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The French Bishops' Protest Against the Nazi Occupation in France and the Vel' d'Hiv Police Roundup
Scholar Aliza Luft discusses how French bishops reacted to the growing hostility towards Jews in occupied France during World War II.
![](/sites/default/files/brightcove/videos/images/posters/image_1664.jpg)
Dispossession, Destruction, and the Reserves
Reserves existed in Africa, in the British American colonies, and in Canada, where the colonizers had to address the people they dispossessed— people who seemingly stood in the way of the political and economic plans of European settlers.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Dépossession, destruction et réserves
Il y avait des réserves en Afrique, dans les colonies britanniques, et au Canada, où les colonisateurs plaçaient les gens qu'ils avaient dépossédés, des gens qui se trouvaient au travers des plans politiques et économiques des colons européens.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Defining the Indian
Two main pieces of legislation laid the foundation for what was to be the new Dominion’s policy regarding relations with First Nations: the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Définir l'Indien
Deux lois ont constitué le fondement de ce qui allait devenir la politique du nouveau Dominion concernant les relations avec les Premières Nations : l'Acte pour encourager la civilisation graduelle de 1857 et l'Acte pourvoyant à l'émancipation graduelle de 1869.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Banning Indigenous Culture
The ultimate goal of the Indian Act has always been the assimilation of the Indigenous Peoples as separate nations into mainstream Canada.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Bannir la culture autochtone
Le but ultime de la Loi sur les Indiens a toujours été l'assimilation des Peuples Autochtones en tant que nations distinctes dans la société majoritaire du Canada.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Traditional Education
The idea that Western culture was superior and that the Indigenous Peoples needed to be Christianized and civilized came from the biases of Europeans and their unwillingness to appreciate the complex, largely unwritten teaching processes inside indigenous communities.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Éducation traditionnelle
L'idée selon laquelle la culture occidentale était supérieure et les Autochtones devaient être christianisés et civilisés est venue des préjugés des Européens ainsi que de leur refus d'apprécier les enseignements complexes et largement non écrits des communautés autochtones.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Aggressive Assimilation
The key to this policy was a system of industrial schools where religious instruction and skills training would help the Native Americans catch up with the demands of Western society.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Assimilation agressive
L'élément central de cette politique était un système d'écoles industrielles où l'enseignement religieux et l'enseignement des métiers allaient aider les Autochtones à s'adapter aux exigences de la société occidentale.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)