Unit 2: Research Project

Legacies of Imperialism in Canada

Instructions: The following project will be the summary of all your learning on imperialism, with
a focus on Canada. You may use RELIABLE Internet sources, and Chapter 10 in your textbook
to gather your information.
Record information in your own words!
You may work individually or with ONE other individual. (No groups of three!!!)

o Early Contact between Europeans and First Nations people (p. 162-7)
(4 marks)
o Discuss the early contact between Aboriginal people and European colonizers- European
explorers landed on what is known today as Canada in the late 1400s. Newfoundland was
claimed as Britain's land, and along the St. Lawrence was claimed as the Frenchs. Each
country established small settlements only because of the fishing grounds off the coast, and
the still lingering hope of finding a faster route to Asia. Those who lived in the settlements
created relationships with the Indigenous Peoples already living there, and the two groups
mostly benefited from each other through the means of trade.
Early fur trade & HBC- (more specific goods traded) relationships were being made
between the Indigenous peoples and the European settlers. The Europeans soon
discovered that the land was rich with valuable animal that could be used to make pelts,
especially the beavers. The fashion of wearing beaver pelt hats in Britain influenced this
need. The First Nations were interested in the new items that they had never seen,
brought by the Europeans, such as metal pots, pans, and knives. This want for what the
other group had led to a exchange of goods between the First Nations and the
Europeans. Later, this developed into a complete trading system, with fur trade forts,
regulations, and monopolies. A fur trade company was established by Britain, and the
King of England created a monopoly for the land surrounding the Hudsons Bay and the
land the rivers drained into. This gave Britain complete control over all trading that went
on in the land their monopoly had control over, and therefore mercantilism became much
easier. All the furs were sent back to Britain through the HBC, while the HBC built and
expanded the fur trade back in Canada.
Hbc had monopoly- exploited all resources in this area.
relationship building-
o Built through the fur trade- the exchange of products that benefit both, the need
to continue this for the benefit of both groups and survival.
o When the Europeans first came, the Aboriginals taught the Europeans the way of
the land, and how to survive the harsh Canadian climate. This created a friendly
and collaborative relationship between the two groups, as no harm was done,
and the Aboriginals welcomed the Europeans, and the Europeans began to
depend on the Aboriginal groups.
o The metis- during the fur trade, the european trappers and fishers found wives
with the first nations women, and had children. Created a bond between
european and first nation. Men trapped, women helped the european men learn
the way of the land and survive. The children were a blend of the two cultures,
religions played a big role.
o Fur trade changed the culture of First Nations groups, became the go betweens,
middle man, more need for goods and materials than before.

clashes and struggles

 o Europeans brought diseases, killed aboriginals. Later, Europeans used this as a
way to purposely kill them, by trading them tainted objects, so blankets infected
with diseases.
o Land- europeans made colonies, sometimes on or near the aboriginal
communities, disputes over land.
o Missionaries- Europeans tried to convert the first nations to catholicism,
ultimately took away their own religion, beliefs, and values. One of the steps of
the beginning of assimilation.
o When europeans started expanding and building their colonies, defended and
basically built fortresses. - territorial disputes between First Nations and
Europeans. Made alliances with Natives against other Native tribes.
o Diseases- Native immune system couldnt protect them against these diseases,
killed hundreds, weakened them as a whole socially.
o New tech- europeans had guns, gun powder, metal, etc.
treaty negotiations-
o Before europeans, all aboriginals made treaties between themselves orally.
Terms were passed down by mouth, opposite of european ways.
o British started negotiated with Aboriginals in 1700s, within their colonies. Did this
to avoid conflicts, keep peace. Made written, but the gov within the colonies
made oral promises to First Nations. Created conflicts and confusion, what was
said orally mattered to Natives, but what was written down mattered to
europeans, and would sometimes be different.

