similarly, First Nations challenged the pass system by disregarding or outright defying the requirements for a pass, despite the
threat of ration withholding by Indian agents. They subverted and ignored the system, as documented in official reports of incidents where First Nations refused to leave towns or return to their reserves when ordered to do so. However, the overall impact of resistance was limited due to the nature of restrictions and the enforcement mechanisms in place. Government control backed by legislation, Indian Agents, and police made it challenging for First Nations' resistance to succeed. The justice system, especially after the events of 1885, further augmented coercive measures aimed at bringing Indigenous peoples under government control.
16.
Who were the two key First Nations leaders prosecuted and imprisoned after 1885?
The two key First Nations leaders who were prosecuted and imprisoned after 1885 were Poundmaker and Big Bear.
17.
How would you support the argument that rather than an impartial institution of law and order, for First Nations in the aftermath of 1885, the justice system functioned as a tool of
colonial authority and control?
There are many reasons to argue why the justice system functioned as a tool of colonial authority and control:
1.
Canadian officials were using food rations to sway First Nations into signing treaties, announcing that only those who signed would receive rations.
2.
Some First Nations were forced to take treaty due to starvation, and their requests for reserves were denied, despite treaty promises allowing for such.
3.
Canadian officials were cutting back on food rations, resulting in confrontations and assaults between First Nations and officials when rations were denied.
4.
The government took advantage of the escalating dire conditions to pass Indian Act amendments with greater restrictions and provide military reinforcements.
5.
First Nations leaders Poundmaker and Big Bear were prosecuted and convicted of treason-felony, despite lack of reliable evidence.
6.
The hanging of First Nations men at Fort Battleford was planned as a public spectacle to demonstrate government power over First Nations.
7.
Poundmaker and Big Bear's incarceration in a penitentiary ensured the movement
for treaty revision would not resume.
8.
The justice system failed to provide legal counsel to most defendants and proceedings were held in English, denying fair representation.
9.
Amendments to the Indian Act further restricted First Nations from using band funds for land claims actions and prevented lawyers from pursuing Native legal claims without special licenses, curbing protests and land claims efforts.
These lines support the argument that the justice system, instead of being impartial, functioned as a tool of colonial authority and control over First Nations in the aftermath of 1885. The government's actions, such as broken treaty promises, coercion, denial of
land, unequal treatment, and suppression of treaty revision and land claims, reflect a systemic pattern of marginalization and oppression towards the First Nations peoples.
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