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Negative effects of residential schools
How residential schools have damaged the indigenous community
Effects of the residential school system on Canada's Indigenous peoples
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All people have power, some people are just more powerful than others. Having power is the ability to create change. Examples of power being used wrongly is during the French revolution, and the residential school crisis. During the French revolution, two examples were shown of people abusing their power. King Louie XVI raised taxes so that he could buy things that he and his wife Marie Antoinette wanted, and took away rights from the third estate. In the residential schools crisis, the teachers, priests and nuns had power over the students and abused the students in different ways. Superior people take away the rights from those who are below them, but they end up corrupt.
Having too much power can lead a person to making wrong decisions and going crooked. During the French revolution, the third estate had to work for long hours and got nothing in return, and the food prices were skyrocketing. By doing so, King Louis XVI took away the rights of the third estate, but the third estate was not happy with the King’s decision. King Louis XVI didn’t give any right to
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When residential schools were still around, the priests and nuns took away the kids from their families without their approval by using force. Many of the kids were physically and sexually abused, forced to learn English and adopt Christianity. The first nation children were not allowed to follow their culture, they were owned by the Europeans, and this is what happened to the third estate where they were forced to obey the laws of the corrupt people. Some kids were injured and even killed in the process. These acts show how the priests and nuns “killed the Indian in the child.” Residential schools were eventually shut down in 1996. Taking away the child by force without the families’ permission, killing their culture, and abusing them shows how they took away the rights of the First
In school we are always taught about the lighter parts of Canadian History, but only until recently have Canadian students been taught about the darker parts of our history. Residential Schools were included in these dark parts of Canada’s history. In the 19th century, the Canadian government believed that Residential Schools were responsible for educating and caring for the country’s aboriginal people. The goal of these schools was to teach the aboriginal children about Christianity and Canadian customs, in hopes of them passing these practices on towards their own children and it would eventually be adopted into the aboriginal culture. The Canadian
Contrary to popular belief, power does not give a person everything needed in life. Power gives people an illusion of a perfect, ungrueling life which- news flash!- is probably the total opposite of what power actually bestows upon people. Within The Count of Monte Cristo, Edmond Dantes is mistreated with due to abundance of power Monseuir Villefort has, causing Edmond to later seek power to avenge for the mistreatment caused to him. Almost everyone in the book either loses or gives up their power in the end, thanks to Edmond. Viva la Vida, similarly, depicts the story of Louis XVI possessing immense power and then being deprived of the same power he once thought was going to be in his fist forever.
During the fifteenth to nineteenth century, there were several leaders from different countries, who abused their powers as absolute monarchs. The misuse of their powers led to downfall of their country. An example of an absolute monarch who abused their powers is Louis XIV. He is a very important figure in history because he would make decisions and everyone would be under his power and control. For example, he controlled all the taxations, military power and justice. Furthermore, he did not set a list of defined rules. What this meant was that whatever he wanted to do at the time became the law and he could change it anytime. Louis built the Palace of Versailles which demonstrated the wealth and power of the monarch. The expenses for building the palace ended up with peasants unable to pay the increased tax. The country was enraged, countless suffered from poverty and famine. The proposition of a revolution was spread and Louis divine rights were being stripped away. The inevitable failure of absolute monarchy led to the uprising of the Reign of Terror and Napoleon Bonaparte. After the beheading of the King and Queen, France ...
Residential schools were first established in the 1880's to solve Canada's “Indian Problem”. Settlers in Canada thought of the First Nations people as savages, and the goal of the residential schools was to civilize them and integrate them in to white Canadian society. The first operators of residential schools thought of their forced integration as a benefit to native peoples. One of the overseers of residential schools wrote to the Sisters in charge of St. Joseph's Mission at Williams Lake that “It now remains for ...
“To kill the Indian in the child,” was the prime objective of residential schools (“About the Commission”). With the establishment of residential schools in the 1880s, attending these educational facilities used to be an option (Miller, “Residential Schools”). However, it was not until the government’s time consuming attempts of annihilating the Aboriginal Canadians that, in 1920, residential schools became the new solution to the “Indian problem.” (PMC) From 1920 to 1996, around one hundred fifty thousand Aboriginal Canadians were forcibly removed from their homes to attend residential schools (CBC News). Aboriginal children were isolated from their parents and their communities to rid them of any cultural influence (Miller, “Residential Schools”). Parents who refrained from sending their children to these educational facilities faced the consequence of being arrested (Miller, “Residential Schools”). Upon the Aboriginal children’s arrival into the residential schools, they were stripped of their culture in the government’s attempt to assimilate these children into the predominately white religion, Christianity, and to transition them into the moderating society (Miller, “Residential Schools”). With the closing of residential schools in 1996, these educational facilities left Aboriginal Canadians with lasting negative intergenerational impacts (Miller, “Residential Schools”). The Aboriginals lost their identity, are affected economically, and suffer socially from their experiences.
