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to ensure that Aboriginal Australians would have the same(passive) was designedThe assimilation policy
up ... the Aborigines Welfare Board(passive) set ... byassimilation policies
to assist Aborigines and part - Aborigines into the western , European , Christian mainstream , in order to better enjoy the benefits of that culture(passive) was designedThe policy of assimilation
previous successive governments as Aboriginal leaders bear witness to taxpayers ’ money thrown into dead areas with no recourse of accountability(passive) created byassimilation policies
the idea of Chinese figures(passive) influenced bythe assimilation policy
Territorysettingup of assimilation policy
to " kill the Indian and save the man(passive) was designedThat assimilation policy
the continuity of the Finnish speaking minority in the nation - state and the previous link of Sweden together with Finland in the former unitary state(passive) was influenced bythe assimilation policy
the Communist Party(passive) led bythe assimilation policy
Azerbaijan in the 1950s(passive) led bythe assimilation policy
to strip them of their identity and integrate them into dominant societydesignedto strip them of their identity and integrate them into dominant society
what is known as “ the Stolen Generationscreatedwhat is known as “ the Stolen Generations
to a significant body of literature written in Japanese by colonial writers by the 1930sledto a significant body of literature written in Japanese by colonial writers by the 1930s
in the ‘ Stolen Generationresultedin the ‘ Stolen Generation
a new “ us ” and “ Potowatomieshad ... createda new “ us ” and “ Potowatomies
to the creation of the ' stolen generations ' self - determinationledto the creation of the ' stolen generations ' self - determination
irrevocable damage to the Uighur national identityhas causedirrevocable damage to the Uighur national identity
the Stolen Generations by forcibly transferring children from one group to another groupcreatedthe Stolen Generations by forcibly transferring children from one group to another group
to a change of the Indian Act in 1920 requiring every Indian child to attend a residential schoolleadsto a change of the Indian Act in 1920 requiring every Indian child to attend a residential school
to forcefully taking away the Natives ’ children from their own homes to boarding schools for so called " civilized " educationledto forcefully taking away the Natives ’ children from their own homes to boarding schools for so called " civilized " education
to attempts to convert the Indians forcibly to Christianity , and to Indian boarding schools , where young Indians were taken from their families and forcibly taught white cultureledto attempts to convert the Indians forcibly to Christianity , and to Indian boarding schools , where young Indians were taken from their families and forcibly taught white culture
to the extinction of peoples , languages and cultureseffectively leadto the extinction of peoples , languages and cultures
the issue of Self - alienationcreatedthe issue of Self - alienation
in ongoing histories of dispossession , trauma and cultural fracturingresultingin ongoing histories of dispossession , trauma and cultural fracturing
shortly after European arrival ... speaking language and practicing culturewere createdshortly after European arrival ... speaking language and practicing culture
to kill Aboriginal cultures and traditionsdesignedto kill Aboriginal cultures and traditions
to save and civilizedesignedto save and civilize
to alienate Indigenous Peoples from their cultures , traditions , and identitiesdesignedto alienate Indigenous Peoples from their cultures , traditions , and identities
to the destruction of aboriginal identity aboriginal history timeline ( 1900 - 1969leadto the destruction of aboriginal identity aboriginal history timeline ( 1900 - 1969
in significant language lossesdid resultin significant language losses
to individuals removedcausedto individuals removed
to a significant body of literature written in Japanese by colonial wriledto a significant body of literature written in Japanese by colonial wri
in significant education and income gaps and left the Ainu language deemed critically endangered by UNESCO , with the only surviving dialect among the Ainu living in Hokkaidoresultedin significant education and income gaps and left the Ainu language deemed critically endangered by UNESCO , with the only surviving dialect among the Ainu living in Hokkaido
to achieve itwere designedto achieve it
a situation where large numbers of aboriginal people were motivated to migrate from the rural settlements to large towns and citiescreateda situation where large numbers of aboriginal people were motivated to migrate from the rural settlements to large towns and cities
to extinguish the spiritual , emotional , mental , social normsdesignedto extinguish the spiritual , emotional , mental , social norms
an united raceto createan united race
to a similar resultcan leadto a similar result
in a residential school systemresultedin a residential school system
to Japanize Koreansdesignedto Japanize Koreans
to break up the tribes and their land holdingsdesignedto break up the tribes and their land holdings
much of the language and tradition of the Ainu people to be lostcausedmuch of the language and tradition of the Ainu people to be lost
to the break - down of the Aboriginal cultureledto the break - down of the Aboriginal culture
to conflict over girls who wear Muslim headscarves to schoolhas ledto conflict over girls who wear Muslim headscarves to school
in Native childrenresultedin Native children
fee land ownershipcreatedfee land ownership
the General Allotment Actcreatedthe General Allotment Act
in Australia by the federal government in 1937createdin Australia by the federal government in 1937
to “ kill the Indian but save the Mandesignedto “ kill the Indian but save the Man
new identity groupscan createnew identity groups