https://www.masterclass.

com/articles/traditional-authority

Traditional Government
True or False:
Queen Elizabeth II was an example of Traditional Authority True / False

Explanation:
“Traditional authority is when a person receives their decision-making power through long-standing customs,
traditions, or lineage.”

Give an example of a country or culture that does this and explain in detail.

Monarchy is a good example of traditional authority. In history, most governments

have been led in this form of power. In this form of governance, subordinates accept
the type of authority. Monarchy refers to the form of political organization in which the
monarch is the head of state and assumes nominal or substantive control of
government power. The assumption of a monarch and the control of political power
varies according to the systems of various countries; Even if it is the same country, it is
different in different periods. The traditional monarch usually refers to the ruler of a
country passed down through hereditary means. From the perspective of power
constraints and governance methods, monarchy can be divided into "unlimited
monarchy" and "limited monarchy". "Infinite monarchy" means that the power of the
monarch is not legally limited, and sovereignty is exercised by the monarch, usually
referring to absolute monarchy. Limited monarchy refers to the use of the Constitution
and laws to restrict the exercise of the monarchy's power. The monarch usually has
only a symbolic status, represented by a constitutional monarchy.

Provide 3 examples of situations where traditional authority is established:

Inherited power Patrimonialism Religious leaders

Choose one of the benefits of a traditional authority. Explain why you think this benefit is important, and give an
example from real life.

One advantage of traditional authority is that Makes it clear who has authority: While
not everyone in a society, culture, or organization must support a leader, a traditional
power system eliminates the question of who is in the position of power. The rules of
inheritance or transfer of power are clear to everyone, it can accomplish tasks very
effectively. When it comes to making decisions quickly, traditional leaders are often
able to make decisions efficiently. This is because they have the authority to make
decisions and delegate tasks. For example, the monarchy is a good example of a
traditional authority system. In history, most governments have been led in this form of
power. In this form of governance, subordinates accept the type of authority, and they
do not have the ability to challenge leaders. Therefore, they are loyal and do their best
due to their fear of authority.
Choose one of the negatives of a traditional authority. Explain why you think this negative is important to
acknowledge, and give an example from real life.

Difficult to dismantle and lack of qualifications: traditional authority may resist change,
be autocratic, and be bureaucratic. This is because traditional authorities often want to
maintain the status quo and may not be willing to try new things or make changes. This
means that leaders have complete control and authority over the team and its
members, stifling creativity, and innovation within the team, and leading to stagnation
and lack of progress within the organization. China is a good example where one person
rules the entire country, and the leader defeats all his challengers in all possible ways.

Research the Canadian Indian Residential schools and explain in a paragraph how Traditional Authority led to a
disaster for First Nations students.

The imposition of Traditional Authority and European-style education by colonial

governments is reflective of entrenched policies of assimilation and cultural
destruction. By using church-led education initiatives, colonial governments sought to
reduce Indigenous people’s dependence on subsistence hunting and gathering. With
the gradual decline in the fur trade, and the need for increased immigration for western
settlement, colonial and national policies sought to eliminate the constant movement
of families and communities that the traditional hunting and gathering ways of life
demanded. By establishing more or less permanent communities and forcing
Indigenous children to attend church-run schools, colonial and federal governments
began the long process of assimilating Indigenous peoples. Beginning in the 1830s, the
settler churches, mainly the Roman Catholic and Anglican denominations, in
cooperation with the colonial governments and later the federal government, began to
establish residential schools. Some Inuit children were educated in mission schools in
Labrador as early as the 1790s; however, formal European-style education for Inuit
youth only began on a national scale in the 1950s with the construction of elementary
and residential schools throughout major settlements in the Arctic, including Baffin
Island. By 1900, in the rest of Canada, there were 64 residential schools, staffed by
missionary teachers who gave vocational, manual and religious instruction. These
schools were seen by colonial, and later federal, authorities as the ideal system for
educating Indigenous youth because they removed children from the influences of
traditional family and culture. The assimilative practices of the schools reinforced the
general government policy to assimilate Indigenous peoples into colonial society.
Whenever authorities tasked with the removal of children arrived in Indigenous
communities, some parents hid their children to prevent them from being taken away
to residential schools. The regime was uniformly harsh and cruel. Students were
physically punished for any kind of disobedience, and schools forbade them to use
Indigenous languages and actively made them feel ashamed of their Indigenous
identities. Many children also suffered sexual abuse in residential schools. Furthermore,
there is evidence that numerous children either died at residential school or died at
home from illnesses contracted during their time at a residential school.