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Residential School Analysis
Transcript of Residential School Analysis
Native children suffered from poor diet, lack of proper medical attention, malnutrition, disease, racism, physical and mental abuse and from sexual predation among the staff.
Residential School Analysis
Children of Residential school
They were treated very badly and lost the identity they had before they attended the schools. Most often they were physically , sexual, verbally abused and often starved. If they spoke their language they would receive punishment. If the children fought back the priest would physically beat them into the infirmary.
They were taken often by force, from their homes at ages as young as four. They were transported to facilities remote from their families and communities, confine there for a decade or more.
The relationship between children, their parents, their natural community and cultural supports were violated. The experience of being taken away from their care givers would have been traumatic and had a significant impact on the children's development.
Impact on graduates of Residential schools
they were lead to drinking because all the freedom they had . they didn't know who they were(if they are apart of the church or apart of their culture) in this case they didn't know how to raise their kids so in some cases they committed suicide.
Impact on Language
The philosophy of Residential Schools
Residential schools existed to assimilate Aboriginal children into European-Canadian society. They were to educate and convert Aboriginal children, also to integrate them into Canadian society. The schools were used to 'kill the indian inside the children.'
Impact on Family Structure
Many aboriginal people were born into families and communities that had been struggling with the effects of trauma for many years.
Many Aboriginal people were born into families and communities that had been struggling with the effects of trauma for many years.
The elders and healers of the communities, who would have played a vital role in the healing process, were not replaced by the missionaries. They would have provided significant assistance to those who experienced the trauma of the Residential schools that did not have access to these resources.
Aboriginal children were taught to speak English and French as soon as they arrived at the schools. They were to not speak their language, otherwise they would receive punishment, such as being physically abused (slapping, whipping etc.) or have to hold their tongues for half an hour.
"Each generation of returning children had fewer and fewer resources upon which to draw"
(Truth and Reconciliation Commission, 2012)
Canadian Government and their role in the creation of Residential Schools
The Canadian Government created Residential Schools to remove and isolate Aboriginal children from their cultures, beliefs, families etc. and to assimilate them into the dominate Euro-Canadian culture. The Government teamed up with the churches to convert Aboriginals into Christianity. First Nations were forbidden to acknowledge their aboriginal heritage or culture. the government provided a low quality education, only up to grade five then from there it was manual work in agriculture etc.
The teachers taught them basic education (math , English etc). They also taught them that being Indian is a savage way of living and their way of life will no longer exist. These teachers were not nice. If you spoke your language, you were punished or sometimes brutally beaten.
Teachers at Residential Schools