o Case study: The Beothuk: Discuss what happened and what conditions led to the destruction
of the Beothuk people in Newfoundland.
Unfriendly relationship built- Europeans came, stole the drying/fishing sites of the
Beothuk, created a conflict. The Beothuk turned hostile, and tried to get rid of the
europeans by stealing their equipment and goods. Europeans started killing the Beothuk,
who eventually went extinct, from being hunted and from diseases. Beothuk fled from
their homeland, into the mainland of Newfoundland, were hunted there until extinction.
Went extinct because of lack of food, killings, and diseases.
Last beothuk was Shawnadithit- died of tuberculosis.
Low population before contact, less than 1000
European fishers were seasonal- came for the summer, brought their equipment, left, and
left behind a bunch of their stuff. Provided opportunity for introduction to Beothuk, and for
Beothuk to their tools.
Didnt trade with europeans, acquired goods from europeans by collecting what was left
behind by europeans. Mostly metal goods from abandoned Europeans fishing sites.
Year round settlement of Europeans disrupted the peace. Beothuk did not make effort to
make contact, went into isolation. Settlements grew, took away beothuk living grounds
(nomadic group, with seasons).
Settlements popped up, Beothuks driven inland, they lost a lot of hunting ground,
competition for resources such as food was becoming fierce as the resources were
becoming depleted. The Beothuk then lost food etc. had to compete with trappers and
European hunters.
Violence started when Beothuk tried to reclaim what was originally theirs, land/fishing, led
to conflict and the Europeans killing them.
Diseases- especially tuberculosis.
Population was reduced to a small group living along a river system inland. -hunted to
extinction.
o Legacies of Historical Globalization in Canada (p. 170-3) (5 marks)
o What was the Seven Years War? How did it change the landscape of Canada?- global war,
fought between colonial powers, due to imperial friction. France and Britain fought for
 complete power in North America, including Canada. Britain and its allies fought against
france and its allies to destroy france as a commercial rival. By attacking the colonies and
navy, this was achieved. War also spread to other colonies in west Africa, Cuba, the
Philippines, and India.
Troops sent to americas including canada to defend and capture colonies. The British
began attacking the French colonies, mainly in the area surrounding the St. Lawrence.
Areas involved- Acadia, Niagara, lake Champlain, the great lakes.
Aboriginals were forced to pick a side and fight.
French were winning in the beginning, until the British and its American troops defeated
one of the major French armies in Canada.
British navy played a big role in war, attacks on Louisbourg and Quebec.
Eventually, the war ended with the Treaty of Paris 1763, and the French handed Canada
over to Britain. All of Canada was now british territory.
o What were the legacies of Early French Rule?
Seigneurial system- skinny plots of land granted to french settlers that came to france to
settle and create a life. Along the st. lawrence river, all had access to water, distinct
skinny rectangles, farms, houses, churches set up every little while along river. Ran by
seigneurs, who were of noble birth, their job was to find settlers to farm. , hard to protect
so a group of first nations attacked, created conflict, in the end, more first nations were
killed, almost wiping out a first nation- Ouendat.
Developed a sense of independence and resiliency. Catholic church was still prominent,
but not as much as it was back in france.

o What were the legacies of Early British Rule?

Allowed seigneurial system to continue.
Royal Proclamation of 1763- how the new British ran colonies would be governed,
created by King of Britain, offered land grants to former British soldiers. Limited
settlement by putting land reserves for the first nations in the interior of Canada. Only
British could buy land from first nations. Britain reinforced its mercantilist policies.
Proclamation recognized Aboriginal title. Also required the British colonists and governors
to make treaties with the First Nations.
HBC- monopoly, strict control, trade with first nations. British merged the French trading
company (NWC) with HBC to form one major company that controlled trade in Canada,
helped map much of the west.
Started to settle the west- red river colony- conflict with already present Metis group. Led
to unsuccessful uprisings of Metis throughout 1869 to 1885. Red river rebellion and
resistance.
Britain increased immigration to settle west, solution to unemployment caused by
industrialization.
Mercantilism- still kept Canada a colony that could only produce raw materials that were
sent back to Britain.
Shaping the colony- the Quebec Act of 1774, upper and lower Canada, war of 1812,
Canada west and east.
o What were the legacies of mercantilism in Canada?
Could only produce raw materials to be sent back to canada, couldnt actually create any
products. Goods sent back to settlements in canada to be sold, once made in Britain.
Provided a reason and a way for colonies to be created
HBC- created because of mercantilism. Also promoted the expansion and exploration of
the west, created relationships with first nations etc.
English mercantilism wasn't different than french, less rigid.
Wasn't able to develop any industries, meant to benefit britain, created strong ties
Created a network of forts and posts
 o Discuss the Depopulation of Aboriginal peoples in Canada.
Diseases brought by the Europeans killed more Aboriginals than the Europeans did
themselves.
Conflicts and disputes over land caused the Europeans to kill thousands of First Nations,
wars occurred, murders were committed.
Europeans made settlements Native land, displaced the Natives, where they were forced
to move to land that didnt have as valuable resources, or just didn't offer what their
original land did. This lead to a change with their relationship with the land, loss of food
being grown, etc.
Europeans using all the resources- lead to decrease in food and resources used in the
first nations everyday life- houses, clothes, buffalo (plains people survived off of this
animal).
Fur trade- so much competition arose because of this that conflicts were common, which
lead to more first nations deaths, wars, etc. not only between european and first nation,
but between the first nation groups themselves, which created tensions that again led to
fighting and death, wiping each other out.

