INSTRUCTOR’S MANUAL FOR René R. Gadacz Grand Prairie Regional College Aboriginal Peoples in Canada Ninth Edition By James S. Frideres

INSTRUCTOR’S MANUAL FOR René R. Gadacz Grand Prairie Regional College Aboriginal Peoples in Canada Ninth Edition By James S. Frideres

CHAPTER ONE
Colonialism and Aboriginal Peoples
Learning Objectives
After reading the chapter students should be able to:
• Explain the seven stages of the colonization process
• Compare and contrast French-Aboriginal and British-Aboriginal relations prior to
Confederation (1867)
• Understand how Aboriginal and non-Aboriginal relations have changed since 1867
• Explain the Aboriginals’ cultural and economic loss, and the colonizer’s gain
• Describe the structural racism perspective, rooted in the idea of diffusionism
Chapter Outline
Introduction
The Colonization Model
Colonializing Canada’s Aboriginal Peoples
The Historical Context
The Colonization Process
Structural Racism
Consequences of Colonization
Cultural Domination
Confrontations and Conflict
Writing a History
Relations Between Peoples
French-Aboriginal Relations
British-Aboriginal Relations
Post-Confederation Aboriginal-Non-Aboriginal Relations
Diffusionism
Summary
Chapter Overview
Without an understanding of colonialism, and in particular colonization as a process, as the
proper context for discussing relations between indigenous peoples and settler society, much of
the contemporary conflicts and politics between the two would not make sense. A full
appreciation of the impact of colonialism must be gained to understand the marginalization,
deprivations, frustrations, anger, learned helplessness, protests, and sometimes violent reactions
experienced and articulated by a peoples relegated to the peripherals of Euro-Canadian society.
Neither the chapter nor Aboriginal Peoples in Canada can offer a complete treatment of the
colonization of North America, or go into details of the fur trade. What the chapter offers is a
glimpse into the thinking of some of the colonial powers, France in the first instance, followed
by Britain, and the guiding political and economic philosophies of the times. The ideas of
mercantilism, the right to ‘explore, expand, and exploit,’ to proselytize, and notions of ‘empty
land,’ manifest destiny, and diffusionism speak volumes about the arrogance of the colonizing
powers as they expanded across the planet in the 15th and 16th centuries in pursuit of wealth and
riches.
The Canadian legal system, the Constitution, and the Charter of Rights and Freedoms that is part
of it, our political and economic institutions, and even today’s cultural policies all embody these
early philosophies to some degree or another. Of course, structural racism – built-in
discrimination, in other words – is largely invisible to those who benefit the most from these
‘natural, normal, and normative’ arrangements. Any negative impacts must surely be imagined
by the misguided and malcontents!
It is a challenge to get non-Aboriginal readers and students to see how historical events are the
causal agents of today’s actions. With new knowledge – an awareness of the ‘underside’ of
history – should come a sense of collective responsibility. Newly gained knowledge must
include, at minimum, both a critique of the built-in assumptions of European versions of history
and an acceptance of the legitimacy of the Aboriginal view and analysis of Canadian history.
Copyright © 2012 Pearson Canada Inc.
3
Perhaps if we reshaped our Canadian past by portraying a more balanced perspective, ours will
become a better society – less accusing and more compassionate.
Lecture Outlines/Suggestions
1. Instructors could begin by talking about the initial colonization events that took place in the
15th, 16th, and 17th centuries (and beyond). A brief discussion of European (French, Spanish,
Portuguese, English, etc) expansion and the events that precipitated it can provide a context for
why the French (and later the British) were in North America in the first place.
2. The colonization process should be detailed (provided by PowerPoint slides) and both the
historical and contemporary consequences explained. Later discussions of self-determination and
self-government can be presented as the colonization process ‘in reverse.’ For example, land
claims can be seen as a way to get back a geographic area taken by forced-voluntary entry (the
first step in the colonization process). And so on with the other ‘stages’ of colonialization.
3. For the section ‘Writing a History’ it is useful to contrast the histories produced by both
Euro-Canadians and emerging Aboriginal scholars, to reveal the assumptions and world-views of
both respective parties. Though it may be a challenge, students should be encouraged to take a
cultural relativist point of view and be asked to respond to the question: How would Aboriginal
peoples view their own histories? There is emphasis on the plural here, since we are talking
about the many distinct First Nations, Inuit, and the Métis.
4. French- and British-Aboriginal relations were dramatically different. This may be because
they occurred in approximately different centuries, or because of cultural differences. A lecture
suggestion would be to highlight the different approaches taken by both countries as they were
back then, and to evaluate the legacy each left with respect to the how modern Canadian society
emerged – and to demonstrate their respective impact on Aboriginal peoples today.

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