The Canadian and American governments designed a residential school system to assimilate Indigenous children into Western society by stripping them of their language, cultural practices as well as their traditions. By breaking these children’s ties to their families and communities, as well as forcing them to assimilate into Western society; residential schools were a root cause of many social problems, which even persist within Aboriginal communities today.
French Pre-Revolutionary Government The ancien regime was an expression used to describe the system of government, laws and institutions which preceded the French Revolution of 1789. The system relied heavily on the 'seigneurial system', based largely on the medieval feudal system by which the monarch had absolute power, most of the clergy (first estate) and the nobility (second estate) were very wealthy, and the peasants (third estate) were oppressed by heavy taxation and made to work as virtual slaves for their landlords. It was this system which was an important contributing factor to the resentment which developed between the poor, who made up three quarters of France's population at the time, and the nobles, and eventually led to the uprising of the lower classes and revolution in 1789. The ancient regime was an outdated system which ignored the demands of social and economic progress in favour of keeping the third estate in check and attempting to ensure that France was a dominant power in Europe. In most European countries the system of feudalism had died out in the Middle Ages.
The creation of the Residential Schools is now looked upon to be a regretful part of Canada’s past. The objective: to assimilate and to isolate First Nations and Aboriginal children so that they could be educated and integrated into Canadian society. However, under the image of morality, present day society views this assimilation as a deliberate form of cultural genocide. From the first school built in 1830 to the last one closed in 1996, Residential Schools were mandatory for First Nations or Aboriginal children and it was illegal for such children to attend any other educational institution. If there was any disobedience on the part of the parents, there would be monetary fines or in the worst case scenario, trouble with Indian Affairs.
The French Revolution evokes many different emotions and controversial issues in that some believe it was worth the cost and some don't. There is no doubt that the French Revolution did have major significance in history. Not only did the French gain their independence, but an industrial revolution also took place. One of the main issues of the Revolution was it's human costs. Two writers, the first, Peter Kropotkin who was a Russian prince, and the other Simon Schama, a history professor, both had very opposing views on whether the wars fought by France during the Revolution were worth it's human costs. Krapotkin believed that the French Revolution was the main turning point for not only France but for most other countries as well. On the other hand, Schama viewed the French Revolution as unproductive and excessively violent.
Justice has began to commence for many of Canada’s Indigenous people now that considerably one of our Nation’s darkest secrets has been spilled. The Residential School system was a collection of 132 church-run, government-funded boarding schools that was legally required for all Indigenous Canadian children. Canadian Residential Schools ran up until 1996 and, for decades, the secrets from within the walls of the institutions have been hidden. But now, the truth has finally come to light.
The statement, “Power corrupts, absolute power corrupts absolutely”, simply means that the more power one has – the more control one has over people – then the more corrupt it is possible for that person to become. This statement is certainly correct if the person with the power has certain proclivities towards corruption. There are many examples in the book, “Animal Farm”, by George Orwell, of power corrupting those in charge because they had these tendencies. In the story, the most powerful animals are the two pigs, Napoleon and, to a lesser degree, Snowball. During the course of the story these pigs used their power to get more power, and in the process their inclinations towards corruption triumphed. When Old Major, the boar who came up with the idea of all animals uniting against humans, died, Napoleon and Snowball saw an opportunity where they could take control and took it. Napoleon used force to get rid of Snowball and take all the power for himself, and he used fear to keep the other animals from revolting. He used scapegoats so that he could not be blamed for anything that went wrong, and propaganda to brainwash the animals into loyal slaves. Napoleon changed and broke the commandments of Animal Farm to benefit himself, and he lacked empathy for all those who worked hard for him, executing those that might cause him trouble.
Throughout history, there have been many rulers who have used power to their advantage and taken from their people, instead of spreading power throughout their country. Power is one force that has the ability to distort people’s minds and cause them to do unspeakable things.
Power is apparent in every society all across the world whether it be the teacher in your classroom or the head of your country. Many political figureheads abuse their power by through their authority and social status. A fictional example of an abuser with high political authority would be King Creon from “Antigone”, a play written by Sophocles. A modern example would be the dictator Kim Jong Un of the Democratic People’s Republic of Korea.
Power is a person’s capacity to influence and control. In Shakespeare’s time and in the modern world, power is something that is sought by many people. When used for good, power can inspire change, help society and unify a nation. However, in William Shakespeare’s play King Lear, it is a force strong enough to turn family against each other, and drive people mad. Goneril and Regan are corrupted by the power their father gives them. Edmund is corrupted by the power of his new position, Earl, and King Lear is blinded by his belief that he is the all-powerful King. The greed for power, plays an extensive role in the play because it corrupts most of the villainous characters and ultimately leads them to their demise.
The French Revolution, which occurred from 1789 to 1799, was a time where the monarchy was overthrown, a republic was formed, and limits were put on the church. The French Revolution ended with the rule of Napoleon Bonaparte in 1799. The French Revolution created France’s legislative assembly, which is still in place today. Many would argue that the Enlightment was a cause of the French Revolution, but the Enlightment was not one of the main drivers for the Revolution. The bad living conditions, France’s monarchy, and the involvement in the American Revolution and other wars caused the French Revolution.