o Indian Act (p. 177) (5 Marks)

o What was the Indian Act? What was its purpose?
Piece of legislation created by Canadian government, control and dictate the First
Nations lives. Created policies and regulations the various first nations groups had to
follow across canada. Created a federal Department of Indian Affairs, gave them power to
decide who was an Indian and who was not, grant this title. They also took control of the
Indian lands, resources and money. This was created because of the idea that the whites
were better and had to take care of the first nations and bring them into civilization, had
this responsibility.
To control the First Nations, choose what they do, make them more civilized, show them
how to properly live their lives, etc. real purpose- assimilation
o When was it created?
1876, many amendments over the years, still in the process of being reviewed and
changed.
o What were the key points included in the Indian Act?
Reserves
Indian status
Cant wear traditional clothing
Cant have traditional ceremonies
Placed first nations on reserves
Residential schools
Assimilation (end goal, not said)
o How did it impact the Aboriginal people in Canada?
Took away many of their rights as human beings- right to vote, choose what they wear,
cultural ceremonies, decided where they lived (reservations).
Stripped them of their culture, basically told they could not live how they live anymore,
had to become like the white people in order to become a true Indian and be given the
right to vote
Created residential schools- long lasting impacts socially, mentally, and physically. Took
children away.
Indian status- created a label, racial distinction
o The Numbered Treaties (p. 176) (5 Marks)
o Explain what the numbered treaties were and what was their purpose?
Agreements between the Canadian government and various First Nations throughout
Canada.
Created because of the aim to settle the west and more people coming- gov wanted to
use the first nations land for settlers, the aim was to put the First Nations onto smaller
lands called reserves.
Push for settlement of the west was due to american pressure. Canadian gov had to
addresses the issue of first nations land claims.
Assimilation.
o Identify some of the issues that arose out of the treaty negotiations.
arguments/disagreements between gov and First Nations
Miscommunications- first nations thought there agreeing to something, but they were
really agreeing to something different on the government's terms. Oral vs written, also
caused issues. Different interpretations due to this, first nations thought this would be
done orally, but the gov produced written documents, sometimes containing undiscussed
agreements.
Displacement of first nations.
Unclear agreements, promises not kept.
o What did the First Nations people receive in exchange for the land?
Annuities (certain amount of money given to every first nation person, a compensation),
promised and reserved land, the right to hunt and fish on crown land, agricultural
assistance, education for the children (turned into residential schools). Health care,
supplies for farming and items such as blankets.
o Include at least one map of the treaty map that includes all 11 treaties.

o What was the purpose of treaties 1-7?

Acquire the land from First Nations, for settlement, agriculture, and industrial purposes.
Had to give up their land.
Expand into the west, stop American development into the west, created a Canadian
foothold north along the border. Because of these land claims, a national railroad was
possible.
Summary- wanted to own the land, start of cash for land.
o What was the purpose of treaties 8-11?
*no health care
Similar agreements to 1-7
To acquire the valuable natural resources in northern canada, opened up land for
settlement, and connected British Columbia to Canada.
Summary- still wanted the land, but for resources, settlement, and railroad.
 https://web.archive.org/web/20150408123143/http://www.canadiana.ca/citm/specifique/n
umtreatyoverview_e.html mar 7/
http://www.thecanadianencyclopedia.ca/en/article/numbered-treaties/ mar 7/
o Residential Schools (6 Marks)
o When Residential Schools were first established in Canada? When the last school closed?
In the early 1800s. Last school closed 1996
o Why were Residential Schools created? Who ran the schools?
Created to assimilate the children of first nations, so the future generations would already
be accustomed to the white way of life. Promised education to First Nations in numbered
treaties, so they had to follow up. This offered education to kids, but also changed their
culture and religion to christian ways of life. To assimilate them into Canadian society.
Education- agricultural, industry, so light labour, domestic work, and language. Not good
education, often only up to grade 5 level of difficulty.
The priests and nuns ran the schools.
Remove children from influence of parents, elders, and communities to strip them entirely
of their culture.
Root cause- the white/Euro-Canadian culture saw the First Nations culture to be inferior,
savage, and not proper. In order to help them, and their children/future generations, these
schools were created.
o Who attended the schools? Where were the schools located?
The children of Aboriginal descent.
Located all over the country. Excluding New Brunswick, Newfoundland, and P.E.I
o What was the impact did residential schools have on Aboriginal Culture, including language,
traditions, and lifestyle?
Took away their culture, stop the transfer of values and beliefs from one generation to the
next, this new gen could enter Canadian society.
Loss of knowledge, their culture was passed down orally from the elders to the children,
this cycle was broken
Traditional practices and way of life were loss- kids had to dress in uniforms, cut their
hair, taken from their parents, girls and boys kept separate. Could not practice these, or
even speak their own language, punishments.
Health, mentally and physically were affected, which resulted in a very weakened future
generation who didn't have social skills, many mental health issues, and had difficulties
forming families and friends as they never knew what it was like to have that in the
schools. A result of not having a nurturing childhood is poverty.
This new generation feels like they don't fit in, not with the first nations or the canadians,
that in between group, suffer from discrimination. Lead to violence, discrimination, abuse,
drug and alcohol problems. Suicide.
Many children killed, reduced the population.
 o At least 2 images of the schools

