Explain how Colonization has Impacted Indigenous Peoples:

Step 1. Discuss the Reasons for Negotiating and the Promises Involved in the Numbered Treaties

To close the education gaps,we will examine the understanding of treaty education in Saskatchewan. Indigenous knowledge should be shared and infused within the province's education systems. This infusion will assist in the breakdown and elimination of Indigenous stereotypes.

Through this learning step, you will gain knowledge of treaties signed in Canada, the reasons for negotiating the treaties, and the promises made through treaties.

From the First Nations perspective, the treaties are sacred and spiritual agreements that cannot be broken. First Nations entered into the treaties as a way to share the land, have peace, and continue their way of life, which meant governing their own people according their own laws. The treaties include promises and plans for an economic future for First Nations.

To understand why treaties were negotiated and what was promised, read this article calledTreaties and the Law: Information Backgrounderfrom the Saskatchewan Office of the Treaty Commissioner.

Step 2. Discuss What is Meant by the "Spirit and Intent" of the Numbered Treaties This step will present knowledge of Indigenous perspective of the treaty signing. Treaties are a nation-to-nation agreement. The British interpretation of the Saskatchewan treaties is an incomplete interpretation.

Treaty education in the modern world involves understanding thenation-to-nation agreement, knowing and understanding the importance of the treaties, and offering depth and understanding of the spiritual significance of the treaties.

3. First Nations Perspective of the Treaties

Understanding the First Nation's interpretation of the treaties is important for the process of reconciliation. Aaron Tootoosis, Indigenous Student Centre Coordinator at Saskatchewan Polytechnic's Regina Campus, explains the First Nations perspective of the treaties. Spirit and intent is a phrase used to understand the First Nation's viewpoint.

Discuss the Causes and Aftermaths of the Resistance at Red River and Batoche

1. 1869-1870 marked a time of formation of provisional government by Louis Riel, in response to two issues in what is now the province of Manitoba: sale of Rupert's land and execution of Thomas Scott. The Hudson's Bay Company agreed to sell Rupert's Land for western expansion. First Nation and Metis peoples were not involved in the negotiation process. Surveyors appeared at the Red River settlement to divide the river lots for settlers, and this is where the conflict began.
2. Led by Riel, surveyors were run off the land. The Metis people took control of Red River at Fort Garry. This delayed the transfer of Rupert's Land. The provisional government had a bill of rights, which included protecting the French language, and ordering full representation with the Canadian government at the time.
3. Thisled to the rebellion against the provisional government; Riel's government captured Thomas Scott. While in custody, Scott threatened the life of Louis Riel. The provisional government found him guilty of contempt of the provisional government, and he was executed in 1870.
4. Forming Manitoba, and introduction of Manitoba Act in 1870, bringing MB into Confederation, McDonald sent 1,200 troops to find Fort Garry abandoned by the Metisand Riel. 1870-1885 paired with settler anxiety and Indigenous population struggling with the decline of the bison, who were dependent on the government for food. Violation of treaties and concern of land ownership. Submit or starve policy was imposed in 1884; rations were only given to those who submitted to the government. Metis were lobbying for rights to their land. Two separate movements began, the Cree, Assiniboine, and Saulteaux at Frog Lake and Fort Battleford, and the Metis. At Fish Creek, the Dumont military won, but Middleton called more troops. At Batoche, the Metis resistance was not successful.
5. Louis Riel was tried and hanged for treason. Chief Big Bear and Poundmaker were locked up; reservations were demilitarized, and through the media, Indigenous people were made out to be villains.
6. Stereotypes and myths led to generations ashamed of their culture.The Louis Riel Memorial Day and flag-raising acknowledges Louis Riel and the resistance movements. The day is a source of Metis pride and resiliency. Our history has been written from the perspective of the colonizer. Metis pride and identity is becoming reclaimed.
7. step 4 Explain the Purpose and Impacts of the Residential Schools on Indigenous Peoples, Including Multi-generational Effects Today

Impacts of Residential Schools and Effects Today

Cultural genocide is defined as "acts and measures undertaken to destroy nations' or ethnic groups' culture through spiritual, national, and cultural destruction.

Residential schools had the goal to assimilateIndigenous peoples. It resulted in cultural genocide. It has left the indigenous people shredded and tossed aside. The damage is still felt today. There is no easy answer or government program that can fix this issue. It is in our hands to break down the barriers. This means stepping outside of our comfort zones. We need to learn about the treaties and try to understand an Indigenous worldview.

1. Starting in the late 1850s, over 150,000 children were legally forced to attend Indian Residential schools in Canada. The schools were part of a wider program of assimilation designed to integrate the Indigenous population into "Canadian society". The two primary objectives were to (1) remove and isolate Indigenous children, based on the assumption that Indigenous culture and spiritual beliefs were unequal, and (2) "kill the Indian in the child."
2. Children could not speak their own languages. Indian agents took them to Residential schools for 10 months of the year and many could not leave throughout the year. Residential schools separated children from their culture, and the love and nurturing of their parents, resulting in lost self-respect and self-identity, physical, emotional and mental abuse, inter-generational trauma, being banned from practicing culture, and traditions and ways of knowing.
3. The ongoing effects of inter-generational trauma include alcohol and drug abuse, cycles of violence and abuse, and lack of parenting. Many children in Residential schools died in the schools, or at home, or died trying to run home and are buried in unmarked graves.
4. Many Indigenous Residential school survivors carry the burden of the heavy sense of loss of identity, and a deep sense of disconnection with community. Today, Indigenous children are eight times more likely to be taken into child welfare as non-Indigenous children. Many have parents and grandparents who were in residential schools and are suffering from the inter-generational trauma and effects.
5. Reconciliation is the restoration of friendly relationships. For Indigenous peoples, this means to remember, and to change policies and practices. Injustices are not forgotten and are not repeated. Words are not enough, as Justice Murray Sinclair states. Changes to policies and programs need to be collaborative.