TOPIC:

Analyse how and why the Government of Canada and the Church systematically attempted to assimilate Indigenous Peoples since 1871 (Treaties, Laws, Residential Schools).

Points to remember:

  • Don’t forget to have a proper thesis and blueprint, and organize your arguments.
  • Minimum word count is 800 words.
  • Double-spaced (use the button/function — don’t hit enter at the end of every sentence), and make sure you add in page numbers. Add a cover page, too.
  • Don’t forget the “so what?”  factor / rationale / significance
  • You MUST have a bibliography in Chicago Style with at least 5 sources.
    • You must QUOTE the Indian Act in your essay.
    • Course notes may not be used as part of your bibliography.

Where to Start your Research


  • Other online resources:
    • Primary resources:
      • Sessional Papers, Volume 20, Dominion of Canada, Session 1911-12. Pages 388-91 provide a full report by Indian Agent Thomas Deasy. This is a primary resource discussing residential schools/assimilation. To help you better understand what you are looking for, here is a copy of Mr. Deasy’s letter, offered through FNESC.
      • Points to the Past provides a database of primary resources called Indigenous Peoples of North America (scroll down — it is the 4th option down in the right column). Make sure you use keyword search, and indicate “Canada”. Consider using Topic Finder.
      • What is Reconciliation – Murray Sinclair.  Video that explains why we are discussing reconciliation, what it means and how our thinking was misinformed in the past.  More information on this http://www.trc.ca/
      • Library and Archives Canada: School Files Series – 1879-1953 (RG10).  Includes attendance and discharge records, school establishment, administration files, inspection reports, transportation of students, quarterly returns, nominal rolls, principal’s monthly reports, medical records, training of teachers, and plans of buildings.
        • Microfilm C-8786 (p. 6) provides details on Squamish Residential School (start on p. 31 when in document).
            • Scroll down on this document for direction on locating specific issues at the Squamish and other BC residential schools.
        • Start on page 5 of options for BC residential schools. You will need to read through files to find what you are looking for. See image below for navigation help:

  • Secondary resources:
    • Stolen Lives (from Facing History and Ourselves). Explores the difficult history of residential schools such as their origins and legacies. History, pp. 27-32; Indian Act, pp. 33-38; residential schools, pp. 39-54. Shorter version, pp. 112-118 & 120-126.
    • How Did We Get Here? A concise account of the history of the relationship between Indigenous Peoples and Canada. Pages 7-9 & 19-24 address assimilation, and pages 14-16 address treaties.
    • Stolen Children: Residential School Survivors Speak Out (18 minutes) CBC News: The National.
    • Teaching Truth in the Classroom (from International Center for Transitional Justice). Canadian youth address legacy of residential schools and their impacts (9-minute video).
    • They Came for the Children. Pages 9-16 explore why residential schools were imposed. Start on page 9 with “The Davin Report” (p. 18 in the left margin).

Print resources*: These resources contain both primary and secondary sources. 

* All scanned pages follow Access Canada’s copyright rules for Fair Dealing.

Bibliography resources:

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