o Positive Impacts of Residential schools (3 marks)

o Find at least 3 examples of a positive impact that came out of residential schools. Be specific
with your examples.
In some instances, there was no abuse towards the children, which eliminated many of
the issues, and created more positive experiences in the schools
Were given an education- learned the skills they needed to participate and get a job in
modern society- one of the reasons they were put into the schools, integration.
In some cases- doctors came to visit, gave the kids more medical help than they might
have received at home.
o Negatives Impacts of Residential schools (4 Marks)
o Find at least 4 examples of a negative impact that came out of residential schools. Be specific
with your examples.
Sexual and physical abuse- many children were abused by the priests and nuns who ran
the schools, either as a punishment, or for their own personal purposes.
Loss of language- not allowed to speak their language in the schools, this was how they
passed along their culture, vital part of the first nations.
Religion- attempts to convert to christianity, religion played a huge role in their culture,
part of traditions, etc. Children were not able to learn this from parents or elders.
General culture and traditions- passed on orally, cycle was broken when children were
taken, now have to re learn, and try to save their culture from disappearing.
o What are some of the long term consequences of these?
Low self esteem- lead to suicides, which then leads to a weaker population with lots of
mental health issues, therefore affecting their productivity and ability to participate in
society.
Loss of culture. - assimilation was almost successful, so now their identity has been lost,
but also changed into something new because of the effects of the residential schools.
o Oka Crisis(3)
o Who, Where, When, and Why
The Mohawk First Nations, mayor, police officers, Canadian army,
the Mohawk community of Kanesatake, the municipality of Oka, Quebec.
March 1990 to September 26 1990.
 Land dispute over traditional native burial grounds, the town wanted to built a golf course
on it. Mohawk tribe tried to protect this land by refusing bulldozers and building a
barricade, led to police involvement, then to military, and eventually to fighting and
gunshots.
o What was the outcomes or resolution of the incident?
The Mohawks surrendered after the long standoff, many were arrested
Only one person was killed in the fighting.
The golf course was built and the mohawks were not able to keep their land
A strong message was sent to the rest of canada and the world about the suffering,
mistreatment, unfairness, and injustice of and towards the first nations.
o Royal Commission on Aboriginal peoples (p. 200) (2 marks)
o What was the Royal Commission on Aboriginal people?
A listening to public hearings from first nations and canadians around the country. 178
days of hearings, visited 96 fn communities.
Created a final report of findings- what they heard from fn, all the problems, how these
have affected people's lives. Created a 20 year plan to make changes to improve the
lives of first nations.
o What was the purpose of the Royal Commission on Aboriginal Peoples?
Take a better look at the relationship between federal gov and the First Nations, Metis,
and Inuit
Look at what made a good, fair, and healthy relationship between Aboriginals and non
Aboriginals in Canada.
Created after the Oka Crisis
Fix the relationship and restore justice between the two groups in Canada, and find
solutions to the problems that have arised because of the lack of a healthy relationship
over the years.
o What were the findings of the commissions?
Findings released 1996, five volumes report.
Recommendations such as establishing an order of government for all aboriginals,
included in federal government. Recognition of metis, and what they already have
established such as self gov, hunting and fishing rights.
Additions to Aboriginal land resource base.
General improvements in areas such as education, health, housing, child welfare, etc.
Address social, mental, and community issues.
The pressing need to create a better relationship between aboriginals and non
aboriginals.
Loss of lack of respect for the Aboriginals over history, led to todays circumstances and
had its consequences.
Weak communities
Lack of Aboriginal self government- plans to implement.
Weak economy- need resources (physical, land, education, etc)
*please note, the textbook is outdated for the rest of the information. You will be required to do some
research to find out this information. Some helpful websites have been provided for you.

