Colonization and Genocide in North and South America

This document discusses the colonization and genocide in North and South America. It covers topics such as the wiping of population, ethnocide, and the impact of colonialism on the natives.

SOCIOLOGY

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Answers
Answer to Question 1.
Christopher Columbus, the sailor and his companions were the colonizers. The said
colonizers colonized the areas of North and South America.
The answer to Question b.
The natives of North and South America regarded Columbus and his companions as
white civilizations. In addition, they regarded the phenomena as “disastrous.” The colonizers
had completely different view and regarded that the phenomena of colonization marked the
industrialization and overall development of regions and communities.
The answer to Question 2
One of the significant incidents of genocide is the wiping of the population in the
Bahamas from 3 million to 300 in a span of 12 years (Susan, 1991). Another example is the
reduction of the population of Puerto Rico and Jamaica from 600000 to 200 within 50 years.
The two significant instances of ethnocide are listed as follows. The first is Juan
Maldonado regarding the performance of the Indian traditional dances as illegal in 1625. The
second is Archibishop of Lima announcing the performance of the art forms of natives of
Peru to not to be allowed during 1614.
The answer to Question 3
The Europeans learned the practice of ethnocide that is wiping out the culture of the
people they had conquered.
The answer to Question b
Some of the rights that the native people would want to be granted to them today are
the listed as follows. The rights such as not allow their land and labour be controlled by the
colonialists, to not allow the control of the crops to be grown, and the exporting of the same
to the home countries. In addition to the above, natives would have wanted to encourage the
local industries and colonies, to encourage the development of the natives and not treat them
as slaves, and lastly no not exploitation of their cultures and lands.

SOCIOLOGY 2
The answer to Question 4
The Royal Proclamation of 1763 stated to reserve the land and territories stated in the
areas from west to North West with the natives only and not conquer the same.
The answer to Question b
The British would use the treaties to buy the land of the natives for the exchange of a
nominal amount in the form of the annual cash payments. The year 1867 witnessed the crown
representatives of Britain being sent to Canada to conduct the meetings with the delegations
to agree on the framework of the treaties. These treaties were then used as a means to grab
the land of the natives in Canada as well, especially that of Ontario and Prairie.
The answer to Question 5
The cases of the Lubicon, the Haida, and the Mohawks have a common thing that
while these natives protested against their land and communities being conquered, all three of
them were turned down, and their rights over the lands and properties were snatched. While
the Haida people had spread across the road in the traditional attires, the Lubicon people had
written to the federal government. Lastly, the Mohawks had set up a roadblock to stop the
expansion of Oka Township.
The answer to Question 6
One of the significant pillars of colonialism was to “consume locally.’ While the local
lands were used to produce the raw material, the mother countries used these raw materials,
which further strengthened their industries. The lack of industrialization and the development
in the local lands as compared to mother countries is still widely evident today.
The answer to Question 7
The four statistics in the reading that illustrate inequality for the natives are the
inferior rates of the average life expectancy and the average family income, as compared to
the Canadian average. This is in addition to the higher teen suicidal rates among natives and
lack of heating and water facilities in the homes of the natives.
The answer to Question 8
The 12 things through which the introduction sheds light on the content of the story
are as follows. The story is about the pain of the aboriginal children, which includes the

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abusive conditions (The Truth and Reconciliation Commission of Canada, 2012). In addition,
the story is about the loss of the culture and shame on part of the authorities to drive the
education system. Further, it is stated that the story is about sacred missionary work, to
civilize Canada's aboriginal people, complex societal structures, continued flourishing of the
aboriginal culture, humiliation and possibility of the change. Last to state the story is about
the civilized destruction, an aboriginal facet of Canadian society and impact of the education
system on aboriginal children.
The answer to Question 9
The six conclusions reached by the Truth and Reconciliation Commission were that
there existed assaulting activities on part of residential schools on part of aboriginal children
their families, culture, and the self-governing and self-sustaining aboriginal nations (The
Truth and Reconciliation Commission of Canada, 2012). In addition, it was concluded that
impacts of the assault were existing since a number of years and that the because of the
inherent nature of the aboriginal societies, Canadians were denied the full and proper
education system.

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References
Susan, G. (1991). Colonialism in the Americas: A Critical Look! Victoria, B.C: Victoria
International Development Education Association.
The Truth and Reconciliation Commission of Canada. (2012). Canada, Aboriginal Peoples,
and Residential Schools. They Came for the Children. Retrieved from:
http://www.myrobust.com/websites/trcinstitution/File/2039_T&R_eng_web
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