Thanksgiving in Canada
The first official, annual Thanksgiving in Canada was celebrated on 6 November 1879, though Indigenous peoples in Canada have a history of celebrating the fall harvest that predates the arrival of European settlers. Sir Martin Frobisher and his crew are credited as the first Europeans to celebrate a Thanksgiving ceremony in North America, in 1578. They were followed by the inhabitants of New France under Samuel de Champlain in 1606. The celebration featuring the uniquely North American turkey, squash and pumpkin was introduced to Nova Scotia in the 1750s and became common across Canada by the 1870s. In 1957, Thanksgiving was proclaimed an annual event to occur on the second Monday of October. It is an official statutory holiday in all provinces and territories except Prince Edward Island, New Brunswick, and Nova Scotia.
Education of Indigenous Peoples in Canada
Before contact with Europeans, Indigenous peoples educated their youth through traditional means — demonstration, group socialization, participation in cultural and spiritual rituals, skill development and oral teachings. The introduction of European classroom-style education as part of a larger goal of assimilation disrupted traditional methods and resulted in cultural trauma and dislocation. Reformers of Indigenous education policies are attempting to reintegrate traditional teachings and provide more cultural and language-based support to enhance and improve the outcomes of Indigenous children in the education system.
In 2016, 744,855 people identified as First Nations with Indian Status, 44.2 per cent of which lived on reserves. Reserves are governed by the Indian Act, and residence on a reserve is governed by band councils as well as the federal government. Under the Indian Act, reserves that serve as residences are referred to as Indian Bands. Many reserves or bands are now referred to as First Nations. Reserves may serve as spiritual and physical homelands for their people, but they are also tangible representations of colonial governance. As such they are often the focal point of activism relating to land claims, resource management, cultural appropriation, socio-economic conditions, self-governance and cultural self-determination.
The Fenians were a secret society of Irish patriots who had emigrated from Ireland to the United States. Some North American members of this movement were intent on taking Canada by force and exchanging it with Britain for Irish independence. From 1866 to 1871 the Fenians launched a series of small, armed incursions of Canada, each of which was put down by government forces — at the cost of dozens killed and wounded on both sides.
Chanie “Charlie” Wenjack (born 19 January 1954; died 23 October 1966 near Redditt, ON). Chanie Wenjack, an Anishinaabe boy from Ontario, ran away from his residential school near Kenora at age 12, and subsequently died from hunger and exposure to the harsh weather. His death in 1966 sparked national attention and the first inquest into the treatment of Indigenous children in Canadian residential schools.
Commodities in Canada
In commerce, commodities are interchangeable goods or services. Many natural resources in Canada are viewed as commodities. They are a major source of the country’s wealth. Examples of commodities include a barrel of crude oil, an ounce of gold, or a contract to clear snow during the winter. Commodity products often supply the production of other goods or services. Many are widely traded in futures exchanges (see Commodity Trading).
Residential Schools in Canada
Residential schools were government-sponsored religious schools that were established to assimilate Indigenous children into Euro-Canadian culture. Although the first residential facilities were established in New France, the term usually refers to schools established after 1880. Residential schools were created by Christian churches and the Canadian government as an attempt to both educate and convert Indigenous youth and to integrate them into Canadian society. However, the schools disrupted lives and communities, causing long-term problems among Indigenous peoples. Since the last residential school closed in 1996, former students have demanded recognition and restitution, resulting in the Indian Residential Schools Settlement Agreement in 2007 and a formal public apology by Prime Minister Stephen Harper in 2008. In total, an estimated 150,000 First Nation, Inuit, and Métis children attended residential schools.