o The Apology * ( we will be doing some work on this in class) (3 Marks) comment section. On youtube
video . screenshot?
o Read OR watch Stephan Harpers apology.
Watch the Video here: https://www.aadnc-
aandc.gc.ca/eng/1100100015677/1100100015680/
 Read the Statement here: https://www.aadnc-
aandc.gc.ca/eng/1100100015644/1100100015649/
o Summarize the main points of Harpers speech.
Terrible part of canadas history, was the government's fault, and now they are claiming
responsibility
History- why they were established in the first place, cause and results
General suffering of the children
Impact it has on the aboriginal communities and people still today
Why it was wrong- assimilation, taking away rights, getting rid of a culture, doesnt align
now with canadian beliefs and values.
Truth and reconciliation commission- what is is and what its plan to make the residential
school system known to canada.
What was the response of the Aboriginal Leaders.
Acceptance of the apology- relief, achievement of the impossible, release of pain
and memories, happiness,
Unacceptance- not enough, cant change what happened, isnt going to fix the
real problems they are facing now, more needs to be done.
o What is your impression of the apology? In your opinion, is this enough?
I think the apology was very well done, and was needed to be said, whether or not it made a
difference. The words were put out there, and was owned up to. Other governments have not
apologized for similar things, so for ours to formally say this is huge. However, I feel that it was
only the beginning of a long process that is needed to fix this. By no means is it enough, it is only
a gateway to the problems that already exist.
o The Truth and Reconciliation commission (3 marks)
o Use this website: http://www.trc.ca
o Describe why the TRC was created, and what its purpose was.
Created- to educate those in canada, Aboriginal and non Aboriginal, about the IRS
system, how it was run, its effects and impacts, legacies, and what happened in general.
To tell the stories in a culturally appropriate manner, in a safe environment, to the rest of
the world, about experience at the IRS and how this affected them.
Created to build a better relationship between aboriginal and non aboriginal
Healing process, exposure, the truth, closure.

o Include additional information about the Truth and Reconciliation commission.

Has created many reports, all about the IRS, used to educate others.
Documenting the stories of survivors and legacies, keeping the information all in one
place.
Public- can be used by anyone for any purpose, done for education

*Please note: Other countries have had their own truth and reconciliation commissions.
Ensure you are looking up Canadas.
o Idle No More (3 marks)
o use the following website: http://www.idlenomore.ca
o Who was involved? Where? When?
Indigenous peoples
Across canada, on the internet, in cities, rallies, protests.
Started around Dec 10, national day of action, when first nations across canada to create
one of the biggest mass movements, started because of protest about bills to further
weaken the aboriginal resources/land, and independence.
o What was the purpose of Idle No More? Was the purpose achieved?
 To raise awareness about the history of the mistreatment of Indigenous peoples, to
educate others, for these people to tell their stories.
To make a statements about Indigenous beliefs, values, lands, rights, inequalities.
Protect the environment
Yes, stories have been told, awareness raised. Whether or not it has had an impact and
changed things in our country is in question.
o Aboriginal land claims (p. 182) (4 marks)
o Why are the Aboriginal people filing land claims?
Get back the land that was taken from them, or they were displaced from.
In areas where treaties were not signed, BC, Yukon, NTW, Quebec, they aboriginals lost
land even though they signed none of it away.
Governments had failed to keep its promises to first nations, so they were pressed about
it by the First Nations, so First Nations could regain their land.
o What are the two different types of land claims? How are they different?
Comprehensive claims- treaty issues, land has not been dealt with, now modern treaties
are being negotiated.
Specific claims- historical claims, where Canada has to honor its agreements to the
Natives and their past.
Comprehensive are about land, but specific claims are not always related to land.
o The textbook is outdated. What has happened since 2002 to advance aboriginal land claims?
Make traveling, communication, and negotiation easier in general- using technology
Collaboration between the two groups, the gov and the First Nations
Collaboration and agreements made between separate aboriginal groups.
Involvement of the Aboriginal self government
http://www.thecanadianencyclopedia.ca/en/article/comprehensive-land-claims-modern-
treaties/
o Missing, Murdered Indigenous Women Inquiry (5 marks)
National, independent inquiry
Investigate the violence towards Indigenous women and girls, causes, results, history,
social, economic, cultural factors that contribute to this issue.
Goal- make recommendations and implement these to prevent further violence- increase safety,
honour and commemorate the women and girls.
Built upon the approach of respect, public awareness, diversity, traditions, reconciliation, shared
stories and views, causes and solutions to end this violence.
Provide money to increase the amount of culturally-responsive services that provide support for
the survivors and the families, friends, and loved ones of the missing and murdered women. Will
help them find the information they want from services around them.
High rate for missings and murders, just for the female Indigenous population, 16 % of women
murdered in Canada were Indigenous 1980-2012
The native womens association of canada investigated this research before the Inquiry, and
found that 582 indigenous women were missing or murdered in just 2010. Other reports and
investigations on this topic previously done have found high rates of missing and murder cases,
specifically for these women. This created a call, nationwide, for this inquiry to be done.
Announced dec 8 2015 that this inquiry would start, find actions to take to prevent the violence
towards Indigenous women.

