The first case study of this chapter analyses the main differences between the Māori Te Tiriti o Waitangi and the English Treaty of Waitangi. The differences in definitions, nuances and terminology are analysed in terms of how they allowed British colonists to insidiously confiscate Māori land and thus expose the impacts this has had on Māori communities to this day. The attempts by Māori people to regain ownership over their lands and the government's response to these attempts are also addressed. Towards the end of this evaluation, however, an analysis of the United Nations report on New Zealand's treatment of the Māori communities is embarked upon to help emphasise the deceptive differences in the nature and intent of the two documents signed. By doing so, the immoral role of the State in the events that followed is thoroughly revealed, evaluated and dissected to expose the illegal and elusive misappropriation of Māori lands. All in all, a convincing argument for restoration to the Māori population is made as opposed to making surface-level, empty attempts that mask an apathetic, callous State.

The second study in this chapter turns the focus on Canada and the creation of residential schools where the indigenous people were subjected to a compulsory education of white values, thought, practices and history. Moreover, many children were exposed to physical and sexual abuse under this regimen, whereas indigenous children were malnourished and exposed to diseases resulting in thousands of children dying while attending these schools. As the case study reveals, this was a form of unregulated cultural genocide, which caused countless generations of indigenous people to suffer pointlessly and maliciously. Family and community bonds were shattered by this enforced separation yet, unfortunately, the victims had to rely on similar international cases and the United Nations to receive any corroboration of the atrocities committed against them. In the end, though, the study advocates the eradication of the negative views towards the indigenous population and, on a more hopeful front, postulates that time and education will promote an international recognition of the State criminality behind the implementation and operation of the Canadian residential schools.