1 / 17

Current & Historical Issues

Current & Historical Issues. Emilia D’ Cruze, Nicole Sanchez, Ishrat Alam & Naomi Saba. Understood in conceptual broad terms Susceptible to restrictive interpretations of the federal government

forrester-brodie
Download Presentation

Current & Historical Issues

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Current & HistoricalIssues Emilia D’ Cruze, Nicole Sanchez, Ishrat Alam & Naomi Saba

  2. Understood in conceptual broad terms Susceptible to restrictive interpretations of the federal government Governments have claimed that treaty rights are limited to written promises made to Aboriginal groups by the Crown in specific treaties. Aboriginals “yield up” land that was used in the past Treaty Rights

  3. Status Indians Past: Present: Most of the Status Indians are discriminated by the people around them. The children of them are getting bullied. They are stereotyped by many people because people don’t know enough about them, for example – gangs, alcohol, etc. • In the past, all the Status Indians had to follow the First Indian Act which was introduced in 1876 by the government of Canada. They had to leave behind their culture, language, and identify and beliefs. • The children were taken away from their parents and sent to residential schools.

  4. Non-Status Indians Past: Present: Now Indians cannot get a status as an Indian until they register under the Indian Act. The Indian Act defines eligibility for Indian Status (i.e. Registered Indians). The Indian Register is the official record identifying all Status Indians in Canada. • According to the Indian Act, if any Aboriginals went to university, they lost their status as an Indian. • They were forced to change their status from Indians to Non-Status Indians.

  5. Department of Indian Affairs Past Present Supports Aboriginal people (First Nations, Inuit and Métis) and Northerners in their efforts to:improve social well-being and economic prosperity; develop healthier, more sustainable communities; and participate more fully in Canada's political, social and economic development - to the benefit of all Canadians. • It started in 1755 • First two superintendents of Indian Affairs were: • John Stuart • Sir William Johnson • Indian Act of 1867 gave power to the superintendents • Bureaucratic control over Native people in Canada • In the past their goal was to assimilate

  6. RCAP – The Royal Commission on Aboriginal People • Created in 1990 after the Oka crisis • Created as a response to the concerns of Aboriginals • This order (mandate) was to see how the relationship between the Canadian society, government and Aboriginals • Aboriginal perspective on Canadian history and role they should play in society

  7. Residential School • In 1928, a government official predicted Canada would end its "Indian problem" within two generations. Church-run, government-funded residential schools for native children were supposed to prepare them for life in white society. • They were forced to give up their identity and culture, and start a new life as a white person. • Some of the children were abused physically, mentally and sexually.

  8. Aboriginal Gangs • Most Aboriginal gangs start because of the poverty as well as the bad living conditions that the Aboriginal people are faced to deal with.  • The gang involvement includes drug distribution, prostitution and theft. They intimidate people by using violence. The aboriginal youth just want to be loved and to be some where they belong. • They are becoming more sophisticated by being put into prisons and whale their there they are learning tips. •   The key to stopping Aboriginal gang violence is EDUCATION. •   If Aboriginal people were giving proper education as well as more opportunities in the work field, there would be a big decrease in gage activity.   

  9. Suicide in the North and Near North • Five to seven times higher in Aboriginals • Inuit teens – highest suicide rate in the WORLD! • Eleven times higher than national rate • For some teens the cause of suicide has much deeper roots that factors farther from their control. • Suicide for these teens is a way to escape.

  10. The Highway Of Tears • Many women have either gone missing or have been murdered on highway 16 • The highway stretches from Prince Rupert to Prince George  • All the victims were young and most were Aboriginal • Some of them were hitchhiking across the bridge  • Travelers as well as people that live in the community are afraid to go on the highway because of fear for their lives   • Many people have their own thoughts on the exact number of women that have disappeared along highway 16 but many say that its more then 30

  11. Video http://www.youtube.com/watch?v=OYHOZpCKxIE

  12. The End Thank You for watching!

  13. Bibliography • http://www.hc-sc.gc.ca/fniah-spnia/pubs/promotion/_suicide/prev_youth-jeunes/index-eng.php#s111- http://www.hc-sc.gc.ca/fniah-spnia/promotion/suicide/index-eng.php- http://www.thecanadianencyclopedia.com/articles/royal-commission-on-aboriginal-peopleshttp://www.cbc.ca/news/canada/manitoba/story/2010/03/16/mb-native-gangs-manitoba.htmlhttp://www.turtleisland.org/news/abgangs.htm • http://www.ctv.ca/CTVNews/WFive/20090515/wfive_gangs_090516/ • http://www.highwayoftears.ca/ • http://www.bcnorth.ca/magazine/pages/Debi/tears/tears1.htm • http://www.missingpeople.net/highway_of_tears.htm • http://www.ctv.ca/CTVNews/MSNHome/20071012/highway_oftears_071012/ • http://www.youtube.com/watch?v=OYHOZpCKxIE • http://archives.cbc.ca/society/education/topics/692/

More Related