o Five articles from the past year regarding First Nations issues in Canada (5 marks)
http://globalnews.ca/news/3286597/breaking-down-barriers-to-first-nation-job-opportunities/ job
http://www.torontosun.com/2016/01/26/federal-government-discriminated-against-first-nations-
children-tribunal discrimiation
 http://www.theglobeandmail.com/news/national/commissions-report-puts-canada-on-brink-of-a-
historic-reckoning/article24825565/ residentail schools
http://www.ctvnews.ca/canada/leaders-meet-over-first-nations-suicide-crisis-in-saskatchewan-
1.3157580 suicide-violence
http://www.huffingtonpost.ca/2016/03/09/canada-first-nations-water_n_9420970.html water on
reserves- living conditions on reserves.

o Bibliography
Works Cited
"About | NCTR." About | NCTR. N.p., 20 Dec. 2015. Web. 15 Mar. 2017.
<http://nctr.ca/about.php>.
B., Gerry. "Point Blankets A.k.a. Hudson Bay Company Blankets." In Praise of
Canadian History. N.p., 15 July 2014. Web. 13 Mar. 2017.
<https://interestingcanadianhistory.wordpress.com/2014/07/15/point-blankets-a-k-a-
hudson-bay-company-blankets/>.
"Beaver Pelts." Magento Commerce. N.p., 01 Mar. 2017. Web. 11 Mar. 2017.
<http://www.glacierwear.com/fur-pelts-hides/beaver-pelts.html>.
"The Beginning of the Hudson's Bay Company in Canada." The Beginning of the Hudson's Bay
Company in Canada. N.p., 14 June 2007. Web. 15 Mar. 2017.
<http://firstpeoplesofcanada.com/fp_furtrade/fp_furtrade3.html>.
"The Beothuk." The Beothuk. N.p., 4 Feb. 2017. Web. 5 Mar. 2017.
<http://www.heritage.nf.ca/articles/aboriginal/beothuk.php>.
Campbell, Robert. "Relics of the Fur Trade #3." Dumpdiggers. N.p., 01 Jan. 1970. Web. 11 Mar.
2017. <http://dumpdiggers.blogspot.ca/2008/01/relics-of-fur-trade-3.html>.
"Canada - Tall Ships in Canadian History." Pinterest. N.p., 09 Jan. 2017. Web. 11 Mar. 2017.
<https://www.pinterest.com/robinb44/canada-tall-ships-in-canadian-history/>.
Chin, Jessica. "UN Calls On Canada To Fix First Nations Water Crisis." The Huffington Post.
The Huffington Post, 09 Mar. 2016. Web. 9 Mar. 2017.
<http://www.huffingtonpost.ca/2016/03/09/canada-first-nations-water_n_9420970.html>.
"Confederation & Treaty-Making in the West." Confederation & Treaty-Making in the West.
N.p., 17 Sept. 2007. Web. 7 Mar. 2017.
<http://firstpeoplesofcanada.com/fp_treaties/fp_treaties_confedandtreatieswest.html>.
Crowe, Keith. "Comprehensive Land Claims: Modern Treaties." The Canadian Encyclopedia.
N.p., 27 Feb. 2016. Web. 15 Mar. 2017.
<http://www.thecanadianencyclopedia.ca/en/article/comprehensive-land-claims-modern-
treaties/>.
Doerr, Audrey D. "Royal Commission on Aboriginal Peoples." The Canadian Encyclopedia.
N.p., 8 Feb. 2006. Web. 15 Mar. 2017.
<http://www.thecanadianencyclopedia.ca/en/article/royal-commission-on-aboriginal-
peoples/>.
Eccles, William John. "Seven Years War." The Canadian Encyclopedia. N.p., n.d. Web. 6 Mar.
2017. <http://www.thecanadianencyclopedia.ca/en/article/seven-years-war/>.
"11 Key Quotes and Facts in the TRC Final Report." Thestar.com. N.p., n.d. Web. 15 Mar. 2017.
<https://www.thestar.com/news/canada/2015/06/02/11-key-quotes-and-facts-in-the-trc-
final-report.html>.
"Federal Government Discriminated against First Nations Children: Tribunal." Toronto Sun.
N.p., 26 Jan. 2016. Web. 14 Mar. 2017. <http://www.torontosun.com/2016/01/26/federal-
government-discriminated-against-first-nations-children-tribunal>.
Filice, Michelle. "Numbered Treaties." The Canadian Encyclopedia. N.p., 2 Aug. 2016. Web. 7
Mar. 2017. <http://www.thecanadianencyclopedia.ca/en/article/numbered-treaties/>.
Gaffney, Blaine. "Breaking down Barriers to First Nation Job Opportunities." Global News. N.p.,
03 Mar. 2017. Web. 14 Mar. 2017. <http://globalnews.ca/news/3286597/breaking-down-
barriers-to-first-nation-job-opportunities/>.
Gardner, Robert, and Wayne Lavold. Exploring Globalization:. Toronto: McGraw-Hill Ryerson, 2007.
Print.
Government of Canada; Indigenous and Northern Affairs Canada. "About the Independent
Inquiry." Government of Canada; Indigenous and Northern Affairs Canada. N.p., 11 Oct.
2016. Web. 9 Mar. 2017. <https://www.aadnc-
aandc.gc.ca/eng/1470140972428/1470141043933>.
Government of Canada; Indigenous and Northern Affairs Canada. "Background on the Inquiry."
Government of Canada; Indigenous and Northern Affairs Canada. N.p., 22 Apr. 2016.
Web. 7 Mar. 2017. <https://www.aadnc-
aandc.gc.ca/eng/1449240606362/1449240634871>.
Government of Canada; Indigenous and Northern Affairs Canada; Communications Branch.
"Indian Residential Schools Statement of Apology - Prime Minister Stephen Harper."
Government of Canada; Indigenous and Northern Affairs Canada; Communications
Branch. N.p., 15 Sept. 2010. Web. 8 Mar. 2017. <https://www.aadnc-
aandc.gc.ca/eng/1100100015677/1100100015680>.
Government of Canada; Indigenous and Northern Affairs Canada; Communications Branch.
"Land Claims." Government of Canada; Indigenous and Northern Affairs Canada;
Communications Branch. N.p., 15 Sept. 2010. Web. 8 Mar. 2017. <https://www.aadnc-
aandc.gc.ca/eng/1100100030285/1100100030289>.
Government of Canada; Indigenous and Northern Affairs Canada; Communications Branch.
"Treaty Research Reports." Government of Canada; Indigenous and Northern Affairs
Canada; Communications Branch. N.p., 29 Aug. 2013. Web. 13 Mar. 2017.
<https://www.aadnc-aandc.gc.ca/eng/1100100028653/1100100028654>.
Government of Canada; Indigenous and Northern Affairs Canada. "First Nations in Canada."
Government of Canada; Indigenous and Northern Affairs Canada. N.p., 21 Oct. 2013.
Web. 6 Mar. 2017. <https://www.aadnc-
aandc.gc.ca/eng/1307460755710/1307460872523>.
Government of Canada; Indigenous and Northern Affairs Canada. "First Nations in Canada."
Government of Canada; Indigenous and Northern Affairs Canada. N.p., 21 Oct. 2013.
Web. 7 Mar. 2017. <https://www.aadnc-
aandc.gc.ca/eng/1307460755710/1307460872523>.
"HBC Coyote Fur Throw Multi Stripe." Caroline Furs. N.p., 19 Feb. 2016. Web. 11 Mar. 2017.
<http://www.carolinefurs.com/home-1/hbc-coyote-fur-throw-multi-stripe>.
"Idle No More." Idle No More. N.p., 18 Nov. 2016. Web. 15 Mar. 2017.
<http://www.idlenomore.ca/>.
Inc., END RACE BASED LAW. "'The Positive Side of Residential Schools'." END RACE
BASED LAW Inc. Canada. N.p., 15 Aug. 2015. Web. 12 Mar. 2017.
<http://endracebasedlaw.net/the-positive-side-of-residential-schools/>.
"The Indian Act of Canada: Origins." The Indian Act of Canada: Origins. N.p., 16 Aug. 2007.
Web. 7 Mar. 2017.
<http://firstpeoplesofcanada.com/fp_treaties/john_fp33_indianact.html>.
"Leaders Meet over First Nations Suicide Crisis in Saskatchewan." CTVNews. N.p., 11 Nov.
2016. Web. 15 Mar. 2017. <http://www.ctvnews.ca/canada/leaders-meet-over-first-nations-
suicide-crisis-in-saskatchewan-1.3157580>.
Marsh, James H. "Mercantilism." The Canadian Encyclopedia. N.p., 8 Feb. 2006. Web. 15 Mar.
2017. <http://www.thecanadianencyclopedia.ca/en/article/mercantilism/>.
Mathieu, Jacques. "New France." The Canadian Encyclopedia. N.p., 5 Sept. 2013. Web. 6 Mar.
2017. <http://www.thecanadianencyclopedia.ca/en/article/new-france/#h3_jump_2>.
"MQUP Makes Available Its Edition of the Final Report of the Truth and Reconciliation
Commission on 15 December 2015." Recent News. N.p., 19 Oct. 2016. Web. 15 Mar. 2017.
<http://www.mqup.ca/blog/mqup-addition-final-report-truth-reconciliation-commission-
15-december-2015/>.
"NativeLand.net." Native-land.net - Our Home on Native Land. N.p., 27 Dec. 2015. Web. 15
Mar. 2017. <http://native-land.ca/net/resources.html>.
" ." | . N.p., 10 Sept. 2011. Web. 13 Mar. 2017.
<http://www.kunstkamera.ru/index/exposition/ekspozicii6/1floor/amerika/amerika/tradicio
nnoe_hozyajstvo/ohota/luk_i_strely/>.
"Numbered Treaty Overview." Canada in the Making - Specific Events & Topics. N.p., 8 Apr.
2007. Web. 7 Mar. 2017.
<https://web.archive.org/web/20150408123143/http://www.canadiana.ca/citm/specifique/n
umtreatyoverview_e.html>.
Pam Browns Adventures. N.p., 11 Aug. 2014. Web. 15 Mar. 2017.
<http://pambrownsadventures.com/?tag=long-point-lighthouse>.
"Posts about First Nations Relations on We Are Canadians." We Are Canadians. N.p., 14 Mar.
2011. Web. 2 Mar. 2017. <https://wearecanadians.wordpress.com/category/canadian-
history/first-nations-relations/>.
"The Quebec Act of 1774." Encyclopdia Britannica. Encyclopdia Britannica, Inc., 07 Apr.
2013. Web. 15 Mar. 2017. <http://kids.britannica.com/comptons/article-198164/Canada>.
Ray, Arthur J. "Hudson's Bay Company." The Canadian Encyclopedia. N.p., 2 Apr. 2009. Web.
11 Mar. 2017. <http://www.thecanadianencyclopedia.ca/en/article/hudsons-bay-
company/>.
"The Residential School System." The Residential School System. N.p., 4 June 2009. Web. 15
Mar. 2017. <http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-
residential-school-system.html>.
Saunders, Doug. "Residential Schools, Reserves and Canada's Crime against Humanity." The
Globe and Mail. The Globe and Mail, 06 June 2015. Web. 8 Mar. 2017.
<http://www.theglobeandmail.com/news/national/commissions-report-puts-canada-on-
brink-of-a-historic-reckoning/article24825565/>.
"Standoff at Oka." CBCnews. CBC/Radio Canada, 25 Nov. 2009. Web. 7 Mar. 2017.
<http://www.cbc.ca/history/EPISCONTENTSE1EP17CH2PA2LE.html>.
Thebodyisnotanapology. "When Sorry Is Not Enough: Political Apologies, Historical Injustice,
and Limits of Apology." The Body Is Not An Apology. N.p., 30 Aug. 2013. Web. 13 Mar.
2017. <http://thebodyisnotanapology.tumblr.com/post/59745502082/when-sorry-is-not-
enough-political-apologies>.
Troian, Martha. "20 Years since Royal Commission on Aboriginal Peoples, Still Waiting for
Change." CBCnews. CBC/Radio Canada, 03 Mar. 2016. Web. 8 Mar. 2017.
<http://www.cbc.ca/news/indigenous/20-year-anniversary-of-rcap-report-1.3469759>.
"Truth and Reconciliation Commission of Canada (TRC)." Truth and Reconciliation
Commission of Canada (TRC). N.p., 19 Dec. 2015. Web. 15 Mar. 2017.
<http://www.trc.ca/websites/trcinstitution/index.php?p=905>.
"Truth and Reconciliation Commission of Canada (TRC)." Truth and Reconciliation
Commission of Canada (TRC). N.p., 20 Dec. 2015. Web. 15 Mar. 2017.
<http://www.trc.ca/>.
"Truth and Reconciliation Commission of Canada (TRC)." Truth and Reconciliation
Commission of Canada (TRC). N.p., 20 Dec. 2015. Web. 15 Mar. 2017.
<http://www.trc.ca/websites/trcinstitution/index.php?p=905>.
Tuck, James A. "Beothuk." The Canadian Encyclopedia. N.p., 7 Feb. 2007. Web. 6 Mar. 2017.
<http://www.thecanadianencyclopedia.ca/en/article/beothuk/>.